The purpose of this study was to collect information on relevant sexuality education content for adolescents by assessing students' interests and perceived needs. Subjects in this study were middle school students. Two methods of data collection were employed, therefore, this study was conducted in two phases. In the first phase, questionnaires were completed by 224 sixth, seventh, and eighth grade students of the Greater Albany School District. Responses from the Student Sexuality Education Questionnaire (SSEQ) revealed sexuality topics of importance based on interest and perceived need. Subsequent to identifying sexuality topics of importance, statistical analyses were performed on each sexuality topic. Kruskal-Wallis analyses determined that five sexuality topics (of 23 listed in the SSEQ) were significant between sixth, seventh, and eighth grade students. Seventeen topics tested statistically significant when female and male responses were submitted to Mann-Whitney analyses. Differences between grade levels and sexes were identified for three topics in both tests of significance. These topics were female reproductive system, male reproductive system, and dating. In the second phase of this study, semi-structured interviews were conducted with 31 students who completed the SSEQ. Student consent, grade level, and sex were criteria used in selecting the Phase II sample. Students' responses to Interview Guide questions were tape-recorded, transcribed, and content analyzed. An analysis of the transcripts revealed similarities and differences between Phase I and II data. In both phases, students reported that AIDS, STD's, preventing STD's, preventing pregnancy, and sexual abuse were most important to learn about in school. Additional data that emerged during the interview process related to preferred sources and grade levels for sexuality education. Students generated a list of suggestions for relevant sexuality education. Their suggestions were summarized. A synthesis of Phase I and II results led to recommendations for school administrators and educators. Recommendations were also provided for future research. / Graduation date: 1992

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 95-98).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 95-98). Also available in print.

Unsafe sexual behavior among teenagers and young adults would have critical personal impact as well as social and economic burden to the society. The major negative consequences of unsafe sexual behavior were the unwanted teenage pregnancies and sexually transmitted diseases (STDs). In recent decade, different types of adolescent sex education programs were developed in order to safeguard adolescents’ health and relieve the public health burden resulting from the negative consequences of unintended teenage pregnancy and STDs; and different studies were published to evaluate the effectiveness of the adolescent sex education programs in the Asian countries. In this systematic review, 15 studies evaluating the effectiveness of adolescent sex education programs from China, Hong Kong, Japan, Korea, Mongolia, Thailand and Vietnam, were identified. The adolescent sex education program was an effective approach for increasing the knowledge towards HIV/AIDS; some of them were also beneficial on improving the refusal skills towards sexual appeal or knowledge, efficacy or attitude in condom use. Nevertheless, due to the difference of study designs, sample size and outcome variables across studies, it is difficult to give an overall result in this review. i / published_or_final_version / Public Health / Master / Master of Public Health

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 56-59).

Thesis (M.R.E.)--Conservative Baptist Theological Seminary, 1955. / Includes bibliographical references (leaves [71]-74).

No description available.

This study examines the way in which ten teachers in two schools In the Pinetown District view sexuality education. Sexuality education is part of the Life Orientation curriculum and teachers thus have an obligation to teach it. Teacher's perceptions of the teaching of sexuality education in secondary schools are significant because in secondary schools are found learners who have reached adolescence and are likely to be sexually active and curious. The secondary literature on sexuality education indicates that there are numerous difficulties associated with teaching it, despite pressing reasons that it be well taught to all school learners. High rates of teenage pregnancy and HIV infection in young learners, particularly in South Africa, indicate the need for sexuality education. Difficulties in delivering successful sexuality education include parental resistance, conservative cultural and religious education, poor policy and inadequately trained or poorly motivated teachers. Learners need sexuality education to enable them to make informed decisions about their sexual health and to assist them with developing their sexual identities. Sexuality is deeply gendered and this means that sexuality education should be informed by a knowledge of gender and a commitment to gender equality (which includes being sensitive to issues of sexual orientation. Under apartheid the schooling system was divided along racial lines and schools were inequitably resourced . This has meant that today the schools formerly designed to provide education solely to Africans remain poorly resourced and ill-equipped to deliver sexuality education . Ten educators of grade 8 to 12 learners in two Hammarsdale schools, five male and five female and all African, isiZulu speakers, were involved in this study as respondents. They completed a questionnaire and participated in a focus group interview. It was found that no sexuality education was given in Grades 11 and 12 but some sexuality education was given to the junior grades, particularly Grade 9. 30% of the teachers had no training and only 20% had tertiary training for delivering sexuality education. Half were trained via Departmental workshops but as far as the teachers were concerned, this training was not adequate and left them feeling uncomfortable teaching certain topics. 90% of the sample felt that their school does not have sufficient resources to assist in the teaching of sexuality education and only a third of respondents indicated that the school management supported them in teaching sexuality education. 80% of the educators said that sexuality education was not included in the timetable while only 10% of educators maintained that they received support from parents. The teachers said that the impact of sexuality education was undermined by parent resistance, conservative cultural and religious values and by the fact that some teachers had covert sexual relationships with learners. The teachers noted that it was the learners who were most at risk who somehow were not included in or reached by the messages in sexuality education Female educators, in general, were more positive confident about the beneficial effects of sexuality education for boys and girls. It is obviously necessary that steps be taken to improve the delivery of sexuality education and such steps should include working with parents, improving sexuality education training and promoting peer education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.

Thesis (M.S.P.H.)--University of Michigan, 1934.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 145-154). Also available via the Internet.