Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 87-92).

Thesis (M.S.)--University of Michigan, 1987.

Made available in DSpace on 2015-03-03T11:52:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-14Bitstream added on 2015-03-03T12:06:27Z : No. of bitstreams: 1 000809624.pdf: 706200 bytes, checksum: a0b11ff8761531ffe6655b037489d8fe (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O presente trabalho trata-se de uma pesquisa qualitativa descritiva que teve por objetivo investigar as concepções sobre masturbação de jovens evangélicxs e a educação sexual recebida pela família, religião e escola sobre o tema na percepção dxs mesmxs. A coleta de dados se baseou na confecção de um diário de campo e um roteiro de entrevista, contendo questões abertas distribuídas em blocos temáticos: Família; Princípios religiosos; Sexualidade, práticas sexuais, opinião da família e religião; Escola e Situações projetivas e contou com a participação de oito jovens. Os resultados mostraram que os/as jovens conceberam que a masturbação seria uma forma de obter prazer sem o (a) parceiro (a) do sexo oposto; alívio de tensão e autoconhecimento. Percebeu-se que, especialmente a família não abordou o tema de forma direta, ensinando-o de forma indireta por meio da educação do que seria a expressão sexual correta. O assunto só foi abordado pela escola de dois participantes. Nesses casos, a prática foi referida como normal e positiva para o desenvolvimento. De modo indireto o assunto era tema de conversas masculinas, com propagação de dúvidas e mitos. Na opinião de alguns/mas participantes, segundo a igreja, a masturbação seria pecado por tratar-se de um respeito aos planos de Deus, que criou a sexualidade para ser desfrutada de forma conjugal. Outras opiniões sugeriram que a masturbação não seria pecado, mas uma impureza que poderia levar ao pecado. Com base no relato dos/as participantes, tanto a religião quanto a família ensinaram que a sexualidade para ser correta aos olhos de Deus deveria ser genital, conjugal, heterossexual e adulta. Por meio do relato dxs jovens percebeu-se que às mulheres são destinadas as precauções e orientações de não provocar o homem; não fazê-lo pecar. Ao mesmo tempo, aos homens existe um discurso mais condescendente às ... / The present dissertation is a descriptive qualitative study which aimed to investigate the conceptions of religious young people concerning to masturbation and the perceptions of them about how their sex education received by family, religion and school was. The data collection was based on a diary making and on an interview guide in which discursive questions were divided into thematic blocks: Family; Religious principles; Sexuality; Sexual practices; Family and religious opinion; School and projective situations. The study had eight participants. The results showed that they conceived masturbation as a way to get pleasure without an opposite sex partner, stress relief and self-knowledge. It was noticed that family, specially, did not approach the issue straightly. In this case, masturbation was taught indirectly through the education of what should be the right expression of sexuality. Only two participants had the issue addressed by school. In these particular cases, the practice was referred as common and positive for development. Indirectly, the subject was approached on men’s conversations accompanied by a wide spread of doubts and myths. In some participants’ view, according to the church, masturbation would be a sin because it is a disrespect of God’s plan, which created sexuality to be enjoyed by married people. Other opinions suggest that masturbation was not a sin, but a dirty which could lead to sin. Based on the reports of the participants, both, religion and family, affirm that sexuality, based on God’s will, should be genital, marital, heterosexual and adult. By reporting was noticed that young women have received the precautions and guidelines not to provoke men; not leading them to sin. Simultaneously, men have received a more patronizing speech about their “failures”. Divergences between personal opinions and family and religious values were derived from scientific knowledge and the influence of friends and ... / FAPESP: 2013/11888-0

