Yes / Adolescent sexual and reproductive health (SRH) remains a challenge globally. High school youths without comprehensive sexuality education (CSE) are more likely to engage in high risk sexual behaviors than their peers in schools with CSE. Fiji continues to have very poor adolescents SRH indicators. This study aimed to gauge the perceptions of students towards the delivery of SRH education in schools in Fiji. A qualitative study design was used to collect data from students in year 11-13 in public secondary schools in Suva, Fiji in 2018. Schools with equal ethnic mix were selected. A semi-structured open-ended questionnaire was used to guide Focus Group Discussions (FGDs). A male research facilitator conducted FGD with males while a female research facilitator facilitated that amongst the females. Data collected was analyzed thematically. Seven FGDs were conducted. A total of 46 students (29 males) participated with the age range from 17-19 years old. Eight themes emerged: current SRH education; students' knowledge on adverse consequences of SRH; sources of SRH information; need for sex education; provision of SRH education in schools; characteristics of teachers of SRH education; age-appropriate incremental sex education; and ideal version of SRH. The study shows that Fijian students desired a lot more from sex education than what is currently offered for sexual decision-making. There is a need for mandatory and comprehensive sex education for young people.

Human sexuality has been overrun with narratives that limit the possibilities of pleasure. Sex-positive workers have the potential to challenge the ways in which these limitations become embodied. In this research I explore narratives of sex education and youth, pleasure as prevention, and the medicalization of sexuality. I engage in collective biography as a way to identify how these narratives shape the way bodies and pleasure get taken up in specific places. Drawing from poststructural feminist theory I propose three ways of reconceptualizing bodies and pleasure as emergent sites of change and potential. Through an analysis of the experiences of sex-positive service workers in Canada, I consider what else, and for whom, bodies, pleasure, and sex education might look like. / Graduate / 0680 0733 0573 / yorkchender@gmail.com

Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study focuses on the intersection of disability and gender: being intellectually disabled and being a young woman. It specifically, explores the lives of intellectually disabled young women and sexuality. This study attempts to explore the contributions that intellectually disabled young women can make to the understanding of the sexuality needs and concerns of young women with intellectual disability. It is an attempt to make public their needs and concerns regarding sexuality issues as they have been recognised to be the ultimate lost voices in disability research, and have historically been excluded in the production of sexuality knowledge. A mixed method approach is used, where the data for the research was produced during interviews with 21 participants between the ages of 18 and 23. A focus group discussion was also held. All the women were either current learners or past learners at a school for “mentally handicapped learners”. Ten mothers were interviewed with regard to their views on sexuality and their intellectually disabled daughters. A questionnaire was given to 12 teachers to complete as well. Involving mothers and teachers is an attempt to establish the dominant views of the significant persons and professionals in the lives of these young women, including those who are directly and indirectly responsible for their sexuality education. In interviews and the focus group, study participants discussed the various social messages they receive, as intellectually disabled persons, with regard to domains of sexuality: friendship, dating, and marriage. The participants gave insight into the levels of their knowledge with regards to sex and sexuality education, menstruation, contraception, pregnancy and childbirth, and sexually transmitted infections. The young women shared their predominantly negative experiences of being stereotyped, with some participants expressing their resentment. Their low levels of social, biological, and physiological sexuality knowledge make