Evidence-Based Sexuality Education Programs in Schools: Do They Align with the National Sexuality Education Standards?

Schmidt, Sandy; Wandersman, Abraham; Hills, Kimberly J.

doi:10.1080/15546128.2015.1025937

Cited by 32 publications

(24 citation statements)

References 24 publications

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“…It is worth highlighting that 30 of these programmes were conducted in developing countries and that 55 were completed in the United States. Other investigations in that same context (Schmidt, Wandersman, & Hills, 2015;Walcott, Chenneville, & Tarquini, 2011) concur with the positive effect of the educational interventions that explain scientific information, and that strengthen and promote self-efficacy and supportive attitudes towards the use of the preservative. These same works, however, underline the limited nature of many of these educational interventions, as they are not of an integral character that recognizes the sexual nature of human beings.…”

Section: Revista Dementioning

confidence: 91%

“…Given the relevance of positive attitudes on sexual health and the relevance of the implementation and evaluation of Integral Sexual Education Programmes (Grossman et al, 2014;Jennings et al, 2014;López, 2005;Schmidt et al, 2015;Walcott et al, 2011), the objective of this investigation is to design and to evaluate a Sexual Education programme that targets teenagers in early and mid-adolescence, so as to anticipate the start of their first sexual relations. To do so, the influence of the programme on the level of sexual experience of students and on the attitudes towards sexuality and masturbation are analyzed.…”

Section: Revista Dementioning

confidence: 99%

See 1 more Smart Citation

Evaluation of the Effects of the Sexual Education Programme SOMOS on Sexual Experience and Attitudes of Adolescents Towards Sexuality // Evaluación de los efectos del Programa de Educación Sexual SOMOS sobre la experiencia sexual y las actitudes hacia la sexualidad de adolescentes

2016

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The effects of the SOMOS Sexual Education Programme on attitudes towards sexuality in general and towards masturbation in particular, as well as the possible impact of that programme on the sexual experiences of pupils are studied. The investigation takes a sample of 123 adolescents enrolled in the 3rd year of Compulsory Secondary Education, aged between 13 and 17 years old. A design of repeated pre-test/post-test measurements was used with three experimental groups (71 students) and two control groups (52 students). To do so, the evaluation instrument was administered before and after the educational intervention (12 sessions). The results of T tests for related samples confirmed that the programme favours the development of positive attitudes towards sexuality, as well as a significant reduction in negative attitudes towards masturbation. Moreover, it was noted that the sexual experience of the students increased in a progressive way regardless of the group to which they belonged.Keywords: sexuality, attitude, adolescent, adolescent behaviour, psycho-sexual development. ResumenEl presente trabajo estudia los efectos del programa SOMOS de Educación Sexual en las actitudes hacia la sexualidad en general, y hacia la masturbación en particular, así como la posible incidencia de dicho programa en la experiencia sexual del alumnado. La investigación cuenta con una muestra de 123 adolescentes escolarizados en 3.º de Educación Secundaria Obligatoria, con edades comprendidas entre 13 y 17 años. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (71 alumnos) y control (52 alumnos). Para ello, se administra antes y después de la intervención educativa (12 sesiones) el instrumento de evaluación. Los resultados de las pruebas T para muestras relacionadas confirman que el programa favorece el desarrollo de actitudes positivas hacia la sexualidad, así como la disminución significativa de las actitudes negativas hacia la masturbación. Además, se constata que la experiencia sexual del alumnado aumenta de forma progresiva independientemente del grupo de pertenencia.Palabras clave: sexualidad, actitud, adolescente, conducta del adolescente, desarrollo psicosexual.

