Assessment of effect of family life education on the knowledge about reproductive health among adolescent girls in schools located in urban area

Adolescence is a transitional period between childhood and adulthood it is a prime time for health promotion. Among adolescents, girls constitute a more vulnerable group. Family life education has due importance in adolescent stage of life to make them aware about reproductive health issues.To assess change in knowledge about reproductive health among adolescent girls after family life education intervention.This is a descriptive longitudinal study was conducted over the period of 18 month conducted on 150 girls.Semi structured questionnaire was used as tool to assess knowledge score of pre and post-test. Family life education intervention was given. Pre and post intervention scores were analyzed.All responses were tabulated by using Microsoft-Excel 2010 Software. Change in knowledge about reproductive health after intervention was assessed by using Mc-Nemar test.Significant improvement in knowledge about all components of Reproductive health after intervention was seen. In pre intervention 37(25.30%) participants had good knowledge score and its number significantly increased to 143(95.3%) after intervention. : The results of this study suggest that Family life education can improve knowledge about various components of reproductive health in adolescent girls. Such educational programs must be given due importance. : Family life education improves knowledge about reproductive health.

Church, Sex, and “Judeo-Christian” Family Life Education

Chapter 3 argues that liberal Protestants and their engagements with social science transformed sex education into family life education beginning in the mid-1920s. Three liberal religious influences interconnected to bring about this transformation: (1) the leadership of Anna Garlin Spencer; (2) the alliance Spencer forged between ASHA and the Federal Council of Churches; and (3) the careful balance struck by Protestant, Catholic, and Jewish family life educators for encouraging the interfaith ideal of “Judeo-Christian” family values while rejecting marriage across religious lines. The shift to family life education activated churches and some synagogues in sex education work, effectively making the FCC a practical arm of the sex education movement. Shared interest in social scientific concerns about family life and methods of counseling grounded the partnership, with both ASHA and the FCC convinced that strengthening marital sexuality would improve society.

Does family life education influence attitudes towards sexual and reproductive health matters among unmarried young women in India?

Introduction Inadequate efforts towards meeting the sexual and reproductive health needs of adolescents and young people, who disproportionately share the burden of unwanted pregnancies, poor maternal and child health outcomes, risks of RTI/STI and HIV/AIDS, increase the risk of losing much of the progress made towards the Millennium Development Goals over the last decade, particularly in the context of low-and-middle-income countries like India. Data and methods Using the nationally representative data on 160551 unmarried young women aged 15–24 years from the District Level Reproductive and Child Health Survey (DLHS: 2007–2008) in India, this research evaluated the demographic and socioeconomic differentials in the access to family life/sex education (FLE) among youth in India. Using the adjusted multiple logistic regression models, the association between access to family life/sex education and attitudes towards a range of sexual and reproductive health matters among young unmarried Indian women were investigated. Results Less than half of the unmarried young women had received some form of FLE (48 percent) in India. However, there were substantial demographic and socioeconomic variations in their access to FLE, as relatively less educated women from the poorest wealth quintiles, religious and social minorities (Muslims, Scheduled Castes/Scheduled Tribes) were significantly less likely to receive FLE as compared to other women. Importantly, the likelihood of holding favourable/positive attitudes towards reproductive processes, knowledge and discussion of contraceptive methods, precise awareness about the transmission pathways of RTIs/STIs and HIV/AIDS was significantly higher among those women in India who had access to FLE. Conclusion The present research underscores the protective role of family life education towards improving the sexual and reproductive life experiences of young people. It further underscores the vital need to implement a comprehensive and culturally appropriate programme of family life education in order to meet the sexual and reproductive health demands of the adolescents and young people in India.

The Concept and Practice of Family Life Education

This theorethical article outlines the development of family life education in Hungary. In the early 20th century, as a result of civic initiatives, this specific educational area as an independent professional and scientific field was organized in the United States and Western Europe. In Hungary, however, much like other Central and Eastern European states, institutional education became available much later. A government decree issued in the early seventies draws attention to the fact that "the biological, health, ethical, moral knowledge necessary for harmonious, desirable human relations is not sufficiently widespread among the general public, especially among young people, to create a well-balanced family life and to achieve a broad range of modern family planning. Therefore, measures should be taken to prepare for family life in all forms of public education and in the dissemination of information to the general public” (Mihalec et al 2011, 90) Komlósi points out, however, that despite the first governmental initiative on family life education, for decades there has been no significant change in practice. (Komlósi 1995) ” In Hungarian secondary education, the pedagogical knowledge that can be chosen as subject matter for graduation examinations in pedagogical vocational secondary schools includes a growing proportion of topics related to education for family life.

The History and Usage of Parenting Newsletter Interventions in Family Life Education

Raising a child engages parents/caregivers in learning knowledge and skills needed for effective, healthy parenting. The field of parent and family education furnishes a variety of approaches and resources intended to assist and guide those raising and working with children. The Diffusion of Innovations Theory presents a clear framework for understanding how particular resources may develop and become more widely used in parent and family education. Among such resources, parenting newsletter interventions represent a unique and valuable approach to facilitating growth in parent/caregiver confidence, knowledge and skills. This paper provides an overview of the history and usage of newsletters in parent education in contexts including public health, extension and other settings. Further, it highlights key findings, challenges and future directions for parent newsletter interventions in the 21st century landscape of family life education.

Quality of Life and Its Relationship with Cognitive Flexibility among Higher Education Students

The study aimed to inspect the quality of life (QOL) and its relation with cognitive flexibility among higher education students according to gender, accumulative average, and academic year. The study sample consisted of (325) students enrolled in Al-Balqa’a Applied university. Two scales are used to achieve study purposes, QOL scale and cognitive flexibility scale. The study outcomes indicated that there are statistically significant differences in QOL (quality of health and time management) among students due to the gender in favor to male students, there are no statistically significant differences in QOL (quality of social and family life, education and learning, emotional life, and mental health) among students due to gender, and there are statistically significant differences in QOL (quality of health, education and learning, emotional life, mental health, and time management) among students due to accumulative average. Furthermore, the results found that there is a positive statistically significant relationship between QOL (overall scale) and cognitive flexibility (overall scale), there is a positive statistically significant relationship between adaptive cognitive flexibility and QOL (quality of health, social and family life, education and learning, emotional life, mental health, and time management), and there is a statistically significant relationship between spontaneous cognitive flexibility and dimensions of QOL (quality of health, education and learning, mental health, and time management), while there is not a statistically significant relationship between spontaneous cognitive flexibility and dimensions of QOL (social and family life and emotional life).