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1.
Experiences of maltreatment during childhood and the emergence of sexuality during adolescence are both critical developmental issues that intersect in meaningful ways, yet the two are often isolated from each other in practice. Despite the prevalence of childhood maltreatment, sexuality education does not accommodate young people with trauma histories. This results in curricula and content that ignore the particular needs and experiences of a proportion of students in sexuality education classrooms. Trauma interventions commit a similar oversight by neglecting the prospects for positive, growth-promoting sexual experiences and relationships among young people who have been abused. The failure to account for young people's resilience in the sexual domain results in treatment approaches that emphasise sexual risks (e.g. revictimisation) and problem behaviours to the exclusion of guidance in cultivating positive sexualities. Consequently, many forms of sexuality education and maltreatment interventions may be of limited effectiveness and relevance in promoting the future sexual well-being of young people with histories of trauma. To redress this gap, we advocate for trauma-informed sexuality education, an approach that acknowledges past experiences of abuse, the promise of resilience, and young people's right to positive sexualities. 相似文献
2.
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
3.
AbstractSexuality education as pedagogy is often fraught by the perceived requirement to balance the informational needs of young people with an investment in notions of childhood ‘innocence’. Nowhere is this perhaps more evident than in sexuality education that seeks to be inclusive of transgender young people, often resulting in the failure of such education to address the needs of such students. In an attempt at addressing the relative dearth of information about what transgender young people would like to see covered in sexuality education, in this paper we explore transgender young people’s accounts of intimacy and sexual health and consider what this means for school-based sexuality education. To do this, we analyse discussions of intimacy from the perspectives of transgender young people as narrated in a sample of YouTube videos. We conclude by advocating for an approach to sexuality education that largely eschews the gendering of body parts and gametes, and which instead focuses on function, so as to not only address the needs of transgender young people (who may find normative discussions of genitals distressing), but to also provide cisgender young people with a more inclusive understanding of their own and other people’s bodies and desires. 相似文献
4.
The sexual needs and wellbeing of older people living in residential aged care receives scant attention in practice, is easily dismissed by care staff, and remains a significant challenge for aged care service providers. This study reports on the evaluation of an education program delivered to residential aged care nurses to improve their knowledge about, and attitudes towards, older people's sexuality in this context. Participants' attitudes and beliefs towards older people expressing their sexuality in long-term care, including same sex couples and people with dementia, were more permissive following education. Findings further underscore the value of sexuality education as an important factor in dispelling the commonly held negative views of residential aged care staff about older people expressing their sexuality, thereby improving staff responses to this issue. 相似文献
5.
The purpose of this survey study was to explore the views of young deaf and hearing people (16–25 years old) on school and home sex and relationships education (SRE). The study addressed a critical knowledge gap in the research literature on deaf youth's perception of SRE. The small-scale study explored young deaf people's experiences of SRE and the challenges they had faced when learning about sexuality and relationships. Recommendations on how to improve school SRE lessons were also obtained. Data were collected from 81 young people (n = 27 deaf, n = 54 hearing). Overall, deaf participants indicated greater levels of satisfaction with school SRE than hearing respondents. More deaf young people than young hearing people felt that the school had provided them with enough opportunities to learn about sexuality and relationships. The deaf group showed a preference for school SRE lessons to start at a later age than the hearing group. Mothers and friends were the two sources most frequently consulted in both groups. Teachers and school nurses were a third source frequently used by the deaf group. The views of deaf and hearing youth on their own SRE are important for the development, implementation and delivery of the school SRE curriculum. The study's findings can provide educators with valuable insight on the needs of a minority group who are particularly vulnerable to sexual exploitation and sexual misinformation due to their sensory loss and associated factors. 相似文献
6.
Louisa Allen 《British Journal of Sociology of Education》2007,28(5):575-588
Despite policy provision enabling sexuality education to address more than disease and pregnancy prevention, this focus continues to permeate many school programmes. This paper problematises the danger prevention emphasis in sexuality education, examines school's investment in it and asks how useful it is. The ways this kind of sexuality education may inhibit the reduction of ‘negative’ sexual outcomes and fail to support young people's sexual well‐being is explored. Suggesting sexuality education might be conceptualisxed without this danger prevention emphasis necessitates an exploration of what might replace it. Foucault's work around an ethics of pleasure is drawn on as one example of how the objectives of sexuality education might be re‐envisaged. 相似文献
7.
