The effect of a sexuality training programme on the knowledge and attitudes of caregivers working with women with intellectual disabilities who live in residential care facilities : a social story approach (original) (raw)
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Sexuality and Disability, 2016
A multi-method study design involving three different phases was used to develop four social stories that could be used as part of a sexuality and relationship training program for women with intellectual disabilities. Phase 1 entailed a systematic review of the literature and results indicate that social stories provide a suitable methodology for teaching socially desirable responses related to sexuality and relationships. Phase 2 entailed a focus group with women with intellectual disabilities and results showed that they wanted more information about different types of relationships, including romantic relationships. They also wanted to understand what types of behaviour (e.g. different types of greetings) were appropriate for the different types of relationships. Next, four social stories were written based on the results of these two phases. Finally, these four social stories were implemented in Phase 3 with ten caregivers of women with intellectual disabilities in order to evaluate the appropriateness of the stories. Results showed that three of the four social stories were appropriate, and that one required rewriting as it was not appropriate for the specific context, as women at that facility did not have the opportunity to go on dates. A suggestion was made that the story be rewritten to reflect romantic relationships as opposed to dating.
2008
How support workers enable, regulate or constrain the sexual expression of intellectually disabled people who live in service agency group homes is the subject of this thesis. A general literature search of what intellectually disabled people currently experience in their lives, including their experiences in the area of sexuality and intimacy, begins this investigation. Secondly, an extensive literature review of the support role, incorporating an appraisal of past and current issues related to the support position in general and to the area of sexuality support in particular, was completed. What intellectually disabled people themselves would like in relation to sexuality and intimacy support was included in this section. Thirdly, a review of research studies focussing on the operation of the support position within service agency systems was undertaken. These explorations revealed a high degree of reluctance on the part of workers to provide assistance in the sexuality area, despite a proven necessity for support to be made available to the intellectually disabled people they worked with. Review research studies suggested a variety of causal factors in explanation of this reluctance. These suggestions link to two meta-reason positions. Failure to prove support either stemmed from individual worker's inactions due to ignorance and/or incompetence, or from wider systemic failures on the part of agency services to positively value and support this key service role in this area. However, little if any analysis of the possible influence of the broader social, emotional and cultural contexts, in which the concepts 'sexuality' and '(intellectual) disability' are located, could be found in the studies reviewed. Eleven in-depth interviews were conducted with front-line support workers about their sexuality support practice. Preliminary readings of the interview texts revealed a similar reluctance on the part of the workers concerned to assist those they worked with in this area. Interview texts were then subjected to a post-modernist inspired, interpretive discursive analysis. This analysis uncovered and tracked how key power/knowledge effects inherent in the terms '(intellectual) disability', 'sexuality', 'gender' and 'desire' inhering in the concept of an 'ideal (sexual) couple' interweave to shape the 'no support necessary' practice responses held in worker's interview talk. From this exploration it is suggested that research studies of workers' practices as an aspect of the promotion of change in support outcomes in the sexuality support area need to go beyond the parameters of recommendations that stem from considerations of either individual or systemic limitation alone. It remains a convincing point to suggest that poorly performing workers need retraining in this area and the overall value of the support role within service organizations needs reshaping. However, future research recommendations also need to engage more directly and effectively with the effects of the wider social and emotional "ideal (sexual) couple" ambiguities that also influence worker's lack of assistance in this complex and sensitive support area. The use of a post-modern perspective as a helpful conceptual tool in unpacking the power these ambiguities hold within the support position is offered as a productive way forward for future research and practice development. iii Acknowledgements While my name is on the title page of this thesis, I could not have done what I did by myself. I acknowledge, with aroha, the input of the following people.
Sexuality of adults with intellectual disabilities as described by support staff workers
Hrvatska Revija za Rehabilitacijska Istraživanja, 2017
Historically, people with intellectual disabilities have been labeled as asexual or as perpetrators or victims of sexual abuse (McDaniels, Fleming, 2016). They often face discrimination because of their sexuality, regardless of whether they live within residential facilities or family homes (Wingles-Yanez, 2014). This paper presents research results from qualitative studies of the sexuality of adults with intellectual disabilities. Applying a phenomenographic method (Paulston, 1993), the authors conducted 16 interviews with professionals at several daycare and residential centres in north-eastern Poland who work with intellectually disabled people. The specific research aims were to answer the following questions: (1) How do support staff workers perceive sexuality and intimate relationships of adults with intellectual disabilities? (2) Which factors contribute to the sexuality and intimate relationships of adults with intellectual disabilities according to support staff workers? (3...
Sexuality of Adults with Intellectual Disabilities as Described by Support Staff Workers 1
Historically, people with intellectual disabilities have been labeled as asexual or as perpetrators or victims of sexual abuse (McDaniels, Fleming, 2016). They often face discrimination because of their sexuality, regardless of whether they live within residential facilities or family homes (Wingles-Yanez, 2014). This paper presents research results from qualitative studies of the sexuality of adults with intellectual disabilities. Applying a phenomenographic method (Paulston, 1993), the authors conducted 16 interviews with professionals at several daycare and residential centres in northeastern Poland who work with intellectually disabled people. The specific research aims were to answer the following questions: (1) How do support staff workers perceive sexuality and intimate relationships of adults with intellectual disabilities? (2) Which factors contribute to the sexuality and intimate relationships of adults with intellectual disabilities according to support staff workers? (3)...
