As sexualities educators, we rarely examine the broader social context our sexualities are shaped within, nor do we often give meaningful instruction to students on how to come to terms with emotions and desire or choosing and being good partners. Some of the ways we 'do' masculinity, femininity and gender in this culture can compromise our ability to fully engage in loving relationships with our selves and others. Teaching sexualities as transformational learning, critical theory challenges us to do better, both as individuals and as a society aware of and resisting oppression. Instead of teaching as though the body and spirit can thrive independently of one another, an authentic sexualities education would address the many dimensions of human experience, including morality, physicality and emotionality.

Thesis (Ph.D.)--Baylor University, 2005. / Includes abstract. Includes bibliographical references (leaves 205-219).

The title of the thesis is The Case Study of Impact of Alcohol Addiction and it follows the series of life situations which occurred during a relatively short period of time in the case of a man who was abstaining for a long time. The subject of this thesis is a study of people with this disease who may be more susceptible to the pitfalls of life, and therefore cannot adequately respond to the crisis. The aim of this thesis was to find out whether an abstaining person could withstand the adversity and if not what field of human life was threatened. The main aim of the thesis was to outline the period shortly after being released from work. The introduction of the theoretical part deals with the definition of expressions such as alcohol addiction, theories and factors of addiction. Other part of the thesis deals with the consequence of long-term alcohol drinking and that both somatic, mental and also social which the long-term alcohol addiction brings. The conclusion of the theoretical part is supplemented with the interpretation of expressions such as a relapse or a recurrence and further it deals with issue of the failure to comply with abstinence together with the recommendation of possible ways how to refuse the alcohol. The empirical part of the thesis is processed by the method of quantitative research by means of questioning the method of narrative interview. The data was elaborated in the form of grounded theory method and afterwards it was evaluated by means of axial coding and all was divided into four time periods through which the client went and by which he was affected. The main research question was How can the change of job influence the mental and health conditions and what is the risk of relapse in the case of an abstaining person? Individual research questions were three. The first one related to observation of the change of managing of life situations during the period of the therapy and shortly after the therapy. The second question applies to the issue of managing of life situations which occurred within resocialization at work and the respondent found here a new way which means he found a new job and a residence outside his home within resocialization. The last research question solved managing of life situations after releasing from job when a client was unemployed for some time and the job which was recommended to him was financially undervalued. I found out by the carried out research that it is not possible to make conclusions how to manage crisis situations in the case of people with addicted behaviour. It is the individual matter of each person how he can withstand with life obstacles. The results of this thesis can be benefit for other clients with whom I will work while performing my job.

The opioid epidemic has touched every stage of life, including women who are pregnant and their babies.

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Empirical investigations have identified hundreds of factors that predict whether youth engage in sexual activity (YSA). To promote optimal health and the avoidance of unhealthy or problematic outcomes that can result from YSA, sex education programs have been extensively developed and evaluated. Many evaluations have identified the effect of the program on immediate outcomes such as attitudes and intentions, others have examined subsequent behavioral and health outcomes, and some have done both. The purpose of this study was to extend the evaluation literature by testing a mediated effects model. A sex education program was found to have significant immediate effects on several attitudinal factors that have been shown to predict YSA, and was shown to significantly reduce the incidence of sexual activity approximately one year after the program (OR = 0.534, p = .004). A mediating effects test showed that youth’s stated intentions to engage in sexual activity was a significant mediated effect (B = -0.182, Lower CI = -0.291, Upper CI = -0.073), suggesting that the program effects on sexual activity occurred through the immediate effect on intentions, which in turn was likely affected by program content, which changed other attitudinal factors such as values, efficacy, and knowledge. Using immediate changes on these mediating factors to predict the likelihood of YSA showed that accurate prediction was possible, with an overall prediction accuracy rate of 74%. It was easier to predict who was not going to engage in YSA (94% accuracy) than who would (35% accuracy). Further predictive analyses showed that a score of 4.12 (on a scale of 1 to 5) on agreement with the items comprising the mediating factors’ scales was a threshold point, with the likelihood of engaging in YSA rising sharply as a function of this score until that point, and score increases above that point resulting in minimal changes in the probability of YSA. The results of this study demonstrate that it is possible to reduce YSA, that intent to engage in YSA was a primary mediator, and that accurate prediction of eventual behavioral results is possible, based on analysis of immediate results.

Contingency management (CM), an intervention that typically provides financial incentives for abstinence, has also been applied to treatment engagement. However, little is known about the magnitude of treatment effects when financial incentives are provided for attendance. A systematic search was conducted to identify studies that included incentives for attendance, either in isolation or in combination with incentives for abstinence. Meta-analysis was used to estimate the effect sizes on treatment attendance and abstinence. A total of 10 studies including 12 CM treatments (6 incentives for attendance only and 6 incentives for both attendance and abstinence) with 1,673 participants were identified. Results indicated a moderate effect (d = 0.47, 95% confidence interval (CI) [0.24, 0.68]) on attendance relative to non-reward active comparison conditions, p <.001. Frequency of incentives for attendance was significantly associated with larger effect sizes. Results also indicated a small effect (d = 0.22, 95% CI [0.11, 0.32]) on abstinence relative to non-reward comparisons, p <.001. Overall, this meta-analysis supported financial incentives for attendance to increase treatment engagement, with smaller effects on abstinence compared to those observed in meta-analyses on financial incentives for abstinence. Although financial incentives for attendance increased clients' attendance, the impact on abstinence was weaker than conditions that included both incentives for attendance and abstinence. Clinics implementing CM should consider these differential effects in the selection of reinforcement targets.

School-based sexuality education (SBSE) is an important and debated part of the sexual socialization of young people in the US. While existing literature addresses the sociological implications of SBSE at the policy and curriculum-level, little was previously known about the ways instructors carried out and made sense of sex education in their classrooms. In this study, I examine the relationship between how sex education instructors make sense of sex education and their understandings of youth and sexuality. I conducted 20 semi-structured interviews with sex education teachers in Mississippi public schools and used an inductive analysis approach to determine themes from the data. I find that teachers depart from the prescribed curriculum, or go off-script, to address their functional and ideological concerns in the classroom. Where teachers translate their own ideologies about youth and sexuality into instruction, these ideologies serve to reproduce social inequality by gendering, racializing, and classing instruction.

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