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"系统把它扫到地毯下":教育工作人员对自闭症青少年之间的浪漫关系的看法

Carmit-Noa Shpigelman¹, Gal Hodara Hassan²

¹Department of Community Mental Health, Faculty of Social Welfare and Health Sciences, University of Haifa, 199 Aba-Khoushy Ave, Mount Carmel, POB 3338, 3103301, Haifa, Israel. carmits@univ.haifa.ac.il.

Journal of autism and developmental disorders

|May 14, 2025

概括

教育工作人员对自闭症青少年的浪漫关系持有污名化的看法. 该研究建议包括在内的课程和员工培训来支持这些关系,与残疾人权利保持一致.

科学领域:

关于残疾人的研究.
自闭症研究自闭症研究
教育教育教育教育教育教育.

背景情况:

"残疾人权利公约" (CRPD) 第二十三条确认残疾人有权与他人建立关系.
现有的关于残疾人之间关系的研究主要集中在身体或智力障碍上,在理解自闭症青少年方面存在差距.
教育工作人员对自闭症青少年恋爱关系的看法在很大程度上是未经探索的.

研究的目的:

探索和描述教育工作人员对自闭症青少年之间的浪漫关系的观点.
了解工作人员对自闭症青少年在形成和维持恋爱关系方面的权利和能力的看法.
检查教育系统在为自闭症青少年提供关系知识和技能方面的作用.

主要方法:

使用了一种描述性的现象学定性方法.
与来自以色列特殊教育学校的20名教育工作人员进行了面对面的采访.
使用专题分析,从采访数据中确定关键主题.

主要成果:

出现了四个主要主题:对自闭症青少年的关系能力的污名化态度,预防性教育的优先考虑,承认由于教育疏忽而产生的行为问题,并确定推的做法.
调查结果表明,教育工作人员对自闭症青少年的浪漫关系能力存在普遍的耻辱感.
有一个公认的需要教育干预和工作人员的准备来解决这个话题.

结论:

宏观和微观层面的变化是必要的,包括制定适应的课程,以积极的方式框架浪漫关系,并消除员工之间的耻辱感知.
教育工作人员需要加强情感和实际准备,以便在课堂上有效地解决浪漫关系.
支持自闭症青少年建立和维持恋爱关系的权利,需要改变教育态度和实践.

关键词:

青少年时期青春期自闭症自闭症自闭症教育工作人员的教育工作人员亲密的亲密关系浪漫的关系浪漫的关系性生活性生活性生活性生活

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