Sexuality and DD

Sexuality: Preparing Your Childwith Special Needs: 

Sexuality: Preparing Your Child with Special Needs How to Develop a Plan for Sex Education and Sexual Abuse Prevention

DefinitionsWhat is Sexuality?: 

Definitions What is Sexuality? Human sexuality encompasses the sexual knowledge, beliefs, attitudes, values, and behaviors of individuals. It deals with anatomy, physiology, and bio-chemistry of the sexual response system; with roles, identity, and personality; with individual thoughts, feelings, behaviors, and relationships. It addresses ethical, spiritual, and moral concerns, and group and cultural variations - from the Sex Information and Education Council of the U.S.-SIECUS

DefinitionsWhat is Sex Education?: 

Definitions What is Sex Education? Sex Education addresses information concerning the basic facts of life, reproduction, and sexual intercourse, as well as more in-depth biological, sociocultural, psychological, and spiritual areas of sexuality - from the National Information Center for Children and Youth with Disabilities - NICHY News Digest, Vol. I, No. 3, 1992

Why is a Sex Education Plan Important?: 

Why is a Sex Education Plan Important? It represents a goal of your expectations as a parent. Healthy sexual development of your child should be in the conscious mind of any parent. It prepares you and your child to respond to learning opportunities and “those crises” that life surely brings. It recognizes that as needs evolve over a lifetime, the plan itself must evolve. Just as it raises your consciousness and your child’s, it becomes part of your lifestyle, in the healthiest sense. It is something you are doing something about, not just worrying about. So, in the long run, your mind may be more at ease.

Parental RolesParent as Sex Educator: 

Parental Roles Parent as Sex Educator Parents need information, materials, and an awareness of your child’s sexual needs as he or she grows. Parent’s choose how and where to get information, as well as what information is appropriate. Challenges relate to when, where, and how to use this information.

Worksheet #1In my role as Sex Educator…….: 

Worksheet #1 In my role as Sex Educator……. 1. Who else could assist me in understanding my child’s needs? 2. Who else can assist me in teaching my child? 3. Do I have the materials and methods that I need? 4. How would I find them?

Parental RolesParent as Confidant: 

Parental Roles Parent as Confidant Parents need to be a trusted and valued source of information. Your child should know that it is safe to come to you to discuss any topic that might be on their mind. Parent’s choices relate to your willingness to hear and discuss topics with which you may not be comfortable. The challenge is deciding whether you are the appropriate person to deal with this subject.

Worksheet #1In my role as Confidant …...: 

Worksheet #1 In my role as Confidant …... 1. How comfortable am I in dealing with the range of issues in human sexuality? 2. What issues am I uncomfortable with?

Parental RolesParent as a Model: 

Parental Roles Parent as a Model Parents need to be be aware of how they demonstrate verbal and physical expressions of sexuality. How you dress or relate to family members and others in the community? Parents are the primary source of affection (e.g. expressing love by touching, cuddling, hugging, kissing, etc.)

Parental RolesParent as a Model(continued): 

Parental Roles Parent as a Model (continued) Parent’s choices have to do with family preferences, community norms, and expectations within particular settings (school, church, home) Challenges arise when your expectations differ from others’ that may have an influence on your child’s life (overnight parties and camping trips where both boys and girls are invited).

Worksheet #1In my role as a Model …...: 

Worksheet #1 In my role as a Model …... 1. How do I respond as a primary source of affection for my child? (Emotional, physical, and verbal) 2. How do I relate to other family members and others that I know? 3. How do I demonstrate my own sexuality?

Parental RolesParent as Value Setter: 

Parental Roles Parent as Value Setter Parents need to clarify your values and morals based on your experience, religious beliefs, and cultural background. Family preferences are the clear responsibility of the parent. Parent’s choices relate to understanding how values can be presented or accepted in differing environments. The challenge is deciding how much you will tolerate or accept different value systems that your child may encounter.

Worksheet #1In my role as Value Setter …...: 

Worksheet #1 In my role as Value Setter …... 1. What are our family values around sexuality, both in the home and in the community? 2. What is the family’s expectation for my son/daughter concerning sexuality as an adult? Will they get married? Will they have a significant other?

