Efecto del juego vs. el role-playing en la implicación de los participantes del Programa saludiversex

  1. Gil-Llario, María Dolores
  2. Estruch-García, Verónica
  3. Fernández-García, Olga 1
  1. 1 Departamento de Psicología Evolutiva y de la Educación, Universitat de València, Valencia, España
Zeitschrift:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Datum der Publikation: 2021

Titel der Ausgabe: THE SEXUALITY: EXPRESSING THE DIVERSITY

Ausgabe: 3

Nummer: 1

Seiten: 101-108

Art: Artikel

DOI: 10.17060/IJODAEP.2021.N1.V3.2138 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Zusammenfassung

The program of sexual education for people with intellectual disabilities  SALUDIVERSEX is based on the relevance of active implication of the participants in the sessions to promote healthy knowledge, skills and attitudes. Therefore, in the sessions dedicated to conveying knowledge about sex/sexuality, sexual hygiene, sexual practices and safe sex, as well as, in the sessions dedicate to work attitudes for the sexual diversity and relationships are prioritized more the play. On the other hand, in the sessions dedicated to work interpersonal skills are mainly employed role-playing. The objective this work is to observe the degree of involvement of 29 participants of SALUDIVERSEX' Program (55% are men and 45% are woman) depending on the type of methodology used in the different sessions. The participants are between 25 and 60 years old. The professionals valued the degree of involvement of participants on a scale of 0 to 2. The results suggest that both methodologies are useful as users had a high involvement in both skill and attitude sessions. The worst results presented in knowledge sessions could be explained by the topics worked on in these sessions, as sexuality is more explicitly addressed, which could contribute to participants being more withdrawn by not being accustomed to commenting on aspects related to sexuality in public. These findings lead us to conclude that, it is necessary for professionals trained during the program to apply what they have learned, integrating sex education as one more activity in their respective occupational centers in order to standardize sexuality in this population.

Bibliographische Referenzen

  • Aceldo, M. A., Aguado, A. L., & Arias, B. (2006). Eficacia de un programa de educación sexual en jóvenes con discapacidad intelectual. Análisis y Modificación de Conducta, 32(142), 217–239. http://rabida.uhu.es/dspace/bitstream/handle/10272/11944/Eficacia_de_un_programa.pdf;jsessionid=E24118D840942F02F5873CFC038B92B3?sequence=2
  • Cosentino,S.,Maia,K.,Rodrigues,M.,Rossetto, M.& Silva, V. (2010). Educational workshops on adolescent sexuality: School as scenario. Revista electrónica cuatrimestral de enfermería, 20(1),1-8. https://dialnet.unirioja.es/servlet/articulo?codigo=3681316
  • Díaz-Rodríguez, I. M., Gil-Lario, M. D., Ballester-Arnal, R., & Molero-Mañes, R. (2014). Conocimientos, comportamiento y actitudes sexuales en adultos con discapacidad Intelectual. International Journal of Developmental and Educational Psychology INFAD Revista de Psicología, 3(1), 415–422. http://doi.org/10.17060/ijodaep.2014.n1.v3.519
  • Gil-Llario, M. D., Ballester‐Arnal, R., Caballero-Gascón, L., & Escalera, C. (2019). Programa SALUDIVERSEX. Programa de educación afectivo-sexual para adultos con diversidad funcional intelectual. Pirámide.
  • Gil-Llario, M. D., Morell-Mengual, V., Díaz-Rodríguez, I., & Ballester-Arnal, R. (2019). Prevalence and sequelae of self-reported and other-reported sexual abuse in adults with intellectual disability. Journal of Intellectual Disability Research, 63(2), 138–148. https://doi.org/10.1111/jir.12555
  • Giménez-García, C., Gil-Llario, M. D., Ruiz-Palomino, E., & Díaz Rodríguez, I. (2017). Abuso sexual y discapacidad intelectual: cómo identifican y valoran la experiencia las personas con discapacidad intelectual y los profesionales que les atienden. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología, 4(1), 129–136. https://doi.org/10.17060/ijodaep.2017.n1.v4.1035
  • Jahoda, A., & Pownall, J. (2014). Sexual understanding, sources of information and social networks; the reports of young people with intellectual disabilities and their non-disabled peers. Journal of Intellectual Disability Research, 58(5), 430–441. https://doi.org/10.1111/jir.12040
  • Kellam, S. G., & Langevin, D. J. (2003). A Framework for Understanding “Evidence” in Prevention Research and Programs. Prevention Science, 4(3), 137–153. https://doi.org/https://doi.org/10.1023/A:1024693321963
  • Morell-Mengual, V., Gil-Llario, M. D., Díaz-Rodríguez, I., & Caballero-Gascón, L. (2017). Actitudes de padres, profesionales y población general hacia la sexualidad de las personas con discapacidad física e intelectual. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología, 4(1), 173–184. https://doi.org/10.17060/ijodaep.2017.n1.v4.1040
  • Navarro, Y. (2012). Percepción de la sexualidad y el amor en una muestra de personas con discapacidad intelectual. Información Psicológica, 103, 15–30. http://www.informaciopsicologica.info/OJSmottif/index.php/leonardo/article/view/53/44
  • Navarro, Y., Torrico, E., & López, M. J. (2010). Programa de intervención psicosexual en personas con discapacidad intelectual. Educación y Diversidad, 4(2), 75–92. https://dialnet.unirioja.es/servlet/articulo?codigo=3276492
  • Roden, R. C., Schmidt, E. K., & Holland-Hall, C. (2020). Sexual health education for adolescents and young adults with intellectual and developmental disabilities: recommendations for accessible sexual and reproductive health information. The Lancet Child & Adolescent Health, 4(9), 699–708. https://doi.org/10.1016/S2352-4642(20)30098-5
  • Schaafsma, D., Stoffelen, J., Kok, G., & Curfs, L. (2013). Exploring the Development of Existing Sex Education Programmes for People with Intellectual Disabilities: An Intervention Mapping Approach. Journal of Applied Research in Intellectual Disabilities, 26(2), 157–166. https://doi.org/10.1111/jar.12017
  • Schaalma, H. P., Abraham, C., Gillmore, M. R., & Kok, G. (2004). Sex Education as Health Promotion: What Does It Take? Archives of Sexual Behavior, 33(3), 259–269. http://doi.org/10.1023/B:ASEB.0000026625.65171.1d
  • Verdugo, M. Á., Alcedo, M., Bermejo, B., & Aguado, A. (2002). El abuso sexual en personas con discapacidad intelectual. Psicothema, 14(1), 124–129. http://www.psicothema.com/psicothema.asp?id=3482
  • Whitehouse, M. A., & McCabe, M. P. (1997). Sex Education Programs for People with Intellectual Disability: How Effective Are They? Education and Training in Mental Retardation and Developmental Disabilities, 32(3), 229–240. https://www.proquest.com/docview/619150188/72C7F328079F4DDCPQ/1?accountid=14777
  • Whittle, C., & Butler, C. (2018). Sexuality in the lives of people with intellectual disabilities: A meta-ethnographic synthesis of qualitative studies. Research in Developmental Disabilities, 75, 68–81. https://doi.org/10.1016/j.ridd.2018.02.008
Fuente de los datos: Dialnet