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Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff

D. Schaafsma, G. Kok, J. M. T. Stoffelen, P. Van Doorn, L. M. G. Curfs,

Academic Literature

2014

Background: Sex education programs have been developed with paid care staff as sex educators. However, no information is available about whether these programs are being delivered. Method: The aim of this study was to investigate whether paid care staff working in an organisation specialised in the care of people with mild to moderate intellectual disability teach sex education or not. An online questionnaire was therefore constructed to assess the important factors associated with teaching sex education. Results: Of the 163 staff members who completed the questionnaire, 39% provided sex education. Results: show that it was mainly provided reactively. The main factor was the perceived social norm towards teaching sex education. Conclusions: If we want paid care staff to teach sex education reactively, then we need to focus on changing the perceived social norm. However, if we want them to teach sex education proactively, a new needs assessment should be conducted in order to identify the important factors to motivate and enable them to provide sex education. © 2014 © 2014 Australasian Society for Intellectual Disability, Inc.

Publication information

Journal/Publication : Journal of Intellectual and Developmental Disability

Domain/s: Education

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