The main aim of the study was to investigate adolescents’ perceptions of the paternal/father figures’ involvement in their sexuality education. Other aims included to determine adolescents’ perception of paternal/father figures’ knowledge of sexuality education; aspects/topics that are discussed; and the gender differences in paternal figures’ involvement with adolescents’ sexuality education. The study sample consisted of 67 adolescents aged between 13-19 years and was chosen through purposive, non-probability sampling technique from Illinge Secondary School at Vosloorus Township, Ekurhuleni Metropolitan Council. A questionnaire designed by the researcher was used to collect the data for the study. The results of the present study indicated that a small number of the adolescents perceive their paternal/father figures as involved in the discussion of sexuality matters. Nevertheless a highest number of the participants in the study perceive a paternal figure as a right source of sexuality education. However, the study shows that participants perceive their paternal figures as authoritarian and having poor communication about sexuality matters. This study indicated that there is no trend in adolescents’ perceptions of their paternal figures’ adequacy and inadequacy of knowledge regarding competency/incompetence in discussing sexuality topics. The main topic that the participants indicated to be receiving paternal figures’ attention is adolescents’ pregnancy and parenting. However, there is an indication that sexual intercourse is not mentioned as the antecedent to pregnancy. A large number of adolescents in this study indicated that there is a presence of a significant gender difference in the sexuality education. An increased father forum as well as involvement of social institutions and the professional and community based work force is recommended to address the need for father/paternal figures’ involvement in the sexuality education of adolescents.

This study examined the roles of mothers and fathers in the sexuality education of their sons and daughters. Specifically, the research investigated the sexuality knowledge, attitudes and skills of parents to provide education to their pre-school (5 years of age) or year seven (12 years of age) children. Investigation of parents' active participation in the sexuality education of their children and analysis of the factors which determined their involvement was the main objective of the study. The comfort level of parents in their communication with their children and plans for further sexuality education were also considered. Predictive models of sexuality communication were empirically tested and from this a conceptual model was derived which explicates sexuality education in the home.The research involved both a qualitative and quantitative approach to the investigation of parents' contribution to the future sexual health of their children. The first phase of the study involved focus group interviews with 11 parents to discuss their issues and concerns in providing sexuality education. Thematic analysis of the focus groups and review of the literature informed development of the instrument used in the second phase of the study.Face validity of the instrument was established and 371 parents participated in phase two of the study. One hundred and ninety five (195) mothers and 176 fathers responded voluntarily to an anonymous, self-administered questionnaire on their involvement in their child's sexuality education.In the second phase of the study the instrument used included demographic data and general questions regarding sexuality education. A sexuality knowledge and attitude scale was included as well as qualitative questions concerning parents' skills in sexuality education pertaining to three relevant scenarios. Parents' teaching practices, plans for future ++ / sexuality education and a Likert scale of comfort levels was also part of the instrument.Demographic data was consistent with the general population except with respect to income and education which were both higher than expected. Most parents (95%) stated that the home should be the primary place for sexuality education. However, less than half (36%) initiated frequent discussion with their child.Results showed that generally parents had a satisfactory knowledge of sexuality (M= 2 1) but that mothers had more knowledge of sexuality than fathers. Parents' sexuality attitudes tended toward the conservative end of the continuum with fathers more liberal in their attitudes than mothers. The study revealed a small positive correlation between knowledge and attitudes which showed that parents with more knowledge had more liberal attitudes.Mothers' and fathers' skills in sexuality education varied, demonstrating some uncertainty in this aspect of parenting. Most parents (63%) were not appropriate in their response to their child's questions about 'how babies are made', and provided their child with no factual information. Although most parents (76%) had observed their child's 'genital play' the majority (75%) were unaware of their child's 'sex play' behaviours. Parents' skills in responding to their child's genital play and sex play revealed that few (less than 16%) demonstrated complete acceptance of their child's sexual behaviour. Curiously, parents stated that they were generally comfortable when presented with all situations. The findings indicate a need for community based parent education which focuses on enhancing parents' sexuality knowledge, attitudes and skills.Generally small percentages of parents talked to their children about various sexuality topics with the factual topics such as body differences, birth, reproduction and obscene words the most frequently ++ / discussed. Other topics, of a more sensitive or intimate nature, such as contraception, sexually transmissible diseases, abortion, dating, intimate relationships, masturbation, petting and wet dreams were discussed by fewer parents. Not unexpectedly, parents communicated more with their year seven child than their pre-schooler, but the ages at which topics were introduced varied widely. This suggests parents require guidelines for their role which promote early, open and unreserved communication. The timing of sexuality education is also crucial to ensure that sexuality is as integral to the individual as numeracy and literacy and is approached in the same manner.For almost all topics mothers communicated more than fathers for both the pre-school and year seven groups. In contrast to the literature, pre-school mothers communicated equally with both genders and fathers communicated more with their sons, while by year seven, both mothers and fathers communicated more with their sons than their daughters. The topics discussed with sons and daughters appeared to differ with both mothers and fathers discussing physiological and protective issues with daughters and conversing about sexual behaviours with sons. Gender was a significant factor in sexuality education and strategies to promote equality relating to both parents and children are required.Many parents severely overestimated their plans for communicating with their children about sexuality. Most parents of pre-school children planned to discuss all sexuality topics by the time their children were 12 years old, but in reality this was not evident when compared with the year seven group. Few children initiated frequent communication (37%) with their parents but when they did it was usually with their mother.For the overall sample, the communication of sexuality was predicted by parents' attitudes to teaching ++ / sexuality, their perceived preparation, the church as a source of sexual learning and their teaching skills. The predictors however, varied depending on the gender of the parent and the age group being considered and different models explained between 14% and 46% of the variance of communication.No previously published research in Australia has investigated the role of mothers and fathers as sexuality educators. This study has contributed to the increasing body of knowledge in sexuality which aims to educate children more comprehensively for sexual health in adulthood. The conceptual framework derived from the literature and the findings of the study is anticipated to be of benefit to health professionals, school teachers and sexuality educators as they work with parents to promote sexual health.

