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1.
Young people's need for sex education is evidenced by their typically early initiation of sexual activity, the often involuntary context within which they have sexual intercourse, high‐risk sexual behaviours and the inadequate levels of knowledge of means of protecting their sexual health. The earliness of initiation of sexual intercourse has implications for the age by which sexuality education should be provided. The extent and context of sexual behaviour is a firm indicator of the need for sex education as well as for counselling, information and services related to sexual and reproductive health. Apart from behaviours, information on the extent of knowledge and accuracy of knowledge about risks to sexual health and about means of preventing unhealthy or undesired outcomes are important indicators of young people's need for information to help them make choices and to engage in safe and healthy behaviours. Such measures of behaviour and knowledge can also be relevant and valid indicators of the effectiveness of sex education interventions. The context with which young people live and key characteristics such as school attendance and literacy are important considerations in providing information and in evaluating interventions. 相似文献
2.
Boris Yu. Shapiro 《Sex education》2013,13(1):87-96
The last decade has been characterised in Russia by a sharp increase in the number of cases of sexually transmitted diseases (STDs), especially in teenagers, as well as by a high level of unwanted pregnancies, sexual violence and other phenomena relevant to the issues of reproductive and sexual health and behaviour. Though the overwhelming majority of Russian teenagers, their parents and teachers favour the introduction of sex education in schools, there is no national programme of school-based sex education in Russia at the moment. Currently, some conservative forces and the Russian Orthodox Church are actively opposing school sex education and family planning. Opponents of sex education have mounted an aggressive campaign against the implementation of sex education in schools. The attempt of the Russian Ministry of Education, in cooperation with the United Nations Population Fund (UNFPA) and UNESCO, to implement in-school sex education has practically failed. At present, direct instruction of schoolchildren in these matters is in fact forbidden. So in the near future, it is only really feasible to promote direct educational work with youngsters on a local basis and in cooperation with some foreign experts within the framework of separate, fairly small-scale projects. 相似文献
3.
Kaitlin Bodnar Samantha L. Tornello 《Journal of educational and psychological consultation》2019,29(1):8-26
ABSTRACTUsing data from 2002 to 2013 collections of the National Survey of Family Growth, we explored how exposure and timing of sex education were associated with sexual health outcomes of 5,141 women between the ages of 15 and 20 years. Consistent with previous literature, sexual minority (e.g., lesbian and bisexual) women reported engaging in sexual intercourse with a male partner earlier than their heterosexual peers. Sexual minority women were also more likely to receive sex education after already engaging in sexual intercourse. Exposure to sex education was associated with poorer outcomes—such as an increased number of male sexual partners and higher reports of pregnancy—for sexual minority women but not for their heterosexual peers. Receiving sex education before engaging in intercourse was associated with an increase in birth control use among bisexual participants. Therefore, school psychologists and counselors should promote inclusive sex education programs that fully address the needs of sexual minority youth. 相似文献
4.
Kathleen Cash Hashima-E-Nasreen Ayesha Aziz Abbas Bhuiya A. Mushtaque R. Chowdhury Sadia Chowdhury 《Sex education》2013,13(3):219-233
In 1997, two organizations, BRAC (Bangladesh Rural Advancement Committee) and ICDDR,B (International Center for Diarrheal Disease Research), as part of their collaborative research model, developed an HIV/AIDS prevention strategy for rural Bangladeshi youth. Currently, HIV/AIDS is not apparent in rural Bangladesh. Other sexual and reproductive health problems are more pressing. Moreover, there are few inor out-of-school sex education programs for adolescents in Bangladesh. Therefore, preliminary qualitative research was conducted to understand the broad parameters of sexual and reproductive health within the sociocultural context of young people's risks and vulnerabilities. Exploratory research revealed that youth were vulnerable to sexual diseases, late-term abortions, sexual violence, reproductive tract infections, and premarital pregnancies. Adolescents and adults thought that youth today need sex education. Adults said that youth should not be educated about condom use because this would conflict with a girl's prospects for an arranged marriage. Bangladeshi youth today are being exposed to experiences unfamiliar to their parents. Lacking appropriate knowledge, information and awareness about sexual and reproductive health unduly heightens young people's fears, and increases their social and sexual vulnerabilities. 相似文献
5.
This article explores young women's accounts of the role that school sex education had in their learning about sex. It focuses on the influence of school sex education on behaviour, the importance of timing in understanding its utility, and the extent to which other sources of information complement or supplement school sex education. Thirty in-depth interviews and eight group discussions were conducted with female pupils from six schools in the east of Scotland. Nearly all of those interviewed cited school as a useful source in learning about sex. In particular, lessons intended to develop pupils' skills were valued. These were thought likely to influence behaviour positively in the future, although only one person could illustrate how this had already happened. A common feature of accounts was that school sex education had been delivered 'too late' for themselves or their peers, and it tended to be seen as an introduction or as supplementary to other sources, particularly friends, magazines and mothers. The utility of school sex education should not be dismissed but more attention should be given to the needs of those who become sexually active in their early teens. 相似文献
6.
