1. Objectifs

Intentions :
«This study’s main objective is to document the professional activities of sexologist in Québec in relation to SA [sexual assault] and IPV [intimate partner violence]. It aims to document the fields of practice in which they exercise: clinical practice; counseling practice; teaching practice for professionals or future professionals, which includes activities of continuing education and college or university education; sex educative and preventive interventions; research practice. This research also aims to identify the populations and work environments served by these graduates, and to find out about their education in relation to SA and IPV and their needs to learn more about these issues.» (p. 188)

2. Méthode

Échantillon/Matériau :
«This study is part of a larger research project aimed at identifying the general characteristics of the professional practice of sexology graduates.[…] Among the 93 respondents, 49 (52.7%) are undergraduates only, 34 (36.6%) are graduates of both programs and 10 (10.8%) are postgraduates.» (p. 189)

Instruments :
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé

«This article confirms that activities related to SA and IPV are important in the practice of sexology in Québec, with 58.9% of sexologists being involved in this type of activities. […] Nonetheless, the most exercised fields of practice in relation to SA and IPV by the respondents are the clinical and the counseling practices. The majority of participants have a private practice, in both SA and IPV issues, and mostly with victims. The study also shows that 85.7% of respondents completed a university internship in relation to these issues. Moreover, while the knowledge of SA and IPV have seen important developments over the last decade, a non-negligible number of participants does not seem to have attended any continuing education activity dealing with these issues, since many of them did not answer the question about continuing education activities. Respondents therefore relate basic training during the academic education but a small proportion seems to feel the need to update their knowledge through continuing education activities.» (p. 190)