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A mixed methods evaluation of Girls' Talk+: A sexuality education programme for girls with mild intellectual disabilities

A mixed methods evaluation of Girls' Talk+: A sexuality education programme for girls with mild... INTRODUCTIONAccording to the World Health Organization, two key elements for achieving sexual health and well‐being are (1) knowledge about the risks and adverse consequences of unprotected sexual activity and (2) access to comprehensive, good‐quality information about sex and sexuality (World Health Organization, 2020). Adolescent girls and young women with a mild intellectual disability may face challenges in these elements for achieving sexual health (Eastgate et al., 2011; Jahoda & Pownall, 2014; McCarthy, 2014; Siebelink et al., 2006).Previous research revealed that young people with a mild or moderate intellectual disability often have a negative perception of sex (Fitzgerald & Withers, 2013; McCarthy, 2014). Other research among youth with an intellectual disability reported limited understanding of sex and a greater likelihood to have unsafe sex than peers, resulting in a higher risk of sexually transmitted infections (STI's) and early pregnancies (Baines et al., 2018; Borawska‐Charko et al., 2017; Cheng & Udry, 2005; Eastgate et al., 2011; Servais, 2006). Furthermore, people with an intellectual disability are at great risk of experiencing sexual victimisation. In a literature review on sexual abuse among children with intellectual disability younger than 22 years, it was concluded that between 14% and 32% of these children and young people have experienced sexual abuse, 4–8 times higher than children without an intellectual http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Intellectual Disabilities Wiley

A mixed methods evaluation of Girls' Talk+: A sexuality education programme for girls with mild intellectual disabilities

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References (28)

Publisher
Wiley
Copyright
© 2022 John Wiley & Sons Ltd
ISSN
1360-2322
eISSN
1468-3148
DOI
10.1111/jar.12933
Publisher site
See Article on Publisher Site

Abstract

INTRODUCTIONAccording to the World Health Organization, two key elements for achieving sexual health and well‐being are (1) knowledge about the risks and adverse consequences of unprotected sexual activity and (2) access to comprehensive, good‐quality information about sex and sexuality (World Health Organization, 2020). Adolescent girls and young women with a mild intellectual disability may face challenges in these elements for achieving sexual health (Eastgate et al., 2011; Jahoda & Pownall, 2014; McCarthy, 2014; Siebelink et al., 2006).Previous research revealed that young people with a mild or moderate intellectual disability often have a negative perception of sex (Fitzgerald & Withers, 2013; McCarthy, 2014). Other research among youth with an intellectual disability reported limited understanding of sex and a greater likelihood to have unsafe sex than peers, resulting in a higher risk of sexually transmitted infections (STI's) and early pregnancies (Baines et al., 2018; Borawska‐Charko et al., 2017; Cheng & Udry, 2005; Eastgate et al., 2011; Servais, 2006). Furthermore, people with an intellectual disability are at great risk of experiencing sexual victimisation. In a literature review on sexual abuse among children with intellectual disability younger than 22 years, it was concluded that between 14% and 32% of these children and young people have experienced sexual abuse, 4–8 times higher than children without an intellectual

Journal

Journal of Applied Research in Intellectual Disabilities – Wiley

Published: Jul 1, 2022

Keywords: mild intellectual disabilities; mixed‐methods; sexuality education

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