Juliette D. G. Goldman 《Sex education》2013,13(4):415-438
Sexuality education for school‐aged young people is a crucial component of all quality education systems. It prepares young people for participation in society as responsible, mature and community‐minded citizens. Most contemporary school education curricula generally aim to enhance young people's knowledge, skills and understandings of the world, and of their rights as human beings and citizens of nations. The current sexuality problems of many young people are the opposite of these; namely, ignorance, lack of skills, misunderstandings, and loss of rights, as well as unnecessary fear and shame about themselves and others. Many young people do not receive any sexuality education at all, and frequently parents have been found to be unsatisfactory providers of sexuality education for their offspring. Schools, then, become the logical place to provide this. Nowadays, the earlier maturing of girls and boys provides a further persuasive argument for quality sexuality education in all schools. The absence or erosion of school‐based sexuality education through ignorance, fear or unreasoned response helps support ignorance about sexual behaviours, increased rates of unwanted pregnancy, sexually transmitted infections, and the cruel loss of life opportunities for young people. The present paper responds to 12 parental objections to school sexuality education, by providing research facts and evidence‐based reasoned arguments to them. 相似文献
8.
How well do young people understand their developing sexuality and what this means? This paper reports on findings from the Our Lives: Culture, Context and Risk project, which investigated sexual behaviour and decision-making in the context of the everyday life experience and aspirations of Indigenous and non-Indigenous young people (16–25 years) in the Northern Territory, Western Australia and in South Australia. Using qualitative data, this paper focuses on what participating young people thought was necessary to improve the quality of sexuality education. Participants suggest that current forms of sexuality education are too clinical, didactic and unengaging, and are missing in relevant content. Young people requested more information on relationships, first sexual experiences and negotiating condom use. These requests indicate that young people realise that they need more knowledge in order to have healthy relationships, which conflicts with the popular belief that providing young people with open, honest information around sex will encourage them to have sex or increase sexual risk taking. Making sexuality education more of a priority and listening to the needs of young people could be a positive step towards improving sexual health and well-being. 相似文献
9.
Louisa Allen 《International Studies in Sociology of Education》2013,23(1-2):163-180
This article is concerned with some of the theoretical and methodological complexities of collecting young people's preferences for sexuality education content and using them to inform educational practice. Data are drawn from focus groups and questionnaires undertaken by 16–19‐year‐olds. Participants' suggestions often reflect dominant discourses of sexuality circulating in wider society, providing insight into social norms and cultural contexts in which they live. Suggestions do not reflect dominant discourses in any simple way, but involve a complex interplay of these and subordinate meanings of sexuality. When working within a methodological framework that values and centres young people's perspectives, these proposals can be problematic. As dominant discourses of sexuality often reinforce social inequalities, programme implementation of young people's suggestions may perpetuate these. How to reconcile a commitment to a methodological paradigm that prioritises young people's perspectives with the creation of sexuality education which promotes social justice is discussed. 相似文献
10.
ABSTRACTSouth African schools are tasked with providing sexuality education through the Life Orientation curriculum as a means of challenging continued high rates of HIV, unwanted pregnancy and gender-based violence. While in theory schools are well positioned to provide appropriate knowledge for reproductive health and navigating sexual challenges within a gender justice framework, research on sexuality education in South African schools indicates that this is not the reality in practice. This paper draws on a growing body of qualitative studies, with both educators and learners in South African schools, to understand the issues undermining the goal of a critical and social justice pedagogy of sexuality in Life Orientation classrooms. We argue that sexuality education has been deployed to regulate and discipline young sexualities, reinforce and perpetuate gender binarisms and heteronormativity, re-establish global northern family values of the nuclear family within a pro-family discourse, and represent continued assumptions of adult authority in a civilising mission over young people. We suggest that the failure to make critical use of Life Orientation is linked to the dominance of ‘expert’-based didactic pedagogy, and argue the possibilities of sexuality education as a productive space for young people’s active participation and agency in making meaning of gender and sexualities. 相似文献
11.
This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks. 相似文献
12.
