Master of Science / School of Family Studies and Human Services / Karen S. Myers-Bowman / This study explores the link between resources and sexuality education within the Lutheran Church Missouri Synod (LCMS). Six churches were involved in this study representing small, medium, and large congregations based on the full-time employed staff. Both church staff and volunteers were interviewed to learn the following: 1) What kind of sexuality education services does the church provide? 2) What are the sexuality education needs of the church membership? 3) What resources are necessary for providing sexuality education? 4) What are the barriers to providing sexuality education? The findings indicate that all churches were providing sexuality education; however, there were great variations. Each church also had unique resources and barriers for providing additional sexuality education for parishioners in various life stages. It was found that resources have a huge impact on the availability of sexuality education within a church setting. These resources were found to be tangible and intangible along with internal and external to the church.

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.

A thesis submitted in fulfilment of the requirements for the degree of PHD in Psychology in the Department of Psychology, University of Zululand, 2006. / South Africa is faced with the social problems of teenage pregnancy; HIV/AIDS and child abuse/rape. In order to address these problems the government has implemented a primary intervention strategy namely, introducing the teaching of sexuality education to learners at school. The Department of Education embarked on a Sexuality Education Programme (SEP) that formed part of the Life Orientation Learning Area in the year 2002. Numerous media reports have been questioning the effectiveness of this programme. Accusations were made that the school/educators were not doing enough or were shirking their responsibilities. The programme was blamed for making learners more promiscuous and adding to the existing problems of teenage pregnancy and HIV/AIDS. This led the researcher to undertake an evaluation study of the SEP. The purpose of the evaluation was to investigate whether the needs of the facilitators (educators) and the target population (learners) were being met by the programme. The methodology used was based on Michael Scriven's goal free evaluation which essentially focuses on needs assessment. The method employed was an interpretative phenomenological analysis (IPA). The sample population was chosen by using purposive sampling. The sample consisted of 11 Grade Ten learners and nine educators (primary and secondary school). Data were collected via written narratives and focus group interviews. The data was then subjected to thematic analysis. To ensure validity two independent researchers analysed the data thematicaly. The common emergent themes were translated into met and unmet needs as well as solutions to unmet needs. It was found that while the SEP was meeting some of the needs of educators and learners a large number of needs were unmet Learners were satisfied with the knowledge component of the programme and acknowledged that the SEP was having a positive impact on their lives. However, amongst other things, learners unmet needs were a lack of and accessibility to resources, creative/interesting teaching methods, acquisition of skills to deal with sexuality related problems, time constraints of the programme, parental involvement at school level. The educators found the National Policy on Sexuality Education useful but stated that the programme needed more structure in terms of what should be taught in the different grades. They were unhappy with the type of training they had received to teach sexuality education. Their needs mainly revolved around the various aspects of teacher training, overcoming barriers to learning and teaching, involvement of various stakeholders. Concerns were also raised on issues related to relationships, peer education and teachers'/learners' characteristics. Based on these findings recommendations were made to the Department of Education, schools, teachers, parents, learners and community organisations. The study was limited due to the small sample size used and hence the results cannot be generalised. Notwithstanding this, the study could be used as a springboard to conduct a large scale survey using the identified needs o£ learners and educators. The results of the survey could then be used to strengthen/improve the SEP currently being implemented.

No description available.

