Sexuality and Disabled Parents with Disabled Children

This is not your typical academic article. Although it provides references and research information, the perspective is a little different. We intend to share stories from a lifetime of participant observation on disabled adoptive parents. The stories are part of the empirical evidence that makes up our collective lives. But they are not stories well represented in the literature—either qualitative or quantitative. We know we are not average. We are more than one standard deviation from the norm and we celebrate this. This article provides a radical reconceptualization of the sexuality experiences of disabled parents. Think of it as a participatory ethnography. Placed in the context of the growing literature base around families, adoption, and sexuality, our stories reflect the lived experience of the parents who have shared their lives with us.     

A Sexuality and Relationship Training Program for Women with Intellectual Disabilities: A Social Story Approach

A multi-method study design involving three different phases was used to develop four social stories that could be used as part of a sexuality and relationship training program for women with intellectual disabilities. Phase 1 entailed a systematic review of the literature and results indicate that social stories provide a suitable methodology for teaching socially desirable responses related to sexuality and relationships. Phase 2 entailed a focus group with women with intellectual disabilities and results showed that they wanted more information about different types of relationships, including romantic relationships. They also wanted to understand what types of behavior (e.g. different types of greetings) were appropriate for the different types of relationships. Next, four social stories were written based on the results of these two phases. Finally, these four social stories were implemented in Phase 3 with ten caregivers of women with intellectual disabilities in order to evaluate the appropriateness of the stories. Results showed that three of the four social stories were appropriate, and that one required re-writing as it was not appropriate for the specific context, as women at that facility did not have the opportunity to go on dates. A suggestion was made that the story be re-written to reflect romantic relationships as opposed to dating.     

Social Stories for Sexuality Education for Persons with Autism/Pervasive Developmental Disorder

Lack of social skills for individuals having autism can be particularly significant in the area of intimate relationships and of sexuality. However, typical sexuality education programs for persons with disabilities may lack components that address the unique social skill needs for persons having autism. In special education, Social Stories have been used to teach appropriate social skills and behaviors to children and youth having autism. Nonetheless, no research documents the use of social stories in sexuality education in this population. The present paper outlines the instructional use of Social Stories with individuals having autism, investigates components that make Social Stories a promising method of intervention, and discusses implications for the utility of Social Stories for sexuality education in particular. Information presented should assist individuals with autism and their caregivers/educators in preparing for, and managing the opportunities to engage in healthy and satisfying sexual lives.     

Homophobia and the production of shame: young people and same sex attraction

Research among same-sex attracted young people in Western cultures has described a minority group of adolescents whose sexuality is negated by the significant institutions and people in their lives. Very often, there is a silence in the family and at school about same-sex sexuality and when a young person's homosexuality is suspected or disclosed s/he suffers from denial, discrimination and abuse. Not surprisingly, living in hostile environments leaves such young people at high-risk of drug abuse, depression and suicide. This paper describes some of the ways young people resist being positioned in these negative ways. Using autobiographical stories from 200 same-sex attracted young Australians, we document the discursive field of sexuality in which these young people struggle to construct positive identities. Young people were well aware of dominant discourses which characterized homosexuality as 'evil, diseased and unnatural'. Yet they use different strategies to fault, deflect and discount these negative understandings and to highlight other discourse which positions them positively.     

Homophobia and the production of shame: young people and same sex attraction

Research among same‐sex attracted young people in Western cultures has described a minority group of adolescents whose sexuality is negated by the significant institutions and people in their lives. Very often, there is a silence in the family and at school about same‐sex sexuality and when a young person's homosexuality is suspected or disclosed s/he suffers from denial, discrimination and abuse. Not surprisingly, living in hostile environments leaves such young people at high‐risk of drug abuse, depression and suicide. This paper describes some of the ways young people resist being positioned in these negative ways. Using autobiographical stories from 200 same‐sex attracted young Australians, we document the discursive field of sexuality in which these young people struggle to construct positive identities. Young people were well aware of dominant discourses which characterized homosexuality as ‘evil, diseased and unnatural’. Yet they use different strategies to fault, deflect and discount these negative understandings and to highlight other discourse which positions them positively.     

YOUNG WESTERN WOMEN'S EXPERIENCES OF MENARCHE AND MENSTRUATION

A qualitative approach was used to examine young women's experiences of menarche and menstruation that were included in personal stories of growing up sexually. The personal experiences were examined by cross-case analysis to learn more about the narrators' attitudes toward menarche and their menstrual-related education. This was a secondary analysis using data collected for a study of common themes in the stories gathered in a 1998 study by Beausang. The data came from 332 stories written by students taking a sexuality course in a Midwestern community college. Of 227 stories written by women, 85 stories included menstrual experiences. Eleven narrators described menarche as a positive experience. In 10 of these stories, the mother was the primary teacher. The two most frequently identified sources of information by narrators were mothers and schoolteachers, with most narrators having a primarily negative view of their menstrual education regardless of the source. Problems with menstrual-related education were described as perceptions of unwillingness by teachers to discuss menstruation, time limits for education, unclear instruction leading to misconceptions, and the presence of peers in group learning situations that lead to embarrassment.     

