Journal articles: 'Science based sexual education'

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Kennedy, Charlene, and Katherine Covell. "Violating the Rights of the Child through Inadequate Sexual Health Education." International Journal of Children's Rights 17, no. 1 (2009): 143–54. http://dx.doi.org/10.1163/092755608x278939.

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AbstractThe focus of this research was to examine the impact of traditional sexual health education, an approach that infringes upon children's rights to information, on 15 year-olds' knowledge of birth control, sexually transmitted infections, pregnancy, attitudes toward gays and lesbians. One hundred and twenty grade ten students completed a survey comprising measures of sex education received, sexual activity, sexual health knowledge, attitudes toward gays, lesbians, and the teaching of homosexuality, and school-based experiences with homophobia. Our findings reinforce the inadequacy of traditional sexual health education to meet rights consistent standards. Although many of the respondents were sexually active, their knowledge of sexual health issues, and especially of homosexuality, was poor. Homophobic expression was reported to be very common in schools, and teacher interventions were few. Prejudicial attitudes toward gays and lesbians were related to experience with homophobia and to a lack of knowledge about homosexuality. In essence current practices are violating the rights of all children but particularly those of sexual minority status. Consistency with children's rights requires shifts in sex education practices and teacher attitudes and behaviors.

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San San Win, Helen Benedict Lasimbang, Mie Mie Cho Win, M Tanveer Hossain Parash, Sai Nay Lynn Aung, Yeap Boon Tat, and Than Myint. "KNOWLEDGE, ATTITUDE AND PRACTICE TOWARDS SEXUAL AND REPRODUCTIVE HEALTH INCLUDING COMPREHENSIVE SEXUALITY EDUCATION AMONG FIRST YEAR STUDENTS OF UNIVERSITY MALAYSIA SABAH (UMS), MALAYSIA." Malaysian Journal of Public Health Medicine 20, no. 1 (May 1, 2020): 184–91. http://dx.doi.org/10.37268/mjphm/vol.20/no.1/art.449.

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This study aims to assess knowledge, attitude and behavior in sexual and reproductive health (SRH) including comprehensive sexuality education (CSE) among 439 first year students; 213 sciences and 226 arts students from 5 Faculties of University Malaysia Sabah (2016-2017). Exposure of Malaysian students to sexual education is limited to science subjects which are only being taught at upper elementary and secondary high school levels. Arts students are less exposed to sexual education across Malaysia as it is delivered in Basic Science subject only. It was a university-based, cross-sectional, descriptive study. Pretested self- administered questionnaire was anonymously completed by all participants and was conducted from November 2016 to January 2017. Students’ demographic characteristics from Science and Arts streams were same except females, Sabah ethnics and Malays were more in Arts. Awareness of HIV/AIDS, Condom, Wet dream, COC pills and abortion services were more in Science students and statistically significant. 34.3 % and 81.2% of Science students agreed that CSE should be introduced in primary and secondary school but not statistically significant. 22 out of 439 students were sexually active. Science students had more knowledge about SRH and favourable attitude towards sexuality education but less favourable behaviour of watching and reading pornographic materials. It was concluded that there were gaps in knowledge, attitude and behaviour of SRH and need to remedy these by giving appropriate CSE classes to first-year university students in an elective module according to their culture and religious beliefs in accord with International Technical Guidance on Sexuality Education (ITGSE).

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Iorga, Magdalena, Lavinia-Maria Pop, Nicoleta Gimiga, Luminița Păduraru, and Smaranda Diaconescu. "Assessing the Opinion of Mothers about School-Based Sexual Education in Romania, the Country with the Highest Rate of Teenage Pregnancy in Europe." Medicina 57, no. 8 (August 19, 2021): 841. http://dx.doi.org/10.3390/medicina57080841.

