The goal of my thesis was to determine what is the awareness of students from different types of grammar schools and reveal the critical points in knowledge. I also wanted to find out what the pupil's attitude to sex education. In the theoretical part I described these issues - sexuality, sexual development, sexual rights and sex education. The second part is the research and deals with awareness and attitudes of students and teachers on sex education.

La plupart des informations est acquise par l'audition et entrer dans le processus de la connaissance des individus; cela explique pourquoi les adolescents sourds sont privés. De plus, une telle déficience peut entraîner des problèmes personnels tels que des rapports sexuels dangereux, des grossesses non désirées, des maladies sexuellement transmissibles, le sida. L'étude de la différence entre adolescents sourds et entendants dans leur vie sexuelle va nous amener à mieux comprendre les problèmes et besoins liés à la sexualité chez les jeunes sourds (Anat, Yehudit, 2011), en se limitant aux filles. Nous avons utilisé les méthodes d'étude qualitative et quantitative. Les données proviennent d’entretiens semi-directifs et de questionnaires menés avec les adolescentes sourdes et entendantes âgées de 16 à 20 ans, dans une population de France et d'Iran. Les résultats ont montré qu’il y a une différence significative entre les jeunes filles sourdes et entendantes Dans" l'information sexuelle (p = 0,01), « processus cognitifs " (p = 0,01); et «comportement préventif» (p = 0,05). Parmi les jeunes sourdes, nous notons une différence significative entre les Iraniennes et les Françaises quant aux « besoins d'éducation sexuelle » (p = 0,01), aux « processus cognitifs » (p = 0,05), au « bien-être » (p = 0,05) et au « comportement préventif » (p = 0,05). En revanche, il n’a y aucune différence significative entre les sourdes iraniennes et françaises pour ce qui est de « l'information sexuelle » et des « comportements à risque ». Nous constatons également Il n’a y aucune différence significative entre les jeunes filles sourdes SCES et NSCES mais seulement pour "l'information sexuelle» (p = 0,05).Bien que les filles entendantes ont des informations sexuelles plus riches que les jeunes filles sourdes; elles montrent une incapacité à les utiliser dans leur vie sexuelle. Les sourdes ont en fait besoin d’une éducation sexuelle spécifique, alors que l'éducation sexuelle actuelle n’est pas efficace pour les sourds. Malgré l'existence de l'éducation sexuelle officielle en France et son absence en Iran, nous voyons que les deux groupes sourds ont la même connaissance sexuelle et ont le même comportement sexuel à risque. / Most of information is acquired by hearing and enter the process of knowledge of individuals; this explains why deaf adolescent are deprived. Moreover, this hearing defect can add other problems for them such as having dangerous sex, unwanted pregnancy, sexual diseases or AIDS. Studying the difference between deaf and hearing teenagers in their sexual lives help us to understand their sexuality related problems and needs (Anat, Yehudit, 2011).We used methods of qualitative and quantitative study. The data were obtained from semi-structured interviews as well as questionnaires undertaken with the deaf and hearing adolescents aged 16 and 20 years who were selected in France and Iran.The results showed that 'there is a significant difference between young deaf and hearing girls in "sexual information" (p = 0.01), "cognitive processes" (p = 0.01); and "safe behavior" (p = 0.05). We note that there is a significant difference between the deaf young Iranian girls and young French deaf girls on "Sex education needs" (p = 0.01), "cognitive processes" (p = 0.05), "well-being" (p = 0.05) and "safe behavior" (p = 0.05). However, no significant difference is found between the Iranian and French deaf in "sexual information" and "risky behavior". We also find that there is a significant difference between young girls deaf FSE and DFSE only in "sexual information" (p =0.05).Although the hearing girls have richer sexual information than young deaf girls; they are unable to use their sexual information in their sexual lives. The result shows that the deaf need specific sex educations and the existing sex education it is not effective for the Deaf. Despite the existence of formal sex education in France and its lack in Iran, we see that both deaf groups have the same sexual knowledge and have the same risk sexual behavior.

