Family Homework and School-Based Sex Education: Delaying Early Adolescents' Sexual Behavior

2013 ◽  
Vol 83 (11) ◽  
pp. 810-817 ◽  
Author(s):  
Jennifer M. Grossman ◽  
Alice Frye ◽  
Linda Charmaraman ◽  
Sumru Erkut
Keyword(s):  
Sexual Behavior ◽  
Sex Education ◽  
Early Adolescents ◽  
School Based ◽  
Adolescents Sexual Behavior

Trends in adolescent sexual behavior, health, and education

2018 ◽  
Vol 100 (2) ◽  
pp. 35-39
Author(s):  
Rafael Heller
Keyword(s):  
Sexual Behavior ◽  
Reproductive Health ◽  
Sex Education ◽  
Sexual And Reproductive Health ◽  
Contraceptive Use ◽  
Pregnancy Rates ◽  
Adolescent Sexual Behavior ◽  
School Based ◽  
Behavior Health

Kappan editor Rafael Heller talks with the Guttmacher Institute’s Laura Lindberg, one of the nation’s leading researchers in the field of adolescent sexual and reproductive health, about recent data and trends related to teens’ sexual behavior, contraceptive use, pregnancy rates, and more, including their experiences with school-based sex education.

Reflexivity in Sexual Health Pedagogy

2016 ◽  
Vol 2 (4) ◽  
pp. 239-243 ◽  
Author(s):  
Lawrence Nyika ◽  
Angellar Manguvo ◽  
Fungai Zinyanduko
Keyword(s):  
Sexual Behavior ◽  
Sexual Health ◽  
Sex Education ◽  
Critical Realism ◽  
Social Situations ◽  
Contemporary World ◽  
School Based ◽  
Ability To Act ◽  
The Social ◽  
Daunting Task

Youth face a daunting task transitioning the ever-changing contemporary world, which often causes them to engage in self-talking. Employing sociological perspectives of critical realism, Margaret Archer used the term reflexivity to describe the process of self-talking and how it mediates between social structure and human agency or the ability to act. This reflexivity or self-talk is exercised in various ways as determined by a person’s concerns, aspirations, and nature of relationships with the social environment. In this article, we examine this perspective of reflexivity and its implications for school-based sex education. We show how reflexivity intersects with the concept of identity to provide important insights into why youth behave differently in similar social situations. Thus, we argue, there is a need to tailor sex education to students’ sexual behavior identities. It is crucial to situate contemporary sexual health pedagogy within social constructivist and critical theory perspectives because sexual behavior identities are influenced by many sociocultural constructs. The article concludes with examples of empowering sex education instructional strategies.

scholarly journals Sexual behavior among Brazilian adolescents, National Adolescent School-based Health Survey (PeNSE 2012)

2014 ◽  
Vol 17 (suppl 1) ◽  
pp. 116-130 ◽  
Author(s):  
Maryane Oliveira-Campos ◽  
Marília Lavocart Nunes ◽  
Fátima de Carvalho Madeira ◽  
Maria Goreth Santos ◽  
Silvia Reise Bregmann ◽  
...  
Keyword(s):  
Substance Use ◽  
Sexual Behavior ◽  
Reproductive Health ◽  
Sexual Intercourse ◽  
Risky Sexual Behavior ◽  
Sexual And Reproductive Health ◽  
Social Inequalities ◽  
Unprotected Sex ◽  
Psychoactive Substances ◽  
School Based

OBJECTIVE: This study describes the sexual behavior among students who participated in the National Adolescent School-based Health Survey (PeNSE) 2012 and investigates whether social inequalities, the use of psychoactive substances and the dissemination of information on sexual and reproductive health in school are associated with differences in behavior. METHODOLOGY: The response variable was the sexual behavior described in three categories (never had sexual intercourse, had protected sexual intercourse, had unprotected sexual intercourse). The explanatory variables were grouped into socio- demographic characteristics, substance use and information on sexual and reproductive health in school. Variables associated with the conduct and unprotected sex were identified through multinomial logistic regression, using "never had sexual intercourse" as a reference. RESULTS: Over nearly a quarter of the adolescents have had sexual intercourse in life, being more frequent among boys. About 25% did not use a condom in the last intercourse. Low maternal education and work increased the chance of risky sexual behavior. Any chance of protected and unprotected sex increased with the number of psychoactive substances used. Among those who don't receive guidance on the prevention of pregnancy in school, the chance to have sexual intercourse increased, with the largest magnitude for unprotected sex (OR = 1.41 and OR = 1.87 ). CONCLUSION: The information on preventing pregnancy and STD/AIDS need to be disseminated before the 9th grade. Social inequalities negatively affect risky sexual behavior. Substance use is strongly associated with unprotected sex. Information on the prevention of pregnancy and STD/AIDS need to be disseminated early.

scholarly journals Impact guaranteed? Involving potential recipients, implementers and wider stakeholders in the co-production of two school-based relationships and sex education interventions to prevent teenage pregnancy and dating and relationships violence

2019 ◽  
Author(s):  
Ruth Ponsford ◽  
Rebecca Meiksin ◽  
Joanna Crichton ◽  
Sara Bragg ◽  
Lucy Emmerson ◽  
...  
Keyword(s):  
Public Health ◽  
Sex Education ◽  
School Engagement ◽  
Health Interventions ◽  
School Staff ◽  
Intervention Design ◽  
Public Health Interventions ◽  
School Based ◽  
Education Interventions ◽  
Delivery Models

