Peer sexuality educators' accounts of their work reveal two approaches to empathy with their students: affinity and alliance. ‘Affinity-based empathy’ rests on the idea that the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while ‘alliance-based empathy’ is an analytical process of considering the social contexts that shape others' lives. We assess the potential for each source of empathy to equip peer sexuality educators to counter hierarchical models of teaching and learning, effect social change and promote the interests of youth. Because shared identity categories prove difficult to manage and sustain, we find affinity alone does not offer peer sexuality educators lasting opportunities to work with young people. In contrast, developing alliance-based empathy prepares peer educators – indeed, all sexuality educators – to identify inequalities or barriers that others face and seek ways to foster social change. We conclude with recommendations for future research.

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2016 / The aim of this study was to determine the effectiveness of Sexuality Education as an intervention in preventing teenage pregnancy in the Pinetown district. A focus group of thirty four (35) learners from three different schools was purposefully sampled. Data was collected using structured interview schedules to allow the researcher a platform to ask open-response questions and to understand the learners’ knowledge on preventive measures and the learners’ preferential choices. Data were analysed by carefully identifying and expanding significant themes that emerged from the informants’ knowledge and preferred measures of interventions to prevent teenage pregnancy. The results of the study revealed that learners’ knowledge of preventative measures was limited and an additional challenge was the lack of parental involvement in their children’s sexuality. The participants agreed that sexuality education does provide learners with information that could equip them with knowledge of a healthy sexual behaviour. They maintained that this information could be used when they decided to engage in intimate sexual relationships. However, the knowledge which will ultimately decide their future was quite limited and it was concerning. They seemed to know the contraceptives that were available but the task of accessing them still posed a problem. On the basis of the study results, some valuable recommendations were made which include that the alternatives of accessing contraceptives and the parental involvement in their children’s sexuality may curb teenage pregnancy.

Child sexual abuse is rampant in Zimbabwe. This can be attributed to several Zimbabwean ecosystemic factors that contribute to the gravity of the problem. This study explored these ecosystemic factors that affect Comprehensive Sexuality Education (CSE) in Zimbabwe to determine appropriate strategies to apply so that CSE could be successfully be provided to early grade children in Zimbabwe. This qualitative study used an interpretivist paradigm which was underpinned by the ontological assumption that reality is not objectively determined, but socially constructed. In this study, a case study design was utilised, embracing a semi-structured interview and document analysis as data-gathering instruments. This study was informed by Bronfenbrenner’s ecological systems theoretical framework. The main research question of the study was: What ecosystemic factors play a role in Comprehensive Sexuality Education in Zimbabwean schools? The secondary research questions were also as follows:  What are the teachers’ views and perceptions of teaching CSE in early grades?  How will parents perceive the introduction of CSE in the early grades?  In what way will the religious leaders perceive the introduction of CSE in the early grades as positive?  What are the cultural factors that impact on the teaching of CSE in early grades?  How do religious factors impact on the teaching of CSE in the early grades? The participants were ten early grade teachers, ten parents with children in early grades and five religious leaders. The study revealed that CSE was not taught to early grade children due to several ecosystemic factors. There is no CSE curriculum for early grade children in Zimbabwe. The teachers are uncomfortable to teach the subject because of the diverse cultural and religious beliefs of the Zimbabweans. Some churches believe CSE defiles innocent children. Their doctrines prevent other churches from teaching EMC to children before they reach the age of 14. The study recommended the development of CSE for early grades by teachers in conjunction with parents and religious leaders and the training of teachers to change their attitude towards the teaching of the subject as well as to provide them with appropriate content and teaching strategies. The provision of teaching and learning resources on CSE for teachers and early grade learners was also recommended. / Thesis (PhD)--University of Pretoria, 2020. / Early Childhood Education / PhD / Unrestricted

