Division of Pediatric Rehabilitation Medicine, Department of Physical Medicine and Rehabilitation, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania;
School of Medicine, University of Colorado and Special Care Clinic, Children's Hospital Colorado, Aurora, Colorado.
Pediatrics. 2021 Jul;148(1). doi: 10.1542/peds.2021-052043. Epub 2021 Jun 28.
This clinical report updates a 2006 report from the American Academy of Pediatrics titled "Sexuality of Children and Adolescents With Developmental Disabilities." The development of a healthy sexuality best occurs through appropriate education, absence of coercion and violence, and developmental acquisition of skills to navigate feelings, desires, relationships, and social pressures. Pediatric health care providers are important resources for anticipatory guidance and education for all children and youth as they understand their changing bodies, feelings, and behaviors. Yet, youth with disabilities and their families report inadequate education and guidance from pediatricians regarding sexual health development. In the decade since the original clinical report was published, there have been many advancements in the understanding and care of children and youth with disabilities, in part because of an increased prevalence and breadth of autism spectrum disorder as well as an increased longevity of individuals with medically complex and severely disabling conditions. During this same time frame, sexual education in US public schools has diminished, and there is emerging evidence that the attitudes and beliefs of all youth (with and without disability) about sex and sexuality are being formed through media rather than formal education or parent and/or health care provider sources. This report aims to provide the pediatric health care provider with resources and tools for clinical practice to address the sexual development of children and youth with disabilities. The report emphasizes strategies to promote competence in achieving a healthy sexuality regardless of physical, cognitive, or socioemotional limitations.
本临床报告更新了美国儿科学会 2006 年题为“发育障碍儿童和青少年的性行为”的报告。健康的性行为发展最好通过适当的教育、没有胁迫和暴力以及发展获得驾驭情感、欲望、关系和社会压力的技能来实现。儿科保健提供者是所有儿童和青少年进行预期指导和教育的重要资源，因为他们了解自己身体、情感和行为的变化。然而，残疾青年及其家庭报告说，儿科医生在性健康发展方面提供的教育和指导不足。自原始临床报告发布以来的十年中，由于自闭症谱系障碍的患病率和范围增加，以及患有复杂和严重残疾的个体的寿命延长，儿童和青少年残疾的理解和护理取得了许多进展。在此期间，美国公立学校的性教育减少了，有证据表明，所有青年（无论是否有残疾）对性和性行为的态度和信念正在通过媒体而不是正规教育或父母和/或医疗保健提供者的来源形成。本报告旨在为儿科保健提供者提供临床实践资源和工具，以解决残疾儿童和青少年的性发展问题。该报告强调了促进健康性行为能力的策略，无论身体、认知或社会情感限制如何。
