Educator–student communication in sex & relationship education: a comparison of teacher and peer-led interventions

Abstract

2017) 'Educatorstudent communication in sex relationship education : a comparison of teacher and peer-led interventions.', Pastoral care in education., 35 (4). pp. 267-283.The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. ABSTRACTThis paper presents findings from a comparative study of peer-and teacher-led Sex and Relationship Education (SRE). One lesson delivered by a peer educator, and one lesson delivered by a teacher was observed with the aim of exploring the communicative process between educators and students within SRE. It is claimed that open communication between students and peer educators promotes the adoption of positive attitudes to sexual health, making it a potential alternative to teacher-led provision. Yet to our knowledge, no studies have investigated the communicative process within peer-led adolescent health interventions to examine factors underpinning its potential efficacy. The development of a coding scheme to measure the extent to which educators and students are communicating openly within SRE is used to describe the communicative process between sex educators and students, characterise differences in communication within peer and teacher-led conditions and discuss how these differences affect student participation in SRE. Results suggest interaction of students in the peer-led condition was different to that of students receiving teacher-led SRE; and provide valuable insight into educator-student communication in the context of classroom-based SRE.

Sex education for adolescents: Indonesian nurse educators’ experience as parents

“…Appropriate talking is needed in certain conditions to diminish embarrassment and anxiety, while using humor needs to be considered since it can help or be a hindrance in conveying sex education. 23 From our findings, all respondents explain gender differentiation between male and female to their children. It is important to build their knowledge that will affect their attitude to their same and opposite gender in social relationships.…”

Adopting Peer Educator Skills: The Effectiveness of Basic Counselling Training

“…In addition, peer educators also often solve problems related to smoking behaviour, brawls, drug abuse, and problems related to HIV/AIDS [4], [5]. Furthermore, peer educators were found to be effective in sexual education [16]. One factor that is no less important in influencing the effectiveness of peer educators is the feeling of being comfortable being open and listening to suggestions from peers [9]- [11].…”

“…One factor that is no less important in influencing the effectiveness of peer educators is the feeling of being comfortable being open and listening to suggestions from peers [9]- [11]. However, they may also be comfortable opening up to the adults around them when they can have an open and comfortable conversation with them [16].…”

Interacción profesor-estudiante y toma de decisiones: una aproximación teórica

“…No obstante, también se encuentran diferencias marcadas entre la interacción profesor-estudiante y la interacción entre pares, como en el estudio de Dobson et al (2017) sobre la influencia de la comunicación profesor-estudiante en la educación sexual, encontrando que es más fluida la comunicación con tutores y no con profesores. O en el estudio de García (2016), en el que se muestra la forma en que las transformaciones de las relaciones de poder entre generaciones, en términos de igualdad y jerarquía, ejercen influencia en el ambiente de clase, aunque estas se presentan de manera diferente en espacios informales de la institución (García, 2016) y en espacios formales institucionales diferentes al aula de clases (Ohlsson, 2018).…”