Sexuality education is a fundamental children's right, women’s right and overall human right that has not been successfully implemented in primary, secondary, or higher education throughout the globe. Sexuality education promotes children, adolescents, and teenagers safety exploring their sexuality and developing their attitudes, values, and skills. A literature review was conducted that indicates there is a gap of knowledge between sexual ethics in relation to comprehensive sexuality education and holistic sexuality education. The purpose of this study is to gain understanding of comprehensive sexuality education and holistic sexuality education by comparing vertically, horizontally, and traversally three guidelines on three levels, global, regional, and national. Critical and feminist theory are frameworks in qualitative research methods implemented in the thesis to thematically analyze secondary data throughout UNESCO International Technical Guidance on sexuality education, WHO Standards for Sexuality Education in Europe, and SIECUS’s Guidelines for CSE in USA. The results found that from an intersectional feminist perspective, learning about consent and setting boundaries is essential for the promotion of holistic sexuality education thats overcomes the limitations of comprehensive sexuality education and empowers youth to explore their sexuality further. Therefore, basing sexual ethics as a foundation for holistic sexuality education with an overarching goal of global implementation can challenging due to existing social structures and power imbalances. The advocacy and awareness of holistic sexuality education is crucial in order to for youth to access their children’s rights and human rights. This thesis advocates for sexual ethics and intimate citizenship as main pillars of sexuality and holistic sexuality education through consent and respecting boundaries.

Adolescence is a period of physical, emotional, and social development that represents the transition from childhood toward adulthood. Adolescents therefore experience intense and vigorous physical changes and an increased awareness of their own sexuality. They are also in a physical and mental period of preparation to become a social being, and have a natural curiosity about sexual matters. To satisfy their sexual curiosity, they obtain sexual information mostly from their friends and from lascivious media, especially websites on the internet. Consequently, they obtain incorrect knowledge and distorted sexual views. Moreover, adolescents in Korea, especially in the middle period of adolescence, are much more tolerant and open about many aspects of sexual attitudes and behaviour. They now engage in sexual relations at an earlier age as a result of the weakening of sexual morals and materialism in Korean society. They are exposed to sexual risks such as unwanted pregnancy, abortion, STDs, and HIV/Aids. It is therefore important for adolescents to be educated on sexual matters, and to protect themselves against sexual risks. They should have accurate sexual knowledge to make critical sexual decisions, and to form positive sexual attitudes to enhance sexual behaviour. The purpose of this study was to investigate the sexual knowledge and attitudes towards sexuality of adolescents in Korea, so as to compile a comprehensive programme in sexuality education and to evaluate the influence of the comprehensive sexuality education programme on the knowledge and attitudes of adolescents in Korea. The Randomized Solomon four-group design was used as the method of this study. The selected sample consisted of two groups for the experimental group and two groups for the control group, from two randomly selected co-educated middle schools in Youngdo-gu in Busan, Korea. The experimental group was exposed to the sexuality education programme, while the control group received reading matter similar in content to the sexuality education programme, to reduce the Hawthorne effect. A questionnaire was compiled by the researcher to evaluate adolescents' knowledge of and attitudes towards sexuality. A comprehensive sexuality education programme was compiled based on the literature. The sexuality education programme consisted of fifteen sessions of 45 minutes each. A session was presented each week for fifteen consecutive weeks. A questionnaire was used to collect data on two occasions: one week before the programme was presented and again two weeks after the end of the programme. The data was analysed by means of a frequency analysis, t-tests and correlations by using the SPSS/PC Window 10.0 programme. The results of the research indicated that the effect of the sexuality education programme obviously increased the sexual knowledge adolescents and brought about a positive change in their sexual attitudes. It is therefore recommended that the sexuality education programme for adolescents with its comprehensive content should be presented in an interactive style to learners by a skilful sexuality education educator. The recommendations of this study focus on adolescents as the object of education, the sexuality education programme, the educator and general recommendations. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2006.

