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Support workers’ understanding of their role supporting the sexuality of people with learning disabilities
Author(s) -
Maguire Karla,
Gleeson Kate,
Holmes Nan
Publication year - 2019
Publication title -
british journal of learning disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 1354-4187
DOI - 10.1111/bld.12256
Subject(s) - human sexuality , distancing , ambivalence , interpretative phenomenological analysis , psychology , learning disability , limiting , social psychology , developmental psychology , qualitative research , medicine , sociology , gender studies , social science , mechanical engineering , disease , covid-19 , pathology , infectious disease (medical specialty) , engineering
Accessible SummaryWe asked support workers what they thought about their role supporting sexuality. They said they want to try to support sexuality and relationships but also have to keep people safe. They said they have lots of things to consider which makes it difficult. We think support workers need more training and advice to help them talk about some of their worries and difficulties supporting sexuality.Abstract Background Despite positive attitudes amongst support staff towards sexuality, adults with learning disabilities report being dissatisfied with the support they receive. This research aimed to explore support workers’ understanding of their role supporting the sexuality of adults with learning disabilities. Method Six support workers from supported living services were interviewed about their role. Data were analysed using interpretative phenomenological analysis. Results Three themes emerged which were understood as suggesting that support workers held conflicting beliefs and emotions about their role supporting sexuality. This was interpreted as creating an ambivalence that could result in support workers distancing themselves from an active role in supporting sexuality. Conclusion This study concluded that support workers may inadvertently express an understanding of their role that may be consistent with negative and limiting discourses about the sexuality of adults with learning disabilities. The findings suggest a continuing need for sexuality training with a focus on reflective practice.