An implementation and outcome evaluation of a multicomponent sexuality education programme for high school students

Berglas, Nancy F.; Jerman, Petra; Rohrbach, Louise Ann; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Constantine, Norman A.

doi:10.1080/14681811.2015.1133408

Cited by 16 publications

(26 citation statements)

References 27 publications

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“…Sex education is an organic part of shaping healthy personality and lays a foundation for the development of an individual's life. Studies have shown that appropriate sex education can allow young people to analyze themselves and reduce the occurrence of dangerous sexual behaviors, which is of great significance to the psychological development of young people (Berglas et al, 2016). Parents understand and actively help their children answer questions about sexual knowledge, which will help to cultivate their children's sense of responsibility and healthy personality, and will be more intelligent in dealing with sexual problems in the future (Liu, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Characteristics and Relationship of Parental Sexual Knowledge and Sex Education Attitude to Young Children

Jin¹

2021

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Parents' sufficient and correct sexual knowledge and positive attitude towards sex education are the prerequisites for carrying out family sex education. Through a questionnaire survey on the sexual knowledge and attitudes towards sex education of 1729 parents of children in senior classes (5 -6 years old), the study found that parents' sexual knowledge and sex education attitude were generally good, but the dimensions were uneven. Among them, the "children development" dimension of sex knowledge was the lowest, and the "obstacles of sex education" dimension was the lowest in the attitude of sex education; among the three background variables of parent's gender, age and education background, the main effect of parent's gender and education background on sexual knowledge and attitude towards sex education were significant.

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Section: Introductionmentioning

confidence: 99%

The Characteristics and Relationship of Parental Sexual Knowledge and Sex Education Attitude to Young Children

Jin¹

2021

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“…Therefore, efforts need to be made to improve the future practice of teachers in ways that expand understanding of comprehensive SHE principles and support healthy sexual development for all students. Too great a focus on risk reduction may lead to teachers to disregard students’ sexual development (Berglas et al, 2016; Buston et al, 2002). Professional development can improve teacher comfort and help teachers address many of the barriers encountered when teaching SHE (Borawski et al, 2015; Cohen et al, 2004; Eisenberg et al, 2013; Rose et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…These included delayed sexual debut, a decrease in pregnancy, sexually transmitted infections, sexual activity and the number of sexual partners, and an increase in condom and contraceptive use (Grossman et al, 2014; Kirby, 2007; Leung et al, 2019; Lindberg and Maddow-Zimet, 2012; SIECUS, 2019). Other reviews have shown a positive impact on young people of various ethnicities and increased use of sexual health services (Berglas et al, 2016; Kirby et al, 2007). Sex education programmes that embed gender equality and empowerment show improved outcomes (Haberland, 2015).…”

Section: Introductionmentioning

confidence: 99%

Improving practice: Giving voice to the experiences of sexual health education teachers

Cummings

Fisher

Reilly‐Chammat

2021

Health Education Journal

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Objective: To explore teachers’ beliefs, experiences and barriers influencing teaching related to sexual health education. Methods, Design and Setting: Descriptive, cross-sectional study design. Rhode Island certified health teachers ( n = 190) completed an online sexual health education survey. Teacher perceptions about the need and benefits of teaching this subject, coverage of essential topics, their experiences and the barriers they faced were gathered. Qualitative questions were analysed using open, axial and selective coding. Constant comparative approach was used to identify themes. Descriptive statistics were used to analyse quantitative items. Results: Findings indicated that 98% of teachers felt that sexual health education should be taught. Less than 50% agreed that coverage for topics identified in the national sexuality education standards for grades K-12 should begin at each grade level. Two common themes – prevention and access to accurate information – emerged as reasons for teaching the subject. Themes generated from teacher experiences revealed the use of a risk reduction approach to sexual health education. Healthy sexual development, gender identity, inclusive education and all components of a comprehensive approach were not identified. Perceived barriers to teaching included teacher comfort, time, parents’ likely responses and lack of training. Conclusion: Findings signal the need for ongoing professional development to broaden teachers’ understanding of comprehensive sex education and address the beliefs and barriers that hinder inclusive and comprehensive teaching approaches. Good quality training in which teachers reflect on their beliefs and develop proficiency in the use of effective pedagogies can strengthen educator capacity and self-efficacy.

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“…Third, providing children with sex education will help them grasp the reproductive issues and know how to restrict fertility, particularly broad views and conceptions regarding population difficulties (Warzecha et al, 2019). The required information about sex life will help them be more vigilant, stronger, and aware of how to avoid societal problems, therefore contributing to the creation of a sustainable society (Berglas et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Elementary Teachers’ Readiness in Delivering Sex Education amidst Covid-19 pandemic

2022

IJLTER

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The emergence of variants of Covid-19, the persistence of lockdowns in many countries, and the necessity to maintain sustainable education have resulted in a shift from the traditional classroom to virtual space. As such, there is a strong need to leverage technological advances while mitigating the challenges faced by primary teachers. Through the incorporation of eight elements, the authors sought to better understand factors that influence teacher readiness to deliver sex education in primary schools. Structural Equation Modeling was employed to assess the proposed conceptual model. The online survey was designed and distributed by Google Forms. Based on the results from 383 individuals, the findings revealed that facilitating conditions, educational policy, and parental involvement all had a relationship with teacher readiness. Digital content positively influenced performance expectancy and effort expectancy. Sexual knowledge had a statistically significant and positive influence on effort expectancy. Finally, openness had a statistically significant and positive influence on performance expectancy. The significant exceptions were that effort expectancy was not found to predict teacher readiness, and performance expectancy was not found to influence teacher readiness. The reasons for these non-significant correlations were briefly discussed and more studies on this topic are called to investigate these unexpected outcomes in more detail. The level of readiness, as well as theoretical and practical implications for scholars and practitioners, were discussed.

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An implementation and outcome evaluation of a multicomponent sexuality education programme for high school students

Cited by 16 publications

References 27 publications

The Characteristics and Relationship of Parental Sexual Knowledge and Sex Education Attitude to Young Children

The Characteristics and Relationship of Parental Sexual Knowledge and Sex Education Attitude to Young Children

Improving practice: Giving voice to the experiences of sexual health education teachers

Factors Influencing Elementary Teachers’ Readiness in Delivering Sex Education amidst Covid-19 pandemic

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