Thesis (M.A.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 76-77).

Thesis (M.A.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 126-129).

This piece of research explores the problem of schoolgirl pregnancies and suggests a role which the school might play in their prevention. Concern over the growing number of unplanned pregnancies under the age of eighteen years at the author's school, culminated in the .present study. Experts on the subject often perceive the problem to be self-defeating to the young girls, medically contra-indicated and socially disruptive. The purpose of this investigation was to determine attitudes towards the description of the problem, to identify causative factors predisposing to pregnancy, and to obtain views on how the school can reconcile efforts to address the problem. The relevant research data was obtained through a comprehensive 64 item attitudinal and knowledge-base questionnaire which was administered to a sample of 187 subjects. The sample comprised seven different occupational groups namely, senior schoolgirls, parents of senior schoolgirls, ex-schoolgirl primigravidae, parents of ex-schoolgirl primigravidae, school teachers, members of the clergy and various health care professionals. The appendices contain full statistical tables as well as full responses to the open-ended essay based on the research questionnaire so that the reader is free to check the reasonableness of the conclusions drawn. In the final chapter the author provides a brief summary of findings, offers justification why the teaching of sex education should be a priority in public schools, and makes recommendations, in the main, for the inclusion of school-based sex education as a component of Guidance in terms of rationale and implementation. In addition, suggestions are made with regard to school policy formulation and networking with parents and other community resources. Finally, a choice of four current model programmes for sex education are proposed in an effort to improve and build upon existing programmes in the present South African curriculum. It is the author's belief that this investigation may contribute to course design and perhaps provide hypotheses for more specific studies in the future.

Made available in DSpace on 2014-12-02T11:16:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-02-26Bitstream added on 2014-12-02T11:20:58Z : No. of bitstreams: 1 000795239.pdf: 1175676 bytes, checksum: 0461570dab01674f8ff6b7eb1cdc4779 (MD5) / O objetivo desta estudo foi analisar os sentidos atribuídos por professores de Ciências e alunos à diversidade sexual. Para isso, utilizamos as categorias sentido e significado, adotando o referencial da Psicologia Histórico-Cultural. Com relação à sexualiade, muitos significados estabelecidos sócio historicamente remetem à exclusão, estigmatização e marginalização de Lésbicas, Gays, Bissexuais e Transgêneros, por suas orientações sexuais e identidades de gênero que fogem ao padrão heterossexista socialmente difundido e aceito como natural. De maneira intencional ou não, a escola é um dos lugares em que ocorre a (re)construção de significados e sentidos com relação à diversidade sexual. Os professores de Ciências são reconhecidos por pais, alunos e demais colegas como profissionais aptos e preparados para tratar de questões relacionadas à sexualidade, assumindo um papel importante quando se discute as relações entre escola e diversidade sexual. Esse foi um estudo qualitativo em que foram utilizados questionários, entrevistas, produção de textos, análise documental e a técnica de grupo focal para a coleta de dados. Dois professores de Ciências foram entrevistados e 106 alunos responderam a um questionário, 115 participaram da produção de um texto e de vinte e sete dos Grupos Focais. De modo geral, os alunos possuem sentidos que assumem LGBT como estranhos, mesmo muitos acreditando terem o dever de respeitar as escolhas de cada um. As travestis foram declaradamente apresentadas com repúdio por eles, sendo a homossexualidade e bissexualidade aparentemente mais aceitas, mesmo sendo consideradas estranhas. Os professores reconhecem as identidades LGBT e o preconceito existente contra esses indivíduos. Significados religiosos e outros veiculados pela mídia parecem influenciar a construção de sentidos dos alunos sobre a diversidade sexual, como mostram seus relatos e as falas dos professores... / The aim of this study was to analyze the meanings attributed by Science teachers and students to sexual diversity. We used the categories significance and meaning, adopting the Cultural-Historical Psychology. Many meanings established socio historically about sexuality refer to the exclusion, marginalization and stigmatization of Lesbian, Gay, Bisexual and transgender people because of their sexual orientations and gender identities that are somehow against the heterosexist standard socially accepted as natural. Intentionally or not, school, is one of the places where the (re) affirmation of these significances and meanings about sexual diversity occurs. Science teachers are recognized by parents, students and other colleagues as able and prepared to deal with issues related to sexuality, becoming central actors to the discussion of the relationship between school and sexual diversity. This way a qualitative study and we used questionnaires, interviews, text productions, documentary analysis and the focus group technique. Two science teachers were interviewed, 106 students responded to a questionnaire, 115 participated in the production of a text and 27 went to the Focus Groups. Generally, students consider LGBT people as weird, even though many of then believe they have a duty to respect everyone's choices. Transvestites were reportedly presented with disapproval by some students, and homosexuality and bisexuality apparently are more accepted, but still considered weird. Teachers recognize LGBT identities and the existance of prejudice against these individuals. They indicate to believe their students are prejudiced when it comes to sexual diversity. Meanings of the media and religion seem to influence the construction of meaning from students about sexual diversity, as show by their reports and the statements of their teachers. Heteronormative meanings are expressed by many students regarding sexual diversity, but some of them indicate...

Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-12-26Bitstream added on 2014-06-13T20:13:13Z : No. of bitstreams: 1 rabello_shs_dr_bauru.pdf: 2733052 bytes, checksum: 0e9bb48d96c3239717c538ac7eaed539 (MD5) / A presente pesquisa foi empreendida a partir de um curso de Educação em Sexualidade, componentes da parte diversificada do currículo escolar do 9º ano do ensino fundamental de uma escola pública do município de Juiz de Fora - MG, Brasil. Sexualidade e gênero são tomados em seu conceito amplo, entendidos como construções históricas, sociais e culturais. Os objetivos específicos visaram identificar e analisar representações de sexualidade e gênero sustentados pelo/as alunos/as bem como analisar o conteúdo de sexualidade e gênero presente em pedagogias culturais e sua utilização em contextos de ensino. A metodologia adotada para a coleta dos dados foi de natureza qualitativa, do tipo observação participante, em que a pesquisadora atuou também como professora do curso. A análise dos dados apoiou-se na análise de conteúdo das manifestações dos/as alunos/as obtidas a partir das transições das aulas, que foram gravadas em áudio. Também foram analisadas produções escritas dos/as alunos/as e artefatos de mídia que abordam temas de sexuliadade e gênero. os resultados indicaram que os/as alunos/as sustentam representações de sexualidade associadas, sobretudo, às práticas sexuais. As relações de gênero foram reconhecidas como desiguais e naturalizadas, mesmo quando as diferenças e desigualdades foram atribuídas a fatores sociais. As discussões em classe, porém, oportunizaram a reflexão a respeito do conceito de sexualidade bem como sobre as relações de gênero, favorecendo a incorporação de novos elementos para sua consideração. As pedagogias culturais, de modo geral, veiculam noções essencialistas e biologizantes a respeito da sexualidade e do gênero, veiculando representações estereotipadas que merecem a problematização em contextos de ensino. As implicações da pesquisa referem-se... / This research was undertaken from a course of Sexuality Education, part of the diversified component of the school curriculum in the 9th grade of elementary school at a public school in the city of Juiz de Fora - MG, Brazil. Sexuality and gender are taken in its broadest dimension, understood as historical, social and cultural constructions. The specific objectives aimed at identifying and analyzing sexuality and gender representations held by students as well as analyzing the content of sexuality and gender in this cultural pedagogies and their use in educational contexts. The qualitative methodology was taken for data collection, like participant observation, in which the researcher also served as a teacher of the course. Data analysis relied on content analysis of the students speech that were obtained from transcripts of classes activities, which were audio-recorded. Students written production and media artifacts were also analyzed. The results indicated that the students maintain representations of sexuality as sexual practices. Gender relations were recognized as unequal and naturalized, even when differences and inequalities were attributed to social factors. The class discussions, however, allowed the reflection about the concept of sexuality as well as gender relations, promoting the incorporation of new elements for consideration. The cultural pedagogies, in general, present biologizing and essentialist notions about sexuality and gender, conveying stereotypical representations that deserve questioning in teaching contexts. he implications of the research refer to the contribution to the knowledge in the area, favoring the planning of teaching strategies in order to broaden the notion of sexuality and gende... (Complete abstract click electronic access below)

M.Cur. (Community Nursing) / The aim of the study Is to evaluate sexuality education programmes used In secondary schools. A descriptive, non-experimental approach Is used. Institutions and/or organisations doing sexuality education programmes in these schools were Identified through a questionnaire sent to the principals of the schools. A checklist to analyse the curricula content of each Identified Institution was developed, based on a literature survey. Guidelines for a holistic curriculum to be used by community nurses presenting sexuality education in secondary schools were developed.

This study investigates the causes, consequences and possible solutions of teenage pregnancy. It indicates that socio-economic factors play an important role in the occurrence of teenage pregnancies. In addition the study suggests that a range of factors, including, cultural norms and individual needs, impact on the childbearing decisions of teenage females. The study demonstrates that the most important negative consequences of teenage pregnancy include dropping out of school, unemployment, single parenthood and higher levels of poverty. An important finding of the study is that policies and programmes aimed at reducing teen pregnancy rates, and eliminating the negative consequences experienced by teen mothers and their children, are unlikely to be fully effective unless they realistically address socio-economic imbalances faced by many young women in South Africa.

No description available.

The purpose of the study was to design and validate an instrument designed to investigate teachers' attitudes in regard to adolescent sexuality education. Test development adhered to the guidelines of Aligna and Crocker. Cronbach alpha was performed on the entire instrument and determined the reliability to be .8003, thus the instrument was consistent in measuring the domain areas. A panel of experts assessed content validity of items. A principal component factor analysis and a Pearson's product moment correlation were used for construct validity. Teacher concerns about curriculum implementation, teacher comfort with the subject matter, course-specific teacher attitudes, teacher interest about curriculum content, and teacher attitudes toward sexuality were found to be the constructs of the TACTS.

The study determined that twenty-three mildly to moderately retarded adults living within the community increased their sexual knowledge after attending a twelve month, data-based sex education training program. The Lane Community College-Adult Basic Education (LCC-ABE) Pre/Post Test was administered to each subject when he/she began and finished the training program. The Intermittent Probe Tests were administered to each subject after instruction in each of thirteen topic areas in the curriculum. The main conclusions were that: (a) the subjects significantly increased their sexual knowledge after training; (b) class, sex, ability level, age, type of residence, and length of time in that residence were not significantly influential in the increase of sexual knowledge; and (c) a significant correlation between the Intermittent Probe Tests and post-test scores indicated a high degree of predictability between the two tests and that long-term (over a twelve-month period) retention resulted from training.