التفاصيل البيبلوغرافية
| العنوان: |
Menstruation and learning disability across the life course: Using a two‐part scoping exercise to co‐produce research priorities. |
| المؤلفون: |
Earle, Sarah, Ledger, Susan, Newton, Victoria, Rouse, Lorna, Tilley, Elizabeth |
| المصدر: |
British Journal of Learning Disabilities; Sep2024, Vol. 52 Issue 3, p524-537, 14p |
| مصطلحات موضوعية: |
SOCIAL workers, RESEARCH evaluation, POSTMENOPAUSE, FAMILIES, INTELLECTUAL disabilities, MENARCHE, CAREGIVERS, THEMATIC analysis, SYSTEMATIC reviews, PRIORITY (Philosophy), LIFE course approach, ATTITUDES of medical personnel, LITERATURE reviews, MENSTRUATION, WOMEN'S health, SOCIAL support, STAKEHOLDER analysis, HEALTH equity |
| مصطلحات جغرافية: |
UNITED Kingdom |
| مستخلص: |
Background: Across the life course, women and girls with learning disabilities and their carers report difficulties in accessing information and support with menstruation, yet their experiences are often overlooked in initiatives to improve menstrual health and wellbeing. Our aim was to collaborate with women with learning disabilities to co‐produce future research priorities in a UK context. Methods: We undertook a two‐part scoping exercise to explore what is known about this topic from a life course perspective, beginning pre‐menarche and extending to post‐menopause support. This combined a rapid scoping review of the literature since 1980 with a stakeholder consultation where people with learning disabilities, family carers, advocacy groups and staff working across education, health and social care were invited to share their experiences of menstruation support. Findings: UK and international literature provided insight across five narrative themes. Seventy stakeholders took part in our consultation, enabling the identification of five key themes. Findings across both highlight examples of supportive practice and valued resources alongside enduring health inequalities and barriers to menstruation support faced by women and girls with learning disabilities across the life course. Conclusion: Our scoping exercise identified multiple gaps in research and practice, ongoing reproductive health inequalities and a need for improved access to peer support, resources and training that take a life course approach. The scoping exercise indicates the need for further empirical research on menstruation and learning disability, with a particular focus on collating people's lived experiences. Accessible summary: We wanted to find out what support and information is available to girls and women with learning disabilities about periods (also called 'menstruation') over a lifetime.This was to help us work out what new research might be needed in the future.Our team included women with and without learning disabilities. We are based in the United Kingdom.We read lots of articles, from the United Kingdom and around the world.We spoke to lots of people who care about this issue and know about it. This included women with learning disabilities, family carers, advocacy groups and staff working in education, health and social care settings.There is not enough guidance about periods for girls and women with learning disabilities.A lot more research is needed about how to support women with learning disabilities with their periods, over their whole life.This must also include women with profound and multiple learning disabilities and women from minority ethnic communities.Our work showed that we need to hear much more from women with learning disabilities themselves. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
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