The purpose of this study was to discriminate between adolescent contraceptive users and nonusers on the basis of five variables; sexual self-concept, family life education, father communication, mother communication, and years of fathers' education. Included in the sample were 116 college freshmen men and women. The results revealed four out of the five variables were able to predict group membership. Adolescent contraceptive users had scores indicating higher sexual self-concepts and more open communication with their fathers, while noncontraceptive users had more months of family life education and had more open communication with their mothers. / Master of Science

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It is well-known that adolescents participate in risky behaviors. College students are no different; in fact they take part in risky behaviors which can include sexual risk-taking. The purpose of this review of literature was to determining the types of risky sexual behavior that college students are engaging in, and how it is affecting their self-esteem. Emphasis was placed on the need for education regarding sexual behavior, effects of alcohol, and self-esteem. This review focused on the different risky behaviors that college students are participating in, including drinking games, drinking themed parties, and types of sexual behavior. Findings of this review determined that low self-esteem can impact an individual's decision to take part in sexual activity and drinking. Additionally, it was identified that there is a need for community-based education which should begin prior to college attendance. Utilizing the findings of this review can help provide the evidence needed to support education on risky college behaviors with a focus on the self-esteem aspect.

Thesis (MEd(Psych))--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Internationally there is concern about the reproductive health of adolescents. In South Africa a growing concern is the rampant sexual activity of underage learners. This study seeks to explore the knowledge, attitudes and behaviours of a group of adolescents with regard to their psycho-sexual development. A qualitative study was conducted, with data being collected by using semistructured interviews, which were subsequently analysed thematically. The data was analysed and five themes emerged from the three categories (knowledge, attitudes and behaviour). The five themes that emerged were knowledge about HIV/AIDS and venereal diseases, where participants received their knowledge about sexual issues, knowledge about conception and pregnancy, attitudes about sexuality and sexual behaviours. The study found a disparity between participants' knowledge, attitudes and sexual behaviour. Many participants have not developed a healthy sexual identity because of many factors that has contributed to this development. Some of these factors were social, parental, emotional, socio-economic, lack of appropriate knowledge, media and attitudinal influences. The findings indicated that the majority of the participants had a fairly good knowledge about HIV/AIDS but were less knowledgeable about other venereal diseases. It appeared that many of the participants did not have reliable sources to furnish them adequate answers to sexuality questions. This lack of information had a direct bearing on the formation of their sexual attitudes and behaviours. There was a marked difference between the sexual practices reported by the male and female participants. More of the male participants reported that they engaged in sexual activity as compared to the female participants. The study also highlighted the interrelatedness between knowledge, attitudes and behaviour. / AFRIKAANSE OPSOMMING: Internasionaal bestaan daar groot kommer aangaande die reproduktiewe gesondheid van adolessente. In Suid Afrika is die toenemende seksuele aktiwiteit van minderjarige leerders 'n toenemende bron van kommer. Hierdie studie het ten doelom die kennis, houdings en gedrag van 'n groep adolessente ten opsigte van hulle psigo-seksuele ontwikkeling te eksploreer. 'n Kwalitatiewe studie is uitgevoer. Data is ingesamel deur middel van semi-gestruktureerde onderhoude, wat tematies geanaliseer is. Vyf temas vanuit drie kategorieë (kennis, houdings en gedrag) het na vore gekom. Die vyf temas sluit in kennis aangaande HIVNIGS en veneriese siektes, waar adolessente hulle kennis aangaande seksuele sake ontvang het, kennis aangaande konsepsie en swangerskap, houdings aangaande seksualiteit en seksuele gedragsvorme. Die studie het 'n dispariteit gevind tussen deelnemers se kennis, houdings en seksuele gedrag. Baie van die deelnemers het nie seksuele identiteit ontwikkel nie, as gevolg van verskeie faktore wat hierdie ontwikkeling beïnvloed het. Sosiale, ouerlike, emosionele en sosio-ekonomiese veranderlikes, onkunde, sowel as die invloed van die media, is faktore wat bydra tot die swak ontwikkelde seksuele identiteit van deelnemers. Die bevindinge het aangetoon dat die oorgrote meerderheid van die respondente 'n redelik goeie kennis aangaande HIVNIGS het, maar nie so goed ingelig is aangaande veneriese siektes nie. Dit wil voorkom asof 'n aansienlike hoeveelheid van die deelnemers nie oor betroubare bronne beskik om hulle van die nodige antwoorde op seksuele vrae te voorsien nie. Hierdie gebrek aan informasie het 'n direkte invloed op die vorming van hul houdings aangaande seksualiteit en hul seksuele gedrag. 'n Betekenisvolle verskil is tussen die seksuele praktyke van manlike en vroulike deelnemers gevind. Meer manlike deelnemers was betrokke in seksuele bedrywighede in vergelyking met vroulike deelnemers. Die onderlinge verwantskap tussen kennis, houdings en gedrag is ook deur die studie na vore gebring.