Orientador: Ana Cláudia Bortolozzi Maia / Banca: Patricia Porchat Pereira da Silva Knudsen / Banca: Paulo Rennes Marçal Ribeiro / Resumo: O presente trabalho trata-se de uma pesquisa qualitativa descritiva que teve por objetivo investigar as concepções sobre masturbação de jovens evangélicxs e a educação sexual recebida pela família, religião e escola sobre o tema na percepção dxs mesmxs. A coleta de dados se baseou na confecção de um diário de campo e um roteiro de entrevista, contendo questões abertas distribuídas em blocos temáticos: Família; Princípios religiosos; Sexualidade, práticas sexuais, opinião da família e religião; Escola e Situações projetivas e contou com a participação de oito jovens. Os resultados mostraram que os/as jovens conceberam que a masturbação seria uma forma de obter prazer sem o (a) parceiro (a) do sexo oposto; alívio de tensão e autoconhecimento. Percebeu-se que, especialmente a família não abordou o tema de forma direta, ensinando-o de forma indireta por meio da educação do que seria a expressão sexual correta. O assunto só foi abordado pela escola de dois participantes. Nesses casos, a prática foi referida como normal e positiva para o desenvolvimento. De modo indireto o assunto era tema de conversas masculinas, com propagação de dúvidas e mitos. Na opinião de alguns/mas participantes, segundo a igreja, a masturbação seria pecado por tratar-se de um respeito aos planos de Deus, que criou a sexualidade para ser desfrutada de forma conjugal. Outras opiniões sugeriram que a masturbação não seria pecado, mas uma impureza que poderia levar ao pecado. Com base no relato dos/as participantes, tanto a religião quanto a família ensinaram que a sexualidade para ser correta aos olhos de Deus deveria ser genital, conjugal, heterossexual e adulta. Por meio do relato dxs jovens percebeu-se que às mulheres são destinadas as precauções e orientações de não provocar o homem; não fazê-lo pecar. Ao mesmo tempo, aos homens existe um discurso mais condescendente às ... / Abstract: The present dissertation is a descriptive qualitative study which aimed to investigate the conceptions of religious young people concerning to masturbation and the perceptions of them about how their sex education received by family, religion and school was. The data collection was based on a diary making and on an interview guide in which discursive questions were divided into thematic blocks: Family; Religious principles; Sexuality; Sexual practices; Family and religious opinion; School and projective situations. The study had eight participants. The results showed that they conceived masturbation as a way to get pleasure without an opposite sex partner, stress relief and self-knowledge. It was noticed that family, specially, did not approach the issue straightly. In this case, masturbation was taught indirectly through the education of what should be the right expression of sexuality. Only two participants had the issue addressed by school. In these particular cases, the practice was referred as common and positive for development. Indirectly, the subject was approached on men's conversations accompanied by a wide spread of doubts and myths. In some participants' view, according to the church, masturbation would be a sin because it is a disrespect of God's plan, which created sexuality to be enjoyed by married people. Other opinions suggest that masturbation was not a sin, but a dirty which could lead to sin. Based on the reports of the participants, both, religion and family, affirm that sexuality, based on God's will, should be genital, marital, heterosexual and adult. By reporting was noticed that young women have received the precautions and guidelines not to provoke men; not leading them to sin. Simultaneously, men have received a more patronizing speech about their "failures". Divergences between personal opinions and family and religious values were derived from scientific knowledge and the influence of friends and ... / Mestre

Human Immunodeficiency virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) is rapidly spreading in the whole world and many adolescents start relationships at a younger age without knowing the danger of the sexually transmitted diseases. Parents should involve themselves in imparting knowledge about HIV/AIDS related information. It is imperative that parents and adolescents should have that relationship of discussing about the dangers of HIV/ AIDS. Adolescents should be taught about the importance of relationships and how to protect themselves against the dreaded disease. The research took the form of a qualitative interpretive case study focusing on a study sample of twenty parents and twelve members of a focus group. Data was collected through semi-structured interviews, document analysis and observations. The study examined the hidden issues or underlying the involvement of parents in imparting HIV/AIDS related information to their adolescents. The study revealed that many parents are aware of the pandemic and they felt it is imperative to discuss with their adolescents. Family life education is very much important even if their adolescents are taught about the HIV/AIDS related information at schools. Government is also involved in ensuring that there are preventative measures against the killer disease. This should be a collective effort by both the parents and teachers. The study further recommends the establishment of a library in order to enhance the literacy levels of parents and educators. It will be very much significant to educate or train the trainers in order to educate even our future generation. HIV/AIDS is incurable, therefore, it is imperative for the Department of education to ensure the literacy levels so that even the department of Health contributes its information to inform everybody about the danger of incurable diseases more specifically HIV/AIDS.