Les transformations institutionnelles qu’a connu la Guadeloupe ont marqué les pratiques sexuelles de la population. Cependant, comme partout en France on retrouve l’éducation à la sexualité à l’école. Afin de comprendre comment se fait cette intervention de la sphère publique par le contexte scolaire auprès des élèves d’origines sociales diversifiée. Nous prenons comme référence les travaux de Bru (2002), Chevallard (1985, 2009), Sauvage et Turpin (2012) et Poggi (2014) pour le processus de contextualisation et ceux de Lahire (2012) et de Bozon (2013) pour comprendre la production, rencontre et modification des dispositions incorporées sexuelles. On pose que l’apport des savoirs va produire et agir sur les dispositions incorporées sexuelles des élèves par l’action de l’enseignant et crée un processus de contextualisation. Nous formulons deux hypothèses : la situation didactique en éducation à la sexualité est à la fois contextualisée et contextualisante.Les études menées sur l’analyse du curriculum formel, sur l’analyse des pratiques déclarées des enseignants et sur l’analyse des pratiques déclarées des élèves en rapport avec le milieu didactique en éducation à la sexualité. Permettent de conclure que la dimension contextualisée est révélée par les dispositions incorporées des acteurs et le poids du contexte institutionnel. Cette dimension contextualisée induit une dimension contextualisante, par une place insuffisante accordée au contexte social de l’élève, le savoir reste homogène dans un milieu diversifié. Cette rencontre entre homogénéité et diversité crée des inégalités dans l’acquisition des savoirs et dans les choix de conduites sexuelles. / The institutional transformations experienced by Guadeloupe marked the sexual practices of the population. However, as everywhere in France we find sexuality education at school. To understand how this intervention of the public sphere is done by the school context with students of diverse social origins. We take as reference the works of Bru (2002), Chevallard (1985, 2009), Sauvage and Turpin (2012) and Poggi (2014) for the contextualization process and those of Lahire (2012) and Bozon (2013) to understand the production, encounter and modification of the incorporated sexual dispositions. It is posited that the contribution of the knowledge will produce and act on the sexual incorporated dispositions of the pupils by the action of the teacher and creates a process of contextualization. We formulate two hypotheses: the didactical situation in sexuality education is both contextualized and contextualizing.Studies on formal curriculum analysis, analysis of teachers 'declared practices and analysis of students' reported practices related to the didactical environment in sexuality education. Let us conclude that the contextualized dimension is revealed by the incorporated provisions of the actors and the weight of the institutional context. This contextualized dimension induces a contextualizing dimension, by an insufficient place given to the social context of the student, knowledge remains homogeneous in a diversified environment. This encounter between homogeneity and diversity creates inequalities in the acquisition of knowledge and in the choice of sexual behavior.

This study assessed indicators of adoption of abstinence-only-until-marriage education as an innovation by middle school principals in the state of Texas. It also assessed school principals?? likelihood of adopting such programs. This study was conducted in the context of changing school policies related to sexuality education and an influx of governmental funding intended to encourage instruction about abstinence-only-until-marriage. The impact of school-based, abstinence education and the role of the principal are of special interest for those promoting healthy sexual behavior among youth. The study??s sample consisted of 433 responses from a proportional random sample of middle school principals selected from 20 Education Service Center Regions in the state of Texas. Rogers?? Diffusion of Innovations Theory provided the theoretical framework and foundation for this research. Five perceived attributions of an innovation??relative advantage, compatibility, complexity, trialability and observability??were the study??s independent variables. The dependent variable was defined as the likelihood of principals adopting abstinence-only-until-marriage education in their schools. Location of schools (i.e., in rural or urban counties), was examined as having a possible moderating effect on other variables. Findings from this study indicated the middle school principal who was most willing to adopt abstinence-only-until-marriage education programs into his or her school??s curriculum strongly believed abstinence education provided important advantages for youth, and strongly perceived abstinence-only-until-marriage education to be consistent with his or her professional and personal beliefs and values. The average principal also did not perceive abstinence-only-until-marriage education to be complex. The typical respondent agreed that elements of abstinence-only-until-marriage education could be easily tried in the school, and considered it important to observe other principals adopting abstinence-only-until-marriage education prior to adopting the innovation. Trialability, complexity and religion were the strongest predictors for likelihood of adoption. Efforts to promote abstinence-only-until-marriage education in the public schools are dependent upon an understanding of the role of administrators in the curriculum adoption process. This study contributes to the knowledge base related to the school principal??s influence on abstinence promoting programs.

This study assessed indicators of adoption of abstinence-only-until-marriage education as an innovation by middle school principals in the state of Texas. It also assessed school principals?? likelihood of adopting such programs. This study was conducted in the context of changing school policies related to sexuality education and an influx of governmental funding intended to encourage instruction about abstinence-only-until-marriage. The impact of school-based, abstinence education and the role of the principal are of special interest for those promoting healthy sexual behavior among youth. The study??s sample consisted of 433 responses from a proportional random sample of middle school principals selected from 20 Education Service Center Regions in the state of Texas. Rogers?? Diffusion of Innovations Theory provided the theoretical framework and foundation for this research. Five perceived attributions of an innovation??relative advantage, compatibility, complexity, trialability and observability??were the study??s independent variables. The dependent variable was defined as the likelihood of principals adopting abstinence-only-until-marriage education in their schools. Location of schools (i.e., in rural or urban counties), was examined as having a possible moderating effect on other variables. Findings from this study indicated the middle school principal who was most willing to adopt abstinence-only-until-marriage education programs into his or her school??s curriculum strongly believed abstinence education provided important advantages for youth, and strongly perceived abstinence-only-until-marriage education to be consistent with his or her professional and personal beliefs and values. The average principal also did not perceive abstinence-only-until-marriage education to be complex. The typical respondent agreed that elements of abstinence-only-until-marriage education could be easily tried in the school, and considered it important to observe other principals adopting abstinence-only-until-marriage education prior to adopting the innovation. Trialability, complexity and religion were the strongest predictors for likelihood of adoption. Efforts to promote abstinence-only-until-marriage education in the public schools are dependent upon an understanding of the role of administrators in the curriculum adoption process. This study contributes to the knowledge base related to the school principal??s influence on abstinence promoting programs.

