Sex education for individuals who have a developmental disability : the need for assessment

This study was an evaluation of the sexual knowledge of individuals who have '"a developmental disability and the effect of sex education. This was also a pilot study involving the evaluation of the Socio-Sexual Knowledge and Attitudes Assessment Tool (SSKAAT; Griffiths & Lunsky, in press). This tool is a revised version of the Socio-Sexual Knowledge and Attitudes Test (SSKAT; Wish, Fiechtl McCombs, & Edmonson, 1980). Thirty-two individuals participated in the study (20 males and 12 females), who were receiving supports from local community agencies. Participants were assessed using the SSKAAT and SSKAT in an initial assessment and in a 6-week follow-up. Sixteen participants received a 6-week sex education program, Life Horizons I and II (Kempton & Stanfield, 1988a, 1988b), between the assessments, while 16 participants served as a control group. It was found that sex education was successful at increasing knowledge regarding sexuality, as demonstrated by increased scores on both the SSKAT and SSKAAT. However, the current study did not demonstrate any significant effect of gender on knowledge about sexuality. It was also found that IQ did not have a significant effect on knowledge regarding sexuality. The present study found the SSKAAT to be very reliable, with test-retest reliabilities ranging from .87 to .99. This appeared to be an improvement over the original SSKAT, whose reliability ranged from .72 to .90. Furthennore, the revised SSKAAT was fOlmd to provide a much more in-depth assessment of sexual knowledge and attitudes for individuals who have a developmental disability.

Sex Education. 'Educación Sexual'.

Vídeo en inglés

Curriculum guide for teaching sex education to 11 to 12 year old hearing impaired adolescents

This paper reviews a curriculum for sex education that is geared towards hearing impaired adolescents.

Dispelling the Myth: What Parents Really Think about Sex Education in Schools

Background: School-based sex education is effective in reducing risky sexual behavior among adolescents that may lead to unintended pregnancies and sexually transmitted infections. However, most sex education policies in the US do not support evidence-based programs. Understanding parental attitudes around sex education is crucial to overcoming perceived barriers to implementing school-based sex education. Little research has been published on the opinions of parents in Texas, which accounts for 12% of the nation’s teen births. Purpose: The purpose of this study was to examine whether Texas parents favor teaching sex education in schools, in what grades they think sex education should be taught, what content they think should be taught, and who they think should make decisions regarding sex education. Methods: We commissioned a telephone survey of parents of children 18 years or younger in Harris County, Texas. Survey questions assessed demographic characteristics and opinions about sex education. We used chi-square tests to examine differences across sociodemographic characteristics. Results: 1,201 parents completed the survey. The majority of parents (80%) responded that sex education should begin in middle school or earlier, and two-thirds said that it should include information about condoms and contraception. Hispanic parents showed the highest support for teaching sex education and providing medically accurate information on condoms and contraception in middle school or earlier. Conclusion: Parents in Harris County overwhelmingly support sex education that includes medically accurate information about condoms and contraception beginning before high school. These data provide evidence to change sex education policies to better reflect parental opinions.

Choosing and Maintaining Programs for Sex Education in Schools: The CHAMPSS Model

Background: Despite effective solutions to reduce teen birth rates, Texas teen birth rates are among the highest in the nation. School districts can impact youth sexual behavior through implementation of evidence-based programs (EBPs); however, teen pregnancy prevention is a complex and controversial issue for school districts. Subsequently, very few districts in Texas implement EBPs for pregnancy prevention. Additionally, school districts receive little guidance on the process for finding, adopting, and implementing EBPs. Purpose: The purpose of this report is to present the CHoosing And Maintaining Programs for Sex education in Schools (CHAMPSS) Model, a practical and realistic framework to help districts find, adopt, and implement EBPs. Methods: Model development occurred in four phases using the core processes of Intervention Mapping: 1) knowledge acquisition, 2) knowledge engineering, 3) model representation, and 4) knowledge development. Results: The CHAMPSS Model provides seven steps, tailored for school-based settings, which encompass phases of assessment, preparation, implementation, and maintenance: Prioritize, Asses, Select, Approve, Prepare, Implement, and Maintain. Advocacy and eliciting support for adolescent sexual health are also core elements of the model. Conclusion: This systematic framework may help schools increase adoption, implementation, and maintenance for EBPs.

Rediscovering the Evidence: Parental Support for Sex Education in Schools

Invited commentary on Dispelling the Myth: What Parents Really Think about Sex Education in Schools

Project Alpha: A culturally appropriate approach to adolescent male sex education

In the United States today, adolescents face unacceptably high rates of mortality and morbidity due to the contraction of HIV/AIDS, sexually transmitted diseases and teenage pregnancy. In view of these rates, there is a need for applied preventive interventions to delay adolescent sexual behavior until adulthood. Project Alpha was a school-adopted, quasi-experimental program for adolescent male students attending Sharpstown High School in Houston, Texas. This intervention used student newsletters to provide specific role-model stories on community and student role models who have changed attitudes or improved efficacy to abstain from sexual behavior until adulthood. It was hypothesized that teenagers exposed to the intervention would show improvements in knowledge, beliefs, avoidance skills, perceived norms, intentions and self-efficacy to delay sexual behavior compared to no-treatment reference teenagers in the same school.^ In total, the Project Alpha program had a significant effect on student knowledge, beliefs (towards abstinence and having sex with multiple partners), perceived risk (HIV/STD testing), self-efficacy (could avoid sex with attractive girl who wants to have sex), perceived social norms (friends believing in sexual abstinence) and sexual intentions. However, no significant intervention effects were found in student's beliefs (that it was OK to have sex with girlfriend), perceived risk of HIV/STD, self-efficacy (to avoid sex with girlfriend) and social norms (friends believe it is OK to have sex with a girlfriend and multiple partners in the same month). ^

