臺灣博碩士論文加值系統

本研究旨在瞭解家長性態度對智能障礙青少年子女進行親職性教育方式及影響歷程，邀請六位研究參與者在半結構式深度訪談法進行資料蒐集。根據研究目的及訪談資料的分析討論結果與發現，獲致下列四項結論:
一、智能障礙青少年子女面臨生理發展的概況，男女生都會有自慰需求，男生勃起需求、看色情影片與網站影片的需求是很高的，對性幻想與觀看異性身體部位有需求，在發展第二性徵出現不安及性器官有異味的清潔問題，家長表示孩子的各式問題會不知道該如何介入協助。
二、家長提及智能障礙青少年子女面臨交友需求，孩子使用3C產品，透過同學、朋友、同事拓展的交友機會，以及透過手機通訊軟體、電腦及社群媒體與交友APP，家長擔心孩子無法與他人保持合宜的身體界線，不知道該如何處理。
三、家長面對孩子身心障礙特質談論性議題之限制，因為孩子身心障礙特質有不同的處理態度，有不知所措、表示沒有能力溝通、及孩子拒絕溝通的狀況，面對障礙的限制更加深家長溝通的困難度。
四、家長期待獲得相關的性教育資源，由於家長自身能力不足，表示期待獲得外界的資源，如諮詢服務或性教育資源，會讓家長感到心安。

The purpose of this study aimed to understand the parental education methods and influence process of parental attitudes on children with intellectual disabilities. A semi-structured in-depth interview is used with six research participants were invited as collecting data. According to the purpose of study and the discussion results and findings of the interview data, the following four conclusions are drawn:
1. While the adolescents with intellectual disabilities face their physical development, They both have the need for masturbation. Males have a high demand for erection, such as watching pornographic videos, website videos and sexual fantasies and viewing body parts. Sexual characteristics cause disturbed sexual organs and odor cleaning problems, and parents say they can’t deal with various problems and have no idea how to step in to help.
2. Parents mentioned their children with intellectual disabilities who need relationship, and the way they make friends through classmates, friends and colleagues, as well as APPs. The parents worried about the children can’t keep the reasonable physical boundaries with others, when they use 3C products, mobile communication software, computers and social media. Besides, the parents also don’t know how to deal with them.
3. The limitations of talking about sexual issues, the parents depend on children’s physical and mental disabilities. Some are overwhelmed, some say they don’t know how to communicate, and some say their children refuses to communicate with them. Facing the limitation of the ability of the children’s obstacles, it makes more difficult for parents to communicate.
4. The parents expect to get relevant sex education resources. Because of less information, the parents look forward to obtaining the external resources such as consulting service or sex education resource, and they will feel at ease.

摘要 I
Abstract II
致謝 IV
目次 V
表目次 VII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 名詞釋義 6
第四節 研究範圍與限制 9
第二章 文獻探討 10
第一節 智能障礙者的無性迷思 12
第二節 親子之間性溝通與青少年子女性態度之關聯 14
第三節 影響智能障礙青少年子女之家長執行性教育之因素 23
第四節 智能障礙者青少年交往需求與限制 24
第三章 研究設計與實施 28
第一節 研究方法 28
第二節 研究參與者 30
第三節 研究步驟 33
第四節 研究工具 33
第五節 研究倫理 36
第六節 資料處理 37
第四章 資料分析與結果討論 39
第一節 智能障礙子女遇到的性議題 39
第二節 處理智能障礙子女生理需求、性需求、性議題 76
第三節 智能障礙青少年子女性議題的溝通 108
第四節 智能障礙青少年子女難以啟齒的性議題 119
第五章 研究結論與建議 143
第一節 研究結論 143
第二節 研究建議 148
第三節 啟示與限制 150
參考文獻 151
壹 中文部分 151
貳 英文部分 156
附錄二、參與研究同意書 161
附錄三、受訪者個人基本資料表 162
附錄四、訪談大綱 163

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