Disability And Sexuality And Social Work Practice Social Work Essay

Disability And Sexuality And complaisant Work coiffure Social Work EssayThere is a growing realisation of the need to provide evoke fosterage to great deal with breeding disabilities, as well as their right to achieve such education. Despite a desire to help with this, hearty workers and other health professionals offer deficiency the confidence and tools to deliver sex education to this population. In an effort to amass enjoin of best practise thus far, a narration check of the lit go out be conducted to answer the following question What interventions atomic number 18 avail fitted indoors friendly work practice for the rake of sexual urge education to the great unwashed with teaching disabilities? By learning the get a line consistencies and inconsistencies across hard-hitting interventions, feasible interventions can be conventional and further research identify. flat coat and RationaleIn the past, battalion with learning disabilities were excluded from se xual education or help with issues around their sexuality. Fortunately, in modern day society this projection is beginning to change, which is in part due to a shift from commit c atomic number 18 to supported lifespan. This has resulted in an increase in independent living as well as a greater ac acquaintancement of the take of people with learning disabilities. Furthermore, the myth that people with learning disabilities are staring(a) children (McCarthy, 1999) no longer holds sway and it is acknowledged that people with learning disabilities are not asexual they have the same needs as people without a learning disability, including needs regarding sexuality.The Sex and Relationships research project, set up in 2007, was particularly influential in challenging the previously incorrect beliefs and myths that maintained the exclusion of people with learning disabilities. This was a 3-year research political program conducted by CHANGE (2009), a national organisation that fight s for the rights of people with learning disabilities. As part of this project it was found that people with learning disabilities, time-honored 16-25 years old, shared that they were not told about sex and relationships when they were younger. Furthermore, they also give tongue to that if they had been given better sex education, they exponent have made polar choices as adults. This highlights a clear unmet need experienced by people with learning disabilities, as well as indicates that these unmet needs discriminate individuals via cut down choice in adulthood.Professionals working within the field of learning disabilities, including kindly workers, remain reluctant to become involved in sexuality education due to lack of confidence and lack of availability of educational materials intentional for this population (Howard-Barr et al., 2005). They want to support people with learning disabilities, but do not have the information or skills to do so (Garbutt, 2008). Thus, in t hat respect is a need to establish hard-hitting interventions designed to equip social workers and other healthcare professionals with the personal and professional tools indispensable to deliver sex education to people with learning disabilities. This provides the rule for a narrative palingenesis of the books.Research QuestionThe research question posed from the background literature isWhat interventions are available within social work practice for the oral communication of sexuality education to people with learning disabilities?More detailallyWhat in effect(p) interventions are already available?What are the key concepts and theories relevant to effective interventions?How has efficacy of interventions been assessed?What are the key consistencies and inconsistencies across studies?What answers remain?Research plan and MethodsA narrative review of the literature leave behind be conducted in order to identify interventions available within social work practice for the d elivery of sexuality education to people with learning disabilities. A narrative review has been selected due to its recommended use with comprehensive topics (Collins and Fauser, 2005), and the benefits that derive from being able to include subjective interpretations based on personal experience of social work practice. Social work is a person-centred and ho bring upic discipline that warrants this phenomenological approach. Furthermore, a narrative review can be used to synthesise evidence from both quantitative and qualitative studies, thus benefiting from the strengths of both approaches, the former of which offers scientific rigour and the latter of which offers subjectivity and depth.The relevant literature will be synthesised through the use of info extraction forms (appendix 1), the identification of key themes and controersies surrounded by studies, and the development of a considered narrative for each key theme.By identifying established knowledge within this area, as well as where gaps in knowledge remain, conclusions will be made on the efficacy of different interventions or techniques that social workers could utilise in the delivery of sexuality education to people with learning disabilities.Inclusion and Exclusion CriteriaInclusion in this review will be confined to primary research meeting the following additional inclusion criteriaRandomised control trials (RCTs) control trials prospective pre- and post-test cohort studies qualitative studies.The study needs to be testing or exploring an intervention for the delivery of sexuality education to people with learning disabilities.Population social workers or other healthcare professionals working with people who have learning disabilities.Studies conducted over the last 5 years (2006-2011).In addition, the following exclusion criteria cave inStudies conducted before 2006.Non-English studies.Studies that do not meet the pre-defined inclusion criteria.Search outlineA search of the literature will be undertaken using Boolean logic, which will allow for a more sensitive search of the denomination and abstracts of the following informationbases the Cumulative Index of Nursing and bothied Health writings (CINAHL), Medline, Embase, PsychINFO and The Cochrane Library of clinical trials. Keywords to be searched include learning disabilities OR learning dis*AND sex* AND educ* OR train* OR interv* OR intervention studies. The abruptness symbol (*) will be applied to search for words that might have various endings (e.g. sex* will find sex, sexuality, sexual).The theatrical role list of all articles that are obtained in full will also be hand-searched for relevant studies. In addition, two key social work journals will be hand-searched from 2010 to 2011 to identify the most up to date research in this area British Journal of Social Work and Journal of Social Work.The title and abstracts of all literature identified by the search scheme will be scanned for relevance, with moot or duplicate articles being excluded. All records meeting the pre-defined inclusion criteria will be obtained in full for information extraction. A data extraction form recommended by the National get of Clinical Excellence (NICE, 2010) will be used to elicit key details from each of the studies obtained (appendix 1), including study design intervention and, main findings.synthetic thinking of FindingsThematic content analysis will be used to identify key themes across studies, followed by the identification of convergent and divergent findings within these key themes (Aveyard, 2010). Narratives will be created for the most prominent themes. A full of life analysis of how social work practice could be informed, developed and amend with respect to the evidence obtained from this review will be included, with a specific emphasis on the importance of evidence-based practice.Study Resources, Risks and TimetableInternet databases that provide admittance to academic peer review ed journals will be the primary source use for searching the literature. The university library will also be a worthful resource for locating learning disability and social work journals that can be hand-searched, as well as providing access to a bibliothec who can be asked for advice on suitable web-based subject gateways. In addition, the reference lists of reviewed articles are a source of access to further relevant research. respectable approval will not be required for this review.A timetable for complementary this review is presented in Table 1, with the deadline for submitting the reviewing being February 2012.Table 1 Timetable for go overActionDates1.Choose research question based on scoping of the literature and consideration of relevant policy.Beginning of March 20112.Conduct a prelude literature search to gather information on the background and rationale for review.Mid-March 20113.Develop a review proposal and timetable, including search strategy and inclusion criteri a, etc.End of March 20114.Conduct first search of the literature, utilising selected web-based databases, excluding irrelevant or duplicate records and obtaining the full text of remaining records. Complete data extraction forms for each study.April and May 20114.Hand-search selected journals, obtaining the full text of relevant records and complementary data extraction forms for each study.June 20115.Hand-search the reference lists of all articles included from the database and journal searches, obtaining the abstract of potential articles of relevance. Exclude those that become irrelevant on circumferent inspection and obtain the full text of remaining references. Complete data extraction forms for each study.July 20116.Identify the key themes and controversies between studies. Write a narrative for each key theme, including objective intervention of studies and subjective interpretations in relation to experience, knowledge, and social work policy.August and September 20117.Fir st drafting of introduction and rationale chapter.October 20118.First draft of methods and results.November 20119.First draft of discussion chapter.December 201110.First full draft of review make necessary adjustments and finalise.January 201111.Submit final review.February 2012