LET’S TALK ABOUT SEXUAL HEALTH EDUCATION

2021 ◽  
Vol 3 (2) ◽  
pp. 142-147
Author(s):  
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Sex Education ◽  
Theoretical Approach ◽  
Sexual Health Education ◽  
Important Field ◽  
Specific Skill ◽  
Role Of Parents ◽  
Religious Aspect

Sexual Health Education must be is on important field of education. The purpose of our article is to synthesize the diverse aspects founded in the literature of sexual health education. We conducted a search of the literature on sexual health education and specific results of subject. We synthetized there information about standards and specific skill elements, teaching sexual health education, pedagogical, methodological and theoretical approach. During the workshops organized with teachers, students and parents, the topic of sex education was debated, the topic giving rise to controversy, especially due to the religious aspect. Important is the role of parents in sexual health education and finally is important to know the perceptions of adolescents.

The Role of Policy on Sexual Health Education in Schools: Review

2018 ◽  
Vol 35 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Maureen Rabbitte ◽  
Maithe Enriquez
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Sex Education ◽  
Teen Pregnancy ◽  
Well Being ◽  
The United States ◽  
Sexual Health Education ◽  
Sexually Transmitted ◽  
Abstinence Only

Teen pregnancy and sexually transmitted infections are leading public health problems in the United States. While abstaining from sexual intercourse is the best way to avoid these conditions, abstinence only education (AOE) programs in schools have been shown ineffective in delaying sexual initiation or decreasing the teen pregnancy rate. Conversely, comprehensive sex education (CSE) programs have demonstrated the ability to decrease teen pregnancy and delay initiation into sex. However, federal funding continues to primarily support AOE programs, and a majority of states favor AOE in schools, rather than CSE. The purpose of this review was to examine the role of policy on sexual health education, which can have an impact on the health and well-being of adolescents. The review provides school nurses with information to help them educate parents and administrators to the negative repercussions of AOE, so they can advocate for policy change.

Improving practice: Giving voice to the experiences of sexual health education teachers

2021 ◽  
pp. 001789692110296
Author(s):  
Carol A Cummings ◽  
Christine M Fisher ◽  
Rosemary Reilly-Chammat
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Teacher Perceptions ◽  
Rhode Island ◽  
Sex Education ◽  
Comparative Approach ◽  
Accurate Information ◽  
Sexual Health Education ◽  
Cross Sectional ◽  
K 12

Objective: To explore teachers’ beliefs, experiences and barriers influencing teaching related to sexual health education. Methods, Design and Setting: Descriptive, cross-sectional study design. Rhode Island certified health teachers ( n = 190) completed an online sexual health education survey. Teacher perceptions about the need and benefits of teaching this subject, coverage of essential topics, their experiences and the barriers they faced were gathered. Qualitative questions were analysed using open, axial and selective coding. Constant comparative approach was used to identify themes. Descriptive statistics were used to analyse quantitative items. Results: Findings indicated that 98% of teachers felt that sexual health education should be taught. Less than 50% agreed that coverage for topics identified in the national sexuality education standards for grades K-12 should begin at each grade level. Two common themes – prevention and access to accurate information – emerged as reasons for teaching the subject. Themes generated from teacher experiences revealed the use of a risk reduction approach to sexual health education. Healthy sexual development, gender identity, inclusive education and all components of a comprehensive approach were not identified. Perceived barriers to teaching included teacher comfort, time, parents’ likely responses and lack of training. Conclusion: Findings signal the need for ongoing professional development to broaden teachers’ understanding of comprehensive sex education and address the beliefs and barriers that hinder inclusive and comprehensive teaching approaches. Good quality training in which teachers reflect on their beliefs and develop proficiency in the use of effective pedagogies can strengthen educator capacity and self-efficacy.

“Be proactive not reactive”: Understanding gaps in student sexual consent education

2021 ◽  
pp. e20210003
Author(s):  
Brittany Thiessen ◽  
Linzi Williamson ◽  
Carie M. Buchanan
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Sexual Violence ◽  
Sex Education ◽  
Sexual Consent ◽  
Sexual Health Education ◽  
Healthy Sexuality ◽  
Wholistic Education ◽  
Sex Positive ◽  
Violence Prevention Programs

A growing number of universities are providing sexual violence prevention programs to students in recognizing the need for this programming. While universities favour programs on singular topics aimed at preventing sexual violence, scholars have argued that comprehensive sexual health education should begin prior to entering university to better ensure safer campus communities. Further, students have expressed unmet needs regarding the sexual health education they received prior to attending university. Therefore, the current study sought to explore gaps in sexual health education as identified by university students. Participants ( N = 444) were asked to describe the consent definition they were taught in high school and from their parents, and how the sexual health education they received could have been improved. An inductive thematic analysis was used to identify six themes from the data: back to consent education basics, you have the power to set boundaries, staying safe in sexual situations, take a sex-positive approach with sex education, wholistic education on consent-based relations, and practical recommendations for providing sex education. Findings highlight that participants desired a more wholistic approach to their sexual health education that included practical components on healthy sexuality. Notably, participants relayed how proper sexual health education may have prevented experiences of sexual violence they had. Thus, it is essential to continue exploring how best to provide comprehensive sexual health education to adolescents.

scholarly journals Opportunities and challenges in school-based sex and sexual health education in Nepal

1970 ◽  
Vol 7 (4) ◽  
pp. 445-453 ◽  
Author(s):  
DR Acharya ◽  
ER Van Teijlingen ◽  
P Simkhada
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Sex Education ◽  
Web Sites ◽  
Community Support ◽  
Education Programme ◽  
Personal Contact ◽  
Sexual Health Education ◽  
Policy And Practice ◽  
School Based

