"I'm in Their Shoes": Experiences of Peer Educators in Sexuality and Relationship Education

Autor/inn/en	Frawley, Patsie; Bigby, Christine
Titel	"I'm in Their Shoes": Experiences of Peer Educators in Sexuality and Relationship Education
Quelle	In: Journal of Intellectual & Developmental Disability, 39 (2014) 2, S.167-176 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2014.890701
Schlagwörter	Peer Teaching; Sexuality; Sex Education; Interpersonal Relationship; Intellectual Disability; Program Descriptions; Empowerment; Educational Benefits; Program Evaluation; Safety; Prevention; Sexual Abuse; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Intellect; Disability; Disabilities; Verstand; Behinderung; Bildungsertrag; Programme evaluation; Programmevaluation; Sicherheit; Prävention; Vorbeugung; Sexueller Missbrauch; Ausland; Australien
Abstract	Background: Sexuality and relationship education for adults with an intellectual disability has failed to include them in roles other than as learners. This paper reports findings from a study of the experiences of peer educators with an intellectual disability who co-facilitated a respectful relationships education program. Method: Qualitative data were collected about the experiences of 16 peer educators through in-depth interviews and observations of their work in delivering the program. These data were thematically analysed. Findings: Peer educators reported that peer education gave them a sense of empowerment, positioned them as credible sources of information about relationships, enabled them to help others, and gave them an opportunity to learn new knowledge about respectful relationships, community resources and supports, and new skills. Conclusions: This study presents an alternative approach to relationship education that involves people with an intellectual disability as peer educators and that benefits these people. (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