Thesis (MEd)--Stellenbosch University, 2013. / The problem of youth has been a key issue in South Africa since 1994, with youth seen as needing extra guidance and leadership if they are to bring about the country that many hope for. The interest in youth is also spurred on by recent studies that claim that once adolescents establish certain behavioural patterns that it becomes difficult to modify these patterns. Little research exists that describes the ordinary sociological experiences of youth, especially on sensitive issues that attract a lot of public attention- such as teenage sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There is great concern that youth are experimenting with sex at too early an age in their social and political development (Frimpong 2010: 27). In my thesis I focus on the thinking, choices and decisions that learners at one high school in Cape Town seem to make with regard to sex and sexuality, and how their choices seem to be influenced by a variety of discourses attached to the provision of a sex education programme at the school; discourses that organise their everyday thinking and actions in very concrete ways. A key goal of the study was to disarticulate and re-articulate the deficit mentality that shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and strategies of story-telling that allow the voices of learners to be heard (Pillow 2004). My focus in this study is mainly to explore how the sex education programme reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency to view youth participation in teen sex using mainly an abstinence-only discourse, and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth understandings of sex and sexuality in quite complex ways.

The aim of this study was to investigate how teachers in schools for youths with intellectual disabilities view their pupils’ abilities to access sex education. The study is based on individual interviews with five teachers in years 6 - 9. The theoretical framework has been set by Michel Foucault’s theories on normality and power and “the ignored curriculum” as described by Nathalie A. Gougeon. It is also supported by additional theories on normality and sexuality. The results of the study show that, these pupils have a harder time finding information about sex and relationships, because of the stigma surrounding people with intellectual disabilities in relation to sexuality, and because of the lack of information about sex outside the classroom for youths with intellectual disabilities. Youths with no intellectual disabilities learn about sex also outside of classrooms to a large extent, which is more difficult for youths with intellectual disabilities. The role of the teacher as provider of sex education is therefore crucial.

Abstract Purpose: The United States has the highest rate of teen pregnancy of any industrialized nation. Adolescents who have their first sexual intercourse at a young age are at increased risk for teen pregnancies and acquiring a sexually transmitted disease. This study examines predictors of early onset sexual intercourse in male and female residents of the United States. Methods: A nationally representative sample of N=7,643 females and N=4.928 males ages 15-44 was procured from the 2002 National Survey of Family Growth (NSFG), Cycle 6. Age at first sexual intercourse was used to define early onset of sexual debut(<18 years). Socio-demographic and behavioral characteristics of the respondents, demographic and selected reproductive characteristics of the respondent's parents were examined using multiple logistic regression modeling. Results: Non-fispanic black, being raised without both parents, having a mother less than 18 years old at the age of first birth and age difference between partners were significant predictors of early onset of sexual intercourse for both males and females. Maternal education less than high school was a significant protective factor for female respondents [OR=0.72 (95%CI=0.58- 0.90)] and paternal education completed high school only [OR=1.4 (95% CI=l. 1-1.7)] was a significant risk factor for male respondents. Conclusions: Racelethnicity, age difference between partners, not being raised by both parents, having a mother who had her first birth before the age of 18 and parental education are important predictor variables. Further study should be conducted to investigate the protective effect of lack of maternal education for female respondents. Intervention programs for teen pregnancy and sexually transmitted infection prevention should target these at risk groups.

The thesis bearing the name "Calls With Sexual Themes On The Safety Line" in its theoretical part first briefly describes history of telephone crisis intervention in the Czech republic and also in the world, then focuses on sexual development of the child, expert advices how to effectively talk to child about sex and finally on calls with sexual themes on the Safety Line where is used of statistical data of the organization. The theoretical part is followed by a survey consisting of two separate parts: 1) questionnaires which were distributed to the consultants of the Safety Line in category I.- III.; 2) personal interviews conducted with selected consultants. The questionnaires focused on sexual themes of the calls on the Safety Line more generally, in contrary individual interviews examined more specifically what are primarily the feelings of consultants when they are talking with children about sexual topics, which kind of calls are most difficult for them and what is their help during these tough calls. Here it is worth to note that in the interviews there weren't discussed concrete calls with real children's clients, the discussion was just about the different types of calls because of prevention of the damage to the interests of the clients or organization. The thesis aims to summarize the...

