Staff member's views and attitudes to supporting people with an Intellectual Disability: A multi‐method investigation of intimate relationships and sexuality

Abstract

Background Staff member's views and attitudes can have a significant impact on people with an intellectual disability. This study explores staff attitudes and experiences of people with an intellectual disability's expression of relationships and sexuality across service providers in Ireland. Methods Staff (n = 86) from service providers (n = 5) completed the Attitudes to Sexuality Questionnaire‐Individuals with an Intellectual Disability (ASQ‐ID) and open‐ended questions. Results Multidirectional significant differences were noted on staff attitudes to sexuality based on demographic factors, that is, age, education, as well as non‐demographics, for example, attendance at training, and active practising of religion. Qualitatively, three themes emerged: “Unsupported and Frustration”; “Taboo Subject Matter” and “Vulnerability and Access to Education”. Staff reported a lack of service supports, dominant conservative cultures and people with an intellectual disability's vulnerability. Conclusion This study highlights the need for improved service practices and enhanced provisions for staff and the people with an intellectual disability that they support.

Qualitative study on the factors and role of residential staff that influence and effect the support provided to adults with intellectual disabilities regarding the expression of their sexuality

“…This study focused on the role of residential support workers in supporting people with intellectual disabilities to express their sexuality. The findings of the study are reflective of and add to the body of research evidence regarding what is known about the role of support workers and echo the concerns and possible ways forward 1 3. An important finding arising from the study is both the perceived and desired roles of residential support workers in enabling people with intellectual disabilities to express their sexuality in whatever form that may take.…”

“…The findings of the study are reflective of and adds to the body of research evidence regarding that is known regarding the role of support workers and echo the concerns and possible ways forward. 1,2 An important finding arising from the study is both the perceived and desired roles of residential support workers in enabling people with intellectual disabilities to express their sexuality in whatever form that may take. This is necessary and important as all people with intellectual disabilities are unique sexual beings with the right and a desire to express their sexuality.…”

“…Residential support workers play key roles in the lives of many people with intellectual disabilities who require access to care and support to be independent. Some people with intellectual disabilities need support to explore, discuss and express their sexuality, and this is an important role for residential support workers 3 4. However, many residential support workers feel poorly prepared to undertake this critical element of their role, lacking access to organisational policies and procedures that sets out the scope of this element of their practice 1 3 4.…”

“…Some people with intellectual disabilities need support to explore, discuss and express their sexuality, and this is an important role for residential support workers 3 4. However, many residential support workers feel poorly prepared to undertake this critical element of their role, lacking access to organisational policies and procedures that sets out the scope of this element of their practice 1 3 4. Another significant issue that needs to be addressed is access to education and practice development that grows the knowledge, skills and confidence of residential support workers to fulfil this element of their role.…”

A meta‐analytic review of attitudes towards the sexuality of adults with intellectual disabilities as measured by the ASQ‐ID and related variables: Is context the key?

“…Second, two studies (Pebdani 2016; Deffew et al . 2022) scored the ASQ‐ID from 0 to 5, instead of scoring from 1 to 6. Therefore, the corresponding constant (13, 7, 5 or 3) was added to the mean score of each subscale (overall mean scores were provided).…”