Acompanha: Caderno de orientações para o desenvolvimento da educação sexual com abordagens científicas e o auxílio da literatura infantojuvenil / Esta pesquisa partiu do questionamento: “Que estratégias de ensino, usando a literatura infantojuvenil, criariam situações de desenvolvimento para uma Educação Sexual de qualidade?”. E assim, resulta em uma proposta de trabalho para os educadores desenvolverem a educação sexual, auxiliados pela literatura infantojuvenil, para o desenvolvimento da Alfabetização Científica. Para a investigação, pautou-se nas seguintes reflexões: Educação Sexual; Legislação Federal, Estadual e Municipal; O papel do professor e da escola na Educação Sexual; Consequências sociais da Educação Sexual no Ensino Fundamental Anos Iniciais (regular); Alfabetização Científica; Ensino de Ciências; Literatura infantojuvenil. O objetivo é propor uma estratégia de ensino sobre sexualidade contemplada na literatura infantojuvenil e prevista nas diretrizes curriculares municipais. Para isso, foram realizadas duas etapas de investigação em que, na etapa 1, participaram 144 professores da rede pública municipal e, na etapa 2, participaram 27 alunos do 3º ano, 16 alunos do 4º ano e 28 alunos do 5º ano. Foram desenvolvidas propostas de trabalho auxiliadas pela literatura infantojuvenil. Pautado na análise das intervenções, foi desenvolvido um caderno de orientações ao professor. Os resultados do estudo apontam a literatura como facilitadora do processo de ensino e aprendizado. Considerando as problemáticas envolvidas na temática, este pode ser um recurso que possibilite atingir os objetivos da Educação Sexual. / This research started from the questioning: “What teaching strategies, using children’s literature, would create situations of development for a high-quality sex education?” Thus, it resulted in a work proposal for educators to develop sex education, aided by children’s literature, for the development of Scientific Literacy. The investigation was guided by the following reflections: Sex education; Federal, State and Municipal Legislation; The role of teachers and schools in sex education; Social consequences of sex education in the early years of regular primary schooling; Scientific literacy; Science teaching; Children’s literature. The objective is to propose a teaching strategy on sexuality contemplated in the children’s literature and provided for by law in the municipal curricular guidelines. For this, two investigation steps were carried out. Step 1 was attended by 144 teachers from the municipal public network, and step 2 was attended by 27 students from 3rd grade, 16 students from 4th grade and 28 students from 5th grade. Work proposals helped by the children's literature were developed. Guided by the analysis of the interventions, a notebook of guidelines was developed for the teacher. The results of the study point to literature as a facilitator of the teaching and learning process. Considering the issues involved in this matter, this can be a resource that can achieve the goals of Sexual Education.

M.A. / The purpose of this study was to determine if the PPASA Lifeskills HIV/AIDS programme is an effective sexuality programme for adolescents. The ANOVA was used to measure the effectiveness of the programme. The PPASA Lifeskill HIV/AIDS manual was used to present acceptable sexual knowledge, sexual behaviour and sexual values as well as attitudes. Some of the sources that were reviewed with regard to those variables are Greathead et al., Madima C., Taitz L., Kaplan P., Louw D. and Olivier M. The field experiment before and after control group (pretest-postest) design was used for the research. The Mathtech sexuality questionnaire is the instrument that was employed to measure the effectiveness of the PPASA Lifeskills HIV/AIDS programme with regard to sexual behaviour, knowledge, attitudes and values. The Anova was then used to compare means between different groups and to determine if the scores are statistically significant. Unanticipated results were produced, the experimental groups sexual behaviour got worse instead of improving. The experiential group’s data indicated that the group was not significantly better off on their sexual knowledge, behaviour and attitudes. The results do not necessarily mean that the PPASA Lifeskills HIV/AIDS programme is useless, the programme can be used effectively as long as issues like language of instruction, time frame for the presentation of the programme, information grading and the role of parents with regard to the sexuality of their children can be resolved. Future research should try to work on some of the above mentioned obstacles. Research should be well resourced, both in regard to time as well as the material. It is also important to look into that which makes sexuality education programmes fail and succeed. The school should be the main agent of presenting sexuality education. It should work towards breaking the African culture of regarding sexuality topics as taboo. Parents should also be encouraged to take part in educating their children and being there for their children all the time.

