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1.
Introduction: Despite government support of culturally appropriate sex and relationships education (SRE), young people's access to information is limited and sexual health needs are not being met, particularly among youth from black and minority ethnic groups. Joint‐working between health, education, voluntary sectors and parents has been heralded as key in redressing inequalities in sexual health outcomes and access to information. Our study focuses on SRE provision for young Muslim Bangladeshis, highlighting the complexities involved in streamlining SRE messages. Objective: To explore stakeholder views about SRE and ways to improve SRE delivery. Design: Sixteen semi‐structured interviews were conducted in 2005 with stakeholders from schools, National Health Service, and parent and voluntary sector bodies in a London borough. Results: Two key factors enhancing Bangladeshi youth's risk of infection and unwanted pregnancy were identified: inadequate parental understanding about sexual health and limited parent‐delivered SRE; and patchy provision of culturally appropriate, school‐based SRE. Factors affecting SRE provision included culturally rooted perceptions of sex/sexuality and limited participation of stakeholders, (religious leaders, parents), in developing and delivering SRE. Conclusions: This study highlights the importance of widespread community engagement, underlining that joint‐working, and the development and delivery of culturally appropriate and consistent SRE, necessitates communication and collaboration among stakeholders in young people's health and well‐being. 相似文献
2.
This paper reports sex education preferences from an ethnically diverse sample of 3007 15–18 year olds. Findings are presented on preferred topics, where and from whom young people would like to receive this information. Preferences were centred around learning more about sexual behaviour and sexually transmitted infections (STIs) in particular, and receiving this at school from someone ‘professional’ and of similar age. Females showed a greater preference towards learning about emotions, relationships and contraception, and to having this delivered by someone of the same sex. Of the four main ethnic groups, Black and Asian students generally reported more sex education preferences than White British or White Other students. Black students wanted to learn more about biological issues and cultural issues alongside sexual behaviour and STIs. Black male students reported a greater than average preference towards family‐based information, and interest towards someone of the same ethnic background delivering sex education was also expressed. Asian students reported stronger preferences for more information about STIs and contraception, and wished to keep sex education out of the family household. Implications for sex and relationships education and working with professionals and parents are outlined. 相似文献
3.
KERRY VINCENT 《Pastoral Care in Education》2007,25(3):16-23
This paper explores the role of sex and relationship education (SRE) in reducing teenage pregnancy rates. It critically examines some of the assumptions underlying the emphasis placed on SRE within the teenage pregnancy strategy ( SEU, 1999 ) – in particular, the view that ignorance of sexual matters plays a key part in teenage conception. An analysis of these assumptions is used to explore the reasons why the research evidence on the efficacy of sex education in changing adolescent sexual behaviour is mixed. Attention is drawn to the wider contexts within which adolescent sexual behaviour occurs – and the wider contexts within which schools are operating to provide SRE. Also highlighted are suggestions from the literature about what young people want from sex education and the possible implications for reducing teenage pregnancy. The paper concludes that although important, SRE, on its own, is unlikely to be the panacea sought by politicians to reduce the incidence of teenage pregnancy in the United Kingdom. 相似文献
4.
Kelly L. Wilson Sarah B. Maness Erika L. Thompson Brittany L. Rosen Skye McDonald David C. Wiley 《American journal of sexuality education》2018,13(3):283-296
ABSTRACTAt-risk adolescents may experience Social Determinants of Health (SDoH) that lead to higher rates of risky sexual behavior, including increased risk of pregnancy and sexually transmitted infections. These SDoH may include components such as unstable family structures, incomplete education, and poverty. Targeting at-risk youth for sexuality education is one way to work toward decreasing sexual health disparities. However, preferences for sexuality education approaches may differ among at-risk youth by additional factors including sex and sexual orientation. The purpose of this study was to describe sexuality education preferences among at-risk youth and how sexuality education preferences differ based on sex and sexual orientation in an at-risk sample of high school-aged youth in Texas. Results indicate sexuality education preferences differ based on sex and sexual orientation when examined by sexual health topics and methods of delivery. Implications of this study indicate including at-risk youth in sexual health programs may be a way to target those at-risk of adverse SDoH, but these groups also have specific preferences for sexuality education. 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.
This small-scale, qualitative study explores the nature of sex and relationship education (SRE) in two primary schools in England. It investigates the similarities and differences in relation to the pedagogical approach and curriculum content of the SRE programmes from the perspectives of teachers and pupils. An illuminative evaluation methodology was used to investigate the cultural, social, historical and political contexts of those participating in the programme within the two schools. The main findings indicate that there were indeed similarities and differences in the provision of SRE: whilst the pupils involved showed an understanding of sex within a loving relationship, further findings suggest that some teachers were concerned about parental views of SRE content and this affected the scope of provision. A key concept of ‘bravery’ was identified as a highly compelling factor for teachers to create a context of and conditions for creativity in their approach to SRE with a view to capitalising on the inquisitive behaviour of the children. This highlights that effective SRE requires a bold pedagogical approach to curriculum design and content. 相似文献
7.