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Section: Revista Dementioning

confidence: 91%

Section: Revista Dementioning

confidence: 99%

Evaluation of the Effects of the Sexual Education Programme SOMOS on Sexual Experience and Attitudes of Adolescents Towards Sexuality // Evaluación de los efectos del Programa de Educación Sexual SOMOS sobre la experiencia sexual y las actitudes hacia la sexualidad de adolescentes

2016

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“…Fewer than half of the 50 states in the USA require sexuality education in high school beyond teaching abstinence and basic information about HIV (Guttmacher Institute 2018). In fact, over the last 10 to 15 years high school students have received less schoolbased education about sexually transmitted infections and contraception than in the past (Hall et al 2016;Lindberg, Maddow-Zimet, and Boonstra 2016), and very few programmes include topics such as gender identity and gender roles, and sexual orientation (Schmidt, Wandersman, and Hills 2015). Most teenagers rely on their friends, the media and the Internet for sexuality information (American Academy of Pediatrics 2010; Daneback, Sven-Axel Månsson, Ross, and Markham 2012;Sprecher, Harris, and Meyers 2008).…”

Section: Introductionmentioning

confidence: 99%

Reasons students at a US University do or do not enrol in a human sexuality course

et al. 2019

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In this exploratory study, students at a US university were asked about their motivations for enrolling or not enrolling in a human sexuality course. Questionnaires were given to 617 undergraduate students enrolled in a human sexuality course and to 169 finalyear students who had not taken the course. The top five reasons students gave for enrolling were: (1) it seemed more interesting than other courses; (2) friends recommended it; (3) it met an academic requirement; (4) easy 'A'; and (5) other courses were full. The first reason for enrolling specific to desiring knowledge of sexuality was ranked sixth. Although the sexuality course has never limited enrolment, only a small percentage of undergraduates choose to take the course. The top five reasons that graduating seniors had not enrolled were: (1) could not work it into their schedule; (2) not interested; (3) not aware of the course; (4) already knew enough about sexuality; and (5) it did not fill a requirement. When some incongruent responses were eliminated, the primary reason for not enrolling was 'not interested.' The results indicate that sex educators should not assume that most college students want classroom-taught sexuality education. Suggestions are provided that may help increase interest.

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“…Moreover, UNESCO (2009) specifies that, by age 12, both boys and girls should be able to describe menarche, the menstrual cycle, and the hormones regulating this cycle. In the U.S., children's knowledge of these topics typically falls below these benchmarks (Hurwitz et al 2017), which may be because many educational programs in the U.S. focus primarily on AIDS/sexually transmitted infections, and contraception or abstinence, at the exclusion of other topics (Schmidt et al 2015).…”

mentioning

confidence: 99%

'A New You, That’s Who': an evaluation of short videos on puberty and human reproduction

et al. 2018

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Learning basic information about puberty and human reproduction can alleviate concerns about the transition to adolescence and provide a foundation for later learning about more advanced reproductive health topics, such as family planning. Parents and children alike believe educational videos make these topics more engaging, and socio-cultural theory suggests such videos can effectively promote learning. To that end, we tested the efficacy of a series of reproductive health education videos called 'A New You, That's Who', with a sample of 80 11-year-old children in a research laboratory setting. The series was designed with socio-cultural theory learning principles in mind and consisted of three 5-min animated music videos focused on puberty, reproductive anatomy, and menstruation. Children were randomly assigned to watch the 'A New You, That's Who' videos or a control set of videos on the scientific method. Children who watched the treatment videos out-performed peers in the control group on a measure reproductive health knowledge. However, there were no differences in attitudes towards puberty between conditions. The videos provide effective ways to learn factual information about puberty and human reproduction, and may be valuable tools to supplement social-emotional lessons provided at home, at school, or in other real-world settings.

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Evidence-Based Sexuality Education Programs in Schools: Do They Align with the National Sexuality Education Standards?

Cited by 32 publications

References 24 publications

Evaluation of the Effects of the Sexual Education Programme SOMOS on Sexual Experience and Attitudes of Adolescents Towards Sexuality // Evaluación de los efectos del Programa de Educación Sexual SOMOS sobre la experiencia sexual y las actitudes hacia la sexualidad de adolescentes

Evaluation of the Effects of the Sexual Education Programme SOMOS on Sexual Experience and Attitudes of Adolescents Towards Sexuality // Evaluación de los efectos del Programa de Educación Sexual SOMOS sobre la experiencia sexual y las actitudes hacia la sexualidad de adolescentes

Reasons students at a US University do or do not enrol in a human sexuality course

'A New You, That’s Who': an evaluation of short videos on puberty and human reproduction

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