Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
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PAGE 138<br />
were induced, coerced or felt it necessary in order to develop or<br />
maintain a relati<strong>on</strong>ship (McCarthy, 1996)).<br />
• Sex <str<strong>on</strong>g>Literature</str<strong>on</strong>g> educati<strong>on</strong> <str<strong>on</strong>g>Review</str<strong>on</strong>g> needs <strong>on</strong> to Provisi<strong>on</strong> emphasise <strong>of</strong> <strong>Appropriate</strong> a more active, <strong>and</strong> less <strong>Accessible</strong> passive<br />
Support to People with an Intellectual Disability who are<br />
<strong>and</strong> accepting role for women with learning difficulties.<br />
Experiencing Crisis Pregnancy<br />
• Women with learning disabilities need to be supported in their<br />
sexual lives. The focus should be <strong>on</strong> empowerment, through<br />
helping women engage in a process <strong>of</strong> critical reflecti<strong>on</strong> about<br />
their sexual lives.<br />
• It emerged from McCarthy’s research (1999) that women did not<br />
receive sexual pleasure from much - <strong>and</strong> in some cases all - <strong>of</strong><br />
their sexual activity with men (McCarthy, 1999). All sex educati<strong>on</strong><br />
work with women with learning disabilities should therefore<br />
place a significant emphasis <strong>on</strong> women’s sexual pleasure.<br />
• Every learning-disability day <strong>and</strong> residential service should seek<br />
to ensure that at least some staff are ready, willing <strong>and</strong> able to<br />
discuss sexual matters with service users. This has implicati<strong>on</strong>s<br />
for resources in terms <strong>of</strong> staff educati<strong>on</strong> <strong>and</strong> training, <strong>and</strong> staff<br />
time.<br />
• More formal forms <strong>of</strong> sex educati<strong>on</strong>, such as <strong>on</strong>e-to-<strong>on</strong>e work or<br />
group sessi<strong>on</strong>s, should be carried out <strong>on</strong> a single-sex basis; this<br />
would <strong>of</strong>fer a greater opportunity for the pers<strong>on</strong> with intellectual<br />
disability to identify with their advisor in these matters <strong>and</strong> to<br />
share life experiences (McCarthy, 1999).<br />
• Cambridge <strong>and</strong> McCarthy (1997) c<strong>on</strong>sidered that sexuality<br />
policies should ensure that proactive support is given to people<br />
with learning disabilities, meaning that issues related to<br />
sexuality, sexual abuse <strong>and</strong> sexual health should be routinely<br />
discussed as part <strong>of</strong> Individual Programme Plans (IPPs) or<br />
Individual Care Plans (ICPs) <strong>and</strong> reviewed at regular intervals.