The thesis focuses on sex education in the lower Primary School. The aim is to map it on the general level, that means its definition and settings for Primary Schools, and then to design the teaching units and to do a partial implementation at the chosen school. The theoretical part describes the development of sex education, inspiration from abroad and mainly its current concept from 1989 until today. There are mentioned its objectives, principles and ethics, legal representation, the negative aspects of human sexuality, the course and content. The thesis also examines the role of family and school. The practical part focuses on the approach of parents and teachers to sex education at the chosen school through a survey and a structured interview. Based on the positive results, there is a proposal of teaching units for education implementation, verification of one of them in practice, and there is also a list of recommended literature and materials for parents. KEY WORDS sex education, inspiration from abroad, current concepts, human and his/her health, sexuality, prevention, school concept, design of teaching units, cooperation

Nos connaissances scientifiques sur la reproduction humaine et l’éducation à la sexualité se renouvellent très rapidement. Leur transposition didactique également, en fonction de l’évolution de pratiques sociales liées à la santé sexuelle, à des comportements sociaux, mais aussi en interaction avec des représentations sociales et des valeurs. L’objectif de notre recherche est donc de clarifier ces interactions et d'identifier ce qui empêche ou retarde l'introduction, dans l'enseignement d'un pays, des dernières connaissances scientifiques sur la reproduction humaine et l’éducation sexuelle. Une première approche historique et épistémologique est relative à l’influence des facteurs culturels sur l’éducation à la sexualité dans le cadre de la culture arabo-islamique, sans oublier pour autant le cadre culturel occidental. Par ailleurs, une deuxième approche didactique porte sur l’analyse d’une part des programmes et manuels scolaires tunisiens (depuis 2004 jusqu’à nos jours), et d’autre part sur une analyse comparative des conceptions des enseignants en Tunisie et dans six pays francophones (Maroc, Algérie, Liban, Burkina Faso, Sénégal et la France). Afin de permettre un choix raisonné des contenus d’enseignement, nous avons trouvé utile l’approche suivante : l’étude de l’interaction entre les programmes, les manuels et les attentes des futurs enseignants. C’est dans cette perspective que nous avons tenté d’identifier les attentes et les interrogations des futurs enseignants tunisiens sur l’enseignement de l’éducation à la sexualité. Le dernier chapitre de cette thèse analyse les conceptions d'enseignants dans sept pays francophones (Algérie, Burkina Faso, France, Liban, Maroc, Sénégal, Tunisie) sur la reproduction humaine et l’éducation à la sexualité. Notre contribution se veut une porte d'entrée à ce vaste domaine toujours en évolution, qu'est la sexualité dans une perspective éducative et citoyenne ; elle veut poser la question du statut moral et culturel de la sexualité dans notre société. En effet, l'analyse des conceptions des enseignants nous a conduits à caractériser la notion de « rapport à la culture » qui se rapproche du concept de « rapport au savoir ». La mise en évidence de l’incidence de la culture musulmane sur le sujet traité nous a permis de tirer des conclusions quant au lien entre la culture et les conceptions / Our scientific knowledge about Human Reproduction and Sex Education is constantly changing. Its didactic transposition is also changing according to the evolution of social practices linked to reproductive health, social behaviours, and in its interaction with values. The aim of our research is therefore to clarify these interactions and to identify the factors that prevent or promote the introduction of the lastest scientific knowledge on Human Reproduction and Sex Education into a country’s teaching syllabus. Firstly, a historical and epistemological approach was used to study the influence of cultural factors on sex education in the Arabic-Muslim culture, without neglecting the Western culture. Secondly, a didactic approach was used to critically analyse Tunisian school textbooks on Human Reproduction and Sex Education (from 2004 to 2011), and equally to carry out a comparative analysis of teachers' conceptions in Tunisia and in six francophone countries (Morocco, Algeria, Lebanon, Burkina Faso, Senegal and France). In order to choose an appropriate teaching content, we thought it wise to use the approach of studying the interaction between the syllabus, the textbooks and the student teachers’ expectations on the teaching of human reproduction and sexuality. It is in this perspective that we attempted to identify the expectations and worries of student teachers on issues related to the teaching of sex education. The last chapter of this work analyses the conceptions of teachers in seven francophones countries (Algeria, Burkina Faso, France, Lebanon, Morocco, Senegal, Tunisia) on Human Reproduction and Sex Education. This work intends to make its contribution to the vast and constantly evolving domain of Human sexuality, especially in the perspective of citizenship education. It intends to discuss the question of culture and moral status of sexuality in our society. In fact, the analysis of teachers' conceptions about sex education led us to characterize the notion of "relation to culture" which approaches the concept of "relation to knowledge". Highlighting the impact of Muslim culture on the topic has permitted us to draw conclusions about the link between culture and conceptions

