Literature Review on Provision of Appropriate and Accessible ...

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PAGE 86 facilities it would be impossible or unduly difficult for the person to avail himself or herself of the service.The special treatment could arguably include longer consultation time, etc. - <strong>Literature</strong> An individualised, <strong>Review</strong> on person-centred, Provision of Appropriate multidisciplinary and Accessible approach Support that incorporates to People with caregivers, an Intellectual medical Disability staff, educators, who are and Experiencing Crisis Pregnancy the individual should be used to provide comprehensive sexual health care to persons with intellectual disability (Servais et al., 2002).
PAGE 87 3.0 Capacity to consent to sexual relationships 3.1 Introduction Historically in Ireland, the UK, Australia, America and other Western countries people with intellectual disabilities and mental health problems were considered ‘unfit’ to reproduce and become parents, with implications such as sexual relationships being discouraged for people residing in institutions (Barker, 1983; Fennell, 1996; Trent, 1994). This attitude began to change in the 1970s through the discussion of disability rights (Shakespeare, 2000, Rioux, 1997) and the introduction of the concept of normalisation (Emerson, 1992; Wolfensberger, 1980 cited in BPS, 2006:105), which led to a growing empowerment of people with learning disabilities and a widening acceptance of their rights in relation to recognition of their sexual needs. As a result, sex education materials began to be written that addressed issues specific to people with intellectual disability (McCarthy and Thompson, 1998; Cambridge, 1997). Support to People with an Intellectual Disability who are Accessible and Appropriate of Provision on <strong>Review</strong> <strong>Literature</strong> Experiencing Crisis Pregnancy Meanwhile, research has demonstrated the high incidence of sexual abuse or exploitation of people with intellectual disabilities and their vulnerability to such abuse because of their social and/or cognitive differences (McCarthy, 1999; Sobsey, 1994). Brown (2004) asserts that women with learning disabilities face double oppression at the intersection of gender and disability, and this renders them particularly vulnerable to sexual violence and exploitation. Vulnerability, Brown (2004) contends, is usefully viewed in the context of a social model of vulnerability. This model locates the extra risks to women with learning disability, not in their impairments per se, but in the extent to which they are placed in situations which expose them to risks that other women would not be exposed to, and in discriminatory responses experienced by women from agencies. Assessment of capacity to enter sexual relationships has received increased attention in recent years (Murphy and Clare, 2003; Lyden, 2007; Kennedy and Niederbuhl, 2001) due to the increasing recognition of the rights of people with disabilities. There is general agreement that people should be enabled and encouraged to take decisions for themselves when possible. There has been increasing concern and recognition of the need to both empower people with intellectual disability to make their
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Literature <strong
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Literature <strong
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PAGE 5 Foreword by the HSE Crisis P
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PAGE 7 Foreword by the National Dis
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PAGE 9 About the author Joan O’Co
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PAGE 11 2.5.4 Codes of practice 52
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PAGE 13 4.5.1 Challenges in support
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PAGE 15 Glossary of terms Enduring
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PAGE 29 • 32 per cent (8,262 indi
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PAGE 31 1.7 Heterogeneity People wi
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PAGE 33 McCarthy (1999: 44) notes t
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Page 109 and 110: PAGE 109 laws generally require tha
Page 111 and 112: PAGE 111 • Offences where the def
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Page 117 and 118: PAGE 117 Section 17 of the Crimes (
Page 119 and 120: PAGE 119 relationships. The study i
Page 121 and 122: PAGE 121 Table 3: Comparative legis
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Page 125 and 126: PAGE 125 Legal aspect Relevant legi
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PAGE 137 be perceived as a risk fac
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PAGE 139 4.3.1 Components of sex ed
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PAGE 141 introduced students not on
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PAGE 145 about pregnancy and childb
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PAGE 147 Eastgate (2008), writing i
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PAGE 151 4.7 Pregnancy outcomes in
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PAGE 153 The authors suggested that
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PAGE 155 Research indicates that le
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PAGE 157 Klaar (1999) notes that so
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PAGE 159 Workers might also need to
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PAGE 161 • Possible components of
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PAGE 163 Accessing services • The
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PAGE 165 5.0 Parenting 5.1 Introduc
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PAGE 169 fulfilling three condition
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PAGE 171 Tarleton et al.’s study
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PAGE 173 vulnerable if a breakdown
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PAGE 175 More recent research on mo
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PAGE 177 while training programmes
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PAGE 179 5.8 Adequacy of training a
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PAGE 181 5.10 Key findings Key find
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PAGE 183 Professional and training
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Support to People with an Intellect
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PAGE 187 The review examined nation
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PAGE 189 A number of issues have be
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PAGE 191 6.5 Capacity to consent to
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PAGE 193 • A number of commentato
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PAGE 195 • During the early stage
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PAGE 197 Bibliography Affleck, F. (
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PAGE 199 Bartlett, P. (2008) Blacks
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PAGE 201 Booth, T. & Booth, W. (200
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PAGE 203 Burgen, B. (2008a) ‘Stra
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PAGE 205 Cuskelly, M. & Bryde, R. (
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PAGE 207 Issues in Sexuality and Le
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PAGE 209 The Mental Health Foundati
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PAGE 211 Gust, D.A., Wang, S.A., Gr
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PAGE 213 Kaplan C. & Richman S. (20
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PAGE 217 Mayes, R., Llewellyn, G. &
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PAGE 219 McConnell, D., Llewellyn,
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PAGE 221 Murphy, G.H. & Clare, I.C.
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PAGE 223 O’Hara, J. & Sperlinger,
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PAGE 225 Rogers, J. (1997) Birthcoa
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PAGE 227 period 1988 to 1999. Journ
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PAGE 229 Traustadottir, R. (1997) W
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PAGE 231 Watson, G. & Rogers, R. (1
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PAGE 233 Appendices Appendix A - Co
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PAGE 235 Form 4 D Involvement of th
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PAGE 237 Guidance to health profess
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PAGE 239 involve people close to th
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Experiencing Crisis Pregnancy <stro
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