scholarly journals Training Peer Counsellors and Professionals in Human Sexuality and Family Life Education

1984 ◽  
Vol 3 (2) ◽  
pp. 91-99 ◽  
Author(s):  
Robert J. Nagge

The training of peer counselors and family life educators has shifted from a medical-biological orientation to the social sciences. In the process the related curriculum has developed from “the facts of life” to the concerns of everyday living. And, the teaching has changed from information giving lectures in a telling style of teaching to an experiential format in a participative, student-centered style of teaching. Important milestones during the past three decades are described to indicate the trend leading to the use of human sexuality education as a vehicle for personal growth and self actualization.

1977 ◽  
Vol 11 (2) ◽  
pp. 111-113 ◽  
Author(s):  
JOAN CARMICHAEL ◽  
LIBBY TANNER ◽  
LYNN CARMICHAEL

1979 ◽  
Vol 49 (3) ◽  
pp. 778-778 ◽  
Author(s):  
Mark B. Dignan ◽  
Daniel D. Adame

Author(s):  
Mary Beth Harris

This entry provides a brief overview of family life education as a field that provides training in life areas which impact the well-being of families and individuals. It focuses on three primary program areas: parental education, premarital and marital education, and adolescent sexuality education. It identifies noted contributors to the field, as well as evidence-based programs and target populations. It summarizes how family life education integrates with the profession of social work as well as how it is distinct.


Author(s):  
Theodore Burnes

The need for multicultural education to analyze human sexuality education is an area of critical need in research and practice. Many current human sexuality learning experiences contain practices that are shaming to learners, producing values that problematize sexuality. The author of this chapter introduces a sex-positive approach to human sexuality education, honoring multicultural education by intentionally understanding sex-positivity outside of a White, western context. Implications of this approach for education research, practice, training, and advocacy are discussed.


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