Abstract Background: The benefits of involving intended recipients, implementers and other stakeholders in the co-production of public health interventions are widely promoted. Practical accounts reflecting on the process and value of co-production in intervention design, however, remain scarce. We outline our approach to the co-production of two multi-component, school-based relationships and sex education interventions. We reflect on the utility of involving school staff, students, and other youth, professional and policy stakeholders in intervention design and on some of the challenges we encountered during the process. Methods: Seven consultations were conducted in southeast and southwest England involving 75 students aged 13–15 and 22 school staff. A group of young people trained to advise on public health research were consulted on three occasions. Twenty-three sexual health and sex education practitioners and policy makers shared their views at a stakeholder event. Written summaries of activities were prepared by researchers and shared with the specialist provider agencies for each intervention. Negotiated consensus between researchers and providers was reached about how participant views should inform intervention content, format and delivery models. Results: Consultations confirmed acceptability of intervention aims, components and delivery models, including curriculum delivery by teachers. They sensitised us to the need to ensure content reflected the reality of young people’s experiences; include flexibility for the timetabling of lessons; and to develop prescriptive teaching materials and robust school engagement strategies to reflect shrinking capacity for schools to implement public-health interventions. Accessing and prioritising stakeholder feedback was not always straightforward, however, where specific expertise or capacity for participation was limited or when participant views contradicted best practice, budget or the randomised controlled trial design. Conclusions: Involving potential recipients, implementers and wider stakeholders as co-producers in intervention design can bring valuable insights that can help reduce research waste. Successful co-production can be complex and challenging and requires careful consideration of the topics participants can most usefully speak to; the representativeness of those involved; the capacity available for participation; and how participants will be compensated. Findings also alert us to the importance of having well-defined, transparent procedures for deciding how stakeholder input will be incorporated.

Let’s Talk About Sexual Immaturity in Adolescence: Implications for School-Based Sex Education

2018 ◽  
Vol 16 (3) ◽  
pp. 357-372 ◽  
Author(s):  
Anneliese C. Bolland ◽  
Elizabeth Schlichting ◽  
Qshequilla Mitchell ◽  
Jasmine Ward ◽  
John M. Bolland
Keyword(s):  
Sex Education ◽  
School Based

Gender Equity in HIV/AIDS Education

2021 ◽  
Author(s):  
Kacie Kidd
Keyword(s):  
Socioeconomic Status ◽  
Gender Equity ◽  
Sex Education ◽  
Sexual Behaviors ◽  
Aids Education ◽  
Sexually Transmitted ◽  
School Based ◽  
Initial Discovery ◽  
Student Questions ◽  
Hiv Aids

Since its initial discovery in the early 1980s, through the development of treatment and prophylaxis medications as well as continued attempts at vaccination development, HIV/AIDS has changed the narrative about infectious diseases around the world. It has led to recognition of the complexities of the intersections of sexuality, gender, race, age, culture, and socioeconomic status while simultaneously highlighting gender inequities in all aspects of the disease. These inequities present in clinical trials that include only subsets of the population, prevention strategies that are offered based on oversimplified assumptions about sexual behaviors, and limited education about risk for everyone from schoolchildren through medical professionals. Activists and public health advocates push for inclusion and transparency in research and treatment for HIV/AIDS, but education at all levels has lagged. The United Nations and the International Conference on Population Development have declared school-based sex education a goal for all countries in order to reduce the health burden of HIV/AIDS. Sex education in schools varies between and within countries, with no standardization of how to best educate youth about sex, reproductive health, or disease prevention. Despite continued challenges with curriculum incorporation and content, research suggests that key qualities of an effective educational program include the creation of a safe space for student questions, inclusion of diverse voices, and clear guidance for preventing sexually transmitted infections such as HIV/AIDS. In order to mitigate continued inequity over the next several decades and beyond, comprehensive HIV/AIDS education must emphasize the intersectionality of gender, sexuality, race, age, culture, and socioeconomic status at all levels from elementary introductions through training for medical and mental health researchers and providers.

SEXUAL PROBLEMS IN CHILDREN AND ADOLESCENTS

PEDIATRICS ◽  
1968 ◽  
Vol 42 (4) ◽  
pp. 697-699
Author(s):  
Keyword(s):  
Sexual Behavior ◽  
Sex Education ◽  
Deviant Behavior ◽  
Venereal Disease ◽  
Moral Judgments ◽  
Juvenile Courts ◽  
Detailed Understanding ◽  
The Family ◽  
Recent Developments ◽  
Deviant Sexual Behavior

ACCURATE DATA on teenage sexual behavior is difficult to obtain. Only a small proportion of the problem behavior comes to the attention of the juvenile courts, and schools usually prefer to direct little attention to sexual behavior among students. To equip professionals in the health fields to cope with contemporary problems of American youth, more attention should be directed toward studying deviant sexual behavior, especially homosexuality, drugs, use of contraceptives, sex education, and venereal disease in teenagers. Since most teenage problems related to identification and sexual behavior have their genesis in early childhood, the family physician plays an important role in promoting optimum childrearing practices and identifying potentially problematic behavior. THE NEED FOR RESEARCH There is a limited amount of valid scientific knowledge regarding the sexual behavior of adolescents. Although this subject receives considerable attention from the lay press, few good studies have been published. Information which is available is often based on folklore, prejudiced moral judgments, and retrospective anecdotal reporting. The pediatrician usually has limited knowledge on which to base the counseling and advice he is frequently called on to give regarding these problems. The Committee on Youth recommends that this subject be investigated thoroughly and encourages the development of studies to increase our meager knowledge and provide a basis on which to judge contemporary standards of normal and deviant behavior. SEX EDUCATION Any program of sex education is made more complicated by three recent developments: (1) Conception can now be readily controlled by oral medication. (2) There is an increasing interest in, and detailed understanding of, the physiology of the sexual response in both sexes.

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