A systematic review of parental attitude and preferences towards implementation of sexuality education

Yeo, Kee Jiar; Lee, Shih-Hui

doi:10.11591/ijere.v9i4.20877

Cited by 13 publications

(5 citation statements)

References 30 publications

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“…They also stated that SE should be age-appropriate and tailored to the individual’s mental development, and education should be at a level that is understandable by children, similar to previous studies [ 38 , 45 , 46 ]. To meet parents’ perceived requirements and unmet needs of children with ID, Sravanti and Jayendra offered a model that described the “What, Why, and How” of five constructs to ease in providing SE: understanding human body, hygiene and self-care, social skills, privacy, safety, and handling feelings [ 46 ].…”

Section: Discussionmentioning

confidence: 62%

“Providing Sex Education Is Challenging”: Malay Mothers’ Experience in Implementing Sex Education to Their Children with Intellectual Disabilities

Kamaludin

Muhamad

Yudin

et al. 2022

IJERPH

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Sex education (SE) is still a controversial and sensitive topic in Malaysia. Thus, individuals with intellectual disability receive less information about SE formally as Malaysian culture believes that students with disabilities should be shielded from everything connected to sexuality owing to their paucity of maturity and intellectual comprehension of the topic. Due to that reason, non-formal education by the parent is very important to fill that needful gap. This study aimed to explore the experience of mothers on the meanings of sexuality, and implementing sex education for their children with ID. We adopted a phenomenological framework and social cognitive theory to increase understanding of the phenomenon and conducted it using in-depth interviews. Twenty mothers with children aged 10–19 who were diagnosed with mild to moderate ID and/or other cognitive disabilities were involved. Almost all mothers acknowledged the influence of socio-cultural factors and religion on meanings of sexuality and practicing SE. They realized their children’s emerging sexual behavior as they go through the adolescence period. However, how they confronted sexuality and sex education with their vulnerable children was different. Three themes emerged: (1) Sexuality as an erotic experience in life, which enlightens mothers’ views on sexuality, relying mainly on sexual intimacy and sexual being; (2) Perceived their children’s sexual maturity is different, which reflects the mothers’ attitude toward their children’s sexual development; (3) Caution/hesitance in providing sexuality education, which summarizes mothers’ ways of delivering SE, either following physicality or through sociocultural ways. Our findings exemplify the need for strategies to increase parents’ understanding and awareness regarding sexuality and appropriate delivery of SE. To ensure its success, it should be a shared responsibility among all relevant stakeholders.

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Section: Discussionmentioning

confidence: 62%

“Providing Sex Education Is Challenging”: Malay Mothers’ Experience in Implementing Sex Education to Their Children with Intellectual Disabilities

Kamaludin

Muhamad

Yudin

et al. 2022

IJERPH

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“…A cross-sectional study carried out among the parents of Nigeria to determine the perception of timing and initiation of sexuality discussion with adolescents indicated that most parents preferred to initiate sexuality discussion with children only after puberty (14). Moreover, a systematic review that was carried out to assess parents' preference for sexuality education of adolescents, pointed out that parents perception of their children as too young to receive SRH information is a barrier to discussing sexual health matters with children (15).…”

Section: Discussionmentioning

confidence: 99%

“…However, the review of literature from western cultures indicated that mothers were okay with initiating sexual education for their children at a younger age like elementary school or before (15). A similar study carried out in the west found that the pre-adolescent age from 11-14 years is the best time for mothers to start sexuality discussions with their children since the children are more inquisitive during this phase and undergoing physical and psychological discomfort (16,17).…”

Section: Discussionmentioning

confidence: 99%

The existing pattern of mother-daughter communication of sexual and reproductive health (SRH) matters among Sinhalese adolescent girls aged 14-19 years, in Sri Lanka