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The study considered the prevalence of risky sexual behaviour in child headed families that usually affects the adolescents in South Africa. This study aimed at exploring the prevalence of risky sexual behaviour in child headed families, determining the causal factors of sexual promiscuous behaviour and effects of promiscuity. The area of investigation was Qora Village which is in a small town called Idutywa, Eastern Cape. This is an area that is characterised by poverty, illiteracy and unemployment. The sample was comprised of 50 participants and the study was conducted in two phases using mixed methods approach. Social exchange theory underpinned the study. Findings highlighted that these child headed adolescents had a role of caregivers and due to poverty they practiced risky sexual behaviour to bridge the economic gap. Furthermore, teenagers living in child headed families were likely to engage in risky sexual behaviour with people who are older than them; others are forced and coerced; while others perceive such act as a better option to bridge the economic gap that existed within their family backgrounds.

Made available in DSpace on 2015-12-06T23:47:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2008 / A Orientação Sexual constitui-se na atualidade um tema transversal devendo permear todo o currículo escolar, num processo de intervenção pedagógica com o objetivo de transmitir informações e problematizar questões relacionadas à sexualidade. O professor é a peça chave para execução e sucesso desta intervenção, portanto, este estudo teve como objetivos identificar o conhecimento e a prática dos mesmos em relação à orientação sexual, bem como conhecer a opinião dos professores sobre o momento (Quando) e a maneira (Como) de iniciar as atividades de orientação sexual na escola. Trata-se de uma pesquisa descritivoexploratório, realizada em quatro escolas estaduais de ensino fundamental e médio do município de Embu das Artes, SP. A amostra foi constituída por 130 professores também participantes do Projeto de Extensão Universitária Corporalidade e Promoção da Saúde. A coleta de dados foi realizada em dois momentos distintos, sendo o primeiro por meio de um questionário, e o segundo, pela técnica de Grupo Focal. Os resultados apontam que os professores deste estudo consideram importante a orientação sexual, pois a escola mostra-se importante não somente para transmissão de informações, mas também para promover reflexão sobre essas questões e mudanças de conceitos e comportamentos sexuais, complementando a educação sexual recebida da família. Os professores reconhecem sua falta de preparo para a função não somente teórica e metodológica, mas também nas questões pessoais com suas áreas de interdição sobre o aspecto sexual. Soma-se, ainda, a falta de recursos materiais e de tempo para preparo das aulas, o que compromete o desenvolvimento do trabalho de orientação sexual na escola. Para eles, a orientação sexual deveria ter início desde o ingresso da criança na escola, ou seja, desde a 1ª série, em um processo contínuo e gradativo. Usando de linguagem apropriada para cada idade, respeitando o nível de maturidade da criança para absorção das informações transmitidas. A 5ª série foi apontada como a fase indicada para o aprofundamento das questões sobre sexualidade, pelo aumento da curiosidade dos alunos sobre o tema e por terem maior maturidade para discussão dos assuntos. Apesar de se considerarem despreparados para o desenvolvimento das atividades de orientação sexual, a maioria dos professores aborda o tema em sala de aula. As atividades sugeridas são: uso de dinâmicas e brincadeiras com auxílio de recursos áudio-visuais, através da leitura de textos e de discussões baseadas nas perguntas feitas pelos próprios alunos. Aproveitam, ainda, as situações do cotidiano escolar ou social trazidas pela mídia para suscitar discussões. Os docentes consideram-se aptos a discutirem todos os assuntos relacionados à sexualidade, porém, declaram ter mais habilidade para discussão de temas com enfoque biológico como Doenças Sexualmente Transmissíveis, gravidez, conhecimento sobre o corpo e métodos contraceptivos. Conclui-se que os professores precisam ser capacitados para conduzir os alunos em um processo contínuo e gradativo de aquisição