The RESIDE (RElationships and Sexuality in Intellectual Disability Education) project

我们的项目被称为RESIDE（智障教育中的关系和性），因为它指的是属于一个人的权力或权利。我们相信，这是每一个儿童和青少年的权利，以提供基于证据的，有效的关系和性教育（RSE），使他们能够对他们的关系作出明智的，安全的选择。英国约有2.5%的人口患有智力残疾，相当于150万人，其中有286，000名儿童--180，000名男孩，106，000名女孩，年龄在0-17岁之间。智力残疾的年轻人想要友谊和关系，但除了直系亲属之外可能很少，导致缺乏社交网络和增加孤立。有些人可能想要涉及性的亲密关系，有些人性活跃。虽然对一些人来说，他们的关系可能是有益和充实的，但其他人可能会受到伤害和剥削，性传播感染和意外怀孕。作为回应，父母可以寻求保护他们的家庭成员免受伤害，进一步限制生活机会。我们的系统性回顾的结果表明，目前还没有基于证据的，严格评估的RSE计划用于ID患者。虽然许多学校创建程序，或使用从网上来源获取的材料，但这些可能并不总是适合ID的学生。许多此类程序未能采取终身课程的方法来提供有关RSE的教育，这些教育超出了他们在学校的时间。我们在英国范围内的定性研究表明，孩子们想要关于友谊的信息，性，避孕药具的使用，以及虐待关系，而父母则关心安全（面对面和在线），尊重边界和同意。孩子和父母都想了解人际关系和心理健康。该项目将建立在与我们的项目咨询小组建立的关系的基础上，共同制作一个基于证据的干预措施，根据我们以前的工作，将RSE提供给ID患者。我们将更新我们在2020年发表的系统综述，将其与我们的定性研究结果相结合，并利用知识翻译模型来创建包含在RSE计划中的材料。我们将创建一个定制的网站来托管这些材料，并将通过英格兰、苏格兰和北爱尔兰的问卷调查，与ID为120的儿童（n =90-120）和父母（n=90-120）一起测试这些材料的可接受性。我们亦会招募智障儿童（n=12）、家长（n=12）及教育工作者（n=12）参与半结构式访谈，以更详细地探讨可接受性。这一信息将用于进一步完善该方案。在该项目的未来阶段，我们将寻求测试该计划在增加艾滋病患者对RSE的知识和理解，减少意外怀孕和减少性传播感染方面的可行性和有效性。

Our project is called RESIDE (RElationships and Sexuality in Intellectual Disability Education) because it refers to a power or right belonging to a person. We believe that it is every Children and Young Person's (CYP) right to be provided with evidence-based, effective Relationships and Sexuality Education (RSE) so that they can make informed, safe choices about their relationships. Approximately 2.5% of the UK population have an intellectual disability (ID), equating to 1.5 million people, of which there are 286,000 children-180,000 boys, 106,000 girls aged 0-17 years. Young people with intellectual disabilities want friendships and relationships yet may have few beyond immediate family members, leading to an absence of social networks and increased isolation. Some may want intimate relationships that can involve sex, and some are sexually active. While for some, their relationships can be rewarding and fulfilling, others may experience harm and exploitation, sexually transmitted infections and unintended pregnancies. In response, parents can seek to protect their family member from harm, further limiting life opportunities. Findings from our systematic review showed that no evidence based, rigorously evaluated RSE programmes for CYP with ID currently exist. While many schools create programmes, or use materials taken from online sources, these may not always be appropriate for pupils with ID. Many such programmes fail to take a life course approach to providing education about RSE which extends beyond their time at school. Our UK wide qualitative study showed that CYP wanted information on friendships, sex, contraceptive use, and abusive relationships while parents were concerned about safety (in-person and online), respecting boundaries and consent. Both CYP and parents wanted to learn about relationships and mental health. This project will build on established relationships with our project advisory group to co-produce an evidence-based intervention, informed by our previous work, to deliver RSE to CYP with ID. We will update our systematic review published in 2020, combine this with findings from our qualitative study and utilise a model of knowledge translation to create materials for inclusion in a RSE programme. We will create a bespoke website to host these materials and will test their acceptability with CYP with ID (n=90-120) and parents (n=90-120) via questionnaire across England, Scotland and Norther Ireland. We will also recruit CYP with ID (n=12), parents (n=12) and educators (n=12), to take part in semi-structured interviews to explore acceptability in greater detail. This information will be used to further refine the programme. In future phases of the project, we will seek to test the feasibility and effectiveness of the programme in increasing CYP with ID's knowledge and understanding of RSE, reducing unintended pregnancies and reducing sexually transmitted infections.