Understanding school psychologists' roles in assuring adequate sex education for students with disabilities
Citation & Export
Hide
Simple citation
Desai, Khyati.
Understanding school psychologists' roles in assuring adequate sex education for students with disabilities. Retrieved from
https://doi.org/doi:10.7282/t3-b4a6-th23Export
Description
TitleUnderstanding school psychologists' roles in assuring adequate sex education for students with disabilities
Date Created2019
Other Date2019-01 (degree)
Extent1 online resource (86 pages)
DescriptionDue to current sex education practices, students with disabilities (SWDs) are often misinformed about sexual matters, are at higher risk of sexual abuse and unsafe sexual practices, and experience lower life satisfaction in regard to relationships. Despite the need for better and more accessible sex education for SWDs, research on this topic and on the barriers SWDs face is sparse. The ineffective provision of sex education indicates the need for involvement of school psychologists, who may be uniquely prepared to address the gap given their skills and job roles. Thus, the purpose of this study was to explore the potential for a school psychologist role in sex education. School psychologists in New Jersey public schools were surveyed in order to understand their current, potential, and desired roles in sex education for SWDs. A total of 145 participants completed the survey, representing an overall response rate of 10%. Data was analyzed using descriptive statistics, chi square tests to compare observed and expected sample distribution, and thematic analyses of open ended responses. Results of the study indicate only 3% of school psychologists are currently involved in sex education, although 68% of school psychologists report they should be involved. The highest rated methods of involvement for school psychologists in sex education for SWDs were advocating for appropriate education (70%) and consulting on developmentally appropriate activities and instruction (66%). Facilitators to involvement in sex education included existing consultation roles, relationships with SWDs and parents, availability of counseling, and training. Barriers to involvement in sex education included cultural norms, sex education being the responsibility of another staff member, and lack of time, support, and training. Limitations of the study, as well as implications for practice and future research directions, are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Khyati Desai
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Statistical Profile