appropriate sexuality education a priority. The study concludes with recommendations regarding the type of sexuality education the young women propose and suggested responses for special schools. / AFRIKAANSE OPSOMMING: Hierdie studie focus op die kruispad van gestremdheid en geslag: om intellektueel gestremd en om ‘n jong vrou te wees. Dit ondersoek spesifiek die lewens van intellektuele gestremde jong vroue en seksualitiet. Hierdie studie poog om die bydraes te verken wat intellektueel gestremde jong vrouens kan maak om die seksualiteitsbehoeftes en bekommernisse van jong vrouens met intellektuele gestremdheid te verstaan. Dit is ‘n poging om hulle behoeftes en bekommernisse oor seksualitiet hoorbaar te maak omdat dit as die opperste verlore stem in navorsing oor gestremdheid uitgewys is, en hulle histrories van die generering van kennis oor seksualitiet uitgesluit is. Die benadering is ‘n gemengde metode waartydens data vir die navorsing gedurende onderhoude met 21 deelnemers tussen die ouderdomme van 18 en 23 jaar gegenereer is. ‘n Fokusgreopbespreking is ook gehou. Al die vroue is òf huidige òf vorige leerders van ‘n skool vir “versatndelike gestremde leerders”. Onderhode is met tien moeders gevoer ten opsigste van hulle beskouings oor seksualitiet en hulle verstandelik gestremde dogters. ‘n Vraelys is ook vir 12 onderwysers gegee om te voltooi. Die moeders en onderwysers is betrek in ‘n poging om die heersende beskouings van die betekenisvolle persone en professionele mense in die lewens van hierdie jong vrouens te bepaal, insluitend diegene vat direk en indirek vir hulle seksualiteitsopvoeding verantwoordelik is. Tydens die onderhoude en fokusgroepbespreking het die deelnemers aan die studie die onderskeie social boodskappe wat hulle as verstandelik gestremde persone kry, bespreek met verwysing na die domeine van seksualitiet: vriendskap, uitgaan en die huwelik. Die deelnemers het lig gewerp op hulle vlakke van kennis oor seks en seksualiteitsonderrig, mesntuasie, voorbehoeding, swangerskap en kindergeboorte, en seksueel oordraagbare infeksies. Die jong vroue het hul oorwegend negatiewe ervarings van stereotipering gedeel, en sommige deelnemers het hulle afkeer uitgespreek. Hulle lae vlakke van sosiale, biologiese en fisiologiese kennis van seksualiteit maak toepaslike seksualiteitsvoorligting ‘n prioriteit. Die studie sluit af met aanbevelings oor die tipe seksualiteitsopvoeding wat die jong vroue voorstel en stel wyses voor waarop spesiale skole kan reageer.

This study explores factors that influence the sexual attitudes and behaviors of adolescents specifically through an examination of social constructs that measure sexual beliefs and attitudes of adolescents and the relationships between race and gender and sexual beliefs and attitudes. As the U.S. has maintained one of the highest rates of unplanned teen pregnancy and births among industrialized nations, schools and community groups have struggled to combat teen pregnancy and worked toward designing effective prevention programs. Through an emphasis either on abstinence or safe sex practices, these programs strive to influence adolescents' sexual behavior. However, studies and reports reveal a paucity of research that examines adolescents' attitudes and beliefs of sexual behavior, especially for cultural- and gender- specific groups of adolescents. Drawing from social constructionist theory and multiracial and radical feminist theoretical frameworks, this study utilizes Virginia Abstinence Education Initiative (VAEI) data from surveys administered to adolescents measuring sexual attitudes, beliefs, and behaviors. This study examines race and gender differences among the participants with regard to beliefs and attitudes about sexual behavior. The goal is to both better understand race and gender influences on adolescents' sexual beliefs and attitudes and to provide information to those who are in the position to develop more successful and effective teen pregnancy prevention programs. Consistent with existing literature, findings indicate gender-based differences regarding sexual beliefs and attitudes and minimal race-based differences in this analysis. An intersectional analysis further suggests that although female adolescents across race held similar beliefs and attitudes regarding sexuality, there were differences across race among male adolescents.

