The sexuality of people with intellectual disabilities is still a taboo subject even in our liberal society. Looking at the general public, it seems that sexuality and disability are mutually exclusive. In professional circles, on the other hand, there is a consensus that sexuality is a self-evident basic need and fundamental right even for people who are labeled mentally handicapped.
This thesis examines the sexuality of people with intellectual disabilities with special regard to their living situation in a residential home. The author creates sexual educational guidelines, which should enable and support the living of a self-determined sexuality for the people living in the residential home.
In the context of this project, the question "What is the significance of sexuality for human development and for personality development for people with a so-called mental disability in particular?" is dealt with, as this is the basis for the development of the guidelines.
In this context, factors that impede the personality development and thus also the development of the sexuality of a person with a so-called intellectual disability are pointed out. Overall, this work is intended to contribute to a further removal of the taboos surrounding the sexuality of the group of people concerned and to strengthen their right to a self-determined sexuality in the residential home.
Table of Contents
1. Introduction
2. Definitions of terms
2.1 Sexuality
2.2 Sex education
2.2.1 Traditionally repressive sex education
2.2.2 Political-emancipatory sex education
2.2.3 Affirmative or mediating liberal sex education
2.2.4 Individual-emancipatory sex education
2.3 On the understanding of "disability"
2.3.1 The World Health Organisation's definition
2.3.2 SGB IX
2.3.3 Social explanatory approaches
2.4 The term "mental disability"
2.4.1 Difficulties of defining the term
2.4.2 Subject-specific perspectives
2.5 Own working definition
3. Identity
3.1 Conceptual approach
3.2 Identity concept
3.2.1 Stigma, stigmatisation and stigma identity thesis
3.2.2 Identity model according to Frey
3.2.3 Significance of Frey's model for personality development
3.2.4 Destigmatization techniques and stigma management
3.2.5 Interim conclusion
3.3 Sexual identity
3.3.1 Gender identity
3.3.2 Sexual orientation
3.3.3 Interim conclusion on sexual identity
4. Sexuality in general
4.1 Sexual theories
4.1.1 Freud
4.1.2 Kinsey
4.1.3 Focault
4.1.4 Kentler
4.2 Sexual development
4.2.1 Childhood
4.2.2 Adolescence
4.3 Family as a place of socialization
4.3.1 The family as an ecological system according to Bronfenbrenner
4.3.2 Socialization in the family according to Hurrelmann
4.3.3 Sexual socialization in the family
4.4 Importance of sexuality for adults
4.5 Sexuality – a fundamental right
5. Sexuality of people with a so-called intellectual disability
5.1 Sexuality and so-called mental retardation according to sporks
5.2 Differences and possible problems in sexual development
5.2.1 Childhood
5.2.2 Adolescence
5.3 Sexuality in adulthood
5.4 Sexual assistance and sexual support as a possibility of sexual experience
5.5 Prejudices about the sexuality of people with a so-called intellectual disability
6. Synthesis
7. Guiding concepts of rehabilitation pedagogy
7.1 Principle of normalization
7.2 Self-determination
7.3 Empowerment
8. Dormitory and sexuality
8.1 Excursus I: The importance of housing for people
8.2 Current living situations
8.3 Forms of living
8.3.1 Fully stationary forms of housing
8.3.2 Semi-stationary forms of housing
8.3.3 Outpatient living
8.3.4 Interim conclusion
8.4 Limitations of sexuality due to structural conditions
8.5 Studies on self-determination and sexuality in the dormitory
8.5.1 Sonnenberg (2004)
8.5.2 Walter and Hoyler-Herrmann (1987)
8.5.3 Seefeld (1997)
8.5.4 Fegert et al. (2006)
9. Interim conclusion
10. Excursus II: Community Living in Sweden
11. Support for self-determination and sex education guidelines
11.1 Support for self-determination
11.2 Sex education guidelines
11.2.1 General requirements at institutional level
11.2.2 Basic guiding principle
11.2.3 Understanding sexuality
11.2.4 Sex education objectives
11.2.5 Sexual education support and accompaniment
11.2.6 Design of the living space
11.2.7 Sexual education of employees
11.2.8 Parenting
11.2.9 Sexual education topics
12. Outlook
Objectives & Core Topics
This work aims to examine the sexuality of individuals with a so-called intellectual disability, focusing on their living situation in residential homes. The primary goal is to establish sexual educational guidelines that foster self-determination and provide pedagogical support, while also de-tabooing sexuality in the context of life with intellectual disabilities.
- The intersection of human development, personal development, and sexuality within the dormitory setting.
- The impact of institutional structures versus the model of community living on individual self-determination.
- Theoretical foundations of sexuality, sex education, identity formation, and disability.
- Pedagogical approaches, specifically normalization, self-determination, and empowerment.
- Strategies for overcoming prejudices and implementing professional sex education in residential care.