Parental RolesParent as Protector: 

Parental Roles Parent as Protector Parents need to be concerned about threats to your child’s sexual being. This could include sexual abuse, AIDS, or something as simple as having your child’s feelings hurt. Parent’s choose what level of of involvement you want, can, and should assume. In a perceived threat of sexual abuse, you may choose to monitor the individuals your child encounters or to prepare your child to protect him/herself in those situations.

Parental RolesParent as Protector(continued): 

Parental Roles Parent as Protector (continued) Challenges come with the fine line between direct intervention and preparation of the child to make responsible choices

Worksheet #1In my role as a Protector …...: 

Worksheet #1 In my role as a Protector …... 1. What are my concerns about my child? Now and in the future? 2. Is my child at risk for sexual abuse? Sexually transmitted diseases? Physical and emotional disappointments?

Sexual Abuse Prevention: 

Sexual Abuse Prevention Sexual Abuse includes a range of sexual activities that are forced on a person. One of the main reasons for providing sex education is to help prevent sexual abuse of your child. The more your child knows about his/her own sexuality, good and bad touch, appropriate and inappropriate behavior, the better they can protect themselves. It is important that your child knows that if he/she feels uncomfortable with how someone is interacting with them, they should tell a trusted friend or family member immediately.

Sexual Abuse Prevention: 

Sexual Abuse Prevention Your child should know that: They have the right to like touching one person and not another They have the right to like some types of touching and not others They have the right to change their mind They have the right to not have a reason to choose not to touch or be touched, and an explanation is not necessary No one has the right to push, coerce, or threaten them into touching No one has the right to bargain for touch No one has the right to put them down for saying “no”

What to Teach Your Child about SexualityAge Appropriate Information and Behaviors: 

What to Teach Your Child about Sexuality Age Appropriate Information and Behaviors

What to Teach Your Child about SexualityAge Appropriate Information and Behaviors: 

What to Teach Your Child about Sexuality Age Appropriate Information and Behaviors

Worksheet #2Issues to Address Before Starting a Plan for Your Child: 

Worksheet #2 Issues to Address Before Starting a Plan for Your Child 1. What are my views about sexuality and sexuality for my child? 2. How would I approach preparing my child? 3. Is sexuality something I am comfortable talking about with my child? If not, is there someone who could assist me? 4. Do I know where to get the teaching materials I need to assist me? 5. What goals would I like to see for my child in terms of preparedness in sexuality and abuse prevention?

Sample Plan for Healthy Sexual Development: 

Sample Plan for Healthy Sexual Development Part I Assessing the Need and Defining the Goal Part II Finding Resources Part III Strategies, Responsibilities, &Evaluating Goals

Worksheet #3Part I - Assessing the Need and Defining the Goal: 

Worksheet #3 Part I - Assessing the Need and Defining the Goal Observations About My Child 1. Does my child know his body parts? 2. How does my child express his sexual behavior to self and others? 3. What are the appropriate and inappropriate behaviors that my child engages in? 4. Is my child at risk for abuse? Why or why not?

Slide24: 

Part I - Assessing the Need and Defining the Goal Sample Observation: 1. Johnny can’t identify his body parts. 2. Johnny lets others touch him anywhere. I’m afraid he will be abused. 3. He kisses everyone on the lips. Sample Need: 1. Johnny needs to learn his body parts. 2. Johnny needs to understand the difference between appropriate and inappropriate touch and when to say “no”. 3. Johnny needs to understand the difference between appropriate and inappropriate self-expression. Sample Goals: 1. Teach Johnny his body parts. 2. Teach Johnny the difference between appropriate and inappropriate touch of his body by others and when to say “no.” 3. Teach Johnny the difference between appropriate and inappropriate self expression towards others.