Studiens huvudsakliga syfte är att ur ett normkritiskt perspektiv analysera grundlärares utsagor om sex- och samlevnadsundervisning inom religionskunskapsämnet. För att fylla detta syfte har studien sökt ta reda på hur de intervjuade lärarna genomför sin undervisning om sex och samlevnad inom religionskunskapsämnet, samt vilken roll de ger undervisningsområdet, beträffande vilket utrymme de ger sex och samlevnad i sin religionskunskapsundervisning och vad de anser vara sex- och samlevnadsundervisningens syfte. Studien baseras på enskilda intervjuer med fyra lärare som undervisar i religionskunskap grundskolans årskurser 4-6. Studien visar att samtliga av lärarna som deltar i hög grad är medvetna om risken att deras sex- och samlevnadsundervisning är heteronormativ. De har alla också en uttalad ambition att försöka motverka att deras sex- och samlevadsundervisning blir alltför heteronormativ, emellertid saknar de specifik utbildning i att hantera sex- och samlevnadsfrågor. Detta skulle kunna utgöra ett skäl till att samtliga lärare ger sex- och samlevnadsfrågor ett relativt litet utrymme i sin religionskunskapsundervisning. / The overall aim of this study is to analyse primary school teachers’ testimonies regarding sexuality education in religious education through a norm critical perspective. To fulfil this aim, the study seeks to find out how the teachers carries out their sexuality education when teaching religious education, and furthermore, what part the participating teachers give sexuality education, as to how big a part of the subject it represents and the teachers’ understanding of the purpose of the field. The study is based on individual interviews with four teachers who work in years 4-6 in primary school and teach religious education. What becomes apparent is the awareness the participating teachers show regarding the possibility of their sexuality education being heteronormative. There is also an outspoken ambition among the teachers to make their sexuality education less normative, however, they all lack specific education in the subject matter. This might be one of the reasons why sexuality education is given a very small part in each of the interviewees’ religious education teaching.

To investigate how federal discourse constructs adolescence, the author analyzed discussions of abstinence-only sexuality education from the U.S. Congressional Record from 2001 to 2007. He used grounded theory methodology to identify theoretical codes and construct a model from the data. The grounded theory developed focused on Congress’s maintenance of its role in mediating concern over the sexual behavior of adolescents as opposed to finding a solution to the problem it had identified. The author relates this theory to Foucault’s (1974/1991) concept of governmentality. He discusses Congress’s discourse about adolescence using Lesko’s (2001) confident characteristics of adolescence as a framework.

This thesis highlights the complex nature of students’ experiences in the sexuality education classroom. It seeks to provide insight from the perspectives of Year 10 students in two classes on their experiences of a particular sexuality education programme. The purpose of this study was to ‘give voice to’ and explore the experiences of asmall group of nine Year 10 students in their compulsory co-educational sexuality education programme. To this end, the main source of data was focus group interviews with student participants. Students were asked to participate in focus group interviews part way through the unit of work and invited to share their thoughts, feelings and perceptions of the programme. The data analysis generated themes that describe student’s experiences in relation to course content, pedagogy and classroom organisation. The analysis of students’ talk in focus group interviews also showed that gender relations and emotional safety were important features of the students’ experiences of their sexuality education programme. More particularly, it was found that students valued their exposure to this subject and felt that school was a good place to learn about sexuality education. They enjoyed social constructivist teaching approaches that were student-centred and interactive. The students expressed some dissatisfaction with the way in which their sexuality education programme was organised and being delivered. In addition, there was evidence of both male and female students being influenced by traditional, hegemonic constructs of masculinity and femininity, and also a heteronormative culture within the classroom. The findings present implications for sexuality education teaching in relation to programme development and classroom practice. They suggest that sexuality educators may need to consider the way in which their classrooms are organised, as well as the pedagogical approaches they use, as it appears these aspects have significant influence on the emotional safety of students, on relationships within the classroom and on the student experience of sexuality education as a whole.