Objective To assess the sexual health knowledge of teachers who contribute to secondary school sexual health education in order to determine whether teachers are adequately prepared to implement present government education and public health policies. Design Results were obtained from a questionnaire as part of a two‐phase intervention study. Setting Nineteen mixed‐sex, state secondary schools in central England. Participants One hundred and fifty‐five teachers (94 female, 61 male) participated. Main outcome measures The questionnaires were distributed to teachers to assess their knowledge of sexual health, contraception and sexually transmitted infections. In addition, teachers' attitudes on the subject of sex and relationships education were evaluated. Results The results suggest that teachers have insufficient sexual health knowledge to effectively teach sexually transmitted infections or emergency contraception, although their general sexual health knowledge was good. Therefore, at present teachers do not have adequate specialist knowledge in sexual health to contribute to current recommendations for sex and relationships education in secondary schools. There were no statistically significant differences in the results regarding location of school, area of residence, gender or age of the participant. Conclusions Many teachers are being expected to contribute to secondary school sexual health education programmes at a time when they do not have sufficient knowledge to provide young people with adequate sexual health education and when they do not feel prepared to teach, and in many cases would prefer not to teach, these programmes. 相似文献
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8.
Linking schools with sexual health clinics facilitates clinic access by young people. This paper documents the process of developing one such link and its impact on clinic use. Multiple data collection strategies were used to document a developing school/clinic relationship and constant comparative analysis was used to develop hypotheses from the data as follows: ” A few teachers have a good knowledge of local sexual health services and extensive experience of referring to them. ” Most tutors (despite their pastoral role) have little knowledge of local sexual health services and no experience of referring to them. ” Organising work in the school is difficult because teachers have little non-teaching time and a variable commitment to sex and relationship education. ” The link between the clinic and the school has facilitated access to the clinic by school pupils. ” Outreach work is more effective when young people meet the outreach worker repeatedly in different settings. Each hypothesis is presented with its supporting data. This information is consistent with what is known about the benefits of school/clinic links and adds to what is known about the process of developing and maintaining such links. 相似文献
9.
Elizabeth Atkinson 《Sex education》2013,13(2):119-132
In spite of recent significant changes to the National Curriculum in England and Wales, including the introduction of personal, social and health education and citizenship, the subjects of sexuality and sexual identity remain virtually untouched in English primary and secondary schools. While diversity of sexual orientation is acknowledged in new government guidance on sex and relationship education, it receives no explicit recognition elsewhere in the curriculum. In this article, the author examines the current social, political and legal context within which this curriculum is situated, and its often contradictory intersections with popular culture. Drawing on current research into sexuality, gender construction and heteronormative forces in education, the author outlines a complex and contradictory network of forces which simultaneously exploit and undermine non-heterosexual lifestyles and relationships, and examines the way in which these discourses permeate both the school and wider society. The author considers ways in which these intersections and contradictions might be used as a means of challenging compulsory heterosexuality within and beyond the school. 相似文献
10.
Mary Jane Kehily 《Sex education》2013,13(3):215-231
This article analyses the relationship between sexual biography and pedagogic practice. It is based on life history interviews with sex education practitioners (teachers and a school nurse) that aimed to explore elements of these individuals' sexual biographies, their experiences of learning about sex and their pedagogic practice. The article considers why the sexuality of sex educators may be important, how this manifests itself in school and, finally, some of the implications for policy and practice. 相似文献
11.
学校教育面临着各种社会风险,同时学校教育中的一些风险因素演变成的风险事件也给社会带来风险。因此,我国学校亟待实施学校教育社会风险管理。学校教育社会风险是指社会上的各种相关因素、自然灾害以及学校教育活动与管理本身等因素变量演化成的风险事件给学校教育带来某种危险的可能性或后果,以及学校教育本身的一些风险因素演变成的风险事件给社会带来的某种危险的可能性或后果。据此,学校教育社会风险指标体系,是一个由学校面临的教育社会风险评估指标体系和学校教育对社会的风险评估指标体系构成的指标群。 相似文献
12.
