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

Abstract

Background Girls with a mild intellectual disability generally receive less sexuality education than their non‐disabled peers, while their needs for sexual knowledge are possibly greater. This study aimed to evaluate the effect and process of a new sexuality education programme (Girls' Talk+), focused on sexual health among girls with a mild intellectual disability in the Netherlands. Methods A mixed methods approach was applied, using participant questionnaires (n = 249), logs written by trainers (n = 17) and interviews with trainers (n = 10). Descriptive statistics and linear regression models were used to analyse the quantitative data. Several coding phases were used to analyse the interviews. Results and conclusions This study provides some indication that Girls' Talk+ has positive results on improving knowledge, attitude, and self‐efficacy in relation to sexual health as well as trainer and participant satisfaction with the programme.

Analysis of the Differential Efficacy of the Reduced Version Over the Extended Version of an Affective-Sexual Education Program for Adults with Intellectual Disabilities

“…For all these reasons, intervention proposals have recently emerged aimed at covering the key knowledge, attitudes and skills they need to know in order to develop a healthy sexual life (Aceldo et al, 2006 ; Gutiérrez-Bermejo et al, 2021 ; López, 2011 ; Navarro et al, 2010 ; Parra & Oliva, 2015 ; Rodriguez-Mayoral et al, 2006 ; van den Toren et al, 2021 ). Ideally, such proposals should understand sexuality as an aspect that transcends genitality and involves interaction with other people, therefore, including training on sexual communication and clearly establishing the boundaries of what is public and what is private in their specific cultural context will be essential, with special emphasis on indicators of sexual abuse and offering clear models of autoerotic sexual practices or sexual exchange (Gil-Llario et al, 2019 ).…”

Using Concept Mapping to Explore the Perspectives of People with Mild to Borderline Intellectual Disabilities Toward Sexual Health

“…Previous research has shown how this internalization might stem from both earlier negative experiences with relationships and sexuality [ 18 ] and negative experiences with the dominant and often limiting roles of support staff and relatives [ 14 , 62 ]. Paradoxically, it is only through positive forms of support and education that people with mild to borderline ID can overcome these aforementioned barriers toward their sexual health [ 4 , 58 ], as has been demonstrated in interventions for example, Kahonde [ 63 ], and Van den Toren [ 64 ]. Interestingly, despite the significant role of support and education in the promotion of sexual health for people with mild to borderline ID [ 65 ], they were not mentioned in the present study.…”