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Greene A, Baugh M, Sherwood-Laughlin C, Greathouse L, Galyan J, Simic Stanjovic I, Sangmo D, Jozkowski K, Dubie M, Chow A. Development of a sexual consent intervention for adolescents with intellectual and developmental disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13272. [PMID: 38966968 DOI: 10.1111/jar.13272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Revised: 06/10/2024] [Accepted: 06/24/2024] [Indexed: 07/06/2024]
Abstract
BACKGROUND Tailored sexuality education for adolescents with intellectual and developmental disabilities is a crucial, yet unmet, need as this population is particularly at risk for sexual abuse and victimisation. However, there are no evidence-based interventions to specifically address this need. This paper presents the development of an intervention framework to address equity in sexuality education and support adolescents with intellectual and developmental disabilities to understand and provide sexual consent, a foundational aspect of sexuality education and sexual health. METHODS The Sexual Health Equity Project team used a Community-Based Participatory Research approach to develop a four-module sexual consent intervention for adolescents with intellectual and developmental disabilities. We leveraged a diverse, interdisciplinary team in a suburban Midwestern school district, and used Backward Design to create objectives and assessments which were rooted in findings from qualitative data by special education teachers. RESULTS The resulting sexual consent intervention, Ask Me First-Choices, is comprised of four modules covering topics including definition of sexual consent; decision-making strategies and practice; communicating consent and refusal, identifying situations of consent and non-consent; and legal issues surrounding consent. Each module is divided into five components for content delivery: (1) introduction, (2) lecture, (3) supplemental activity, (4) assessment, and (5) conclusion. We detail the intervention's unique aspects, emphasising areas where we used Universal Design for Learning principles to support teachers' instruction and students' learning. CONCLUSION Our efforts to create a sexual consent intervention directly address sexuality education equity issues. We offer commentary on our design process and decisions, as well as recommendations for future groups who want to develop sexual health interventions in similar contexts for students with intellectual and developmental disabilities. Next steps include further testing and validation of the sexual consent intervention to build the evidence-base of sexuality education for adolescents with intellectual and developmental disabilities.
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Affiliation(s)
- Alison Greene
- School of Public Health-Bloomington, Indiana University, Bloomington, Indiana, USA
| | - Mika Baugh
- School of Public Health-Bloomington, Indiana University, Bloomington, Indiana, USA
| | | | - Lisa Greathouse
- Coordinated School Health, Indiana University Health, Bloomington, Indiana, USA
| | - Jordyn Galyan
- School of Public Health-Bloomington, Indiana University, Bloomington, Indiana, USA
| | | | - Dechen Sangmo
- School of Public Health-Bloomington, Indiana University, Bloomington, Indiana, USA
| | - Kristen Jozkowski
- School of Public Health-Bloomington, Indiana University, Bloomington, Indiana, USA
| | - Melissa Dubie
- Indiana Resource Center for Autism, Indiana Institute on Disability and Community, Bloomington, Indiana, USA
| | - Angela Chow
- School of Public Health-Bloomington, Indiana University, Bloomington, Indiana, USA
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Santinele Martino A, Moumos E, Uliki N, Robbins M. "She Couldn't Say the Word Penis": Experiences of 2SLGBTQ+ People with Developmental and Intellectual Disabilities with Sex Education in Alberta, Canada. ARCHIVES OF SEXUAL BEHAVIOR 2024; 53:1927-1939. [PMID: 38308107 DOI: 10.1007/s10508-023-02755-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Revised: 11/15/2023] [Accepted: 11/19/2023] [Indexed: 02/04/2024]
Abstract
This exploratory qualitative study sought to better understand the experiences of Two-Spirit, lesbian, gay, bisexual, transgender, queer (2SLGBTQ+) disabled people when learning about sexuality, sexual orientation, and gender identity. We conducted 31 semi-structured, in-depth interviews with adults labeled/with developmental and intellectual disabilities in Alberta, Canada. Findings showed a significant lack of comprehensive sex education available to 2SLGBTQ+ disabled people. Sexual and gender identities were rarely discussed in formal school-based education settings and most parents and caregivers did not feel comfortable addressing these topics either. As a result, many participants had to do their own research and use other sources for information and advice. Participants then provided recommendations in terms of what they wish they had learned in sex education as well as potentially effective ways of delivering that content to disabled people.
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Affiliation(s)
- Alan Santinele Martino
- Department of Community Health Sciences, University of Calgary, Calgary, AB, T2N 1N4, Canada.
| | - Eleni Moumos
- Department of Community Health Sciences, University of Calgary, Calgary, AB, T2N 1N4, Canada
| | - Noah Uliki
- Department of Community Health Sciences, University of Calgary, Calgary, AB, T2N 1N4, Canada
| | - Meghan Robbins
- Department of Community Health Sciences, University of Calgary, Calgary, AB, T2N 1N4, Canada
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Crehan ET. Preparing for a Sex-Positive Future Where Sexual Assistance Is a Possibility. ARCHIVES OF SEXUAL BEHAVIOR 2023; 52:3263-3266. [PMID: 37582996 DOI: 10.1007/s10508-023-02683-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 07/30/2023] [Accepted: 07/31/2023] [Indexed: 08/17/2023]
Affiliation(s)
- Eileen T Crehan
- Eliot-Pearson Department of Child Study and Human Development, Tufts University, 105 College Ave., Medford, MA, 02155, USA.
- Department of Psychiatry, AARTS Center, Rush Medical Center, Chicago, IL, USA.