L’éducation à la sexualité est une réponse opposable au comportement sexuel à risque desjeunes. Plusieurs instances internationales (Unesco, OMS, Onusida, Unicef) encouragent sonintégration à l’école, notamment dans les pays d’Afrique subsaharienne où la prévalence desITS et VIH/sida demeure élevée. Toutefois, l’absence d’un corpus littéraire de référence enéducation à la sexualité rend difficile cette intégration. L’implémentation de cette éducation àl’école dans les pays d’Afrique subsaharienne nécessite une prise en compte des spécificitéssocioéconomiques, culturelles, institutionnelles et des conceptions individuelles des jeunessur la sexualité, qui sont des déterminants de leurs comportements sexuels. La mobilisationdes enseignants sur cette tâche n’est pas acquise, notamment en raison de multiplesrésistances dont ils font preuve, et dont il convient d’isoler les origines.Cette thèse est consacrée d’une part à l’étude des conceptions des élèves sur l’éducation à lasexualité et leurs besoins éducatifs exprimés et d’autre part, à l’étude des conceptions et despratiques professionnelles des enseignants en éducation à la sexualité au Cameroun. Dans laperspective d’élaborer des modèles théoriques d’intervention, et des dispositifs de formationdes enseignants en éducation à la sexualité qui soient adéquats au contexte africain, notrerecherche explore les facteurs susceptibles d’influer tant sur la mise en œuvre que la réussitede cette action à l’école dans les pays d’Afrique subsaharienne en s’appuyant sur l’exempledu Cameroun. Elle repose sur une enquête par questionnaire menée auprès des élèves desclasses de quatrième et de troisième d’enseignement général (n=3071), et des enseignants dupremier cycle de l’enseignement général (n=368) du Cameroun.Cette recherche montre que les conceptions individuelles des élèves sont plutôt favorables àl’éducation à la sexualité à l’école et qu’ils considèrent l’école et les enseignants comme desacteurs légitimes de cette éducation. Discutant peu de sexualité avec leurs parents, leursprincipales sources d’information est la télévision, l’école et Internet. Les élèves émettent desbesoins éducatifs s’articulant autour des cinq dimensions de la sexualité.Contrairement aux élèves, les enseignants ont des conceptions plutôt défavorables àl’éducation à la sexualité à l’école, renforcées par le peu de pratique qu’ils ont en éducation àla sexualité et le manque de formation. Près de la moitié des enseignants se dédouanent decette mission et remettent en cause son inclusion à l’école. Ils affichent une méconnaissancetant des besoins et des attentes réelles des élèves en éducation à la sexualité que des effets decette action éducative sur la santé des jeunes. Ils entretiennent également un fort sentimentd’incompétence pour cette action éducative. Pourtant, ces enseignants sont majoritairement enaccord avec le fait que l’éducation à la sexualité des jeunes est vraiment nécessaire. / Education on sexuality or “sex education” aims to reduce risky sexual behaviour amongadolescents and young adults in particular. Several international organisations (UNESCO,WHO, UNAIDS, UNICEF) encourage sex education in schools, particularly in countries ofsub-Saharan Africa where sexually transmitted infections (STI) and HIV/Aids remainfrequent. However the lack of literature on sex education in schools makes implementing suchpolicies difficult. Developing sex education in schools of sub-Saharan Africa requires takinginto account the specific socio-Economic, cultural and institutional contexts of these countries,as well as the individual conceptions that young people have of sexuality and whichdetermine their sexual behaviour. Teacher involvement in this task is not evident either, asteachers tend to resist implementing sex education for various reasons that should beidentified and analyzed.These PhD thesis studies pupil conceptions of sex education and the needs they identify inthis domain on one hand, and the conceptions and professional practices of teachers in sexeducation on the other hand, in the country of Cameroon. With the purpose of contributing thedevelopment of theoretical models of intervention and a framework for teacher training in sexeducation adapted to the African context, our research attempts to identify the factors thataffect the implementation and the success of sex education in sub-Saharan Africa via the caseof Cameroon. Our study is based on a survey of middle-School pupils (n=3071) and a surveyof general education teachers (n=368) in Cameroon.Results show that pupil individual conceptions are favourable to sex education in schools, andthat pupils consider their teachers and their schools to be legitimate providers of sexeducation. Pupils rarely discuss sexuality with their parents, whereas their main sources ofinformation on sexuality are the television, school, and the internet. The pupils expressededucational needs encompassing the five dimensions of sexuality.In contrast, we found that teachers do not tend to perceive sex education in schoolsfavourably. This position appears to be to be linked to their limited experience of teachingsexual education, and the lack of training they have received in the teaching of sex education.Nearly half of the teachers interviewed do not feel concerned by the subject and feel that sexeducation should not be taught in schools. Also teachers demonstrated an overall lack ofunderstanding of pupil needs and expectations as well as the impact that sex education couldhave on the health of their pupils. Many teachers maintain the position that they are notcompetent and in sex education and even that it is not their role. However the majority of theteachers investigated do agree that there is a real need for sex education for adolescents and young adults.

