Social Boundaries in Young Adult Females with Down Syndrome as a Foundation for Sexuality Education

Autor/inn/en	Faught, Brooke M.; Moore, Ginny; Hande, Karen A.; Walker-Hirsch, Leslie
Titel	Social Boundaries in Young Adult Females with Down Syndrome as a Foundation for Sexuality Education
Quelle	In: American Journal of Sexuality Education, 15 (2020) 4, S.426-443 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faught, Brooke M.) ORCID (Hande, Karen A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
DOI	10.1080/15546128.2020.1831677
Schlagwörter	Sex Education; Young Adults; Females; Down Syndrome; Educational Needs; Sexuality; Social Behavior; Social Development; Computer Oriented Programs; Educational Technology; Program Effectiveness; Health Education; Health Behavior; Intervention; Tennessee (Nashville) + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Young adult; Junger Erwachsener; Weibliches Geschlecht; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Educational need; Bildungsbedarf; Sexualität; Social behaviour; Soziales Verhalten; Soziale Entwicklung; Computerprogramm; Unterrichtsmedien; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Health behaviour; Gesundheitsverhalten
Abstract	There is a tremendous unmet need for health care provider guidance on managing the sexual health of young adults with intellectual disabilities. The first step in addressing sexuality in this population is establishing comprehension of social boundaries. This pilot study tested the usefulness of the Circles® app in teaching appropriate social boundaries to six young adult females with Down syndrome as a basis for further education on healthy sexuality in the clinic setting. Following implementation of the Circles® app, participant comprehension of appropriate social boundaries improved from baseline, supporting the need for further research on the Circles® app in this population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01