Federici Stefano, Mosconi Elia, Rossler Maria Elena, Mossuto Vittorio
Department of Philosophy, Social & Human Sciences and Education, University of Perugia, Piazza G. Ermini, 1, 06123, Perugia, Italy.
LoveLife APS, Association for the Social Promotion of the Sexual Health of People With Disabilities, Perugia, Italy.
Arch Sex Behav. 2025 Jun 4. doi: 10.1007/s10508-025-03186-3.
The objective of this research was to provide a case report on the efficacy of an expressive existential psychoeducational intervention (EEPI) to reduce maladaptive sexual behaviors in an adolescent with intellectual disability. The method was based on a prospective longitudinal single-case assessment, using a descriptive approach, to assess the effectiveness of the intervention through the analysis of qualitative data obtained during a structured interview. We report the case of G, a 17-year-old male high school student with Trisomy 21 syndrome and moderate intellectual disability. G's parents requested an intervention to help their son acquire better adaptive sexual behavior skills-regarding appropriate management of masturbation, distinguishing between a public and a private place, managing aggression, and oppositional behavior-to avoid the risk of school exclusion and to improve his quality of sexual, emotional, and social life. Data on adaptive and maladaptive behaviors were collected using the Vineland-II and on sexual knowledge and behavior using the Sexual Knowledge and Behavior Assessment Tool. Both interviews were administered at the beginning (t1) and end (t2) of treatment. The Vineland-II was also administered 3 months after treatment (t3). The main outcomes of this case study concerned: (1) public/private management; (2) anger and aggression management; and (3) management of an autonomous masturbation path. Comparing the results of the pre- (t0) and post-treatment (t2) interviews and the Vineland-II administration at follow-up (t2), a significant reduction in G's maladaptive sexual behavior was observed. The EEPI, when carried out from a preventive perspective, was effective in the case of an adolescent with intellectual disability. The advantages and disadvantages of the EEPI model are discussed by comparing it with other pharmacological and behavioral treatments.
本研究的目的是提供一份关于表达性存在主义心理教育干预（EEPI）对减少一名智障青少年适应不良性行为有效性的病例报告。该方法基于前瞻性纵向单病例评估，采用描述性方法，通过分析结构化访谈中获得的定性数据来评估干预的有效性。我们报告了G的案例，G是一名17岁的男性高中生，患有21三体综合征和中度智力残疾。G的父母请求进行干预，以帮助他们的儿子获得更好的适应性性行为技能，包括适当管理手淫、区分公共和私人场所、管理攻击行为和对立行为，以避免被学校开除的风险，并改善他的性、情感和社会生活质量。使用文兰适应行为量表第二版（Vineland-II）收集适应和适应不良行为的数据，使用性知识和行为评估工具收集性知识和行为的数据。两次访谈均在治疗开始时（t1）和结束时（t2）进行。治疗后3个月（t3）也进行了文兰适应行为量表第二版的评估。本案例研究的主要结果涉及：（1）公共/私人管理；（2）愤怒和攻击行为管理；（3）自主手淫途径的管理。比较治疗前（t0）和治疗后（t2）访谈的结果以及随访时（t2）文兰适应行为量表第二版的评估结果，观察到G的适应不良性行为显著减少。从预防角度实施的EEPI对一名智障青少年有效。通过将EEPI模型与其他药物和行为治疗方法进行比较，讨论了其优缺点。