Who are they? : a profile of unemployed older workers in selected age groups by occupation, and in terms of sex, education and handicap status /

WI docs. no.: EMP 2.2:O 5

Policy statement on family life and sex education.

Mode of access: Internet.

Policy statement and general guidelines on family life and sex education.

Cover title.

Sex Education: Challenges and Choices

Noting public concern about sexual exploitation, abuse and sexualisation, we argue that sex education in the United Kingdom needs revision. Choice is a feature of current sex education policy and, acknowledging that choice can be problematic, we defend its place in an approach to sex education premised on informed deliberation, relational autonomy, a particular view of personhood and moral literacy. We argue, however, that choice and the approach outlined must be located in the realities of young people’s lives.

Il rinnovamento del teen drama. Tredici e Sex Education su Netflix

L’obiettivo di questa tesi è quello di analizzare uno dei generi principali del mondo della serialità: il teen drama. In particolare, la produzione Netflix del genere, soffermandomi sulla trattazione di due serie: Tredici e Sex Education. Partendo dalla considerazione che gli odierni teenager sono inseriti in una realtà digitale senza filtri, l’indagine è volta a dimostrare come Netflix, a mio avviso, sia in grado di utilizzare un linguaggio privo di retoriche per comunicare al meglio con i destinatari del genere, gli adolescenti e di impiegare tale linguaggio nella trattazione di tematiche sociali come il suicidio (Tredici) e il sesso (Sex Education), dandogli uno spessore all’interno della narrazione come mai era stato fatto nei teen drama precedenti. Prima di arrivare alla trattazione della tesi appena esposta, oggetto del terzo capitolo, il primo capitolo si sofferma sulla nascita del genere, facendo un riassunto dei principali titoli che hanno portato allo sviluppo e affermazione del genere dagli anni Novanta fino agli anni Dieci del Duemila. Nel secondo capitolo invece, analizzo le caratteristiche principali dei teen drama targati Netflix e di alcuni titoli del passato che sono riapparsi sulla piattaforma.

Serialità televisiva, sesso e tabù. Il caso di "Sex Education"

Le serie televisive occidentali tendono ad avere un approccio superficiale per quanto riguarda il sesso. Talvolta le tematiche sessuali e la rappresentazione esplicita del corpo sembrano spiattellate per attirare pubblico, risultando anche forzate. Tuttavia, la loro sola messa in scena potrebbe costituire una rivoluzione e creare scalpore, come alle origini della televisione. Con l’arrivo della pay tv, in particolare della via cavo, si è assistito sempre più a un cambiamento nella messa in scena del sesso, arrivando a sdoganare sempre più tabù. Ciò che riguarda la sfera sessuale pian piano è sempre più mostrato, fino a toccare una dimensione personale e sociale, come hanno dato prova la televisione premium e le piattaforme OTT, che scardinano la rappresentazione perbenista e moralista tradizionale. Un dirompente esempio è testimoniato dalla serie televisiva "Sex Education", che, oltre a mettere in scena il sesso, ne affronta le delicate questioni in maniera profonda e con un immancabile pizzico di ironia e comicità. La serie riesce a problematizzare e normalizzare tante delle questioni relative agli aspetti più intimi, di cui raramente si parla in televisione e nella realtà. Diventa così uno spunto di riflessione e un bacino di informazione specialmente per un pubblico giovane, ma non solo. Gli adolescenti hanno bisogno di sapere, di essere informati, di essere rassicurati e "Sex Education" riesce in questo, rendendo fede al suo titolo e tematizzando l’educazione sessuale. Eppure il sesso non riguarda solo i giovani, interessa tutte le età, orientamenti e identità. In questo senso una ricerca sul campo rivela i pareri e le reazioni di un gruppo di spettatori eterogeneo per età, genere e identità sessuale.

Unwanted sexual experiences among adolescents: shedding light on the gray zone between consensual and non-consensual sex.

This study aimed at exploring adolescents' perceptions of unwanted sexual experiences (USE) in order to set up definitions, categories, and boundaries on the continuum between consensual and non-consensual sex. METHODS: We conducted a qualitative thematic analysis of four focus group discussions gathering a total of 29 male and female adolescents aged 16-20 years. RESULTS: Analysis of participants' discourse revealed three main characteristics that define USE, namely, regret, as most situations discussed were said to be acceptable or not in terms of whether there were regrets after the fact; misperception of sexual intent; and lack of communication between partners. CONCLUSIONS: Our findings revealed that health professionals should be aware of the subtle aspects identifying USE when screening for situations that can have adverse psychological consequences. Where prevention is concerned, it appears important to address these aspects of USE in sex education classes.