Literaturnachweis - Detailanzeige
| Autor/inn/en | Wilson, Nathan J.; Frawley, Patsie |
|---|---|
| Titel | Transition Staff Discuss Sex Education and Support for Young Men and Women with Intellectual and Developmental Disability |
| Quelle | In: Journal of Intellectual & Developmental Disability, 41 (2016) 3, S.209-221 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1469-9532 |
| DOI | 10.3109/13668250.2016.1162771 |
| Schlagwörter | Intellectual Disability; Developmental Disabilities; Caregiver Attitudes; Sex Education; Competence; Sexuality; Interpersonal Competence; Family Attitudes; Gender Differences; Transitional Programs; Foreign Countries; Young Adults; Australia |
| Abstract | Background: Young people with intellectual and developmental disability (IDD) get information, education, and support about social and sexual relationships from different sources. Staff are often involved in providing this education and support. We explored if and how this support is offered to young people transitioning to adulthood. Methods: Focus groups were conducted with 17 staff from 3 transition services to illicit information about their experiences providing this education and support. Findings: A key theme was that staff are "reluctant counsellors." Although staff provided social and sexual education, they reported being underprepared and relied primarily on their own values as guidance. They did this in full recognition that transition services filled a social gap for participants, blurring the lines between education and social support. Conclusion: Further research is needed to inform sexuality and relationship policy and practice during transition to adulthood, as this is a key learning and developmental time for young adults with IDD. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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