Magister Philosophiae - MPhil / The aim of my research project is to give a theological reflection on the practice of initiation rites within Masasi district, in south-east Tanzania. While initiation remains a very significant tradition among the Yao, Makonde and Makua tribes in Masasi, the ancestral cult and the content of sex related education in these rites have presented challenges to the Christian communities. Some Christians do not feel comfortable with the inclusion of the ancestor cult since this does not immediately seem to agree with Christian doctrine. There is also a general acknowledgment that the rites could be partly responsible for the premature involvement in sexual activity by young people. In the past theological attempts were made to Christianise Masasi initiation rites with the hope of addressing these two issues highlighted above. This approach had its difficulties and limitations since not all communities in Masasi villages are Christian and since religious diversity has to be respected. Furthermore, in areas where Christianisation has been put into effect, not much change has been recorded with regards to the two main problems noted above. Christianisation simply touched on the form but did not influence the content of rites. Other theologies, especially in missionary circles, viewed initiation as an antithesis of Christianity, a view which undoubtedly discouraged constructive Christian dialogue with the practice. African theologians on the other hand seem not to have produced much systematised treatments on the subject of rites which otherwise would have been useful materials to various African Christian communities. As a result of these and other inadequacies we have a problem as far as what should be done to have the Christian faith inform the processes within the rites of passage. What kind of theology will respect the culture and yet uphold teachings of the biblical tradition in addressing cultural initiation? In this project I am proposing a theology of ‘inculturation and transformation’ to address the impasse described above. Inculturation “describes the process of integration of the faith and life of the church in a given culture” (Pobee 1992:35). The aim of inculturation is to express the Christian faith in a culturally relevant manner so as to transform the culture. Initiation rites will be made to engage with the Christian theology in such a way that the precepts of biblical theology will be applied to rites with a view to moulding those aspects of rites that are not consistent with the teachings of the Bible. The good elements already found in these rites will be maintained. The goal of inculturation is not to destroy the rites but to present the rites “in a far more perfect way on an essentially different and infinitely higher level” (Nyamiti 1971:6). Through inculturation the underlying cultural worldview behind rites is taken into account. Inculturationtransformation theology aims at addressing the inner levels of culture. For this to happen the Gospel has to go in-culture and mould it from within.September 2009

Sexuality education in public schools in the United States excludes a large population of students. These exclusions are due to a long history of legal and economic battles, as well as the politicized nature of adolescent sexuality. This critical interpretive inquiry explored the long history of sexuality education through the lens of economics, law, and psychological paradigms and examined the way in which each of these lenses furthered the exclusion of nonheterosexual males in curricula. Using a framework comprised of critical feminist theory, critical pedagogy, and queer theory, this manuscript provides an understanding of the social structures of sexuality education and how they continue to marginalize students labeled as “other.” Using critical discourse analysis, this study reviewed legal and political documents, state and private curricula, and works in the sociology and psychology fields. The outcomes of interpretive research do not lend themselves to specific answers, but to a greater understanding of the experience of marginalized individuals and the structures in place that keep this experience intact. Through a critical review of current programming initiatives, recommendations are made to continue moving toward a more gender- and identity-inclusive sexuality education curriculum. These recommendations, which are grounded in current legal and economic requirements, include teacher certification requirements, implementation of the Advocates for Youth 3Rs curriculum, utilization of a rights-based approach to program design, and adoption of national sexuality education by the Department of Health and Human Services, rather than by the Department of Education.

Adolescent pregnancy and the sexual behaviors of adolescents continue to be robust public health and social problems in Caribbean countries such as Jamaica. Numerous researchers have conducted studies on the impact of sex education on sexual behaviors and pregnancy patterns among adolescents with mixed results (i.e., a lack of knowledge) especially in rural communities. The purpose of this study was to ascertain the impact of school- or home-based sex education on sexual behavior and pregnancy patterns of adolescents aged 15 —19 years in the rural community of St. Thomas, Jamaica. The parental expansion of the theory of planned behavior and cognitive behavior theory constituted the theoretical foundation for this quantitative descriptive cross-sectional study. Secondary data from the 2008 Jamaica Reproductive Health Survey (N = 8,200) were analyzed. Descriptive statistics, chi-square, and Cramer's V were computed to determine the relationship and strength between the independent variables (school- and home-based sex education) and the dependent variables (pregnancy and sexual behaviors of adolescents). The results indicate a weak negative inverse relationship that was not statistically significant between sex education in school and sex education at home on adolescent pregnancy. There is a weak positive relationship between sex education in school on condom use and a positive measure of association between sex education at home on condom use. This study may be significant to local community health departments seeking inventive techniques for improving and enhancing existing programs. The results of this study also contribute new data on the impact of sex education on adolescent pregnancy and the sexual behavior of adolescents.

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Helping professionals have an important role in supporting access to education for individuals regarding health-promoting and responsible sexual behaviors, including context-appropriate masturbation. Sexuality education is limited for people with intellectual and developmental disabilities, despite evidence supporting its place in teaching and supporting positive and appropriate sexual expression. While prior research has identified perception of professionals related to sexuality education and barriers to providing access to these programs and topics, none have identified methods to increase provider effectiveness in responding to sexual behaviors for the people they support. This study evaluated the components of behavioral skills training as a method of teaching Board Certified Behavior Analysts to develop interventions for sexual behavior.