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Journal of Learning Disabilities
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Responding to Masturbation in Supporting Sexuality and Challenging Behaviour in Services for People with Learning Disabilities

A Practice and Research Overview

Paul Cambridge

University of Kent at Canterbury, UK P.Cambridge{at}ukc.ac.uk

Steven Carnaby

University of Kent at Canterbury, UK

Michelle McCarthy

University of Kent at Canterbury, UK

Masturbation is frequently referenced as a key issue for supporting the sexuality of people with learning disabilities, yet the subject has received little attention in the professional and academic literature. This article provides an overview of masturbation in relation to service responses and user support in sexuality work in learning disability more widely, drawing in evidence and experience from sex education, clinical work and staff training. Issues such as gender, sexuality, culture and consent are addressed and some of the commonly held myths and assumptions about sexuality and masturbation are challenged. The discussion and related suggestions are designed to be of value to service managers and practitioners, particularly those involved in sexuality work and one-to-one support.

Key Words: challenging behaviour • masturbation • rights • sex education • sexuality policy

Journal of Learning Disabilities, Vol. 7, No. 3, 251-266 (2003)
DOI: 10.1177/14690047030073005
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