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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(†)

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...

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Autores principales: Schaafsma, Dilana, Kok, Gerjo, Stoffelen, Joke M. T., Van Doorn, Paulien, Curfs, Leopold M. G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4037842/
http://dx.doi.org/10.3109/13668250.2014.899566
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author Schaafsma, Dilana
Kok, Gerjo
Stoffelen, Joke M. T.
Van Doorn, Paulien
Curfs, Leopold M. G.
author_facet Schaafsma, Dilana
Kok, Gerjo
Stoffelen, Joke M. T.
Van Doorn, Paulien
Curfs, Leopold M. G.
author_sort Schaafsma, Dilana
collection PubMed
description 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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spelling pubmed-40378422014-06-06 Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff(†) Schaafsma, Dilana Kok, Gerjo Stoffelen, Joke M. T. Van Doorn, Paulien Curfs, Leopold M. G. J Intellect Dev Disabil Original Article 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. Taylor & Francis 2014-03-28 2014-06 /pmc/articles/PMC4037842/ http://dx.doi.org/10.3109/13668250.2014.899566 Text en © 2014 The Author(s). Published by Routledge http://www.informaworld.com/mpp/uploads/iopenaccess_tcs.pdf This is an open access article distributed under the Supplemental Terms and Conditions for iOpenAccess articles published in Taylor & Francis journals (http://www.informaworld.com/mpp/uploads/iopenaccess_tcs.pdf) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named author(s) have been asserted.
spellingShingle Original Article
Schaafsma, Dilana
Kok, Gerjo
Stoffelen, Joke M. T.
Van Doorn, Paulien
Curfs, Leopold M. G.
Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff(†)
title Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff(†)
title_full Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff(†)
title_fullStr Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff(†)
title_full_unstemmed Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff(†)
title_short Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff(†)
title_sort identifying the important factors associated with teaching sex education to people with intellectual disability: a cross-sectional survey among paid care staff(†)
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4037842/
http://dx.doi.org/10.3109/13668250.2014.899566
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