{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:ohiou1363711423"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:ohiou1363711423","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Individuals with Intellectual Disabilities Engaging in Peer-to-Peer Safety and Sexuality Training: A Case Study","abstract":"Individuals with intellectual disabilities (ID) are at a greater risk for victimization when compared to individuals without disabilities (Petersilia, 2001; Sobsey, 1994) and individuals with other types of disabilities (Harrel & Rand, 2010). In 2008, approximately 34,000 individuals with cognitive impairments in the U.S. were victims of non-fatal violent crime, with approximately 1,500 incidents classified as rape or sexual assault (Harrell & Rand, 2010). Sexuality education and safety training are tools suggested by researchers and practitioners to decrease vulnerability to victimization for individuals with ID (e.g., Champagne & Walker-Hirsh, 1993; Planned Parenthood, 2009; Sobsey, 1994). Peer-to-peer training is one method of safety and sexuality education for specific populations of children and adults with disabilities (Bullard & Wallace, 1978; Orzeck, 1984; Utley et al., 2001). However, there is a no published literature regarding this peer-to-peer safety and sexuality training for adults with ID. This exploratory qualitative case study provided new information on peer-to-peer safety and sexuality training for individuals with ID. Naturalistic, qualitative inquiry is beneficial for examining novel concepts, therefore qualitative methods were employed for the current study. The study presented a bounded case analysis of the peer-to-peer safety and sexuality training provided by individuals with ID at The Thomas Adventures in Lifelong Learning (TALL) Institute in Cincinnati, Ohio, using individual interviews, observations of peer-to-peer trainings, and analysis of the safety and sexuality curriculum. This case study is a rich, thick description of the peer-to-peer safety and sexuality training provided by individuals with ID at The TALL Institute. The central research questions were: 1) What is the peer-to-peer safety and sexuality training program at The TALL Institute? 2) How do students at The TALL Institute describe their experiences as peer-to-peer health, safety, and sexuality trainers for individuals with ID? 3) How do students at The TALL Institute provide peer-to-peer safety and sexuality training to other individuals with ID? Analysis of interviews, observations, and documents revealed eight emerging themes, including their relationship to relevant literature and disability theory, specifically the four models of disability as described by Smart & Smart (2007). Lessons learned, including recommendations for future research and implications for policy and practice are also provided.","abstract_html":"Individuals with intellectual disabilities (ID) are at a greater risk for victimization when compared to individuals without disabilities (Petersilia, 2001; Sobsey, 1994) and individuals with other types of disabilities (Harrel & Rand, 2010). In 2008, approximately 34,000 individuals with cognitive impairments in the U.S. were victims of non-fatal violent crime, with approximately 1,500 incidents classified as rape or sexual assault (Harrell & Rand, 2010). Sexuality education and safety training are tools suggested by researchers and practitioners to decrease vulnerability to victimization for individuals with ID (e.g., Champagne & Walker-Hirsh, 1993; Planned Parenthood, 2009; Sobsey, 1994). Peer-to-peer training is one method of safety and sexuality education for specific populations of children and adults with disabilities (Bullard & Wallace, 1978; Orzeck, 1984; Utley et al., 2001). However, there is a no published literature regarding this peer-to-peer safety and sexuality training for adults with ID. This exploratory qualitative case study provided new information on peer-to-peer safety and sexuality training for individuals with ID. Naturalistic, qualitative inquiry is beneficial for examining novel concepts, therefore qualitative methods were employed for the current study. The study presented a bounded case analysis of the peer-to-peer safety and sexuality training provided by individuals with ID at The Thomas Adventures in Lifelong Learning (TALL) Institute in Cincinnati, Ohio, using individual interviews, observations of peer-to-peer trainings, and analysis of the safety and sexuality curriculum. This case study is a rich, thick description of the peer-to-peer safety and sexuality training provided by individuals with ID at The TALL Institute. The central research questions were: 1) What is the peer-to-peer safety and sexuality training program at The TALL Institute? 