Thesis (MA) -- Stellenbosch University, 2003. / ENGLISH ABSTRACT: Health and social problems associated with the high-risk sexual behaviour of young people worldwide gave rise to the priority status accorded to sex education in the past decade. Despite the attention focused on and the goals set for sexual health education, surveys indicate that the AIDS epidemic is still spreading, STD infections are increasing and a growing number of unwanted pregnancies are reported every year. It seems therefore that many young people are not yet able to manage their sexual health effectively and sex educators are confronted with the challenge to provide more effective sexl education interventions. This study attempted to address the need for effective sexuality education for young people by designing, implementing and evaluating a peer group sexuality psycho-education programme targeted at university students. The process of programme development was guided by the phases proposed by the Psycho-education model: Phase 1: Problem-identification. This phase entailed becoming aware of the problem through media attention, social awareness, discussions with members of the community and exploring problems around young people's sexual health through an extensive literature review. Phase 2: Situation Analysis. During this phase the researcher clarified the identified problem by conceptualizing and defining relevant concepts and identifying theoretical frameworks and principles that could be used to address the problem. as well as the Action Research model were identified as useful theories. Phase 3: Development of the programme. The Information-Motivation-Behavioural skills (1MB) model and the Guerney model were used to guide the design of the programme. Phases 4, 5 and 6: Implementation, evaluation and re-evaluation. These interdependent phases entailed three consecutive implementations of the sexuality psycho-education programme. The principles of Action Research were used to guide the implementation and evaluation processes. Evaluation of qualitative data obtained through participatory research after each implementation allowed for continuous adaptation and improvement of the programme. At the end of the third implementation quantitative data was supplemented by quantitative data obtained with a pen-and-paper test-retest method. Quantitative results indicated that the sexuality education programme significantly increased subjects' knowledge regarding sex en sexuality, but did not have a significant impact on attitudes and perceived behavioural skills. There was an indication that clarification of attitudes had been promoted, and that attitudes relating to the use of contraception had positively changed. Furthermore, a significant change in perceived behavioural skills regarding communication about and behaviour for the prevention of HIV/STDs had been achieved. Qualitative evaluation indicated that subjects felt more positive about using condoms and about communicating with their partners about the use of contraceptives. Step 6 and full circle back to step 1: Final Re-evaluation and problem-identification. During this phase the researcher reviewed the outcomes of the intervention. New problems were identified and recommendations made for future continuation. The researcher concluded that the deficits in research methodology, such as a lack of structured qualitative evaluation, hampered effective evaluation of the programme. Further research needs to be conducted to develop appropriate theoretical frameworks and measuringinstruments with which to inform and evaluate the effectiveness of sex education programmes. / AFRIKAANSE OPSOMMING: Die gesondheids- en maatskaplike probleme wat verband hou met die hoë-risiko seksuele gedrag van jongmense wêreldwyd het daartoe gelei dat seksonderrig gedurende die afgelope dekade voorrang geniet het. Ondanks die toespitsing op seksuele gesondheid, en die doelwitte daarvoor gestel, toon peilings dat die VIGS-epidemie steeds versprei, seksueel-oordraagbare siektes (STDs) toeneem, en 'n groeiende aantalongewenste swangerskappe jaarliks aangemeld word. Dit blyk dus dat 'n groot aantal jongmense nie in staat is om hulle seksuele gesondheid effektief te bestuur nie en seksopvoeders word gekonfronteer met die uitdaging om meer effektiewe seksopvoedingsintervensies te verskaf. Met hierdie studie is onderneem om die behoefte aan doeltreffende seksualiteitsopvoeding vir jongmense aan te spreek, deur die samestelling, toepassing en evaluering van 'n portuurgroep seksualiteit psigo-opleidingsprogram gemik op universiteitstudente. Die proses van programontwikkeling is gelei deur die fases wat voorgestel is deur die Psigo-onderrigmodel: Fase 1: Probleemidentifikasie: Dié fase het kennisname van die probleem behels as gevolg van die aandag daaraan gewy in die media en as gevolg van maatskaplike bewustheid, asook deur bespreking met lede van die gemeenskap en deur ondersoek van probleme in verband met die seksuele welstand van jongmense deur middel van 'n uitgebreide literatuurstudie. Fase 2: Situasieanalise: Gedurende hierdie fase het die navorser die geïdentifiseerde probleem duideliker omskryf deur die relevante konsepte te konseptualiseer en omskryf, en teoretiese raamwerke en beginsels te identifiseer wat gebruik kon word om die probleem aan te pak. Fase 3: Ontwikkeling van die program: Die Informasie-Motivering-Gedragsvaardigheidsmodel (IMG) en die Guernymodel is gebruik as raamwerke vir die ontwerp van die program. Fases 4, 5 en 6: Implementering, evaluasie en her-evaluasie. Hierdie interafhanklike fases het drie opeenvolgende implementerings van die seksualiteit-psigo-opleidingsprogram behels. Die beginsels van Aksienavorsing is toegepas in die implementering- en evaluasieprosesse. Evaluasie van kwalitatiewe data, verkry deur deelnemende navorsing na elke implementering, het deurlopende aanpassing en verbetering van die program moontlik gemaak. Aan die einde van die derde implementering is kwantitatiewe data aangevul deur data wat verkry is deur 'n pen-en-papier toets-hertoets-metode. Stap 6 en terug tot by stap 1: Finale re-evaluasie en probleemidentifikasie. Gedurende hierdie fase het die navorser die resultate van die intervensie ontleed. Nuwe probleme is geïdentifiseer en aanbeveliings vir toekomstige voortsetting is gemaak. Die navorser het tot die gevolgtrekking gekom dat die tekortkominge in die navorsingsmetodologie - byvoorbeeld, 'n gebrek aan gestruktureerde kwalitatiewe evaluering - verhinder het dat effektiewe evaluering van die program kon plaasvind. Verdere navorsing word benodig om toepaslike teoretiese raamwerke en meetinstrumente te ontwikkel wat aangewend kan word om die ontwerp van seksopvoedingsprogramme te rig en die effektief van programme te evalueer.

