'Accidental counsellors' : transition staff supporting the sexuality of young adults with intellectual disabilities

Aim: Problematic sexual behavior can be a significant barrier to social and economic participation for people with intellectual disability (ID). There is inadequate information about the sexuality and relationship education in transition to adulthood programs. Method: Focus group interviews were conducted with transition to adulthood program staff from three programs. Digital recordings were transcribed verbatim and thematically analysed using grounded theory. Results: Socio-sexual issues were common among young adults with ID in transition programs. Transition staff constructed sexuality as problematic and were part of an often ad-hoc response that relied more upon personal and professional perspectives than on any evidence-based framework. While staff viewed sexuality support and education as outside their professional remit, they became 'accidental counsellors' informed primarily by their personal perspectives. Conclusion: Transition to adulthood programs are important sites for the development of socio-sexual knowledge and skills. Staff in these programs are currently under-prepared for the role of sexuality and relationship educator or mentor and young adults have little access to best-practice, evidencebased and gendered programs in these sites. A comprehensive approach to sexuality and relationship education and information is needed in transition to adulthood programs that includes staff, families and young adults with ID.