Experiences of parents of adolescents with intellectual disabilities regarding the transition to sexual development: A transitions theory‐based qualitative study

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.