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Piantedosi DK, Reed K, O'Shea A. Supporting occupational therapists to initiate conversations about sexuality with people with intellectual disability: Co-design by deliberative dialogue. Aust Occup Ther J 2023; 70:581-598. [PMID: 37337378 DOI: 10.1111/1440-1630.12888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 04/16/2023] [Accepted: 05/13/2023] [Indexed: 06/21/2023]
Abstract
INTRODUCTION Occupational therapists routinely report low levels of confidence in addressing needs related to sexuality and intimacy. These issues are compounded when supporting clients with intellectual disability, due to prevailing assumptions about capacity and few practical support resources. At a disciplinary level, there is ongoing discourse around how to best conceptualise and support sexual and gender identities generally, within models of human occupation. Leveraging interdisciplinarity, where sexuality overlaps as a sphere of interest, can aid the development of practical support resources. Engagement with sociology (focussed on relationality) and disability studies (focussed on embodiment) offers a generative path forward. METHODS The deliberative dialogues framework was used to develop a co-designed resource by occupational therapists for occupational therapists. Six Australian occupational therapists with experience working with clients with intellectual disability and/or sexuality were purposively recruited to participate in co-design groups. Using the eight features of deliberative dialogue, data was collected and analysed by an interdisciplinary research team to collaboratively produce a practical support resource. RESULTS Participants agreed the greatest need was to develop a resource for clinicians, to support conversations with clients about sexuality. Five key themes emerged: (1) Theoretical explanations addressing why sexuality is important must be paired with practical advice; (2) make a conversational call to action from 'OTs' for 'OTs' by locating sexuality within the domain of occupational therapy; (3) make explicit that people with intellectual disability are sexual beings; (4) need for self-reflection; and (5) demonstrate how existing understandings of occupation apply to sexuality. CONCLUSION A resource in the form of a brochure was developed, intended to be used as a conversation primer. The process used to develop the resource demonstrated the value of interdisciplinary collaboration and the utility of deliberative dialogue as a co-design method.
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Affiliation(s)
- Diana K Piantedosi
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia
- School of Humanities and Social Sciences, La Trobe University, Melbourne, Victoria, Australia
- Women with Disabilities Victoria (WDV), Victoria, Australia
| | - Kirk Reed
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - Amie O'Shea
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia
- Institute for Health Transformation, Deakin University, Geelong, Victoria, Australia
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Davies AWJ, Bryan MK, Martin T, Shay B, Akers T, Soud R, Balter AS, O’Leary S, Neustifter R. Dismantling barriers to access: The necessity of cripping sexuality education in Canadian schools. THE CANADIAN JOURNAL OF HUMAN SEXUALITY 2023. [DOI: 10.3138/cjhs.2022-0031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/17/2023]
Abstract
Despite sexuality education in school contexts being a highly politicized and ideologically fueled conversation, discussions of the specific needs of disabled students are often silenced, in particular for those who might be accessing special education programming. In this paper, we provide a call to action to explicate the crucial importance of addressing both ableist attitudes and constructions embedded within conversations of childhood sexuality and sexuality education, as well as policy and curriculum change to create more inclusive sexuality education approaches for disabled students and learners in Canadian provinces and territories. Many Canadian provinces do not mention disability or accommodations for disabled learners in their sexuality education curricula and all provincial curricula do not currently meet requirements set by internationally governing human rights policies. As such, this paper aims to bring to attention the different ways in which current school-based sexuality education is failing the human rights of disabled learners in Canadian schools and how sexuality education can be rethought through a social justice framework to ensure that the needs of all learners and that systems of inequality, such as ableism and heterosexism, are addressed in school contexts. Specific recommendations for policy and professional practice are provided to direct educators, policy-makers, and curriculum developers towards providing more inclusive sexuality education.
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Affiliation(s)
- Adam W. J. Davies
- Department of Family Relations & Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
| | - Malissa K. Bryan
- Department of Sociology & Anthropology, University of Guelph, Guelph, Ontario, Canada
| | - Todd Martin
- School of English and Theatre Studies, University of Guelph, Guelph, Ontario, Canada
| | - Bronte Shay
- Department of Family Relations & Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
| | - Taylor Akers
- Department of Family Relations & Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
| | - Rsha Soud
- Department of Family Relations & Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
| | - Alice-Simone Balter
- Department of Family Relations & Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
| | - Samantha O’Leary
- Department of Family Relations & Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
| | - Ruth Neustifter
- Department of Family Relations & Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
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Schmidt EK, Dougherty M, Robek N, Weaver L, Darragh AR. Sexual Experiences and Perspectives of Adolescents and Young Adults With Intellectual and Developmental Disabilities. JOURNAL OF ADOLESCENT RESEARCH 2021. [DOI: 10.1177/07435584211028225] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this study is to understand the sexual experiences and perspectives of adolescents and young adults (AYA) with intellectual or developmental disabilities, how they are receiving sexual education, and how sexual education can be tailored to their needs. This qualitative study utilized semi-structured focus groups and interviews with eight AYA with intellectual or developmental disabilities from January 14 to May 7, 2019. Data were analyzed using a constant comparative approach. Participants reported a diverse range of sexual experiences and an interest in marriage and parenting in the future. Two themes emerged for how AYA are learning about sexual health information: through formal (school, doctors’ visits, or from caregivers) and informal education (peers, siblings, self-exploration, or Pop Culture). Sexual education can be tailored to this population by addressing educational gaps (pregnancy, contraception, sexually transmitted infections, intimacy, and sexual activity) and by implementing specific participant recommendations (proactive, inclusive education with real-life examples). With a growing emphasis on disability rights to sexual education among individuals with intellectual or developmental disabilities, it is vital to understand AYA’s experiences, perspectives, and current understanding of sexual health information so that we can design a program specifically tailored to meet their unique needs.
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