Mataraarachchi¹,

Pathirana²,

P.K³

et al. 2023

Preprint

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Introduction: School-based and community-based sexuality education has not shown a significant impact on the sexual and reproductive health (SRH) outcome of Sri Lankan adolescents. Parents as the primary educators of adolescents would be a better source of providing individualized sexuality education to their children. Objective: To assess the existing pattern of mother-daughter communication of sexual and reproductive health (SRH) matters among Sinhala adolescent girls aged 14-19 years in Sri Lanka. Methods: A descriptive-cross sectional study was conducted among a sample of 810 Sinhala adolescent girls, using a pre-tested, self-administered questionnaire. Descriptive statistics related to mother-daughter communication of SRH matters were presented using frequencies and percentages. Bivariate analysis was performed to assess the association of selected socio-demographic factors with mother-daughter SRH communication while Binary logistic analysis was performed to assess the independent association of selected demographic factors with mother-daughter SRH communication. Results: The majority of the respondents (67.1%, n=540) were positive about discussing SRH matters with their mothers. For 78.2% (n=632) mother was the most preferred source of SRH information. Issues related to menstruation (88.4%, n=701), keeping body limits (94%, n=718), and preventing sexual violence (72.6%, n=574), were among the common topics discussed between mothers and daughters. Cultural barriers (46.8%, n=379),and fear of parental perception (56.3%, n=456), were the main barriers to discussing SRH topics with mothers. Adolescent girls’ age, religion, status of schooling, and family income level were significantly associated with mother-daughter SRH communication. Conclusions and recommendations: Adolescent girls identified the mothers as a good source of SRH information. Parents' contribution as a primary source of SRH information to adolescent girls when planning adolescent sexual health interventions needs to be considered.

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“…In addition, when developing these measurements, most researchers were targeting on parents of high school students (Odebode, 2019; Peter et al, 2015; Welshimer & Harris, 1994) with limited evaluation tools for parents with children attending primary schools. Parents’ expectations for sexuality education could be varied based on physical and mental maturity of their children (Barr et al, 2014; Yeo & Lee, 2020). Parents with older children might think sexuality education is more relevant to their children’s need.…”

Section: Literature Reviewmentioning

confidence: 99%

Development and Validation of an Instrument to Measure Parental Attitude and Health Beliefs Toward Sexuality Education

Yeo

Lee

2023

Sage Open

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The quality of sexuality education is significant in encouraging and expanding the knowledge of sexual and reproductive health (SRH). Parents’ attitudes and beliefs toward sexuality education contribute to the effectiveness of sexuality education in schools. Consequently, there is a need to provide a validated instrument to investigate parental attitude and beliefs toward school-based sexuality education. The objective of this study is to describe the development and test the psychometric properties of an instrument that measures the attitudes and beliefs of parents toward the implementation of sexuality education in primary schools within Malaysia. Items for the instrument in this study were developed through literature review via the deduction method. Data collection was conducted in two phases. The first phase involved 174 parents with children who were attending primary schools through convenience sampling. Then, the multistage sampling method was employed to collect data from 350 parents. Results from the exploratory factor analysis have identified four latent dimensions, which are attitude toward sexuality education, perceived benefits, perceived barriers, and self-efficacy, that support the SRH learning among primary school children. Confirmatory factor analysis demonstrates a good overall fit with the application of post hoc modifications. The results also indicate that the instrument has high internal consistency, as well as convergent and discriminant validity. Findings from this study have indicated that the instrument can be used as a valid and reliable measure to examine the attitudes and beliefs of parents toward sexuality education in primary schools within Malaysia.

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A systematic review of parental attitude and preferences towards implementation of sexuality education

Cited by 13 publications

References 30 publications

“Providing Sex Education Is Challenging”: Malay Mothers’ Experience in Implementing Sex Education to Their Children with Intellectual Disabilities

“Providing Sex Education Is Challenging”: Malay Mothers’ Experience in Implementing Sex Education to Their Children with Intellectual Disabilities

The existing pattern of mother-daughter communication of sexual and reproductive health (SRH) matters among Sinhalese adolescent girls aged 14-19 years, in Sri Lanka

Development and Validation of an Instrument to Measure Parental Attitude and Health Beliefs Toward Sexuality Education

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