The thesis is focused on health education and area of sex education in elementary schools. Work gives a picture of the current state of teaching of health education and determines the extent to which schools meet the requirements of health promotion. The theoretical part describes the historical development of health education curriculum in primary schools since the early twentieth century to the present. It deals with areas of sex education, its purpose, subject and content. The practical part deals with the integration of Health Education in schools, through the analysis of educational programs and survey.

The topic of this diploma thesis is sexual behaviour and sex education. The adolescent body goes through important biological changes that are reflected in the adolescent behaviour. The aim of this thesis is to describe and summarize the biological changes occurring in adolescence and show their connection to sexual, social, emotional and cognitive development in adolescence. The thesis also describes the psychological aspects of adolescence as well as the changes in cognition and the emotionality. Moreover, it also focuses on the development of human sexual behaviour. Finally, the theoretical part defines the theoretical basis of sex education and describes the current state of integration of sex education into the education system of the Czech Republic. Finally, this thesis also aims to analyse attitudes towards sex education of high-school students depending on the sex and type of attended high school, as well as to map experiences in sexual life of the first-year high- school students. Results are compared to the results of national survey on sexual behaviour. KEYWORDS: Sexual behaviour, sex education, high school, biological changes, psychological changes, puberty, adolescence

Après avoir présenté la situation au Liban, les principaux concepts de didactique utilisés puis les différentes méthodologies mises en œuvre, une première série de résultats compare les conceptions d'enseignants libanais et français sur la sexualité et l'éducation à la sexualité (ES), à partir de leurs réponses au questionnaire du projet européen Biohead-Citizen. Les conceptions des enseignants libanais diffèrent très significativement de celles de leurs collègues français, montrant une certaine unité entre eux quelle que soit leur religion, mais corrélées à un grand degré de croyance et de pratique religieuse : moins favorables à l'avortement en toute situation, moins favorables au « safer sex », contre l'introduction de la plupart des thèmes de l'ES aux enfants du primaire et même aux adolescents. L'importance politique des confessions au Liban, y compris dans le système scolaire, nous a amené à recenser les positions des différentes religions sur l'ES : d'une part à partir d'une approche bibliographique sur leurs positions officielles, d'autre part à partir d'interviews de responsables socio-religieux impliqués dans le système éducatif au Liban. Cette seconde série de résultats montre des convergences quant au cadre et la finalité de l'exercice de la sexualité, et quant à la nécessité et la façon de contrôler le système éducatif libanais ; mais elle montre aussi de petites nuances avec des positions catholiques très strictes dans le refus de certains thèmes reliés à l'ES comme la contraception, l'avortement et l'insémination artificielle (les positions musulmanes concernant ces thèmes étant moins rigides). Ces nuances s'étendent à l'ES : l'Islam considère plus le texte religieux comme référence tandis que le Christianisme établit une approche détaillée de l'ES impliquant les parents. Enfin, une troisième série de résultats amorce une analyse de l'état des lieux de la réalité actuelle de l'ES dans les établissements scolaires libanais à partir de trois approches. En conclusion, notre travail permet d'émettre des hypothèses sur plusieurs filtres, freins et obstacles qui s'opposent à l'implémentation de l'ES au Liban. Les résistances de nombreux acteurs du système éducatif libanais (directeurs d'école, corps enseignant, pouvoirs socio-religieux) semblent avoir pour origine la méconnaissance de la nature, de la visée et des conséquences d'une ES / After presenting the situation in Lebanon, the main didactic concepts and the different methodologies