Читать книгу Relationship Building & Sexual Awareness for Kids with Autism - Susan Heighway - Страница 6

Section 1:

Introduction

This S∙T∙A∙R∙S 2 publication is an adapted version of our original S∙T∙A∙R∙S guidebook. S∙T∙A∙R∙S 2 is designed to be used with youth in the primary grades through high school. Our original S∙T∙A∙R∙S publication contains activities that were primarily designed for use in older teens and adults with developmental disabilities. As we met and talked about sexuality issues with parents, teachers, service providers, and persons with developmental disabilities, we became aware of the need for a corresponding training guide for children. We recognized that many of the problems in the area of sexuality and sexual abuse that adults with disabilities currently face could be lessened by early education and prevention.

The same comprehensive approach to sexuality education that was used in our original S∙T∙A∙R∙S guidebook is used in this book. This edition also focuses on the same four areas as the original S∙T∙A∙R∙S guidebook: Understanding Relationships, Social Interaction, Sexual Awareness, and Assertiveness. Goals and activities for each content area are included. Content and activities have been adapted for age appropriateness. Some areas have been expanded, and more emphasis is placed on creating and nurturing opportunities for normalized relationship building, socialization, and sexual expression.

Being part of an effort to help children understand and develop a positive sexuality and be safe from sexual abuse has many rewards. The children, teens, and adults who we have had the privilege of knowing have demonstrated the potential for significant growth in this area. We hope that this guidebook will be of practical benefit to others who are supporting and educating youth in this important area.

How to Use This Book

The Purpose

The purpose of this book is to share a model for promoting positive sexuality and preventing sexual abuse of youth. It is intended for use by parents, teachers, nurses and other health providers, counselors, sex therapists, social workers, psychologists, and others who are involved in teaching and supporting children and adolescents in this sensitive area.

The Activities

The activities in the guidebook are primarily designed for group work with grade school-aged children. This book is to be used as an instructional guide rather than a packaged curriculum, and instructors are encouraged to make adaptations to meet the individual needs of children. Users of the manual will need to figure out which activities are most suitable for participants. We also suggest that you enhance your training sessions with your own creative ideas. Suggestions for informal activities have also been included to assist in using the “teachable” moments that come up for youth and adults every day. The activities have been coded to designate age appropriateness and the complexity of information.

LOOK FOR THE FOLLOWING ACTIVITY CODES AT THE BOTTOM OF EACH PAGE IN THE FOUR CONTENT AREA SECTIONS:

BASIC activities contain basic-level information.

ADVANCED activities contain more complex information and require an understanding of basic-level information.

YOUNGER activities are suitable for children.

OLDER activities are suitable for adolescents and older teens.

Group or Individual

Most of the material in this book was developed from our work with groups, but we find that many of the activities and ideas are suited or easily adapted for individual training. Individual training may be preferred for some youths who do not learn well in a group or do not desire a group experience or when there are no resources available to support a group. For most youths, though, the advantages of participating in a group are significant. A group experience provides the opportunity for practicing social skills, peer modeling and coaching, as well as the opportunity to meet new people and make new friends.

Why Sexuality Education?

Sexuality is an important part of the total life experiences of all human beings. It should come as no surprise then that youth with developmental disabilities have sexual feelings, needs, and experiences. As with most people, their sexual desires are often linked with needs for closeness, caring, and emotional intimacy with others. Youth with developmental disabilities have unique learning needs in many aspects of their lives, and sexuality is no exception. Individualized guidance and education for promoting positive sexuality and the prevention of sexual abuse are essential.

Human sexuality encompasses a broad and complex spectrum of experiences and issues, including self-concept; sexual identity; sexual body functions; social interactions with the same or opposite sex; sexual expression, including masturbation and intercourse; sexual health; and future planning. For most of us, sexuality education has been haphazard at best, with some coming from our parents, much more coming from our peers, and the rest coming from one or two classes in school and messages of all kinds from the media.

For youth with disabilities, opportunities for gaining accurate knowledge about sexuality may be even more limited. Many youth with developmental disabilities don’t have access to books, health classes, or the peer relationships where this knowledge can be easily obtained.

Parents, teachers, and others who support youth with disabilities may be unsure how much sexuality education to offer, or they may be embarrassed to talk about sexuality or not know how to do so. As a result, many youth with developmental disabilities lack basic sexual knowledge, are easily manipulated by others, and lack guidelines for the expression of sexual feelings.

It is important to teach youth with disabilities appropriate information about sexuality and sexual expression that fits their developmental needs. A comprehensive sexuality education program will give youth the opportunity to develop social skills necessary to engage in beneficial friendships and to adjust to their sexuality.

Sexuality education for youth with developmental disabilities contains the same information you would give to other typically developing children, but the content and manner in which it is presented may need to be adapted for the child’s level of understanding and learning style.

By providing appropriate education, training, and support services in the area of sexuality and abuse prevention, it will be possible for youth with disabilities to acquire the skills and knowledge they need to develop a positive sexuality and reduce their risk for abuse.

Misbeliefs and Facts about Sexuality and Youth with Developmental Disabilities

Misbeliefs and misunderstandings about sexuality and people with disabilities can unnecessarily and drastically inhibit the sexual expression of people with disabilities. Misconceptions can also affect other areas of a person's life, including self-esteem, educational and vocational performance, and motivation to live as independently as possible. Misbeliefs need to be dispelled, and correct information must be provided.

Misbeliefs Regarding Sexuality

Youth with developmental disabilities do not have sexual feelings or are asexual.

Or the other extreme:

Youth with developmental disabilities are over-sexed and have uncontrollable urges.

It is unnecessary to talk about sex and sexuality because youth with developmental disabilities won’t understand it, be able to cope with it emotionally, or have the opportunity for sexual expression.

Facts Regarding Sexuality

Youth with developmental disabilities have a range of curiosity and awareness regarding sexuality similar to that of other young people.

The more accurate information and social skills training youth with disabilities receive, the more likely that their social and sexual behavior will be acceptable to community norms.

Misbeliefs Regarding Sexual Abuse

Children and teens with disabilities are not vulnerable to sexual assault because:

People feel sorry for them or find them undesirable, so they will not be hurt.

They spend their time in supervised or safe settings, so they are not exposed to dangerous or exploitative situations.

They are not sexually active, so they are less vulnerable.

Facts Regarding Sexual Abuse

Children and teens with disabilities may be more vulnerable to sexual assault for several reasons:

They may lack opportunities to acquire basic knowledge about anatomy, intercourse and other sexual activity (age appropriate), reproduction, and sexually transmitted diseases.

They may lack information or education about sexual abuse.

They may have been socialized to be compliant or passive and often have a strong desire to please.

They may lack the opportunity to develop healthy social relationships.

They may lack basic knowledge and understanding about how to safely use social media.