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A rights approach to supporting the sexual fetish of a man with learning disability: method, process and applied learning
- Author:
- CAMBRIDGE Paul
- Journal article citation:
- British Journal of Learning Disabilities, 41(4), 2013, pp.259-265.
- Publisher:
- Wiley
This paper reports on a psycho-educational intervention associated with the sexual fetish of a man with mild learning disability and autism which centred on his use of nappies and baby paraphernalia. It outlines the nature and expression of his sexual fetish and the risks perceived to be associated with it and describes the approach developed to support him, including the aims which underpinned the work and the methods and processes employed. It was found that a person-centred psycho-educational approach from a rights based perspective achieved important changes in his life and self-esteem and helped challenge assumptions about his sexual risk. The paper also reflects on the organisational location of this work and identifies the applied learning for supporting the sexual fetish of people with learning disabilities, of value for informing sex education and sexuality support for people with learning disabilities more widely. (Publisher abstract)
How well is management working in the learning disability services?
- Author:
- CAMBRIDGE Paul
- Journal article citation:
- Care Plan, 5(4), June 1999, pp.21-26.
- Publisher:
- Positive Publications/ Anglia Polytechnic University, Faculty of Health and Social Work
Although care management continues to evolve, little is known about its relative effectiveness, particularly in relation to the needs of users and the user groups. This article identifies the key areas in which care management's performance and effectiveness can be reviewed, with a focus on services for people with learning disabilities.
How far to gay? The politics of HIV in learning disability
- Author:
- CAMBRIDGE Paul
- Journal article citation:
- Disability and Society, 12(3), June 1997, pp.427-453.
- Publisher:
- Taylor and Francis
This article examines work in sexual health and HIV prevention in services for people with learning disabilities from a political stance associated with the re-homosexualisation of AIDS in Britain. Arguments are made for the re-homosexualisation of AIDS in services for people with learning disabilities, based on evidence of where HIV risk lies in relation to men with learning disabilities who have sex with men. The case is made for a realistic approaches to service commissioning and safer sex education. Pointers for service development and key areas where the re-homosexualisation of AIDS can inform practice and resource development are also provided.