de conhecimentos e de instrumentos que transformem este conhecimento em mudanças de comportamento. Desta forma, um desenvolvimento saudável da sexualidade deles, livre de riscos físicos, psíquicos e sociais poderá ser garantido. / Sexual Education is currently constituted of a transversal topic that should span the whole school curriculum, in a pedagogic intervention process aiming at providing information and addressing issues related to sexuality. The teacher is a key part in the accomplishment of this intervention, and should be prepared for the function. Therefore, this study aimed at identifying teachers' knowledge and practice concerning Sexual Education, as well as to know their opinion about the time (when) and manner (how) the Sexual Orientation should be started as a school activity. A descriptive-exploratory research was carried out in four state-run elementary and high schools in the municipality of Embu das Artes, SP. The sample was composed by 130 teachers who also took part in the Corporality and Health Promotion University Project. Data were collected at two distinct moments, firstly through a questionnaire, and then through the Focal Group technique. Results demonstrated that teachers consider Sexual Education at school to be important. To them, the school seems important not only to spread information, but also to promote reflection upon these issues and to promote changes of sexual behaviors and concepts. Thus, the school enhances the sexual education received from the family. Teachers acknowledge their lack of prepare for the function, which includes not only theoretical and methodological aspects, but also personal issues regarding their own sexual restraints. In addition to that is the lack of material resources and time for class preparation, what impairs the development of Sexual Education tasks at school. In their opinion, Sexual Education should start at the moment children are admitted to school, that is, in the first grade, in a continuous and gradual process, by using appropriate language for each age, and respecting the child’s maturity level to absorb the provided information. The fifth grade was pointed out as the appropriate age for in-depth education of sexuality-related issues because of the increase in curiosity for the topic, and also for having more maturity to discuss the topics. Despite the teachers feel unprepared for the development of Sexual Education activities at school, the most of them approach the insertion of the issue in the classroom. The activities suggested by them are: group dynamics and plays with audiovisual resources, readings, and discussions based on questions asked by the students themselves. They also use daily school and social life brought by the media to raise discussions. Teachers considered themselves able to discuss all the issues related to sexuality, however, reporting more ability to discuss topics of biological scope such as Sexually-Transmitted Diseases/AIDS, pregnancy, knowledge about the human body and contraceptive methods. It was concluded that teachers need to be properly instructed to lead students into a continuous and gradual process of knowledge acquisition and proper tools that turn this knowledge in behavior changes. Thus, a healthy development of sexuality, without physical, psychic and social risks can be assured. / BV UNIFESP: Teses e dissertações

This study examines the relationship between social support and youth's high-risk behaviors. The data were obtained from the Midwest Homeless and Runaway Adolescent Project (MHRAP) in 1996. In the Midwestern United States, this study examines the hypothesis that youth with high social support will have low sexual risk behaviors. The study found that youths who had someone to turn to, a greater number of close friends, and someone they could count on were less likely to engage in risky sexual behaviors. The implications of the findings are discussed.

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The goal of this work was to integrate multiple levels of analysis in an attempt to clarify our understanding of a wealth of data examining sexual and emotional intimacy. The current work presented an empirical attempt to reconcile the notion of biologically constrained behavior with a perspective emphasizing evolved psychological mechanisms.