"Microsoft PowerPoint - Sex Educ & Self Esteem 2009. ppt-1.ppt "
DSW Conference 27-28th November 2008 Overview Sex Ed and Self Esteem: Residents with Intellectual Disabilities Including a Vision Impairment • Sex education & Self esteem ASSID 8th Annual Disability Support Worker Conference 27- 27-28 November 2008 University of Melbourne • Social skills and competence Mike Steer RIDBC Renwick Centre November 2008 Why is the Name Sex Education - Labels Important? • Social/sexual education, illustrates ties between • Most of us uncomfortable talking about sexuality social skills training & sexuality • Ignoring social/sexual issues doesn't make them • Social skill instruction includes basics: disappear handshaking, establishing appropriate distance, h dsh ki st blishi pp p i t dist development of appropriate touch • Residents left with misconceptions & sketchy knowledge • Family life education takes the word sex out of • Families left trying to teach skills at home the title without benefit of quality instructional materials Children with Research into Sexual Abuse Vision Impairments • Birmingham University Study 1993-5 • 1999 study indicated approx 10% of children in • Questionnaire to 60 schools UK sexually abused at some time in their lives » 20 special VI schools » 40 resource centres • Discussions with teachers female • 80% were f l • 46 responses – in half the cases, teachers encountered suspected or confirmed sexual abuse • Higher % of boys in younger age group (5-9 yrs) • Confirmed sexual abuse of children with VI is a reality • Girls most highly represented in 5-14 yrs band Today’s children are tomorrow’s residents 1 DSW Conference 27-28th November 2008 Defining Social and Barriers Sexual Behaviours Perception that people with disabilities also have sexuality that is disabled We don’t feel competent to teach the subject APPROPRIATE / INAPPROPRIATE We don't have clear image of what future holds for these individuals Over-protectiveness by families and/or staff PUBLIC / PRIVATE Social skills must be systematically taught General Development What should be in a Sex- • Names and functions of body parts; Ed program for residents with vision impairments? • Body changes during puberty; and • Differentiating between babies, children, adolescents, and adults. Personal Safety & Concepts of Public and Community Safety: Private Spaces: • Differentiating between familiar • Identifying personal private places; people and strangers; • Inappropriate touching of others & • Differentiating between private by others; community, places in residence & community & private places at home; and • Public rest room behaviour; • Assertiveness training; and • Behaviours appropriate to public and • Abuse prevention. private places. 2 DSW Conference 27-28th November 2008 Body Care, Health & Hygiene Affectionate Expression • Washing and bathing; • Appropriate greetings with • Menstrual care; acquaintances, friends, staff , members, etc.;; • Toileting kill hand hi T il ti skills & h d washing; • Expressions of friendships; and • Disease prevention; and • Choosing & differentiating between • Preparation for medical examinations. friends & acquaintances. Additional Sex-Ed Sexual Expression Program Content • Masturbation; • Personal values exploration and clarification. • Sexual intercourse and birth control; • Building concepts of self-esteem. • Safe alternatives to sexual • Self-concept, self-responsibility skills. f p , f p y intercourse; • Problem solving skills, dating skills. • Developing long-term, committed • Safe vs. unsafe behaviors & sexually relationships. transmitted diseases; and • Pregnancy, family planning & alternatives to pregnancy. • Identification of consensual • Slang terminology. partners. Staff/Resident Using real objects is Relationship possible & preferable • Subject matter at times very personal • A real condom that can be explored by the • Imperative that residents feel group will make a lot more sense than a comfortable with staff member picture & verbal description of a condom • Imperative that staff members feel • Trip to pharmacy, grocery store, or rest comfortable with residents room vending machine to locate condoms • If facilitator or interpreter used by resident, important that resident feels • Help sort the laundry comfortable discussing issues through a facilitator • Administrative support for purchase & adaptation of instructional materials 3 DSW Conference 27-28th November 2008 Instruction Instructional Activities • Use all appropriate communication modes • Must be conducted with various materials, and appropriate language levels in various locations, with various people, and at different times of the day to • Speech, photographs, symbols, raised line increase likelihood that skills will be drawin s signed communication, voice drawings, si ned communication generalised generalised. output systems, pantomime, models • Example: If teaching appropriate rest room behaviour & safety, ensure resident • Ensure each resident is fully included understands the skills apply in all settings, not just in rest rooms familiar to the • Instructional objectives must focus on individual. generalisation of skills Instructional Activities (cont.) During Instruction • Instruction should be integrated into all • Men and women should not be separated. areas of program, not just during a time Separation suggests the "other side" has secrets or mysteries that can’t be set aside for this purpose. divulged. • Teach a skill at a topical moment rather • Concern over issues of liability than wait for a contrived setting during a scheduled instructional time • Makes good sense to teach in pairs SEIZE THE MOMENT---AND • Sense of Humour SOMETIMES CREATE THE MOMENT Who Can Help? Social Skills & Sexual Health & Family Planning Australia Competence www.fpa.net.au; www.fpahealth.org.au/ Sexual Health & Family Planning Queensland • Focus on adults with vision http://www.healthservices.qut.edu.au/information/sexual.jsp impairments Family Planning Queensland www.fpq.com.au/ Family Planning NSW www.fpnsw.org.au/ Family Planning Victoria www.fpv.org.au/ Shine SA www.shinesa.org.au/ Family Planning Tasmania www.fpt.asn.au/ FPWA www.fpwa.org.au/ 4 DSW Conference 27-28th November 2008 Self-Esteem Communication Skills • Initiating contact • Adjusting to a vision impairment • Sustaining interactions • Building self-esteem • Conversational techniques • l h d l Involvement with caring adults • Group work • Reaching out – interacting with peers • Using the phone • Written communication skills Nonverbal Communication Social Demands of Skills Daily Living • Fashion • Interpreting nonverbal cues • Eating out • Expressing nonverbal cues • Managing money What h i i l – Wh are the most critical nonverbal b l skills for people with vision impairments • Getting around the community to learn? • Appropriate expressions of sexuality • Work – getting and keeping a job Self Advocacy Skills Questions • Problem-solving skills • Negotiating skills • Setting l (short- d long-term) S tti goals ( h t and l t ) • Assertiveness 5 DSW Conference 27-28th November 2008 1. What are the greatest social References challenges faced by residents with • Sacks, S.Z. Thomas, K.L., & Wolffe, K.E. (2000). Focused on: Social skills for teens intellectual disabilities and vision and young adults with visual impairments. impairments? Press. New York: AFB Press Video and Study Guide. 1. What are the greatest challenges • Steer, M. (2005). Sex education and self- faced by staff in addressing these esteem: Youth with intellectual disabilities resident challenges? including a vision impairment. 6