This chapter examines some of the key gaps in knowledge and considers ways in which professional education might respond to such gaps. It traces some of the key findings of the research showcased and explores the utility of using a life course approach to understand sexuality, intimacy and gender. The life course approach can be conceptualised in two ways. First, it is an approach to demonstrate the ubiquity of issues relating to sexuality and gender at varying points throughout one's lifetime. Second, such a framework can be used to imagine an individual's trajectory in life, from birth to death. Social work education must respond to the needs of its service users: professionals working with people will likely encounter issues relating to gender, sexuality, intimacy and relationships. This requires professionals to exercise skills and knowledge about such issues. More specifically, the life course approach offers a way to frame such issues.
|Title of host publication||Sexuality, Sexual and Gender Identities and Intimacy Research in Social Work and Social Care|
|Subtitle of host publication||A Lifecourse Epistemology|
|Editors||Priscilla Dunk-West, Trish Hafford-Letchfield|
|Place of Publication||London|
|Number of pages||5|
|Publication status||Published - 2018|