The HIV/AIDS pandemic is having a devastating effect on the South African population. Most affected are young people between 15 and 24. HIV/AIDS research has paid little attention to youth in the D/deaf population. Schools play an important role in the reproductive health of youth as they reach youth at a formative time in their development. Aim: To investigate the form of HIV/AIDS and RHE in South African secondary schools for the D/deaf, together with factors associated with teacher implementation thereof. Methodology: The sample was made up of 33 Life Orientation teachers from 16 secondary schools for the Deaf in 6 South African provinces. Quantitative methodology was used to obtain descriptive data and to determine any associations between demographic/ contextual variables and the study's theoretical framework (Theory of Planned Behaviour); qualitative data also aided in answering of the research question. Results: HIV/AIDS and RH education is being implemented at South African secondary schools for the D/deaf and LO teachers recognise the importance of HIV/AIDS and RHE for their D/deaf learners. Despite high coverage levels, a number of obstacles are hindering the optimum implementation of HIV/AIDS and RHE: 1) lack of learner assessment in the HIV/AIDS and RHE portion of the LO curriculum 2) unclear policy mandates regarding the weighting of HIV/AIDS and RHE in the LO curriculum 3) inadequate teacher proficiency in SASL 4) the use of a mainstream LO curriculum that was not specifically developed for Deaf learners 5) the moralistic viewpoints of certain teachers 6) problems with teacher access to suitable HIV/AIDS and RHE training. A number of significant associations between TPB constructs and demographic/contextual variables were also found. Recommendations for future interventions and research are delineated and limitations of the study are discussed. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Durban, 2010.

With the current scourge of HIV and AIDS among the youth in Sub-Saharan Africa, sexuality education has been hailed as the vaccine against new infections. This places teachers at the forefront of the pandemic as facilitators of knowledge. This study explores women teachers’ experiences of teaching sexuality education in rural schools in the age of HIV and AIDS. As a participant researcher, I have worked through photo-voice, drawings, memory work, and focus group discussions with eight Basotho women teachers, and explored how womanhood and teacher-hood shape and reshape each other in becoming a sexuality education woman teacher. I highlight the gender dynamics characteristic of rural communities and how they play out in the construction of sexuality discourses in relation to women teachers, and how such constructions create im/possibilities for women teachers’ facilitation of sexuality education. An eclectic theoretical approach, with an emphasis on feminist theories, informed the study. A qualitative research design employing a phenomenological narrative approach has been used. The findings show women teachers experiencing the teaching of sexuality education as a challenge. Their experiences are reflected as shaping and being shaped by their understandings regarding sexuality, and their positioning as women and teachers within rural communities. Challenges that create impossibilities for women teachers’ effective facilitation of sexuality education include the patriarchal gender order in Lesotho, cultural practices, teachers’ own sexualities and teachers’ fears of contravening the social constructions of good womanhood. I argue that Basotho women teachers are facing a challenge of negotiating the socially constructed contestations between normalised womanhood and teacher-hood and thus choose to perform the normalised womanhood at the expense of teacher-hood. The womanhood they perform shapes their teacher identity such that woman teacher-hood in sexuality education becomes ineffective. This study makes unique contributions to the field of sexuality education in particular and feminist scholarship in general. The methodological contribution lies in the use of visual methods to illuminate women teachers’ positioning in relation to sexuality education. While previous studies in sexuality education have been on pedagogy, this study presents a body of knowledge based on a gendered analysis of women teachers’ embodied experiences of teaching sexuality education and the meanings they make of their experiences. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