This study explored knowledge, perceptions and attitudes regarding contraception and contraceptive practices among secondary school learners in the Limpopo Province. Self-administered questionnaires were completed by 612 Grade 8 and 332 Grade 12 learners from 24 randomly selected secondary schools. The study found that permissive attitudes prevailed towards sex, characterised by casual sexual activities commencing at 12 years of age. The availability of contraceptive and termination of pregnancy (TOP) services did not enable learners to utilise them, because of social, cultural, financial and service barriers. Most learners were sexually active without being knowledgeable about contraceptives, emergency contraceptives and TOP services. Two workshops conducted with learners produced similar results to those obtained from the completed questionnaires. Semi-structured interviews conducted with nurses, providing contraceptive and TOP services in the Limpopo Province, also substantiated the findings from the questionnaires. Secondary school learners in the Limpopo Province require more knowledge about and ready access to contraceptives to enable them to delay child bearing until they are emotionally, financially and physically ready for these responsibilities. Nurses and teachers in this province can enhance the learners' contraceptive knowledge and utilisation to help learners make better informed decisions about their own and their future children's lives. / Health Studies / D. Litt. et Phil. (Health Studies)

The diploma work deals with problems of the risk sexual behaviour of teenagers. The aim was to compare knowledge of teenagers about prevention of the risk sexual behaviour at the Secondary medical school and at the secondary schools without medical orientation. Quantitative research was put into practice for the purpose of the fulfilment of this aim. The method of the technique of interviewing and the standardized questionnaire were adopted and the data collection was realized with respondents from 4th classes of the selected secondary schools in Klatovy in 2007. It follows from the general evaluation that although respondents from the Secondary medical school have more knowledge about prevention of the risk sexual behaviour, at the present time negative characterizations of the sexual behaviour were found out. One of the problems is an area of the preventive impact in families and schools. The sex education of respondents from the secondary schools without medical orientation is completely insufficient. They are interested in it more at Secondary medical school but also here prevention is based only on giving information. We should lead teenagers to the restriction of the risk sexual behaviour not only by the influence of the area of knowledge but also of the area of their attitudes and skills. Next important role in prevention is played especially by the family and the school, which must work together, then out-of-school activities and doctors. Young people, who have clear aims in life, fixed individual values, communicate with their parents and are led in these important questions, have bigger strength to brave the pressure of people of the same age, advertisements and mass medias, which encourage them to the premature sexual life.

The Department of Education is promoting HIV/AIDS education programmes in the public schools of South Africa, particularly through the subject Life Orientation. Therefore, this study investigates the role of Life Orientation in addressing HIV/AIDS in KwaZulu-Natal secondary schools. Different role-players were evaluated to ascertain their attitudes and beliefs about Life Orientation and HIV/AIDS. The examination of different role-players was undertaken to establish the significance of their attitudes and beliefs on the success or failure of the Life Orientation based sex and HIV education programmes in the schools. An attempt was also made to find a relevant definition of the subject Life Orientation that contains the meaning and the purpose of the subject. Teachers were found to be uncertain about an appropriate definition that carries the meaning of Life Orientation; hence they tend to define it by its components such as Life skills, physical education, decision-making, HIV education and others. The study also sought to establish the impact of sex education embedded in Life Orientation on the fight against HIV/AIDS. Sex education was examined to determine whether it encourages or reduces youth sexual activities. In order for teachers to be able to use Life Orientation content to drive sex and HIV education programmes, it had to be ascertained if they were informed or not about HIV/AIDS. The questionnaire carried out an extensive assessment of teachers’ knowledge, attitudes and their personal stance on HIV/AIDS. This study established that training of teachers in both Life Orientation and HIV/AIDS provides them with knowledge which enables them to positively handle sex and HIV education programmes in the classroom. It was for this reason that the study made recommendations with regard to training and support programmes to ensure that teachers are adequately equipped for effective implementation of the subject Life Orientation in the National Curriculum Statement. / Educational Studies / D. Ed. (Curriculum Studies)