Sexuality and Disability, 2022
A scoping review was conducted to identify how peer-education models are being used in sexuality and respectful relationship education for people with a disability. The search was conducted in August 2021 using the Joanna Briggs framework to scope and map the literature and research activity. Using strict criteria, 7 online databases, grey literature and reference lists were searched for resources written or published in the last 15 years (2006-2021). Relevant sources were shortlisted and assessed by the two authors. Six sources met the criteria for inclusion in this review. In total, four educational programs are described and discussed. The results identify four sexuality and respectful relationship programs that met screening criteria: (1) "Telling it like it is!", (2) "Sexual Lives and Respectful Relationships", (3) "Talking about sex and relationships: the views of young people with learning disabilities", and (4) "Health, Safety & Sexuality Training for You & Me". Peereducators experienced increased confidence and feelings of empowerment, while people without an intellectual disability reported a greater understanding of the challenges and experiences of people with a disability. The use of peer educators to deliver sexuality and respectful relationship education for people with intellectual disability is a promising education model with multiple potential benefits for participants. However, more research is needed to understand the consequences and limitations of such programs.
International Journal of Environmental Research and Public Health
There is growing empirical evidence regarding the relationship and sexuality experiences and needs of children, young people and adults with intellectual disabilities. A total of twelve papers met the inclusion criteria regarding relationship and sexuality education (RSE) programmes specific to the needs of this population. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines were followed and quality appraisal undertaken. The four themes identified were principles informing RSE programme development, design and content of RSE programmes, delivery of RSE programmes and evaluation of RSE programmes. The discussion presents areas that need to be addressed to ensure that people with intellectual disabilities, their families, carers and professionals are fully involved in the design and delivery of RSE programmes. Further research is required to identify the impact of the programmes and the sustained outcomes achieved. Recommendations are made regar...
Sexuality and Disability, 2020
Staff working with individuals with Intellectual Disabilities (ID) play an important role in enabling them to fulfill their sexual and romantic needs. Given the lack of recent reviews providing a synthesis of qualitative research in this population, the present review explored how staff working with individuals with ID in a variety of capacities (e.g. support workers, service managers, nurses, educators, psychologists, social workers) perceived their role in relation to supporting sexuality and relationships. A systematic search of EMBASE, PsychINFO, MEDLINE, CINAHL, ASSIA and SCOPUS was carried out and identified articles were rated against inclusion and exclusion criteria, as well as quality criteria. Findings were analyzed using thematic synthesis. The application of criteria resulted in the inclusion of 15 articles. Four themes were identified: (a) "Attitudes towards sexuality and relationships: A right and a challenge", (b) "Responding to sexuality and relationships: A conflicted discourse", (c) "Uncertainty and lack of systemic support", and (d) "Influences on decision-making". Findings suggest that staff hold ambivalent attitudes and often respond inconsistently to issues relating to service users' sexuality. Role uncertainty, fear of accountability, lack of training and policy, as well as factors related to employing organizations and family caregivers were identified as barriers. The findings highlight the importance of providing training and supervision for staff in order to address ambivalent attitudes and anxieties, further developing national and local policy in relation to sexuality and relationships, and supporting family caregivers to meaningfully work alongside staff on issues relating to service users' sexuality.
Desirable Conversations: Sexuality and Women with Intellectual Disabilities
2000
The American Association on Intellectual and Developmental Disabilities (AAIDD, 2011) asserted that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012). The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (a) What
Objective: Sexual health education is important in addressing the health and social inequalities faced by people with intellectual disabilities. However, provision of health-related advice and education to people with various types and degrees of linguistic and learning difficulties involves addressing complex issues of language and comprehension. This article reports an exploratory study using 2 qualitative methods to examine the delivery of sexual health education to people with intellectual disabilities. Methods: Four video-recordings of sexual health education sessions were collected. Conversation analysis was used to examine in detail how such education occurs as a series of interactions between educators and learners. Interviews with 4 educators were carried out and analyzed using thematic analysis. Results: The analysis shows how educators anticipate problems of comprehension and how they respond when there is evidence that a person does not understand the activity or the educational message. This occurs particularly when verbal prompts involve long sentences and abstract concepts. We show a characteristic pattern that arises in these situations, in which both educator and learner jointly produce a superficially correct response. Conclusions: Although interviews allows us some insight into contextual issues, strategy, and aspects of sexual health education that occur outside of the actual teaching sessions, analysis of actual interactions can show us patterns that occur in interactions between educators and learners when comprehension is in question. Addressing how sexual health education is delivered in practice and in detail provides valuable lessons about how such education can be improved.