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Systems Theory and the Development of Sexual Identity for Individuals with Intellectual/Developmental Disability

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Abstract

The purpose of this paper is to examine social systems theory as it relates to the inclusion of disenfranchised populations into the larger social system by enabling these populations to receive education and resources which can allow them to develop skills needed to achieve inclusion. Specifically this study is concerned with using elements of social systems theory to develop a sexual education program for a population identified with an Intellectually/Developmentally Disability (ID/DD). In order to do this, it is necessary to work within the family or caregiver system where these individuals live and function. Caregivers must be helped to recognize the potential for inclusion in this area of life for this population, and educational tools appropriate to the developmental and cognitive levels of the participants must be made available. Acknowledgment of the individual’s role within the system and understanding of the individual’s experience of that systems interaction with the environment and with other systems is primary in developing effective programming which can increase the quality of the participants’ interactions and relationships, making life a more productive and more satisfying experience.

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Authors and Affiliations

  1. College of Nursing, East Tennessee State University, Johnson City, TN, USA

    Amy Swango-Wilson

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  1. Amy Swango-Wilson
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Correspondence to Amy Swango-Wilson.

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Swango-Wilson, A. Systems Theory and the Development of Sexual Identity for Individuals with Intellectual/Developmental Disability. Sex Disabil 28, 157–164 (2010). https://doi.org/10.1007/s11195-010-9167-3

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  • DOI: https://doi.org/10.1007/s11195-010-9167-3

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