Experiences of parents of adolescents with intellectual disabilities regarding the transition to sexual development: A transitions theory-based qualitative study.
Parents of teens with ID remodel their own identity and crave tailored guidance when sexual development begins.
01Research in Context
What this study did
Hoyle et al. (2022) talked with parents of 15- to 19-year-olds who have intellectual disability.
They asked how moms and dads feel while their teens start growing into adult sexuality.
The team used open interviews and grouped answers with a "transitions theory" lens.
What they found
Parents said they feel lost and unsure about their new role in this stage.
Some felt they had to rebuild their own identity as a parent.
Each family needed different help; no single road map fit everyone.
How this fits with other research
van Schrojenstein Lantman-de Valk et al. (2006) saw the same identity shake-up, but looked at all teen changes, not just sex.
Northrup et al. (2022) meta-analysis shows families hold stricter views on sexuality than staff do.
That seems to clash with N’s call for open support, yet the gap is method: B pooled attitude scales while N captured live stories.
Heinicke et al. (2012) found parents keep tight control over daily choices; N shows the same grip tightens further when sex is the topic.
Why it matters
You can ease parent stress by giving each family a custom plan for sexual-health talks.
Offer small rehearsal scripts, private Q&A nights, and clear handouts.
When parents feel coached, they stay engaged and the teen gains safer, more respectful relationships.
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02At a glance
03Original abstract
BACKGROUND: To describe of the experiences of parents regarding the transition to sexual development of their adolescents with intellectual disabilities who are 15-19 years old. METHODS: This study employs a descriptive interpretative approach and uses Meleis's transitions theory as its theoretical frame of reference. This study uses purposive sampling methods for recruitment. We collected data through individual semi-structured interviews (n = 11) and researcher observations between February 2021 and April 2021 and employed an inductive content analysis approach. RESULTS: Three main themes emerged from the data: parental factors driving the transition process, parents' needs regarding the transition process, and outcomes of the transition process. In addition, most parents struggled to remodel their identities following the transition due to concerns over their adolescent's ability to cope with the challenges of adulthood. CONCLUSION: Considered in the context of middle-range transitions theory, we suggest that parental experiences regarding adolescents' transition to sexual development stem from varying levels of uncertainty and depend on the situation, preferences, and family needs of each individual parent. It is useful to utilise Meleis's transitions theory to understand deeply and explore the impact of the sexual development of adolescents with intellectual disabilities on parents.
Journal of intellectual disability research : JIDR, 2022 · doi:10.1111/jir.12908