Young western women's experiences of menarche and menstruation

A qualitative approach was used to examine young women's experiences of menarche and menstruation that were included in personal stories of growing up sexually. The personal experiences were examined by cross-case analysis to learn more about the narrators' attitudes toward menarche and their menstrual-related education. This was a secondary analysis using data collected for a study of common themes in the stories gathered in a 1998 study by Beausang. The data came from 332 stories written by students taking a sexuality course in a Midwestern community college. Of 227 stories written by women, 85 stories included menstrual experiences. Eleven narrators described menarche as a positive experience. In 10 of these stories, the mother was the primary teacher. The two most frequently identified sources of information by narrators were mothers and schoolteachers, with most narrators having a primarily negative view of their menstrual education regardless of the source. Problems with menstrual-related education were described as perceptions of unwillingness by teachers to discuss menstruation, time limits for education, unclear instruction leading to misconceptions, and the presence of peers in group learning situations that lead to embarrassment.     

‘Sex for life’? Men's counter‐stories on ‘erectile dysfunction’, male sexuality and ageing

Discourse on male sexuality in mid-to-later life has exploded in recent years (Gullette 1998). Attention to this topic has been spurred by the advent of (highly profitable) sexuopharmaceutical 'solutions' to erectile changes affecting older men. 'Success' stories abound in the media and in medical literature related to the restoration of faulty erections and ailing sex lives through drugs such as Viagra (sildenafil citrate), Uprima (apomorphine) and Cialis (tadalafil). In this paper we explore some of the ways in which notions about ageing and male sexuality are changing in popular cultural and medical texts in response to the advent of Viagra and the increasing authority of biomedicine in this area. We also demonstrate how the recent biomedical endorsement of 'sex for life' (the imperative to maintain an active youthful masculine [hetero]sexuality - defined in terms of male orgasm through penetrative sex) may be challenged by the very accounts of older men who are, or have been, affected by erectile difficulties and have used drugs like Viagra themselves. We present the perspectives of mid-to-late life heterosexual men in New Zealand whose stories question the contemporary biomedical privileging of erections and intercourse 'at any cost and at any age'. We argue that the current push to identify and treat so-called erectile dysfunction (and restore erections and penetrative sex to relationships) neglects some men's own experiences of alternative modes of relating sexually that they identify as 'normal', 'healthy', 'enjoyable' and 'satisfying' for them and their partners; and undermines their understanding of such changes as positive outcomes of ageing, experience and maturity.     

Sexual stereotyping of black males in interracial sex

Beliefs about black males' sexuality are pervasive in this society, but little studied. This investigation examined white subjects' perceptions of black and white characters in sexually explicit stories, some of which depicted interracial pairings. The perceptions were then examined in relationship to authoritarianism and sexual repression. Overall results suggest that black males are stereotyped as more potent than white males. The theoretical implications of this finding are discussed.     

The paradoxical portrayal of the risk of sexually transmitted infections and sexuality in US magazines Glamour and Cosmopolitan 2000–2007

This paper reports on an exploratory, qualitative content analysis of the portrayal of the risk of sexually transmitted infections or diseases (STIs or STDs) and sexuality in the United States (US) versions of the most popular women's magazines in the world, the English language magazines for young women Cosmopolitan (Cosmo) and Glamour from 2000–2007. The data studied here demonstrate contradictory messages. On the one hand, there is a frequent and powerful portrayal of STIs and STDs as ubiquitous, dangerous, and disgusting, and on the other, there are numerous stories promoting casual sex for women's pleasure. Biomedicine is positioned as the most appropriate system of knowledge for understanding and explaining sexuality and STIs/STDs. The substantive, theoretical, and practical consequences of this paradoxical and contradictory social construction of sexuality and the risk of STIs or STDs are discussed as the major contributions of this paper.     