implemented, a first set of results compares the conceptions on sexuality and sex education (SE) of Lebanese and French teachers, using their responses to the questionnaire of the European project Biohead-Citizen. Lebanese teachers' conceptions differ very significantly from those of their French colleagues, showing some unity between them regardless of their religion, but correlated to a large degree of belief and religious practice: less favorable to abortion in any situation, less supportive of "safer sex" and against introducing of most of the themes of the SE. The political importance of confessions in Lebanon, including in the school system, led us to identify the positions of different religions on the SE: firstly from a bibliographical approach to their official positions, then from interviews with socioreligious leaders involved in the Lebanese educational system. This second set of results shows convergence on the framework and purpose of teaching human sexuality, and about the need and the way to control the Lebanese education system, but it also shows little nuances with strict Catholic positions in the refusal of some topics related to human sexuality as contraception, abortion and artificial insemination (Muslim positions on these topics are more flexible). These nuances extend to the SE: Islam considers the religious text as the reference for SE while Christianity establishes a detailed approach involving the parents. Finally, a third set of results is revealed by an analysis of the status of the current reality of the SE in Lebanese schools, using three approaches. In conclusion, our work can speculate on several filters, brakes and obstacles to the implementation of the SE in Lebanon. Many actors in the Lebanese education system (school principals, teachers, social and religious authorities) seem to misunderstand the nature, aim and the consequences of SE

The aim of this study is to describe how sex eduacation, as an area of expertise, is made visible and constructed in dance teachers education in Swedish higher secondary school. The queer theory describes dance teachers’ work from a perspective of body, sexuality, gender and normativity. Using qualitative methods, leaving space for reflection and subjective experiences, four higher secondary school working dance teachers were interviewed. The findings include that sexual education as an area of expertise exists both consciously and unconsciously in dance education and the subject of dance. Furthermore, the informants do not understand sexuality as something important in teaching dance, in spite of that sexuality as a subject is present in the discussions. The result of the study proved that norms about sexuality, body and gender cooperate with the dance education and the dance teachers daily encounters with their students. The most important conclusion in the study was that dance teachers should have an understanding of how sexual education as an area of expertise can be expressed through dance teaching to be able to encounter students with an including education.

Made available in DSpace on 2016-08-19T18:15:58Z (GMT). No. of bitstreams: 1 ELIONORA DE JESUS CARNEIRO JANSEN DE MELLO.pdf: 1110156 bytes, checksum: 21ebd7627a73f6cf7dc192f934be47e1 (MD5) Previous issue date: 2009-11-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The human papillomavirus (HPV) is the agent of most common sexually transmitted infection in adolescence worldwide. The cervical cancer, related to this infection, is the leading cause of death in Maranhão. The biomolecular diagnosis used to HPV detection is the polymerase chain reaction (PCR). It is proposed to investigate the frequency of the HPV genotypes in high school students from a public school in Sao Luis by different diagnostic methods. We conducted a cross-sectional study, descriptive at adolescents in high school, totaling 39 female students aged 15 to 19 years in the period July 2008 to June 2009. A questionnaire covering socio-demographic and sexual behavior was used. It was carried out cytopathology, colposcopy, cervical biopsy and genotyping by Nested PCR in each sample. The inclusion criteria were presence of sexual activity and we excluded women who had no sexual activity, those with positivity for HIV and pregnant. The