Young People with Intellectual Disability Talking About Sexuality Education and Information
Young People with Intellectual Disability Talking About Sexuality Education and Information
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DOI：
10.1007/s11195-016-9460-x
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发表时间：
2016-12-01
影响因子：
1.5
通讯作者：
Wilson, Nathan J.
中科院分区：
文献类型：
--
作者：
Frawley, Patsie;Wilson, Nathan J.
当智力残疾青年开始探索他们的性行为时，他们在获得信息和支持方面面临许多挑战。与大多数非残疾同龄人不同，患有ID的年轻人面临着在狭窄和受管制的社会和私人生活中发展性行为和关系的挑战。对于患有ID的年轻男性来说，他们的性行为往往是病态的，对于年轻女性来说，重点是卫生，自我保护和怀孕。对青年男女来说，他们的教育主要是以生物学为重点，并作为“规则”传授。主流性教育课程已发展成为一种更全面的方法。在这项研究中，我们与ID年轻人谈论了他们的经验和对性教育有效性的看法。在澳大利亚，有14名青年男子和11名青年妇女参加了过渡方案。定性数据分析采用了基于扎根理论的持续比较方法，突出了三个问题：（1）年轻人知道事实和规则，但不知道如何处理关系和性关系;（2）获得信息的机会有限，并由风险厌恶的线人调解;（3）年轻人充满了未回答的问题-他们想知道更多，做更多。
When young people with intellectual disability (ID) begin to explore their sexuality they face a number of challenges accessing information and support. Unlike most of their non-disabled peers, young people with ID face the challenge of developing their sexuality and relationships within a narrow and regulated social and private life. For young men with ID their sexuality is often pathologised and for young women there is a focus on hygiene, self-protection, and pregnancy. For both young men and young women, their education is dominated by a biological focus and taught as 'rules'. Mainstream sexuality education curriculum has progressed to a more holistic approach. This holistic approach is missing from programs experienced by young people with ID. In this study we spoke to young people with ID about their experiences and opinions of the effectiveness of sexuality education. Gender-specific focus groups were conducted with 14 young men and 11 young women with ID attending transition programs in Australia. Qualitative data were analysed using a constant comparative method informed by Grounded Theory and highlighted three issues: (1) the young people knew facts and rules but not the 'how to' of relationships and sex (2) access to information was limited and mediated by risk averse informants (3) the young people were full of unanswered questions - they wanted to know more and do more.