The specific needs of young people with intellectual disabilities have received scant attention in the literature devoted to sexually harmful behaviour. Puberty and adolescence are developmental stages where young people are required to cope with a series of major social, emotional and physical changes. These include; physical maturation; experiences of sexual arousal and awareness of orientation; more complex peer interactions; a richer emotional perspective; experiences of greater autonomy and decision-making. Adolescence occurs within a familial; social; community and cultural context. Adolescents need to synthesis a variety of experiences in order to establish a healthy sexual identity. Intellectual disabled adolescents may experience deficits in skills and knowledge along with limited opportunities, which hinder this process. A number of factors may impact upon this transitional phase and hinder an adolescent gaining the requisite skills and knowledge to function within an acceptable social range. When attempting to evaluate and understand potentially concerning sexual behaviours presented by intellectually disabled young people it is important to consider the particular adversities they may experience on the transition to sexual maturity.
This intial assessment framework is geared to young people in the mild to moderate range of intellectual disability in an IQ ability range of 60-80.
|1. Background Issues||79|
|Intellectual disability and adolescence||79|
|Privacy and opportunity||80|
|The potential impact of intellectual disability on
young peoples transition to sexual maturity
|2. Specific Considerations in Undertaking Assessments with Young People with Intellectual Disabilities||83|
|Defining the behaviour as sexual||83|
|Defining sexual behaviour as problematic or concerning||83|
|Which group of young people should this
assessment model be applied to?
|3. Applying the Model||86