Sexuality in Samoan art forms

This article explores the manifestations of sexuality in Samoa as they are revealed through songs, poetry, dance, gestures, verbal expressions, stories, and games. For each of these art forms, texts and translations of original material are presented, as an aid to discerning the uses and functions of sexuality as they are applied by Samoans for Samoans; to this end, formalized joking of various types is seen as the medium through which the humorous element of sexuality is expressed. Elsewhere, sexuality functions to achieve and sustain individual attention. The explicitly sexual references in funeral and marriage songs, on the other hand, constitute affirmations of social values, incorporated in long-established rites. In what is tantamount to artistic license, performance of song, poetry, and dance containing sexual elements or references that would be prohibited in other contexts is constituted as acceptable behavior. In marked contrast to nineteenth-century writings, and the opinions of the popular press, sexuality in Samoa is far from free in its modes of expression, but rather adheres to traditional formalized patterns which determine its occasions, participants, and verbal and kinetic limits. Although not indispensable as a means of personal expression, it generally provides additional opportunities for the creative and aggressive individual to demonstrate his artistic talents and thereby contribute to his own social elevation. As an element of verbalized group sentiment, it is a positive assertion of Samoan values, a statement of social solidarity.     

Supporting Sexuality in Adults with Intellectual Disability—A Short Review

Sexuality in persons with intellectual disability (ID) is one of the frequently discussed topics of many scientific disciplines. Sexuality in persons with ID is determined by the specific features of ID, but also by the attitudes of the society and possibilities of persons with ID to establish intimate relationships, have sexual experience, and be able to express their own sexuality as an autonomous human need. The objective of the review was to present an analysis of published knowledge about supporting (and expression) of adults with ID in the area of sexuality (i.e. support provided to persons with ID as well as carers, professionals and family members providing support to persons with ID in the area of sexuality). Relevant studies (N?=?47) identify the following as the most significant areas of supporting sexuality in adults with ID: sexual relationships, contraception, pregnancy and parenthood, sexually transmitted diseases, gay or lesbian relations/relationship, unacceptable and criminal sexual conduct, taking responsibility for sexual behavior, defining sexuality, values, body image, etc. Another important aspect is cooperation with close persons, carers and parents of individuals with ID. There is a possibility to use specific instruments for elementary assessment (SSKAT, SexKen-ID, ASK), the technique of social stories, and the content of educational program aimed at sexuality in persons with ID. Another option is sexual assistance and self-advocacy. Existing research focuses mainly on prevention of sexual abuse of persons with ID, but attention should also be paid to other aspects of their sexuality. Available evidence suggests that providing support to persons with ID in relation to their own sexuality is a difficult task. There is a need for further training and education of professionals, close persons and carers in order to provide qualified support to these clients.

     

Pink toenails and princess boys: contemporary discourses of boys’ gender-fluidity in USA television news

This article analyzes four national soft news stories about boys’ gender-fluid expression that aired between 2010 and 2012. In each of these stories, boys’ feminine-identified actions received explicit support by newscasters and guest experts. Simultaneously, newscaster banter reframed the approbation of gender-fluidity to a more traditional characterization of gender as an immutable binary construct. The acceptance of gender-fluid behavior was attenuated by four discursive frames: the avowal of gender-fluid expression as acceptable only when child’s play, the presentation of boys’ mothers as supporting the violation of social norms, the positioning of parental acceptance as an act of reluctant resignation, and the assertion of male news reporters’ traditional masculinity and heterosexuality. Identifying limits to U.S. news media’s support for small acts of gender non-conformity sheds light on journalists’ and publics’ negotiations of gender and sexuality at a time in which the ontological state of these constructs is being disrupted and rearticulated.     

Queer families: valuing stories of adversity,diversity and belonging

The 2017 Australian Marriage Law Postal Survey provided an unwelcome reminder that the concepts of queer sexuality and family life continue to be viewed as incompatible by many. However, campaigns in support of marriage equality also provide opportunities to document and disseminate stories of queer belonging within families. This commentary proposes three new ways of understanding and valuing accounts of what family means to LGBTQ communities, based on emerging findings from social research studies. It argues that in post-marriage equality contexts, it is time to learn to accept and to celebrate the differences that exist within every community, including within the diverse forms of families that are made.     

From rakhi to romance: negotiating ‘acceptable’ relationships in co-educational secondary schools in New Delhi,India

Based on a multi-method study conducted with middle-class young people (aged 15–17) in three secondary schools in New Delhi, India, this paper focuses on heterosocial dynamics within school peer cultures as an important site of learning about gender and sexuality. Findings indicate that young people negotiate and adapt rakhi (brother-sister) relationships to form less strictly platonic heterosocial friendships, which leave open the possibility of romance. Students’ preferences for certain heterosocial relationships are considered within the context of wider cultural narratives. For example, students often rejected rakhi relationships, tied to traditional, conservative values, in favour of heterosocial friendships associated with more modern and desirable social patterns. Moreover, students’ own definitions of acceptable heterosocial interactions within peer cultures suggest that they are adept at negotiating norms of gender segregation that are enforced in co-educational schools. In contrast to other formal and informal sources of sexual learning available to them, experiences and stories of romances circulating in schools seemed to offer students alternative, more positive ways of understanding teenage intimacy and sexuality.     