Magister Artium (Human Ecology) - MA(HE) / A study investigating the contraceptive knowledge, attitudes, beliefs and practices of coloured unmarried pregnant teenagers. / South Africa

M.A. / Today's adolescents are more sexurally active than those of previous generations, hence the high incident of early childbearing in most societies worldwide. In South Africa the problem seems to be widespread as it occurs among all cultural and ethnic groups, in rural, as well as in the urban arears, with teenage births constituiting 12% of the country's births. Among lower socio-economic groups, teenage childbearing in South Africa has been precipitated by years of disrupted schooling which has not only affected education, but sexual behaviour as well. In rural Venda, adolescent childbearing could be symtomatic of a breakdown of social order. Sex education has always been of pivotal concern in the development of a Muvenda girl. Upon reaching menarche, the girls would undergo the compulsory pubescence ritual. vhusha. Vhusha does not seem to be surviving the influence of modernization. This is evident from the poor attendance of this ritual, which is being abandoned without being replaced. There is therefore a need to develop a modern culture-friendly psychoeducationa prom-amme for the prevention of teenage pregnancy in rural Venda. This study is aimed at developing such a programme, and furthermore evaluate its effectiveness. The field experiment Before and After control (Pretest-Posttest) design has been used. The experimental intervention (a programme titled: VHUSHA), comprised sexual knowledge, sexual attitudes and career guidance. A questionnaire was used as a measuring instrument for the variables: sexual knowledge, sexual attitudes and future career goals awareness. At posttest, the experimental group showed a significant improvement with regard to sexual attitudes and future career goals awareness in comparison to the control group. VHUSHA has therefore been effective in this regard. Findings of this study showed no significant difference between the two groups with regard to sexual knowledge. This minimal improvement was primarily attributed to the researcher's being part of a culture that lacks openness in communicating sexual knowledge.

MA (Psychology) / Department of Psychology

No description available.

Youth engage in high-risk sexual behaviors, placing them at risk for human immunodeficiency virus, sexually transmitted infections, unintended pregnancy, and other unwanted sexual and reproductive health (SRH) outcomes. Alarmingly, Black and Hispanic/Latinx adolescents who are houseless are more likely to engage in high-risk sexual behaviors and are disproportionately affected by these outcomes. Sex education can equip Black and Hispanic/Latinx adolescents who are houseless with the knowledge and skills to protect their SRH. Disturbingly, sex education is not mandated to be taught in all U.S. schools. Therefore, it is critical for parents to provide sex education to their teens. However, most parents do not possess the knowledge and skills to educate their teens about sex education. Specifically, parent-child communication about the topic may be lacking. Research shows that parent-child communication regarding sex and dating is associated with fewer risky sexual behaviors. Thus, parents must be armed with the knowledge and skills necessary to help them effectively communicate evidence-based sex education topics to their teens. Borrowing from the case study methodology, the overarching purpose of this dissertation was to elicit parental input for the design, feasibility, and content of a potential parent-based sex education program among parents living or who lived in homeless shelters and transitional housing in New York City (NYC). Specifically, this study aimed to (i) conduct a scoping review on parent-based sex education interventions that include parental involvement in the program and parental input in the planning or design process; (ii) administer needs assessment questionnaires to collect information on program input and parental attitudes, beliefs, and views about sex education and the program; and (iii) conduct semi-structured qualitative interviews to further collect specific information on program input and understand parental attitudes, beliefs, and views about sex education and the program. The scoping review of the literature confirmed the absence of parent-based sex education programs in homeless shelters and transitional housing in the country. From the needs assessment questionnaires and semi-structured interviews, participants highlighted the need for an accessible, convenient, and flexible parent-based sex education program. Furthermore, parents yearned for interactive and fun ways of learning sex education topics with various participants. Lastly, study participants endorsed comprehensive and inclusive information about life skills and sex education being included in the parent-based program.

This descriptive study was conducted to identify barriers encountered by school systems, health departments, and other health care agencies while implementing pregnancy prevention projects in public school settings. The following questions were addressed in this study: 1. Do identifiable barriers exist that prevent the implementation of programs to serve adolescent parents in public schools? 2. Do common characteristics exist among school systems and health care agencies which implement pregnancy prevention projects? 3. Do school systems, community health care agencies, and health departments experience similar barriers during the implementation of pregnancy prevention programs? Eight sites were selected, four each from the categories of Delayed Implemented and Promptly Implemented Sites. Key persons involved with the initial project implementation were interviewed using a semistructured interview guide. Tape transcriptions and field notes from the interviews provided data for subsequent coding and classification around major themes. Three barriers were identified that were common to all Sites: access to contraceptives; access to abortions; and religious opposition to the project, or a specific project activity. Much of the religious opposition involved issues related to dispensing contraceptives, abortions, and the secular nature of the projects. An overwhelming majority of persons interviewed felt that pregnancy prevention and service delivery to adolescent parents were important issues for the school systems. A past working relationship appeared to be common to joint operated projects. An unstable funding cycle, staff recruitment, and staff retention were common barriers to project operators. Staff recruitment and staff retention were also impacted by the year-to-year funding cycle. There is also some indication that school system operated projects experienced fewer problems during implementation and enjoyed considerable support among the school staff and the community. / Ed. D.

Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change. Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research needs to be undertaken as an integral part of the whole process. This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm. Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in die onderrig van lewensvaardighede. Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.

Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change. Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research needs to be undertaken as an integral part of the whole process. This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm. Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in die onderrig van lewensvaardighede. Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.