Jan Milton 《Sex education》2013,13(3):241-256
This small-scale study draws on qualitative data from four government primary schools in Sydney, Australia to investigate the sex education given to grade five and six primary school children by their teachers. This article explores the sexuality issues teachers find difficult to discuss, and reports the concerns teachers have when teaching sexuality education. The practices teachers adopt to encourage parent-teacher partnerships in sex education are also reported. School programs varied in the coverage that was given to contraception and sexually transmitted infections while no school program formally addressed sexual identity and orientation, issues that were brought up by the children through their questions. Teacher concerns included what parents might think about the program and how to manage the different levels of maturity, knowledge and comfort among the children in their class. The article concludes that teachers need to continue fostering their partnership with parents and that many teachers require more opportunities for training so that they can address with comfort the sexuality issues of concern to children and their parents. 相似文献
13.
Kaylee P. Richmond 《American journal of sexuality education》2020,15(1):1-24
AbstractA greater understanding of how sexual consent is learned may be important in informing interventions to decrease sexual assault and ensure pleasurable sexual experiences. This study explored the role of quality and quantity of perceived sex education in relation to sexual consent attitudes, intentions, and behavior. Greater perceived sex education was associated with positive attitudes toward consent for all participants and with intentions to obtain consent only for those with fewer years of general education. Interestingly, perceived sex education was unrelated to a test of sexual knowledge. However, objective sexual knowledge was associated with consent attitudes and behaviors. 相似文献
14.
Maryellen B. Miller 《Community College Journal of Research & Practice》2013,37(6):401-415
ABSTRACTSexually active college students in the United States have alarming rates of unplanned pregnancy and sexually transmitted infections. Varying degrees of sexual health knowledge and attitudes among college students are an outcome of sexuality education in the K-12 school systems with abstinence-only or comprehensive focus. Community college students (n = 737) aged 18–24 years, 57% from a college in an abstinence-only sex education state and 43% from a college in a comprehensive sex education state, both in the Mid-Atlantic region, took the Sexual Health Survey in October 2016, which measures sexual health knowledge and attitudes. Gender and ethnicity differences, as well as other sources of sexuality information were evaluated. Students from the comprehensive sex education state, New Jersey had higher sexual health knowledge and attitude scores than the students from the abstinence-only sex education state, Pennsylvania. Male students in New Jersey scored significantly higher in sexual health knowledge compared to male students in Pennsylvania, while female students in New Jersey had higher sexual health knowledge scores compared to the male students. Analysis of ethnicity revealed the New Jersey college sample had healthier sexual attitudes as compared to the Pennsylvania college sample, with notable distinction among Black students. The Internet, friends, and personal experiences were chosen by 75% of all students across both colleges as the top reported sources of sexuality information. In addition to advocating for comprehensive sex education, recommendations are made for sexual health initiatives in community colleges to provide sexual health instruction and support. 相似文献
15.
Sex education is the cornerstone on which most HIV/AIDS prevention programmes rest and since the adoption of Outcomes-Based Education (OBE), has become a compulsory part of the South African school curriculum through the Life Orientation learning area. However, while much focus has been on providing young people with accurate and frank information about safe sex, this paper questions whether school-based programmes sufficiently support the needs of young people. This paper is based on a desk-review of the literature on sex and sexuality education and examines it in relation to the South African educational context and policies. It poses three questions: (a) what do youth need from sexuality education? (b) Is school an appropriate environment for sex education? (c) If so, what can be said about the content of sex education as well as pedagogy surrounding it? Through reviewing the literature this paper critically engages with education on sex and sexuality in South Africa and will argue that in order to effectively meet the needs of youth, the content of sexual health programmes needs to span the whole spectrum of discourses, from disease to desire. Within this spectrum, youth should be constructed as “knowers” as opposed to innocent in relation to sex. How youth are taught as well as how their own knowledge and experience is positioned in the classroom is as important as content in ensuring that youth avoid negative sexual health outcomes. 相似文献
16.
Kathleen Cash Sharful Islam Khan Hashima-E-Nasreen Abbas Bhuiya Sadia Chowdhury A. Mushtaque R. Chowdhury 《Sex education》2013,13(1):43-57
Most people in Bangladesh are rural, poor and underprivileged. The incidence of sexual disease has increased, but little has been done to educate rural people about sexual and reproductive health. In 1997, a sexual and reproductive health project was initiated within a collaborative research agreement between the International Centre for Diarrhoeal Disease Research (ICDDR,B) and the Bangladesh Rural Advancement Committee (BRAC), an indigenous non-governmental organization which pursues integrated rural development strategies. Qualitative in-depth interviews with 65 different women, men, boys and girls revealed significant sexual health problems and a lack of knowledge of sexual and reproductive health. The interviews were transformed into composite problem-solving picture stories and information about sexual and reproductive health. Stories mirrored respondents' interpretations of sexual behavior. Those who had achieved or ascribed legitimacy to talk about sex, e.g. traditional health providers, were trained to utilize the methods and materials. Qualitative evaluations revealed important changes in health providers' self-confidence, business and personal interactions as well as changes in clients' behavior. This project found that sexual and reproductive health education can be integrated into indigenous health activities if the sociocultural context in which sex, relationships, risks, diseases and communication occur is reflected in a program's content and methods. Unquestionably, there is a great need for sex education in rural Bangladesh. 相似文献
17.
