Spolna edukacija odraslih oseb z motnjami v duševnem razvoju v stanovanjski enoti

Novak, Tamara (avtor), Bratković, Daniela (mentor), Jerman, Janez (komentor)

Spolnost predstavlja eno izmed temeljnih človekovih potreb in pravic, ki je bila osebam z motnjami v duševnem razvoju tekom zgodovine večkrat odvzeta. Ker so osebe z motnjami v duševnem razvoju lahko pogosteje izpostavljene spolnim zlorabam, imajo težave pri izražanju spolnosti na socialno sprejemljiv način ter manj znanja s področja spolnega zdravja in zaščite, predstavlja spolna edukacija enega izmed učinkovitejših preventivnih dejavnikov (Bratković, 2011; Heighway, Kidd Webster, 2008; Petersilia, 2000; O'Callaghan in Murphy, 2007; Servais, 2006). Glavni cilj magistrskega dela je bil ugotoviti stopnjo doseženega znanja, razvitih veščin in stališč odraslih oseb z motnjami v duševnem razvoju do posameznih tematik s področja spolnosti pred in po izvedbi edukacije. Prav tako smo želeli na podlagi spolne edukacije doseči napredek pri znanju in veščinah s področja spolnosti. V teoretičnem delu nas je zanimalo, kakšni so načini in zmožnosti zagotavljanja pravice do spolnosti posameznikom z motnjami v duševnem razvoju preko izobraževanja in v sklopu bivanjskih skupnosti. V kratkem povzamemo splošne zakonitosti spolnega razvoja in v nadaljevanju večji poudarek namenjamo značilnostim spolnega razvoja oseb z motnjami v duševnem razvoju. Največjo pozornost posvečamo predstavitvi aktualnih ciljev in vsebin programov spolne edukacije za odraslo populacijo oseb z motnjami v duševnem razvoju ter aktualnim raziskovanjem in novostim na mednarodni in nacionalni ravni. V empiričnem delu smo predstavili primer izvajanja spolne edukacije za odraslo populacijo oseb z motnjami v duševnem razvoju v eni izmed stanovanjskih enot. Zaradi manjšega števila sodelujočih je bila uporabljena opisna statistika, ki je predstavljena v grafični in tabelarični obliki. Glavnino predstavlja interpretacija rezultatov pred in po izvajanju edukacije. Rezultati so bili pridobljeni na podlagi strukturiranega intervjuja znanj in stališč o spolnosti (Heighway, Kidd Webster, 2008), ki je bil preveden in prilagojen za namen pričujočega dela. Intervju je preverjal znanja, veščine in stališča s področij razumevanja odnosov, socialnih interakcij, znanja o spolnosti in asertivnosti. Rezultati raziskave so pokazali napredek na področju razumevanja odnosov in znanja o spolnosti, medtem ko so bili rezultati s področja socialnih odnosov in asertivnosti nekoliko nižji. V skupnem seštevku vseh področij je opazen manjši napredek v znanju in veščinah. V zaključnem delu so predstavljene skupne ugotovitve in priporočila za nadaljnje delo na področju spolne edukacije odraslih z motnjami v duševnem razvoju.

• Jezik: Slovenski jezik
• Ključne besede: odrasli z motnjami v duševnem razvoju
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2016
• PID: 20.500.12556/RUL-87144
• COBISS.SI-ID: 11341129
• Datum objave v RUL: 04.09.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Sex education of adults with intellectual disabilities in living community

Izvleček

Sexuality is one of the basic human needs and rights, which has been in the course of the history many times taken away from the persons with intellectual disabilities. Persons with intellectual disabilities are more often exposed to sexual abuse and also have difficulties with expressing sexuality in a socially acceptable way, as well as less knowledge in the field of sexual health and protection. Therefore, sex education presents one of the most effective preventive factors (Bratković, 2011; Heighway, Kidd Webster, 2008; Petersilia, 2000; O'Callaghan in Murphy, 2007; Servais, 2006). The main purpose of the master´s thesis was to establish a level of the acquired knowledge, developed skills and perspectives of the adult persons with intellectual disabilities toward individual topics in the field of sexuality prior and after the implementation of the education. Further, on the basis of sex education, we also wanted to achieve a progress in knowledge and skills in the field of sexuality. In the theoretical part, we were interested in what ways and capabilities are available to ensure the right for sexuality to individuals with intellectual disabilities throughout education and within the living communities. Shortly, we summarize general laws of nature of the sexual development, and further we focus on the characteristics of the sexual development of persons with intellectual disabilities. The greatest focus is on the presentation of the current objectives and programmes of the sex education for the adult population of persons with intellectual disabilities, as well as the current researches and novelties at international and national level. In the empirical part, we have presented an example of implementation of the sex education for the adult population of persons with intellectual disabilities in one of the living communities. Due to the smaller number of the participants, a descriptive statistics has been used which was presented in graphical and tabular form. The majority is presented by interpretation of the results prior and after the education. The results were obtained based on the Sexual Attitudes and Knowledge (S.A.K.) Assessment (Heighway, Kidd Webster, 2008). The interview was translated and adapted for the purpose of this thesis. The interview has checked knowledge, skills, and perspectives in the field of understanding of relationships, social interactions, knowledge on sexuality, and assertiveness. The results revealed a progress in the field of understanding of relationships and knowledge on sexuality, while the results in the field of social interactions and assertiveness were slightly lower. In total, in all fields a slight progress can be noticed in knowledge and skills. In the final part, common findings and recommendations for further work in the field of sex education of adult persons with intellectual disabilities are presented.

• Ključne besede: adult persons with intellectual disabilities