The aim of this research was to investigate the different methods incorporating HIV/AIDS education into formal academic curricula at the University of Natal. This research aimed to flag up examples of ways of incorporating HIV/AIDS into the different curricula, and also to look at some of the obstacles the different academic departments may have encountered in trying to incorporate such education into their curricula. I had guessed that a variety of HIV/AIDS awareness programmes, initiatives and education were being undertaken at the university and that on the whole students and staff were well aware of the basic information regarding the disease. What I wanted to look at in particular was how the university was responding to HIV/AIDS within the curricula. Were academic curricula being altered in any way to allow for the impact of HIV/AIDS and how was this being undertaken? The key issues to be addressed and the main questions posed by this research were: • What are the different ways that HIV/AIDS education is incorporated into academic curricula? • What do lecturers consider to be the specific links between their subject matter and HIV/AIDS? • What is the purpose of such education? Why are lecturers choosing to incorporate HIV/AIDS education into their programmes? • What aspects of HIV/AIDS are being covered within the programmes? • How do lecturers attempt to get students to relate disciplinary knowledge to HIV/AIDS in order to inform future decision-making? • What are the main positive features of the current HIV/AIDS programmes being undertaken? • What are the main difficulties/concerns encountered by the different schools in incorporating HIV/AIDS education into the curricula? Through examining different schools within the university it was hoped to come up with a variety of different and innovative ways that HIV education can be incorporated into the curricula. This research started with a search of the HIVAN database to find lecturers with programmes that are undertaking some form of HIV/AIDS education. From this initial search I gained a number of contacts, who were then able to direct me to further contacts within the university. I ended up with an initial sample of seventeen lecturers based across fourteen schools or programmes and spanning seven faculties. The sample included lecturers from the faculties of Community & Development, Human Sciences, Law, Management Studies, Engineering, Medical Sciences, and Education. (See appendix I) For this research I used a number of methods of data collection. The first data collection method used was to carry out semi-structured interviews with the lecturers in the sample. This method was the prime method and the vast majority of the data was collected using this method. The following methods were mainly used for triangulation purposes although a number of new insights were made from these. The second method used then was to review printed material made available to me from a number of the lecturers interviewed. This was mainly course outlines but in a small number of cases also included reports on the HIV/AIDS modules. The third method used was to observe a number of the chosen programmes and following this observation to interview students about the HIV/AIDS education. (See appendix 11 Interview Questionnaires) Initially I have presented the findings of this research by documenting and summarizing the responses to each research question. In order to make for an easy overview of the findings for the reader I have drawn up a table under each research question, these tables list the responses to the research questions. I then go on to look at the different models this research has shown for teaching HIV/AIDS education. I have taken each model in turn and shown how it works in practice through giving a detailed description of the example cases. Following this I have attempted to outline the main features of these HIV/AIDS programmes and to document the main insights emerging. Looking back at the literature reviewed in this field, I have then attempted to review the responses in terms of what was said in the literature regarding HIV/AIDS education. I have also outlined the questions and surprises brought to light by this study and have attempted to draw some conclusions regarding the teaching of HIV/AIDS within academic curricula. Finally, in the light of the findings, I have made recommendations for future work in this field. It was impossible from this study to say which programmes work better than others with regards to the teaching of HIV/AIDS education. What I have merely attempted to do is to describe the methods and approaches used at present in order that others wishing to undertake similar programmes may review these. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

The school focused in this study is involved in promoting HIV/AIDS education among learners. Past attempts at HIV/AIDS education took the form of assembly talks and special assembly programmes which, unfortunately, yielded limited success. In response to this, a grade eight HIV/AIDS education programme, integrated into the mainstream curriculum, was developed and implemented. The HIV/AIDS education programme cuts across different learning areas and its impact on learners is the focus of this study. The study undertaken is located in a constructivist paradigm and draws largely upon qualitative research methods. However, the use of quantitative data has also been crucial in supporting the findings of the research. Research participants included a stratified sample of grade eight learners who were involved in the programme, educators who were engaged in the development and implementation of the programme, learners on the school's HIV/AIDS Committee, the Life Skills co-ordinator of the school and social workers who supported the programme. In view of the sensitivity surrounding various HIV/AIDS issues. this study draws special attention to ethical issues that impact on the research procedures adopted. Evidence from this research indicates that the implementation of the grade eight HIV/AIDS programme has substantially improved the acquisition of HIV/AlDS knowledge by learners who were engaged in the programme. The impact of the programme on high-risk behaviour is difficult to ascertain in the absence of longitudinal studies. However, the majority of learners have responded positively to the programme and emerging learner attitudes appear to be favourable to the promotion of behaviour patterns that are supportive of the prevention of HIV-infection. This study suggests that, in the quest to improve the effectiveness of HIV/ AIDS education, the programme in focus needs to engage more seriously with gender and cultural issues. The grade eight HIV/AlDS programme lends itself to further modification and this study recommends that the scope of stakeholder participation be broadened, particularly with regard to parental involvement. / Thesis (M.Ed.) - University of Natal, Durban, 2001.