A thesis submitted to the Faculty of Art in partial fulfilment of the requirements for the Degree, Doctor of Philosophy in Community Psychology in the Department of Psychology University of Zululand, 2017. / This research was envisioned to understand the evaluation of the Life Orientation (LO) Programme in Eastern Cape schools. The main motivation for the study was to evaluate the Life Orientation Programme in Eastern Cape schools through an Appreciative Inquiry (AI) into the experiences and perceptions of learners, educators, and departmental officials regarding the effectiveness of the LO Programme. This was because subject advisors are responsible for giving the required support and as well evaluate the subject teachers in schools. According to Sanders and Sullins (2006); Visser (2007) and Serrat (2008), school programmes have to undergo a review from time to time to ensure that they are still relevant, justifying the evaluation of this study. The reader is informed that, Life Orientation, was introduced as a compulsory subject offered to all learners from grade R to grade 12 and as an inter-disciplinary subject that draws on and integrates knowledge, values, skills, and processes embedded in various disciplines such as sociology, psychology, political science, human movement science, with the objective of making informed decisions and choices (Department of Education, 2003). Thus, Life Orientation Programme was to provide the necessary guidance for skills development, (Department of Education, 2005) This research observed the understanding that LO Programme has a focus on social development, health promotion, personal development, orientation to the world of work and the general physical advancement. Embedded in this study, was the need to understand whether personal biological inputs either individually or collectively, had any influence on the perception of learners, teachers and subject advisors towards the Life Orientation Programme or not. Thus, this study contributed towards moderating and remoulding the perception of learners towards LO Programmes by providing a clear understanding of the concepts of Life Orientation content, role of educators and the skills offered. The Literature review considered the following areas; Health Promotion, Social Development and Personal Development, Physical Development and Movement, Orientation to the world of work, showing to educators the existing differences of the educational needs and expectations of different learners (Engelbrecht & Green, 2009). These expectations may not be met if teachers pay too much attention to their own lives and values (Beyers & Hay, 2011). Some teachers experience a large measure of ambiguity regarding HIV/AIDS, they realize cognitively that they must support and nurture the HIV positive learner, but emotionally they remain cold (Bhana, Morrell, Epstein & Moletsane, 2006; Wood & Webb, 2008). iii This research has endeavoured to discuss in detail the issue of HIV, and the status disclosure of participants. One issue of necessity is the stigma associated with HIV/AIDS, the use of the subject of the HIV/AIDS epidemic to professionally create some relevant awareness within the communities. The data used for evaluation of the research objectives were obtained from randomly selected participants by use of a closed-ended questionnaire instrument. The collected data were captured and analyzed by use of SPSS (Statistical Package for Service Solutions, Version 20). Among variables included were; the participant’s gender, age, educational category, residence and years of formal education and research questions. The analysis comprised of tables and charts whose parameters of analysis were percentages and frequencies. The interpretation for both quantitative and qualitative analyses were performed in line with the research objectives. The analysis produced outputs in the form of tables and charts, which comprised of frequencies, percentages, cumulative frequencies and cumulative percentages for descriptive analysis, whereas, test-statistics and p-values were used for significance level analysis for inferential scrutiny for existence of any association for selected pairs of variables while charts for association consisted of percentages and the variables under assessment. The analysis, for instance, found that more females (62.20%) participated in this study than did their male counterparts. Some of the reasons advanced were trifold; One, that the general population in the target areas constituted more women than men, and two, that men participation, were prone to unnecessary time-consuming arguments leading to a meagre male-participation. The researcher, an education professional, who deals with the learning curriculum on daily basis, and a practical university student counsellor knows that Physical Education is a compulsory component of the LO Curriculum. Each term, a learner has to complete physical activity assessments that count towards their overall LO mark. Though no record shows currently that grades eight and nine do not have formal physical education lessons, it was an exercise to be implemented in 2014. The results, however, were in line with Ombaba et al. (2014), who found that support from teachers in schools on the career guidance programme needed enhancement in order to make sure that the guidance services rendered are practical to students. The importance of Life Orientation Programme has been underscored, which requires the following recommendations for a sustainable improvement; adding to the course content, teachers to avoid name-calling in class, accommodation of everyone in career exhibitions without discrimination, improvement on presentation tasks, and others not stated here. iv It has come to be revealed, through this research, that the South African public educational system does not have adequate provision for vocational guidance or assessment of individual learners. This weakness results in high unnecessary costs for the country, the South African Businesses as well as social discontent and hardship. On the other hand, statement 4.3.1.16 showed that the average majority (51.8%) of the respondents claimed that Life Orientation motivates and guides them about basic life styles and careers. The researcher lauded this as a welcome discovery. According to the analysis of the data on statement 4.3.1.6, the majority of the respondents (65.3%) strongly agreed with the statement. This indicated that Life Orientation promotes healthy behaviour as expressed by the majority of the respondents. On the inferential analysis base, the researcher determined the existence of any relationship between independent variables and research statements in the questionnaire. As to whether Life Orientation promotes healthy behaviour based on one’s gender, this research revealed that the two variables were quite independent based on the obtained p-value of 0.765 as compared to any level of significance chosen from (0.05, 0.025, or 0.010). The null hypothesis could not be rejected. The conclusion was that gender had no influence on the promotion of healthy behaviour and so, practising healthy behaviour does not depend on gender but rather is an individual decision. Complementarily, results of another similar assessment between gender of respondent and respect for human rights as a prerequisite for moral development in a society indicated that there was no significant association between gender and the given dependent statement. This research further showed that age group of respondent and respecting human rights being a prerequisite for moral development in society were not significantly associated, since the observed p-value was greater than the level of significance. The researcher did not have sufficient evidence to reject the null hypothesis under this setup. On the other side of the analysis, age group of respondent and drugs giving one a true sense of security revealed a different observation. The observed p-value of 0.001 was far smaller than any selected level of significance. This resulted in a highly significant association demonstrating the fact that age group promoted the belief that drugs could give one a true sense of security. v A similar result showing a p-value of 0.022 for testing the association between educational category and Life Orientation promoting healthy behavior was highly significant. Key words: Apartheid government era, formative subjects, Life Orientation, Life Orientation Programme, level of significance, degree of association, general education and training (GET) band, further education and training (FET) band.