Worksheet #3Part II - Finding Resources: 

Worksheet #3 Part II - Finding Resources Using your observations, set goals for your child. Decide who can assist you with each of the goals and what materials or curricula would be helpful. Enclosed in your packet is a list of resources that can be found at MOCSA’a Resource Center on Sexuality (www.safety-first.org), Planned Parenthood, or the Missouri Developmental Disabilities Resource Center (www.moddrc.com) that may assist you with your goals.

Slide26: 

Part II - Finding Resources Sample Goal 1: Teach Johnny his body parts Who can help? 1. Johnny’s school teacher, Ms. Adams 2. Johnny’s brothers and sisters Curriculum(s)/Material(s): Basic Sex Education 1. Book by L.K. Brown & M. Brown (1997) called What’s the big secret?: Talking about sex with girls and boys. Goes through body parts. 2. Book by Winifred Kempton (1993) called Socialization and Sexuality: A comprehensive training Guide. Section on female and male anatomy.

Slide27: 

Part II - Finding Resources Sample Goal 2: Teach Johnny the difference between appropriate and inappropriate touch of his body to others and when to say “no.” Who can help? 1. Johnny’s school teacher, Ms. Adams 2. Individuals from MOCSA Curriculum(s)/Material(s): Sexual Abuse Program 1. CIRCLES program. Can be borrowed from MOCSA.

Slide28: 

Part II - Finding Resources Sample Goal 3: Teach Johnny appropriate and inappropriate self-expression towards others. Who can help? 1. Johnny’s mom and dad, sisters and brothers Curriculum(s)/Material(s): On Sexual Expressions 1. None, parents values should guide this education process

Worksheet #3Part III - Strategies, Responsibilities, and Evaluating Goals: 

Worksheet #3 Part III - Strategies, Responsibilities, and Evaluating Goals In Part III, you will develop strategies and assign responsibilities for each of your child’s goals, and evaluate how well the goals that you and your child have set are being met. When developing your strategies, think about who you want to be responsible in implementing what curricula or materials for each specific goal. When evaluating goals, decide when you would like to evaluate each of the goals, and who’s input is useful in evaluating whether or not the goal you have has been satisfied. Keep in mind that not all goals will be attained in the period of time you may set. You may need to re-evaluate certain goals, re-assign individuals to different responsibilities, and figure out different strategies if the current ones are not working.

Slide30: 

Part III - Strategies, Responsibilities, and Evaluating Goals Sample Goal 1: Teach Johnny his body parts. Strategy: 1. Johnny’s brothers and sisters will read him the book called “What’s the big secret?: talking about sex with girls and boys”, 2 or 3 times a week. 2. Ms. Adams will complete the Kempton curriculum with Johnny at school. Evaluation: 1. After Johnny’s brothers and sisters have read the book to him for two months, they will informally test him on his knowledge of body parts. 2. Johnny’s teacher will use a pre-assessment to measure Johnny’s knowledge on body parts and basic sex education and a post-assessment one year later to see if he has learned any additional information.

Slide31: 

Part III - Strategies, Responsibilities, and Evaluating Goals Sample Goal 2: Teach Johnny the difference between appropriate and inappropriate touch of his body by others and when to say “no”. Strategy: 1. When Johnny’s teacher sees him letting anyone touch his body, she will explain to him the difference between appropriate and inappropriate touch by others, and that when someone is touching him and he doesn’t like it he can say “no”. 2. MOCSA staff person will explain to Johnny and his family the CIRCLES program or MOCSA will loan the curriculum to the family to use. Evaluation: 1. Johnny’s teacher will record the number of times a week she explains to Johnny about appropriate/inappropriate behavior. After 6 months, the teacher and parents will meet to examine the data. 2. After practicing the CIRCLES program, Johnny will be assessed to see if he has learned the information and is using it in his life dealings.

Slide32: 

Part III - Strategies, Responsibilities, and Evaluating Goals Sample Goal 3: Teach Johnny appropriate and inappropriate self-expression toward others Strategy: 1. Johnny’s parents and siblings will model appropriate self-expression 2. Johnny’s parents and siblings will role-play situations and proper expressions for those situations Evaluation: 1. Johnny’s parents and siblings will observe, over a 2 month period, whether modeling and role playing is making a difference in how he interacts with others.