School of Nursing and Midwifery, Queen's University Belfast, Northern Ireland BT9 7BL, UK.
School of Nursing and Midwifery, Trinity College Dublin, Dublin 2, Ireland.
Int J Environ Res Public Health. 2020 Oct 18;17(20):7568. doi: 10.3390/ijerph17207568.
There is growing empirical evidence regarding the relationship and sexuality experiences and needs of children, young people and adults with intellectual disabilities. A total of twelve papers met the inclusion criteria regarding relationship and sexuality education (RSE) programmes specific to the needs of this population. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines were followed and quality appraisal undertaken. The four themes identified were principles informing RSE programme development, design and content of RSE programmes, delivery of RSE programmes and evaluation of RSE programmes. The discussion presents areas that need to be addressed to ensure that people with intellectual disabilities, their families, carers and professionals are fully involved in the design and delivery of RSE programmes. Further research is required to identify the impact of the programmes and the sustained outcomes achieved. Recommendations are made regarding the activities required to enable the development of evidence-based and person-centred approaches to relationship and sexuality programmes.
越来越多的实证证据表明，智障儿童、青少年和成年人的关系和性体验以及需求。共有 12 篇论文符合纳入标准，涉及针对这一人群需求的关系和性教育（RSE）计划。遵循了系统评价和荟萃分析的首选报告项目（PRISMA）指南，并进行了质量评估。确定的四个主题是：RSE 计划制定的原则、RSE 计划的设计和内容、RSE 计划的实施以及 RSE 计划的评估。讨论提出了需要解决的领域，以确保智障人士、他们的家人、照顾者和专业人士充分参与 RSE 计划的设计和实施。需要进一步研究以确定这些计划的影响和取得的持续成果。就开展循证和以个人为中心的关系和性计划的活动提出了建议。