This article identifies and addresses opportunities for and challenges to current school-based sex and sexual health education in Nepal. Key literature searches were conducted of electronic databases and relevant web-sites, furthermore personal contact with experts and the hand searching of key journals was included. The review of this literature generated the following challenges: Limitations to teaching including lack of life skill-based and human right-based approach, inappropriate teaching aid and reliance on conventional methods, existing policy and practice, parental/community support, and lack of research into and evaluation of sex education. Diverse methodology in teaching, implementation of peer education programme, partnership with parents, involvement of external agencies and health professionals, capacity building of teachers, access to support and service organisation, and research and evaluation in sex education have been suggested for improving the current practice of sex and sexual health education in Nepalese schools. Key words: Sex education; education; school; adolescence; Nepal DOI: 10.3126/kumj.v7i4.2773 Kathmandu University Medical Journal (2009) Vol.7, No.4 Issue 28, 445-453

Violating the Rights of the Child through Inadequate Sexual Health Education

2009 ◽  
Vol 17 (1) ◽  
pp. 143-154 ◽  
Author(s):  
Charlene Kennedy ◽  
Katherine Covell
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Sex Education ◽  
Health Knowledge ◽  
Children's Rights ◽  
Children’S Rights ◽  
Sexual Health Education ◽  
Rights Of The Child ◽  
Gays And Lesbians ◽  
The Impact

AbstractThe focus of this research was to examine the impact of traditional sexual health education, an approach that infringes upon children's rights to information, on 15 year-olds' knowledge of birth control, sexually transmitted infections, pregnancy, attitudes toward gays and lesbians. One hundred and twenty grade ten students completed a survey comprising measures of sex education received, sexual activity, sexual health knowledge, attitudes toward gays, lesbians, and the teaching of homosexuality, and school-based experiences with homophobia. Our findings reinforce the inadequacy of traditional sexual health education to meet rights consistent standards. Although many of the respondents were sexually active, their knowledge of sexual health issues, and especially of homosexuality, was poor. Homophobic expression was reported to be very common in schools, and teacher interventions were few. Prejudicial attitudes toward gays and lesbians were related to experience with homophobia and to a lack of knowledge about homosexuality. In essence current practices are violating the rights of all children but particularly those of sexual minority status. Consistency with children's rights requires shifts in sex education practices and teacher attitudes and behaviors.

scholarly journals Parents’ and teachers’ perspectives on children’s sexual health education: a qualitative study in Makwanpur Nepal

2019 ◽  
Vol 18 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Dev R Acharya ◽  
Malcolm Thomas ◽  
Rosemary Cann ◽  
Pramod R Regmi
Keyword(s):  
Health Education ◽  
Qualitative Study ◽  
Sexual Health ◽  
Sex Education ◽  
Learning Experience ◽  
Education Programme ◽  
Sexual Health Education ◽  
School Students ◽  
Teachers And Parents ◽  
Health Teachers

Sex education is taught to secondary school students in Nepal. Nevertheless, there are concerns that the school-based sexual health education is not effective and adequate to address young people’s necessities. We carried out a qualitative study comprising key informant interviews with teachers (n=8) and parents (n=6) in Makwanpur district in Nepal. Interviews were recorded, transcribed and translated into English. Thematic analysis was performed to identify patterns or themes within the qualitative data. Most participants (both teachers and parents) had thought of delivering sex education preferably from grade seven to avoid the effects of globalised mass media and the internet. The practical aspects of school sex education programme and the importance of parent-child communication were of major concerns. Comprehensive training to health teachers, an informal approach to teaching sex education and seeking outside health professionals, such as health facilitators were the frequently reported issues. There is a need to offer sexual health services along with sex education to protect young people from potential dangers of STIs including HIV infection. Particularly, health teachers should be trained properly to mitigate the social and cultural impacts, and to allow a smooth sex education discussion in the classroom. The curriculum for sex education should be relevant, engaging and developmentally suitable with clear progressive avenues for learning experience.

scholarly journals Sex: What Is the Big Deal? Exploring Individuals’ with Intellectual Disabilities Experiences with Sex Education

2021 ◽  
pp. 104973232110570
Author(s):  
Rachelle Hole ◽  
Leyton Schnellert ◽  
Gloria Cantle
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Intellectual Disabilities ◽  
Lived Experience ◽  
Sex Education ◽  
Health Knowledge ◽  
Research Question ◽  
Community Based Participatory Research ◽  
Sexual Health Education ◽  
Individuals With Intellectual Disabilities

This article offers perspectives shared by self-advocates in the first phase of a community-based participatory research project untaken to address barriers that individuals with intellectual disabilities face with respect to sexual health knowledge. Using descriptive qualitative methods, we interviewed 19 individuals with intellectual disability about their experiences and knowledge related to sexual health. The research question guiding this project was: What are self-advocates’ with intellectual disabilities experiences learning about sexual health and sexuality? The findings highlight that participants faced barriers and lack of access to sexual health education, and while they learned about sexual health through formal sexual health education, frequently this knowledge came through lived experience. Finally, the findings underscore that participants knew what they wanted with respect to sexual health education and offered recommendations. The importance of accessible sexual health education for self-advocates that supports their rights and desires to express their sexuality and sexual agency is highlighted.

scholarly journals The Need for Nurse Interventions in Sex Education in Adolescents

2021 ◽  
Vol 18 (2) ◽  
pp. 492
Author(s):  
Ľuboslava Pavelová ◽  
Alexandra Archalousová ◽  
Zuzana Slezáková ◽  
Dana Zrubcová ◽  
Andrea Solgajová ◽  
...  
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Sexual Health ◽  
Sex Education ◽  
School Environment ◽  
School Health ◽  
School Nurse ◽  
Sexual Education ◽  
Evidence Based ◽  
Sexual Health Education

Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.

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