Sexual Admissions: An Intersectional Analysis of Certifications and Residency at Willowbrook State School (1950–1985)

Willowbrook State School has a significant place in the history of disability rights movement in the United States, from being one of the largest long-term care facilities for children and adults with disabilities during the 1950s–1970s, to the public and contentious legal battle to shut it down due to atrocities. Yet, historical scholarship has yet to fully account for what happened there. In long-term care facilities, sexuality is typically observed, controlled, and exploited, but at Willowbrook, sexuality was also a reason for admission. What role did sex play in resident’s admission and residency? This archival analysis of resident records selected admissions where sexuality played a factor, and then examined the influence of gender, family, race, class, and most importantly, ability, on the certification of the youth and their stay at Willowbrook. The findings show that race played a significant role in the lives of youth placed at Willowbrook, as did their impoverished and troubled family backgrounds, and their ability (often indexed by IQ). A narrative analysis of resident stories identified five main admission narratives: the youth were placed at Willowbrook because they were sexually promiscuous or “perverted,” truant, unruly, or attending remedial education classes, the parents were unable to care for the youth, the youth was delinquent, or the youth was sexually vulnerable. Extensive evidence from case files in support of these themes supported an intersectional analysis of admissions to Willowbrook as ability, sexuality, race, class, and gender interact in sometimes simple and predictable—and other times complex and surprising—ways.     

Researching the disabled identity: contextualising the identity transformations which accompany the onset of impairment

This paper outlines a recent study which, in an attempt to illuminate the processes surrounding the formation of what is increasingly being referred to as ‘the disabled identity’, set out to explore the effects of the onset and ongoing experience of impairment in relation to disabled people's self‐perceptions. A grounded theory approach was adopted and the data derived from the stories of 92 people from four countries, through telephone dialogues and autobiographical material which sought to answer, or, in the case of unsolicited material, could be said to have answered, the question: How has [the illness or disabling condition] affected the ways in which you see yourself and how others treat you? The major areas of identity which were found to be affected by disability were those which related to independence, work and appearance/sexuality, all of which were heavily influenced by the negative attitudes of others and each of which were related to qualities which could be argued to represent the pivotal characteristics separating the ‘affiliated and the marginalised’ in contemporary Western society ( Rose 1996 : 340).     

全面性教育视角下中国幼儿园性教育实践的困境与展望

全面性教育是基于课程,探讨性的认知、情感、身体和社会层面意义的教学过程,可以使儿童青少年具备一定的知识、技能、态度和价值观,从而确保其健康、福祉和尊严。3～6岁是儿童性发展的重要阶段,幼儿园是儿童接受性教育的重要场所。本文以全面性教育视角对中国幼儿园性教育实践进行分析,发现其存在以下困境：支持幼儿园性教育实践的政策不全面;幼儿园性教育缺少教学纲要或指南;幼儿园性教育师资不足;幼儿园性教育缺乏必要的家庭支持。基于现有困境和挑战,研究从完善性教育政策、制定本土化性教育纲要或指南、开展性教育师资培训、加强性教育宣传4个方面提出促进幼儿园性教育发展的建议与展望。     

Operationalizing the Concept of Sexuality Comfort: Applications for Sexuality Educators

Thirty-two high school and college sexuality educators participated in a study designed to operationalize the concept of sexuality comfort. Research questions asked were: “What is the nature of sexuality comfort?” and “Can the concept, of sexuality comfort be defined operationally?” An interview guide developed with input from an expert panel of health/sexuality educators and semanticists facilitated data collection. Data were categorized and tabulated through a systematic process. This coding process, performed by independent coders, yielded 97.2% reliability. Based on the results, an operational definition of sexuality comfort was delineated. Because an operational definition is one which tells what to do to experience the thing defined,¹ the operational definition of sexuality comfort has immediate practical applications to preparation programs for prospective sexuality educators as well as those currently working in the field.     

Sexuality and Disability in the Lives of Women with Intellectual Disabilities

This ethnography explored how sexuality was experienced among 14 adult women with intellectual disabilities. Data were gathered through interviews and observations specifically to learn how the women talked about their sexuality, and how sexuality functioned in their lives. Results discussed in this article indicate that most of the women functioned within disability centered environments without having a disability identity; most women expressed an adult identity that resulted in their expectations of sexual autonomy; and most women experienced sexuality limitations because of protective policies and programs. Discussion includes implications for sexuality supports for women with intellectual disabilities.