Knowledge about Puberty and Sexual Development in 11‐16 Year‐olds: implications for health and sex education in schools

Winn, Sandra; Roker, Debi; Coleman, John

doi:10.1080/0305569950210204

Cited by 14 publications

(18 citation statements)

References 3 publications

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“…Although children were more knowledgeable about puberty than other topics discussed, there nonetheless were age-related differences in knowledge and attitudes about impending transitions, again mirroring prior research (e.g., KRC Research & Consulting, 1991a; Whisnant & Zegans, 1975; Winn et al, 1995). Given that about half of the younger children were entirely unfamiliar with the term “puberty,” it is not shocking that they also were largely unfamiliar and unconcerned with primary sexual changes.…”

Section: Discussionsupporting

confidence: 73%

“…In prior scholarship, prepubescent children knew more about puberty than other aspects of reproductive health (Winn et al, 1995). That said, not all third to sixth graders in those studies were even familiar with the term puberty (KRC Research & Consulting, 1991a).…”

Section: Conceptual Understanding Of Puberty and Human Reproductionmentioning

confidence: 99%

“…D. G. Goldman, 2011; Himes, 2006). Youth who enter puberty with a strong understanding of human reproduction are more emotionally and intellectually equipped for impending physical changes (Brooks-Gunn, 1984; Winn, Roker, & Coleman, 1995) and later sexual health decision-making (J. D. G. Goldman, 2011; Koo, Rose, Bhaskar, & Walker, 2011; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2009; Winn et al, 1995).…”

mentioning

confidence: 99%

“…Youth who enter puberty with a strong understanding of human reproduction are more emotionally and intellectually equipped for impending physical changes (Brooks-Gunn, 1984; Winn, Roker, & Coleman, 1995) and later sexual health decision-making (J. D. G. Goldman, 2011; Koo, Rose, Bhaskar, & Walker, 2011; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2009; Winn et al, 1995). Unfortunately, many existing youth-targeted educational materials fail to provide sufficiently detailed information on all relevant topics (Erchull, Chrisler, Gorman, & Johnston-Robledo, 2002; Fields, 2008; Whiteley, Mello, Hunt, & Brown, 2012).…”

mentioning

confidence: 99%

See 3 more Smart Citations

“When You’re a Baby You Don’t Have Puberty”: Understanding of Puberty and Human Reproduction in Late Childhood and Early Adolescence

Hurwitz

Lauricella

Hightower

et al. 2016

The Journal of Early Adolescence

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Basic knowledge of human reproduction can help youth prepare for puberty and make later classes focused on advanced reproductive health topics manageable. With the intention of potentially informing the creation of learning materials, we conducted a needs assessment among children ages 7 to 12 in our suburban Chicago community to ascertain their current understanding of, and beliefs and misconceptions about, human reproduction, and to determine their needs for additional reproductive health education. We held qualitative focus group interviews with local children. Participants primarily reported learning about these topics from their parents prior to receiving school-based education in fifth grade. Their level of understanding was relatively low. They had little knowledge of internal sexual organs, expressed a range of beliefs about conception ranging from inaccurate to accurate but incomplete, and voiced concerns about transitioning into adolescence. This suggests a need for additional resources that provide comprehensible descriptions of reproductive health processes and mitigate puberty-related concerns.

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Section: Discussionsupporting

confidence: 73%

Section: Conceptual Understanding Of Puberty and Human Reproductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

“When You’re a Baby You Don’t Have Puberty”: Understanding of Puberty and Human Reproduction in Late Childhood and Early Adolescence

Hurwitz

Lauricella

Hightower

et al. 2016

The Journal of Early Adolescence

View full text Add to dashboard Cite

show abstract

“…Others have commented that young people may be constrained by feelings of embarrassment from expressing their needs, or may ask for information which they think teachers or health professionals will be embarrassed to provide (Stears 1997, Measor et al 2000. Furthermore, existing information about normative needs in the form of studies of disease epidemiology (Nicoll et al 1999), sexual behaviour (Wellings et al 1994), young people's sexual knowledge (Winn et al 1995), and sex education provision (Lawrence et al 2000, Measor et al 2000, are readily available, and can all be used to infer what topics 'ought' to be covered in sex education and the timing of these. Our data suggest that, whilst the types of needs assessment activities reported in this paper do result in questions/issues that are framed by dominant discourses, some young people can step beyond classic gender norms and stereotypes and are able to identify issues that are not commonly addressed by sex education.…”

Section: Discussionmentioning

confidence: 94%

What do young people want from sex education? The results of a needs assessment from a peer‐led sex education programme

Forrest¹,

Strange²,

Oakley

et al. 2004

Culture, Health & Sexuality

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This paper presents data on the need for sexual health information and advice of 4353 students aged 13/14 years in 13 English secondary schools. Data were collected by peer educators as part of a sex education programme, and through a questionnaire survey administered by researchers. Data illustrate young people's need for concrete information and advice on issues related to physical development and puberty; transmission of sexually transmitted diseases; accessing and using condoms and other contraception; using sexual health services; managing relationships and dealing with jealousy, love and sexual attraction; how people have sex; sexual pleasure; masturbation; and homosexuality. Differences between the concerns and interests raised by young people and current UK guidance on sex and relationships education are examined, and the implications of these findings for designing future policy and effective school based sex education programmes are discussed. The paper highlights some of the wider social norms around sex and sexuality that influence young people's understanding and sexual behaviour, and the importance of addressing these within sex education is noted. Factors influencing the processes of expressing and assessing needs are explored.

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The Child's Voice in Service Evaluation: Ethical and Methodological Issues

Hutchfield

Coren

2010

Child Abuse Review

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This paper examines the ethical issues which arose as part of a qualitative study with children who had experienced sexual abuse and the implications of these ethical issues for the methodology and conduct of the study. The ethical dimensions addressed include protection of the therapeutic relationship, anonymity, confidentiality, safeguarding (child protection), consideration of the sensitivity of the issue, informed consent, the right to withdraw and storage of data. The study formed one component of a service evaluation of a network of therapeutic projects provided by Action for Children, offering interventions for trauma following child sexual abuse. Children and young people's perspectives were collected using a child-friendly activity book designed to elicit their views on the service. The paper highlights the importance of conducting research which adheres to ethical guidelines and reflects upon the process of designing a study which incorporates them.The research was funded by Action for Children and managed by a steering group comprising managers from the organisation. Copyright

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Knowledge about Puberty and Sexual Development in 11‐16 Year‐olds: implications for health and sex education in schools

Cited by 14 publications

References 3 publications

“When You’re a Baby You Don’t Have Puberty”: Understanding of Puberty and Human Reproduction in Late Childhood and Early Adolescence

“When You’re a Baby You Don’t Have Puberty”: Understanding of Puberty and Human Reproduction in Late Childhood and Early Adolescence

What do young people want from sex education? The results of a needs assessment from a peer‐led sex education programme

The Child's Voice in Service Evaluation: Ethical and Methodological Issues

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