No description available.

The present study is a mixed-method evaluation of the delivery of sexuality education in the context of a youth development program called Cool Girls, Inc. Part one was a quasi-experimental, pre and post-test design for which 216 program participants and 92 demographically matched comparisons were surveyed on variables associated with healthy sexual decision-making. It was hypothesized that participation in the program would be associated with increases in these variables, increases in helping resources for questions about sex, and that helping resources would mediate the relationship between participation and study outcomes. Participation predicted one of the sexual efficacy items: at the trend level. Length of time in Cool Girls, Inc. significantly predicted one attitudes toward sexuality item. Helping resources at time two predicted post-test hope at the trend level. The mediation hypothesis was not tested due to the lack of findings for path b in the mediation model. Part two of the study was a qualitative process evaluation consisting of interviews with each of the program’s site coordinators. Group activities and discussion were the most common forms of delivering the sexuality education. The most common topics were relationships, the body, and sex. Site coordinators tended to express external support, but experienced some internal barriers and barriers to involving parents. It was revealed that Cool Girls, Inc. increases social capital by providing site coordinators as mentors and increasing intergenerational closure. How each part of the study informs one another, as well as limitations and future directions are discussed.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to determine the level of parental support for school-based sexuality education in a Colombian international school and discover the most popular method, among parents, for teaching the subject, whether through a comprehensive, abstinence-only, or abstinence plus approach. Another objective was to determine parental support for the teaching of specific topics in the sexuality education curriculum and identify the age levels that parents felt were appropriate for the introduction of those topics. A third goal was to find out how parents viewed themselves as sexuality educators in the home and how they perceived their peers. In order to determine the attitudes of parents regarding school-based sexuality education, a parent survey was conducted. The first section of the survey presented parents with a variety of scenarios related to three different approaches to school-based sexuality education. The parents selected the approach that best reflected their views and attitudes toward the subject and most appropriately presented the material to students. The second section of the survey offered parents an array of sexuality education topics and asked them to choose the appropriate age level for the introduction of each topic into the sexuality education curriculum. The third section of the survey asked parents to evaluate themselves and their peers as sexuality educators in the home. Parents were also asked to list three activities in which they enjoyed participating with their children. The research indicated that of the 206 parents surveyed, 49% supported a comprehensive approach to sexuality education, 40% backed an abstinence-plus approach, and 3% supported an abstinence-only approach. Parental support was given for the inclusion of a wide variety of topics in the sexuality education curriculum, with most of the subjects being introduced at the middle school level. Most parents viewed themselves as effective sexuality educators in the home, while criticizing their peers for not having the same open communication with their own children. Chi-square tests of significance revealed correlations between parental gender, frequency of church attendance, and preference for a specific approach to sexuality education. / 2031-01-02