Mar Venegas 《Sex education》2013,13(5):573-584
Despite recent advances in sex and relationships education (SRE), the Spanish education system still lacks coherent policies in this field. This paper provides an overview of the current situation, focusing specifically on Andalusia, and discusses the importance of providing SRE for young people. It first describes current Spanish education policy on gender equality and shows how this leaves little space for SRE. It then presents data on young people's sexuality and relationships collected in the course of an action research project utilising different qualitative techniques. Data deriving from 27 in-depth interviews focusing on values, norms and practices relating to young people's sexuality and relationships, conducted in two secondary schools in Granada, Andalusia, are then analysed in order to identify the degree of gender equality present within them. The results suggest that in sexual relations young people tend uncritically to accept and reproduce many of the patriarchal dimensions of gender and sexuality. Findings highlight the importance of linking more closely SRE to gender equality education policies in Spain. 相似文献
13.
14.
Young people in Australia are at greatest risk of contracting sexually transmitted infections, and priority actions are necessary for this population group. This study of marginalised and at-risk young people in out-of-school environments was conducted in Western Australia with the aim of obtaining young people's perceptions about their experience of sexual health education and preferred means of gaining sexual health knowledge and skills. A participatory research methodology was implemented through a series of workshops with 88 young people recruited through community youth agencies. The results of the study support what is already known about sexual health promotion for young people and the importance of a holistic approach to promoting positive relationships and sexual health. However, the findings emphasise that this should include the need for demonstrated trust, confidence and safe environments, and the complementary role of community youth agencies and peer-based programmes which may play an important role in reaching young people who may disengage with, or not be reached by school-based sexual health education. 相似文献
15.
Elena Jerves Silvia López Cecilia Castro William Ortiz María Palacios Peter Rober 《Sex education》2014,14(1):14-27
Parents' contribution to sex education is increasingly receiving research attention. This growing interest stems from recognition of the influence that parental attitudes may have both on young people's sexual attitudes and behaviour, and on school-based sex education. Studies regarding parental attitudes towards sexuality are, however, still rare. The two main objectives of this study were to explore parental views about sexuality and to understand parental attitudes towards sex education. Four focus group discussions were conducted with parents from high schools in Cuenca, Ecuador. Data were analysed using thematic analysis. The study revealed that parents held a restricted view about sex education, grounded in traditional religious ideas about sexuality, which led parents to understand it as a morally and physically dangerous activity. Although parents expressed a willingness to make good quality sex education available to their children, they reported having insufficient personal resources to fulfil that objective. The results of this study provide important information about the need to develop and adapt sex education to each specific cultural context, thereby confirming the importance of knowing about the cultural traditions and religious beliefs that may form obstacles to effective sex education for young people in Ecuador. 相似文献
16.
《比较教育学》2012,48(1):41-56
Youth-sensitive policies are gradually gaining recognition in Africa. The release of the recent publication Children in Ghana by the Ministry of Women and Children's Affairs (MOWAC) and UNICEF-Ghana attests to the value the country places on young people's perspectives. Guided by Richardson's conceptual framework on sexual citizenship, this paper draws on four sets of focus group discussions, informal conversations and interviews with 24 young people aged between 14 and 19 (seven young men and 17 young women), all of whom were living on the streets of a city in Ghana. It shows how young people navigate sexuality in a context of poverty and in an era of HIV/AIDS. It argues that the young women's demonstration of a sense of agency, evident in the midst of violence and insecurity, contradicts the notion of childhood sexual innocence. These experiences challenge the view that human rights and sex education are sufficient strategies to address young people's transitions to a safe adulthood within impoverished contexts. 相似文献
17.
International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences that shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency – namely, the conscious process whereby students seek out information on different options and evaluate these alternatives. 相似文献
18.
Erin Connell 《Sex education》2013,13(3):253-268
Danger and pleasure are terms commonly employed to describe women's sexual experiences, including those of young women. This paper explores how young women's sexual danger and pleasure are represented and characterized in official discourses, specifically those of school‐based sexuality education. Drawing on Michelle Fine's four major discourses of sexuality education, this paper uses the Ontario Curriculum and its companion Course Profiles to analyze school‐based sexuality education in Ontario, Canada. This paper describes how the discourses of victimization and individual morality dominate in the curriculum while the discourse of desire is largely absent. Because there is considerable emphasis on danger/victimization and insufficient attention paid to pleasure/desire, the paper concludes by describing how a discourse of desire might be included in sexuality education curriculum. 相似文献
19.
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
20.
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