There is a well-documented absence of inclusive school-based sex and relationships education (SRE) for Australian lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Moreover, relatively few studies specifically examine how bisexual and queer-identifying young Australian women experience SRE. This qualitative study addresses the gap and contributes new perspectives by examining bisexual and queer young women’s experiences of school-based SRE in the state of Tasmania through the lens of sexual citizenship. Drawing on qualitative interviews with 15 Tasmanian bisexual and queer young women, we argue that biomedical, risk-based and heteronormative approaches to SRE reduce young women’s sexual health literacy. By framing SRE around the concept of ‘sexual citizenship’, this article provides important guidance on how SRE can more effectively provide bisexual and queer young women with the skills they need to be effective, engaged sexual citizens. 相似文献
8.
Julia Hirst 《Sex education》2013,13(4):399-413
School‐based sexualities and relationships education (SRE) offers one of the most promising means of improving young people's sexual health through developing ‘sexual competence’. In the absence of evidence on whether the term holds the same meanings for young people and adults (e.g. teachers, researchers, policy‐makers), the paper explores ‘adult’ notions of sexual competence as construed in research data and alluded to in UK Government guidance on SRE, then draws on empirical research with young people on factors that affect the contexts, motivations and outcomes of sexual encounters, and therefore have implications for sexual competence. These data from young people also challenge more traditional approaches to sexualities education in highlighting disjunctions between the content of school‐based input and their reported sexual experience. The paper concludes by considering the implications of these insights for developing a shared notion of what SRE is trying to achieve and suggestions for recognition in the content and approaches to SRE. 相似文献
9.
Louisa Allen 《Gender and education》2008,20(5):435-450
Are young women and men’s preferences for sexuality education content poles apart? This article explores gender differences in senior school students’ suggestions for issues sexuality education should cover. Findings are analysed in relation to debate about mixed and single sex classrooms and boys’ perceived disinterest in lessons. It is argued that young women and men’s content preferences were largely similar on items that a majority selected for inclusion. Topics less than half of participants named revealed a greater number of gender differences. Employing theoretical insights from feminist post‐structuralism, responses are also examined for how they position young people as sexual subjects and whether these conform to or deviate from perceptions of ‘conventional heterosexualities’. This examination enables an understanding of how young people view themselves as sexual and whether this matches their constitution within sexuality programmes. The implications of students’ content preferences and the way these position them as sexual subjects are considered for the possibilities they present for programme design and delivery. 相似文献
10.
Amudha S. Poobalan Emma Pitchforth Mari Imamura Janet S. Tucker Kate Philip Jenny Spratt 《Sex education》2013,13(3):319-336
The purpose of this paper is to conduct a review of reviews to identify characteristics of effective sex and relationship education (SRE) interventions and/or programmes in young people to improve sexual health and identify barriers and facilitators for implementation. Six bibliographic databases were searched from 1986 to 2006 for systematic reviews that assessed SRE interventions or programmes in participants between 10 and 18 years old and their partners. All outcomes of improvement in sexual health were assessed and 30 systematic reviews were included. Effective interventions and/or programmes tended to be those targeting younger age groups before they become sexually active, focused interventions tailored to the physical and biological development stages, theory based, and abstinence education programmes that incorporate values of relationships and provide skills training and links to contraceptive services. Adequate training of personnel delivering the interventions and culturally sensitive programmes were identified as important facilitators of effectiveness. Future research should explore the appropriate age for initiating sex education and investigate targeting specific behaviour compared with multiple-outcome targeting. Research exploring the reasons for interventions focusing on specific populations (i.e. African and Hispanic origins), even if they were conducted in countries dominated by Caucasians, is warranted. 相似文献
11.
Globally, gender norms and power differentials profoundly affect both girls' and boys' sexual attitudes, practices and health. One avenue for enabling young people to reflect on traditional gender arrangements that endanger their health—and to lay the groundwork for satisfying sexual lives—is sexuality and relationships education (SRE). Unfortunately, many SRE programmes address gender norms and critical thinking skills either superficially or not at all. Moreover, in some developing countries, SRE programmes do not reach the majority of girls aged 15–19, a high proportion of whom are simply not in school. This paper argues for grounding SRE within a social studies framework, emphasizing gender and social context. Such an approach can foster critical thinking skills, can provide a foundation for subsequent lessons on explicitly sexual topics, can illuminate the links between gender inequality and other social issues, can allow for a human‐rights emphasis that may prove politically less controversial than technical sexuality topics, and may ultimately prove vital to achieving better sexual health outcomes. The experience of community‐based programmes provides lessons for designing and evaluating such approaches in schools. 相似文献
12.
This paper focuses on young men's views on the school sex education they have received, the influence of this sex education on their intended or actual behaviour, and the extent to which other sources of information complement or supplement school sex education. Thirty‐five in‐depth interviews and eight group discussions were conducted with male pupils from six schools in the east of Scotland. Most of those interviewed did cite school as a useful source in learning about sex. The most commonly named highlights were learning more about what girls think about sexual matters and learning how to use a condom. Nine described how something they had learned in school sex education had changed the way they had behaved in a sexual encounter. A further eight, who had not experienced sexual intercourse, talked about how they thought sex education would influence their behaviour in a positive way in the future. The most common criticism of sex education was that it was not explicit enough. Although friends and/or television were named by the majority of young men as useful, for most young men school sex education appeared to be the only substantive source of information they had received on sexual matters. 相似文献
13.
Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes. 相似文献
14.
Rules of Engagement: Boys, Young Men and the Challenge of Effective Sex and Relationships Education 总被引：2，自引：0，他引：2
MAX BIDDULPH 《Pastoral Care in Education》2007,25(3):24-33
Over the last decade, the relationship between boys, young men and sex and relationships education (SRE) is one that has been characterised by a history of problematising. One of the main difficulties lies with young men's engagement with the subject, and in this article I make a retrospective examination of recent classroom experience with young people and training with professionals who deliver SRE. In the exploration of how best to engage this client group, I argue that masculinity and sexuality are potent issues in their lives and an understanding of these helps explain patterns in young men's behaviour, sexual health and attitudes towards SRE. Autoethnography is used as a method of enquiry to produce short vignettes in which I evaluate my successes and failures with four different boys and young men in terms of engagement. From these primary data, I have distilled four key domains in the form of a framework that I offer as a springboard for researchers, policy-makers and practitioners to consider more positive implications for future practice. 相似文献
15.
《Journal of moral education》2012,41(1):54-59
Abstract Evidence exists about the increasing rate of sexual involvement, decrease in age of first sexual experience and the existence of different forms of sexual aberration such as prostitution, sexual exploitation and rape among Nigerian youth. In spite of these problems sex education has not been included in the framework of the formal education system in Nigeria. The introduction of sex education in our formal school system is now necessary not only to provide adolescents with valuable knowledge about sex, but also as a means of averting risks associated with unplanned coital sex such as teenage pregnancy, illegitimacy and other medical and psychological risks. This paper attempts to answer questions related to such issues as who should teach sex education, whether sex education should be taught as a subject or integrated into some or all school subjects, the content of sex education and how sex education materials should be presented. It is anticipated that the introduction of sex education in the formal school system is likely to lead to some conflicts with cultural and religious norms and with existing sex knowledge which youths have from their peers, magazines, pictures and pornography. 相似文献
16.
Julia Bahner 《Sex education》2018,18(6):640-654
This paper analyses sexuality and relationship education (SRE) in a Swedish college programme aimed at young people with mobility impairments. Interviews and focus groups were conducted to explore students’ experiences of the structure, content and usefulness of SRE, and college personnel’s SRE practices. Results show that, although many of the issues covered are pertinent for all young people, being disabled raises additional concerns: for example how to handle de-sexualising attitudes, possible sexual practices, and how reliance on assistance impacts upon privacy. Crip theory is used as an analytical framework to identify, challenge and politicise sexual norms and practices. Students’ experiences of living in a disablist, heteronormative society can be used as resources for developing cripistemologies, which challenge the private/public binary that often de-legitimises learners’ experiences and separates them from teachers’ ‘proper’ knowledge production. Crip SRE would likely hold benefits for non-disabled pupils as well, through its use of more inclusive pedagogy and in work to expand sexual possibilities. Crip SRE has the potential to disrupt taken-for-granted dis/ability and sexuality divides as well as to politicise issues that many young people presently experience as ‘personal shortcomings’. 相似文献
17.
This paper presents findings from a comparative study of peer- and teacher-led Sex and Relationship Education (SRE). One lesson delivered by a peer educator, and one lesson delivered by a teacher was observed with the aim of exploring the communicative process between educators and students within SRE. It is claimed that open communication between students and peer educators promotes the adoption of positive attitudes to sexual health, making it a potential alternative to teacher-led provision. Yet to our knowledge, no studies have investigated the communicative process within peer-led adolescent health interventions to examine factors underpinning its potential efficacy. The development of a coding scheme to measure the extent to which educators and students are communicating openly within SRE is used to describe the communicative process between sex educators and students, characterise differences in communication within peer- and teacher-led conditions and discuss how these differences affect student participation in SRE. Results suggest interaction of students in the peer-led condition was different to that of students receiving teacher-led SRE; and provide valuable insight into educator–student communication in the context of classroom-based SRE. 相似文献
18.
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
19.
Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school‐based sex education is available for Turkish adolescents. This paper presents the development of a contemporary sex education programme for 12‐year‐old to 14‐year‐old adolescents, entitled ‘The Human Development Program for 12–14 Year Old Adolescents’. A five‐step programme development model was used including reviewing internationally recognised sex education programmes for this age group. Sexuality Information and Education Council of United States guidelines were chosen as an educational framework, and Turkish cultural values were integrated into the curriculum. The sex curriculum consists of an eight‐session interactive programme in which parental permission and involvement is required. Five units are presented: human development, relationships, sexual behaviour, sexual health, and society/culture. The programme and a related knowledge assessment tool were reviewed by a group of Turkish professionals and the validity of the educational content was received. The programme was piloted with a group of Turkish adolescents with positive results. Future recommendations include school counsellors implementing this sex educational programme into Turkish schools. 相似文献
20.
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