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

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)157-166
Number of pages10
JournalJournal of Intellectual & Developmental Disability
Volume39
Issue number2
DOIs
Publication statusPublished - 3 Apr 2014

Keywords

  • sex education
  • paid care staff
  • intellectual disability
  • needs assessment
  • PLANNING SUPPORTS
  • SEXUALITY
  • ATTITUDES
  • LIVES
  • ADULTS
  • WOMEN
  • STAKE

Cite this

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title = "Identifying the important factors associated with teaching sex education to people with intellectual disability: a cross-sectional survey among paid care staff",
abstract = "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.",
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author = "D. Schaafsma and G. Kok and J.M.T. Stoffelen and {van Doorn}, P. and L.M.G. Curfs",
year = "2014",
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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. / Schaafsma, D.; Kok, G.; Stoffelen, J.M.T.; van Doorn, P.; Curfs, L.M.G.

In: Journal of Intellectual & Developmental Disability, Vol. 39, No. 2, 03.04.2014, p. 157-166.

Research output: Contribution to journalArticleAcademicpeer-review

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AU - van Doorn, P.

AU - Curfs, L.M.G.

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AB - 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.

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