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Adolescence is a period of physical, emotional, and social development that represents the transition from childhood toward adulthood. Adolescents therefore experience intense and vigorous physical changes and an increased awareness of their own sexuality. They are also in a physical and mental period of preparation to become a social being, and have a natural curiosity about sexual matters. To satisfy their sexual curiosity, they obtain sexual information mostly from their friends and from lascivious media, especially websites on the internet. Consequently, they obtain incorrect knowledge and distorted sexual views. Moreover, adolescents in Korea, especially in the middle period of adolescence, are much more tolerant and open about many aspects of sexual attitudes and behaviour. They now engage in sexual relations at an earlier age as a result of the weakening of sexual morals and materialism in Korean society. They are exposed to sexual risks such as unwanted pregnancy, abortion, STDs, and HIV/Aids. It is therefore important for adolescents to be educated on sexual matters, and to protect themselves against sexual risks. They should have accurate sexual knowledge to make critical sexual decisions, and to form positive sexual attitudes to enhance sexual behaviour. The purpose of this study was to investigate the sexual knowledge and attitudes towards sexuality of adolescents in Korea, so as to compile a comprehensive programme in sexuality education and to evaluate the influence of the comprehensive sexuality education programme on the knowledge and attitudes of adolescents in Korea. The Randomized Solomon four-group design was used as the method of this study. The selected sample consisted of two groups for the experimental group and two groups for the control group, from two randomly selected co-educated middle schools in Youngdo-gu in Busan, Korea. The experimental group was exposed to the sexuality education programme, while the control group received reading matter similar in content to the sexuality education programme, to reduce the Hawthorne effect. A questionnaire was compiled by the researcher to evaluate adolescents' knowledge of and attitudes towards sexuality. A comprehensive sexuality education programme was compiled based on the literature. The sexuality education programme consisted of fifteen sessions of 45 minutes each. A session was presented each week for fifteen consecutive weeks. A questionnaire was used to collect data on two occasions: one week before the programme was presented and again two weeks after the end of the programme. The data was analysed by means of a frequency analysis, t-tests and correlations by using the SPSS/PC Window 10.0 programme. The results of the research indicated that the effect of the sexuality education programme obviously increased the sexual knowledge adolescents and brought about a positive change in their sexual attitudes. It is therefore recommended that the sexuality education programme for adolescents with its comprehensive content should be presented in an interactive style to learners by a skilful sexuality education educator. The recommendations of this study focus on adolescents as the object of education, the sexuality education programme, the educator and general recommendations. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2006.

Research shows that there is a gap between interest and experience in the area of sexuality for individuals with autism. Also, although these individuals have unique learning requirements pertaining to their sexuality, there is no consensus on the provision and content of such education. Using a socially inclusive theoretical lens founded on existing models of disability and competence, this bilingual study (a) developed a conceptual framework of sexuality education, as understood by adolescents living in Ontario with a diagnosis of high-functioning autism and their caregivers; (b) used extant texts to support the conceptualization provided by youth and caregivers; and (c) identified personal strengths and barriers, as well as societal supports and barriers that impact sexuality education for these youth. Using a qualitative orientation, this study employed in-depth interviews, surveys, and a literature review to better understand the topic under investigation. Twenty participants from 8 families took part in these interviews, including 9 adolescents and 11 caregivers. Survey and extant textual-analysis data were used to support the findings. Sexuality education content was conceptualized as a combination of facts and sociosexual norms, with emphasis on outcomes. Additionally, safety and pleasure were identified as important content areas, including the historically absent aspect of shared enjoyment. Some content areas were part of a greater discourse of normalization. Sexuality education was seen as a combination of formal and informal activities that are developmentally appropriate, proactive, and take place across various settings and groupings. Caregivers were cited as the primary providers of informal education, whereas schools and other community partners were seen as formal providers of education. Various supports and barriers were identified, some of which were viewed as both. Themes related to media and technology pervaded all findings. This study provides further emic and etic understanding of the subject with implications for practice, policy, and theory.

This paper explores lesbian and gay teachers’ understandings of how their sexuality interacts with the Victorian secondary state school culture in which they work. With the aim of investigating the relationship between heteronormative schooling cultures and queer teachers, six same-sex attracted teachers were interviewed. The interviews were analysed, using discourse analysis, in order to examine teachers’ understanding of their school culture and its intersection with their sexual identity. The analysis and discussion showed a divide between teachers who chose to be out to students and those who did not. Most of the participants felt that their level of openness about their sexuality linked closely to their personality and that this dictated how much of their identity they wished to be on display at school. This often had a flow-on effect to how they managed other issues, such as addressing homophobia in their school. Participants were concerned about being labeled a pedophile or being seen as trying to recruit students to homosexuality and were therefore conscious of not looking or acting too stereotypically gay. This suggests that lesbian and gay teachers expend more energy and are more conscious of their demeanor than straight teachers in the heteronormative school cultures in which they operate. Despite there being legal protection for lesbian and gay teachers in government schools, on the ground there is still tension within schools about opening a dialogue with students about sexuality.

Doctor of Philosophy / School of Family Studies and Human Services / Melinda Markham / The following three studies examine school-based sexuality education and parent-child sexual communication. Using findings from qualitative data, the studies address what information is missing and/or needed in sexuality education delivered by parents and the school system, and to determine the best methods to deliver the information. Study 1 identifies the need for a change in sexuality education discourse, especially for women. Study 2 identifies the important need for parents to keep in mind the environment, the methods, and the timing of their parent-child sexual communication. Finally, study 3 assesses novel and discussion question use in mother-daughter sexual communication. Implications are provided for Family Life Educators, Sexuality Educators, and Policymakers.