Master of Science / Department of Programs in General Human Ecology / Karen S. Myers-Bowman / The alarming incidence of sex-related health problems among American adolescents has health educators searching for effective curricula-based programs aiming at behavioral changes. Such desire and urgent need to find or create programs and curricula that work have generated different approaches, philosophies, and educational strategies. However, this also may have produced a number of programs that have not benefited from a careful and thorough evaluation: neither evaluation of content, message, and cognitive and/or behavioral effect. The focus of this paper is on the curricula utilized in sexuality health programs in middle and high schools. Questions arise about the impact of these programs. Currently, abstinence-based programs are the only ones funded by the government. Research data does not convincingly show that abstinence-only sexuality education significantly decreases the number of adolescents engaging in sexual intercourse prior to marriage. This paper attempts to review current research about abstinence and comprehensive curricula. I begin by discussing the different approaches and their supporters. The importance of adolescent development and theory will be incorporated into my review. Effectiveness of each approach, as well as evaluation studies will be examined. From this review, I composed my own assessment of one abstinence-based curriculum and one comprehensive based curriculum.

This semi-structured interview study aimed to gain a deeper understanding of Filipino pre-service teachers’ perceptions of sexuality education. It also aimed to study how the pre-service teachers’ perceptions related to international recommendations on sexuality education and the theoretical perspectives of gender and power and Freiran theory that these draw on. Main findings included that the pre-service teachers critically reflected on own experiences of sexuality education and did not intend to repeat the education they received to future students. Furthermore, they expressed problem-focused perceptions of sexuality education content but positive approaches to the subject in general, and were hopeful of positive sexual health outcomes in the Philippines. Objections from the Catholic Church and parents to future students were perceived as the biggest challenges to the implementation of sexuality education. More information to, and collaboration with, parents regarding sexuality education were suggested as means to face resistance in the Philippine society. The pre-service teachers’ perceptions agreed with international recommendations on sexuality education to some extent, but results showed contradicting opinions regarding gender equality and sexual diversity. This point to a conclusion that the pre-service teachers need extended and improved teacher training on sexuality education, that develop their knowledge and allow them to critically reflect on norms in their society.

The purpose of this study was to examine the effects of sexuality education program on eight 3-6th graders with mental retardation. A qualitative and quantitative research method was employed to collect data. The sexual knowledge pretest, posttest and retaining-test results were analyzed by the Wilcoxon Sign-Rank Test. In addition, classroom observation, behavior observation as well as teaching journal were used to determine the changes of sexual-related behaviors and interactions of those students. The results demonstrated that the sexuality education program significantly improved the sexual knowledge of students with mental retardation. However, the application of sexual harassment prevention skills was varied. Suggestions and challenges of sexuality education for students with mental retardation were discussed.

This thesis explores the love/sex relationships of 117 young people (aged 14 to 24) of diverse sexualities from rural and urban Victoria. Drawing significantly on the sociological theory of Pierre Bourdieu and engaging with postmodern feminist and gender theorists, young people’s negotiation of sexual consent is examined. In-depth interview and focus group data depict a world of unwritten and persistent, but not unchangeable, ‘rules’ regarding sex, love and consent. For the young people participating in this research, the negotiation of safe and consensual sex means navigating these multiple and sometimes contradictory meanings. Young people are simultaneously positioned within social structures and in relation to gendered discourse, resulting in varying opportunity for active reflection and communication of what they and a partner might want from a sexual encounter. This thesis argues for reform of policy and educative responses to youth sex and sexual violence, in order to reinforce young people’s ability to actively negotiate safe and consensual sex.