Excerpt from the Book
1. Introduction
The topic of "sexuality and so-called intellectual disability" seems to have a special explosiveness in our society, at a time when genetics and prenatal diagnostics are constantly evolving and have made it their task to produce "healthy" and "efficient" life according to their view. One gets the feeling that this again creates more defensive attitudes towards people with disabilities and new barriers in dealing with it are built up, which are difficult to overcome. Looking at the general public, it seems as if sexuality and disability in particular are diametrically opposed to each other, since two topics tabooed by society are placed in one context.
My personal interest in this topic has arisen in particular through discussions with third parties in everyday life. An acquaintance told me about her adult roommate, who desperately wanted to have a child and regularly took contraceptives at the request of her parents, on the grounds that she would become pregnant from it. In this case, the woman was denied information about contraception, and a self-determined decision was suppressed. Through a confidential conversation with an employee in a dormitory for people with a so-called intellectual disability, I learned that this was not a rare case and that sexuality would also be negated in their institution. Through these and other experience reports, I have identified areas in which the sexuality of these people can, in my opinion, receive "special treatment". On the one hand, this can be the case in the family, on the other hand, in dormitories.
Summary of Chapters
1. Introduction: This chapter highlights the societal conflicts surrounding sexuality and intellectual disability and outlines the author's research interest in creating pedagogical guidelines for dormitories.
2. Definitions of terms: This section defines fundamental concepts such as sexuality, sex education, and disability, emphasizing the lack of a universal consensus and the need for a subjective working definition.
3. Identity: The chapter explores the concept of identity, including stigma and the sociological identity model by Frey, to explain how it relates to the development of a personal and sexual identity for people with intellectual disabilities.
4. Sexuality in general: Discusses various sexual theories (Freud, Kinsey, Foucault, Kentler), stages of sexual development, and the role of the family in socialization.
5. Sexuality of people with a so-called intellectual disability: Analyzes the specific complexities, differences, and prevailing prejudices regarding the sexuality of this group throughout different life stages.
6. Synthesis: Bridges the previous theoretical chapters to emphasize the necessity of sexuality for human development and its role as a fundamental right.
7. Guiding concepts of rehabilitation pedagogy: Presents the professional pillars of normalization, self-determination, and empowerment that are essential for supporting self-determined sexuality.
8. Dormitory and sexuality: Investigates the reality of living in residential dormitories, structural limitations to self-determination, and provides an overview of empirical studies in this field.
9. Interim conclusion: Summarizes the findings on structural obstacles in dormitories and the pressing need for reform in pedagogical practice.
10. Excursus II: Community Living in Sweden: Presents the Swedish model as a progressive alternative to traditional residential institutions.
11. Support for self-determination and sex education guidelines: Develops concrete guidelines for institutional sexual education, ranging from general requirements to specific topics like parenthood and prevention.
12. Outlook: Concludes with a look at future needs, advocating for the abolition of special institutions and the continued promotion of empowerment at all societal levels.
Keywords
Intellectual disability, sexuality, sex education, self-determination, empowerment, normalization, identity, institutional living, rehabilitation pedagogy, sexual assistance, stigma, disability studies, inclusive living, psychosocial development, social integration.
Frequently Asked Questions
What is the central focus of this work?
The work examines the sexuality of people with a so-called intellectual disability, specifically focusing on their life within residential dormitories and the need for pedagogical guidelines to support self-determined living.
Which key topics are covered in the book?
Major themes include definitions of disability and identity, sexual theories, the impact of institutional living on personal development, and pedagogical guiding concepts like empowerment and normalization.
What is the primary goal of the author?
The primary goal is to create sexual educational guidelines for pedagogical action in dormitories, aiming to enable and support a self-determined sexuality for people living in these institutions.
What scientific methods are applied?
The book is primarily a theory-led study that integrates sociological, pedagogical, and psychological theories with a review of existing empirical studies and institutional concepts regarding sexuality.
What does the main body discuss?
The main body provides an in-depth analysis of the barriers to self-determined sexuality in dormitories, the importance of sexual education, and practical guidelines for implementing supportive measures and structures.
Which keywords best characterize this work?
Keywords include intellectual disability, self-determination, sex education, empowerment, rehabilitation pedagogy, and institutional living.
What importance is placed on identity?
The author argues that identity formation is a core component of human development; therefore, recognizing an individual's sexual identity is crucial to avoid social de-tabooing and to restore their human rights.
How does the Swedish "Community Living" model differ from the German system?
The Swedish model emphasizes full integration and the dissolution of traditional large-scale institutions in favor of flexible, community-based housing and widespread access to state-funded personal assistance, which is less common in the German system.
- Arbeit zitieren
- Astrid Niehues (Autor:in), 2010, Sexuality and mental disability? Self-determination and sexual pedagogical intervention in the residential home, München, GRIN Verlag, https://www.grin.com/document/1255718