data were transferred to a spreadsheet in the software Excel 2007 and evaluated using Epi-Info 6.04. The socio-demographic data showed that most female adolescents studied was 15 to 17 years old, they lived in urban area and they were full-time students, they were white and had schooling from 12 to 14 years. In 25 (64.1%) adolescents, the first sexual intercourse occurred before age 16 (p = 0.240), half said to have among one and four sexual intercourses per week (p = 0.082), one partner (51.3%), and two to three partners (38.5%), 82% reported ever having had STDs (p = 0.704). Three reported abortion (p = 0.463). One reported having given birth to 17 years. As for gynecologic complaints, the main were leukorrhea (79.5%, p = 0.016) and pruritus (23.1%, p = 0.928). Eight (20.5%) reported family history of cancer. At colposcopy, there were no vulvar or vaginal lesions and we diagnosed minor injury in seven adolescents (17.0%). The Pap smear result showed inflammation in 37 (94.9%) and LSIL / HPV in a test. Histopathology was performed in 15 students (38.5%), and seven had changes suggestive of HPV. Genotyping was positive in 29 students (74.3%), predominantly to 14 high-risk genotypes in 21 (72.4%) adolescents, namely: 16, 18, 31, 35, 39, 45, 51, 52, 56, 58, 59, 66, 68, 82, distributed in multiple coexisting and simple infections. In assessing the accuracy of Nested PCR, positive predictive value was 85.7% (true positives), and negative predictive value was 12.5% (true negatives), Nested PCR provides useful diagnostic information to the study of human papillomavirus, as multiple and simple infections diagnosis. / O papilomavírus humano (HPV) é o agente da infecção sexualmente transmissível mais comum na adolescência em âmbito mundial. O câncer do colo do útero, relacionado a esta infecção, é a principal causa de morte no Maranhão. O diagnóstico biomolecular usado é a reação em cadeia de polimerase (PCR) para detecção do HPV. Propõe-se investigar a frequência dos genótipos de HPV em adolescentes do ensino médio de uma escola pública de São Luís-MA, por diferentes métodos diagnósticos. Realizou-se um estudo transversal, descritivo, em adolescentes, cursando o ensino médio, totalizando 39 alunas com idade entre 15 a 19 anos no período julho de 2008 a junho de 2009. Utilizou-se questionário abordando variáveis sócio-demográficas e comportamento sexual. Realizou-se citopatologia, colposcopia, colpobiópsia e genotipagem por PCR-Nested em toda amostra. O critério de inclusão compreendeu presença de atividade sexual e os de não inclusão foram mulheres que não tiveram atividade sexual, positividade para HIV e gravidez. Os dados foram avaliados e transferidos para uma planilha no software Excel 2007 e Epi-Info 6.04. Os dados sóciodemográficos mostraram que a maioria das adolescentes estudadas tinha de 15 a 17 anos, era de procedência urbana e estudantes em tempo integral, cor branca e escolaridade entre 12 e 14 anos. Em 25 (64,1%) adolescentes, a sexarca ocorreu antes dos 16 anos (p=0,240), a metade disse ter de uma a quatro relações sexuais semanais (p=0,082); um parceiro (51,3%), e dois a três parceiros (38,5%); 82% disseram nunca ter tido DST (p=0,704). Três relataram abortamento (p=0,463). Uma informou parto aos 17 anos. Quanto às queixas ginecológicas, as principais foram leucorréia (79,5%; p=0,016) e prurido (23,1%; p=0,928). Oito (20,5%) relataram antecedentes de câncer familiar. À colposcopia, nenhuma apresentou lesões vulvares ou vaginais, tendo sido diagnosticado lesão menor em sete adolescentes (17,0%). O exame citopatológico apresentou resultado inflamatório em 37 (94,9%) e LSIL/HPV em um exame. A histopatologia foi realizada em 15 alunas (38,5%), sendo que sete apresentaram alterações sugestivas de HPV. A genotipagem foi positiva em 29 alunas (74,3%), com predomínio para 14 genótipos de alto risco em 21 (72,4%) adolescentes, sendo eles: 16, 18, 31, 35, 39, 45, 51, 52, 56, 58, 59, 66, 68, 82, distribuídos em infecções múltiplas coexistentes e simples. Na avaliação da acurácia por PCR - Nestad o valor preditivo positivo foi de 85,7% (verdadeiros positivos), e o valor preditivo negativo foi de 12,5% (verdadeiros negativos), técnica que fornece informações diagnósticas úteis ao estudo do papilomavírus como infecção múltipla e simples.