2) How do students at The TALL Institute describe their experiences as peer-to-peer health, safety, and sexuality trainers for individuals with ID? 3) How do students at The TALL Institute provide peer-to-peer safety and sexuality training to other individuals with ID? Analysis of interviews, observations, and documents revealed eight emerging themes, including their relationship to relevant literature and disability theory, specifically the four models of disability as described by Smart & Smart (2007). Lessons learned, including recommendations for future research and implications for policy and practice are also provided.","abstract_has_math":false,"creators":["Williams, Natalie F."],"institution":"Ohio University","degree_name":"Doctor of Philosophy (PhD)","degree_level":"doctoral","degree_discipline":"Counselor Education (Education)","degree_department":null,"school":null,"contributors":["Robinson, Mona"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06-10","date_published":"2013-06-10","updated_at":"2026-07-24T03:37:01Z","subjects":["Counseling Education","Special Education","School Counseling","Rehabilitation","Psychology","Developmental Psychology","Counseling Psychology","Adult Education","intellectual disability","peer-to-peer safety and sexuality training","sexuality education","sexuality and disability","safety training"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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Sexuality education and safety training are tools suggested by researchers and practitioners to decrease vulnerability to victimization for individuals with ID (e.g., Champagne & Walker-Hirsh, 1993; Planned Parenthood, 2009; Sobsey, 1994). Peer-to-peer training is one method of safety and sexuality education for specific populations of children and adults with disabilities (Bullard & Wallace, 1978; Orzeck, 1984; Utley et al., 2001). However, there is a no published literature regarding this peer-to-peer safety and sexuality training for adults with ID. This exploratory qualitative case study provided new information on peer-to-peer safety and sexuality training for individuals with ID. Naturalistic, qualitative inquiry is beneficial for examining novel concepts, therefore qualitative methods were employed for the current study. The study presented a bounded case analysis of the peer-to-peer safety and sexuality training provided by individuals with ID at The Thomas Adventures in Lifelong Learning (TALL) Institute in Cincinnati, Ohio, using individual interviews, observations of peer-to-peer trainings, and analysis of the safety and sexuality curriculum. This case study is a rich, thick description of the peer-to-peer safety and sexuality training provided by individuals with ID at The TALL Institute. The central research questions were: 1) What is the peer-to-peer safety and sexuality training program at The TALL Institute? 2) How do students at The TALL Institute describe their experiences as peer-to-peer health, safety, and sexuality trainers for individuals with ID? 3) How do students at The TALL Institute provide peer-to-peer safety and sexuality training to other individuals with ID? Analysis of interviews, observations, and documents revealed eight emerging themes, including their relationship to relevant literature and disability theory, specifically the four models of disability as described by Smart & Smart (2007). Lessons learned, including recommendations for future research and implications for policy and practice are also provided."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.352","3.76 MB"]},{"key":"dc:title","label":"Title","values":["Individuals with Intellectual Disabilities Engaging in Peer-to-Peer Safety and Sexuality Training: A Case Study"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Mona"],"dc:creator":["Williams, Natalie F."],"dc:date":["2013-06-10"],"dc:description":["Individuals with intellectual disabilities (ID) are at a greater risk for victimization when compared to individuals without disabilities (Petersilia, 2001; Sobsey, 1994) and individuals with other types of disabilities (Harrel & Rand, 2010). In 2008, approximately 34,000 individuals with cognitive impairments in the U.S. were victims of non-fatal violent crime, with approximately 1,500 incidents classified as rape or sexual assault (Harrell & Rand, 2010). Sexuality education and safety training are tools suggested by researchers and practitioners to decrease vulnerability to victimization for individuals with ID (e.g., Champagne & Walker-Hirsh, 1993; Planned Parenthood, 2009; Sobsey, 1994). Peer-to-peer training is one method of safety and sexuality education for specific populations of children and adults with disabilities (Bullard & Wallace, 1978; Orzeck, 1984; Utley et al., 2001). However, there is a no published literature regarding this peer-to-peer safety and sexuality training for adults with ID. This exploratory qualitative case study provided new information on peer-to-peer safety and sexuality training for individuals with ID. Naturalistic, qualitative inquiry is beneficial for examining novel concepts, therefore qualitative methods were employed for the current study. The study presented a bounded case analysis of the peer-to-peer safety and sexuality training provided by individuals with ID at The Thomas Adventures in Lifelong Learning (TALL) Institute in Cincinnati, Ohio, using individual interviews, observations of peer-to-peer trainings, and analysis of the safety and sexuality curriculum. This case study is a rich, thick description of the peer-to-peer safety and sexuality training provided by individuals with ID at The TALL Institute. The central research questions were: 1) What is the peer-to-peer safety and sexuality training program at The TALL Institute? 2) How do students at The TALL Institute describe their experiences as peer-to-peer health, safety, and sexuality trainers for individuals with ID? 3) How do students at The TALL Institute provide peer-to-peer safety and sexuality training to other individuals with ID? Analysis of interviews, observations, and documents revealed eight emerging themes, including their relationship to relevant literature and disability theory, specifically the four models of disability as described by Smart & Smart (2007). 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