Introduction: In the absence of standardised sex education and because schools usually limit their teaching to the ‘health’ aspects of sexuality, young people in Cyprus rely on their peers and the media for information on sexuality. This study examines the sources and adequacy of the information received by young people from various sources on matters related to sexuality and sexual health. Method: Twelve in‐depth interviews were conducted in Cyprus in 2005 with purposively chosen boys and girls aged 15–18 years using a semi‐structured discussion guide. The interviews focused on participants' knowledge of HIV/AIDS and other sexually transmitted infections, safer sex, contraception and abortion. They also explored attitudes and beliefs concerning relationships, homosexuality and mutual consent. Results: Information about sexual health is primarily received from school in classes that interviewees considered dull or irrelevant. Television, and to a lesser degree magazines, were the main sources of information on sexual relationships, the sexual act, homosexuality and abortion. Sexually transmitted infection knowledge was limited and often erroneous, while attitudes towards contraception use, abortion and homosexuality suggest that negative stereotypes are widespread. Conclusions: Because the information young people receive on sexuality appears to be inadequate, there is an urgent need to implement comprehensive, evidence‐based sex education in the public schools. It should also address the nature and content of the sexual and reproductive health messages received from peers and the media. 相似文献
18.
通过介绍德国现行学校心理教育技术－游戏辅导活动，引发对我国学校心理健康教育的几点思考：学校心理健康教育应重点突出良好心理素质的培养；把游戏辅导引入心理活动课；学校教师应掌握一些随时能开展的符合儿童年龄特征的心理教育活动，渗透于学校课堂。 相似文献
19.
Ruzanna Gevorgyan Elena Schmidt Martin Wall Geoffrey Garnett Rifat Atun Svetlana Maksimova 《Sex education》2013,13(2):213-226
Objective To investigate the attitudes of the main stakeholders towards the introduction of sex education in schools in Russia. Design Qualitative semi-structured interview study. Setting Altai Krai, Volgograd Oblast, Moscow, Russian Federation. Participants One hundred and fifty-three interviews with Intersectoral HIV/AIDS Committee members, government officials responsible for HIV policies and interventions, non-governmental organisation and private-sector representatives. Main outcome measures Perception of and attitudes towards the introduction of sex education in schools. Results Ninety-one per cent of stakeholders welcomed the introduction of sex education in schools and emphasised its importance for a child's personal development, public health, sexually transmitted diseases and HIV/AIDS control, and pregnancy planning. The majority of respondents suggested providing different information for each age and grade. Despite the claimed support of interviewed policy-makers and main HIV stakeholders, there has been no action to introduce sex education. The majority of respondents were of the view that wider positive support through propaganda about health, sex and healthy lifestyle should be gained prior to introducing sex education in schools by addressing the stigma surrounding sexual issues. Conclusions There was little opposition to the introduction of sex education in Russian schools expressed in our survey, but there are uncertainties regarding curriculum quality, teaching methods and the starting grade of teaching about sex, and there is a need to cover local sensitivities in the territories. These concerns could and should be addressed during curriculum design, development and programme implementation by the federal and local authorities. Wider involvement of educational specialists, peer-adults, health workers, celebrities and religious representatives in discussion of the curriculum could help prevent opposition to its implementation. Contribution to knowledge Discussion of sex-related topics has been taboo in Russia and there has been little research into opinions on issues related to sex education. The contribution of this research is in gaining theoretical in-depth understanding of the attitudes of the interviewed stakeholders in Russia about the introduction of sex education in schools. 相似文献
20.
Ana Amuchástegui Herrera 《Sex education》2013,13(3):259-277
As is now widely established, sexuality is a historically and culturally specific social construction. In Mexico, such construction has been dominated by different institutions and discourses at different times. From pre-Hispanic times to today, this article traces the ideas that main institutions, like the Catholic Church, have ingrained in Mexican sexual culture and shows how they have changed over time. At present, sexuality has become a contested arena?like never before?in which very diverse discourses contend for hegemony. Formal sex education has not been alien to this debate, in which religion, medicine, gender equity discourses and ethics seem to have a differential input in curricula and textbooks. This article discusses the expression of this tension in formal sex education in Mexico. 相似文献