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Sex and the 3 Rs: rights, risks and responsibilities: a sex education pack for working with people with learning disabilities
- Authors:
- McCARTHY Michelle, THOMPSON David
- Publisher:
- Pavilion
- Publication year:
- 2007
- Pagination:
- 156p., 65p., ill.
- Place of publication:
- Brighton
- Edition:
- Rev. ed.
A sex education package for working with people with learning difficulties. This pack contains ideas and materials for delivering sex education covering recent policy and legislative changes. Like its predecessor, this training resource is aimed primarily at those working with adults with learning disabilities, however parts of it can be adapted for use with younger people. It contains ideas and materials covering a wide range of specific issues and problems for direct sex education work, both on an individual and group basis. Containing many suggestions for wider service responses, this pack aims to assist staff in providing realistic support to people with learning disabilities.
Drawing a line between consented and abusive sexual experiences: the complexities for women with learning difficulties
- Author:
- McCARTHY Michelle
- Journal article citation:
- Journal of Adult Protection, 5(3), September 2003, pp.34-40.
- Publisher:
- Emerald
Explores the sexual feelings of women with learning difficulties, highlighting the blurred nature of the boundary between abusive and consented sex. The article is based on formal research that took place with 17 women with learning difficulties. It also draws on the author's work experience with a much larger group of 70-80 women in the context of sex education and counselling, on an individual and group basis.
Sexual abuse by design: an examination of the issues in learning disability services
- Authors:
- McCARTHY Michelle, THOMPSON David
- Journal article citation:
- Disability and Society, 11(2), 1996, pp.205-217.
- Publisher:
- Taylor and Francis
This paper is based upon ideas developed by the authors during their past 6 years work on issues of sexuality and sexual abuse in a wide range of learning disability settings in Britain. Argues that some features of service design in themselves make sexual abuse more likely to occur. Suggests ways of reducing risk, which should work alongside the more usually suggested educative approaches to individuals and groups of vulnerable people.