Submitted by Priscila Nascimento (pnascimento@icict.fiocruz.br) on 2013-04-04T12:50:13Z No. of bitstreams: 1 Roberta_De_Cicco.pdf: 4498323 bytes, checksum: 319d5139fb190dd433ffe95be1553e8e (MD5) / Approved for entry into archive by Priscila Nascimento(pnascimento@icict.fiocruz.br) on 2013-04-04T12:55:00Z (GMT) No. of bitstreams: 1 Roberta_De_Cicco.pdf: 4498323 bytes, checksum: 319d5139fb190dd433ffe95be1553e8e (MD5) / Made available in DSpace on 2013-04-04T12:55:00Z (GMT). No. of bitstreams: 1 Roberta_De_Cicco.pdf: 4498323 bytes, checksum: 319d5139fb190dd433ffe95be1553e8e (MD5) Previous issue date: 2012 / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil. / O ensino das DST no contexto escolar apresenta potencialidades e limites resultantes de ações dos campos da saúde e da educação, principalmente de professores de biologia e das diferentes perspectivas culturais e sociais que repercutem nas atitudes e decisões dos sujeitos sobre sua sexualidade. No que tange as ações educativas voltadas à sexualidade, as práticas sociais de informação, educação e comunicação são importantes para a promoção da saúde no ensino. Entretanto, estudos sobre o impacto de programas de educação sexual direcionados a adolescentes vêm mostrando que estratégias de prevenção inspiradas em atividades ou programas não são suficientes para promover mudança nas práticas sexuais dos indivíduos. O objetivo deste trabalho é compreender as potencialidades e os limites do ensino das DST a partir da abordagem socioantropológica. O estudo inclui análise de documentos oficiais da saúde e da educação (incluindo o livro didático, a partir das Coleções de Biologia do Catálogo do PNLEM/2009), observação direta e entrevistas com alunos de 17 a 19 anos, e professores de biologia na faixa etária de 43 a 50 anos, de uma escola estadual da região metropolitana do RJ. Os resultados apontam que as DST nos livros didáticos estão em sua maioria associadas a aspectos estritamente biológico com maior ênfase na AIDS e encontrados sob a forma de textos complementares e/ou associado à reprodução humana. Contudo, o posicionamento e concepções dos jovens acerca da iniciação sexual trazem questionamentos relativos às atitudes e cuidados voltados a este evento que vão além do conteúdo biológico, indicam diferença de gênero a respeito das concepções de sexualidade, do processo saúde/doença, dos cuidados do corpo e as decisões que envolvem a iniciação sexual. Assinalam também as dificuldades práticas do ensino e nas estratégias de abordagem no contexto escolar. Apontamos, portanto, como relevante, a necessidade de se considerar os aspectos assinalados quando estivermos discutindo diferentes estratégias e possibilidades de abordagem do tema das DST no contexto do ensino. / STD education in the school environment presents potential and boundaries as a consequence of activities on health and education areas, especially from teachers of biology and from different cultural and social perspectives that have an effect on the attitude and decision of individuals about their sexuality. Regarding the educational activities about sexuality, social activities of information, education and communication are important for health promotion at school. However, studies about the impact of sex education programs focused on teenagers have shown that warning strategies inspired by activities or programs are not sufficient to make changes in the individual’s sexual attitude. The objective of this study is to understand the possibilities and limitations of the teaching of DST from the anthropological approach. The study includes analysis of official documents in health and education areas (including the textbook of the Collections Catalogue of PNLEM/2009 Biology), direct observation and interviews with students age between 17 to 19 and teachers of biology who are 43-50 years old, both study and work at a school in the metropolitan region of the state of Rio de Janeiro, respectively. The results indicate that DST, in the textbooks, are mostly associated to biological aspects only, emphasizing AIDS and are shown as complementary texts and / or associated with human reproduction. However, the young people’s behavior and point of view about the start of sexual life bring doubts concerning attitudes and care to this event beyond the organic content, indicate gender differences regarding the sexuality concept, health / disease process, the care about body and the decisions involving the start of sexual life. The young people also point out the difficulties of the teaching methods and strategies of approach in the school environment. We, therefore, highlight the need of considering the aspects emphasized in this study while discussing different strategies and possibilities for addressing the issue of STDs in the education context.