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Background and Objectives: Without mandatory school-based education, Romania is a leading European country in teen pregnancy. This survey aimed at assessing the level of knowledge and the opinions about sexual education and sexual-related issues among mothers of female teenagers aged 13–18 years old. Material and Methods: The survey was conducted between 2015 and 2017 and had four parts, collecting data about sociodemographic variables, the level of knowledge about sexuality, sexually transmitted diseases, and contraception. The respondents were mothers of female teenagers hospitalized in a tertiary pediatric clinic. Data were analyzed using IBM Statistical Package for Social Sciences (SPSS) Statistics for Windows, version 25 (Inc., Chicago, IL, USA). Results: One hundred and thirty-five mothers (42.46 ± 6.81 years old) were included in the research. Most of them were from rural areas, had graduated secondary school, were Christian-orthodox, married, and with a stable job. More than half of the mothers (61.42%) declared that they personally knew adolescents that were already mothers. In great proportion, mothers proved good knowledge about sexual education, contraception, and STDs. They considered that the minimum age for becoming married, in general, is about M = 18.62 ± 2.09 years old but in the case of their daughters, mothers appreciated that the best age would be 23.56 ± 9.37. Mothers considered that they had good communication with their daughters (M = 4.28 ± 0.99) and two-thirds sustained that they had discussed with them about sexual activity, pregnancy, sexually transmitted diseases, and contraception. In case of unwanted pregnancy of their daughters, one-third of the mothers (38.50%) would advise their girls to continue the pregnancy and 7.40% mentioned the termination of pregnancy. Two-thirds of them (74.10%) agreed to school-based sexual education. In the order of preferred sources for sexual education, mothers mentioned parents (85.90%), teachers (33.30%), and family doctors (24.40%). Comparative results regarding their own sex life and that of their daughters are presented. Conclusions: School-based programs should meet parental beliefs about sexuality and sexual education. School, as a creator of values and models, should find the golden ratio to better shape the personal, familial, and social needs for the healthy sexual behavior of the new generation.

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Voth Schrag, Rachel J. "Campus Based Sexual Assault and Dating Violence." Affilia 32, no. 1 (July 27, 2016): 67–80. http://dx.doi.org/10.1177/0886109916644644.

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Colleges are working to study and address sexual assault (SA) and dating violence (DV) on campus. This quantitative systematic review assessed 196 studies of SA and DV to evaluate if the literature fully reflects the demographics of American higher education. Results show disproportionate representation in the populations and settings in which research is occurring. No studies occurred at associates/2-year institutions, and participants are substantially younger and whiter than American college students overall. Education and prevention efforts that do not take into account the bias in these studies may exacerbate intersectional barriers for students.

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Akbari Kamrani, Mahnaz, and Sharifah Syed Yahya. "Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education." Global Journal of Health Science 8, no. 9 (January 4, 2016): 132. http://dx.doi.org/10.5539/gjhs.v8n9p132.

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<p>This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary.</p>

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Cacioppo, R., E. Ragaglia, and E. Senna. "Sex Education in Italy between Science and Ideology." Klinička psihologija 9, no. 1 (June 13, 2016): 36. http://dx.doi.org/10.21465/2016-kp-op-0019.

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Objective: The purpose of this paper is to present a reflection on sex education in schools of different stages and years in Italy, with specific attention to inclusive processes and practices in sexuality. In particular, we want to examine case histories of schoolchildren dealing with the inclusion of any individuals or minority groups (eg. LGBTI people or people with disabilities). Furthermore, we will try to reflect on attitudes and critical issues of the professional community of psychologists on the above matters, taking into account specific training needs and cultural frameworks. Design and Method: Qualitative research through case histories. Results: The analysis of the current state of sex education for younger age groups in Italy identifies how the matter has been at the center of a heated debate between secular assumptions and religious and moral positions for a long time, with strong connotations in terms of political and cultural roles and expectations linked to gender and sexual orientation. Upon request of the EU, Italy as well has committed to implement inclusive education policies, at least formally. However, in recent years government proposals to deconstruct gender stereotypes, to integrate sexual minorities, and to fight homophobic bullying and gender violence were hampered. Conclusions: The Italian case suggests a complex situation, in which the free and fluid self-expression of students in a respectful and non-discriminatory environment as preventive factor of homo/transphobic bullying and gender-based violence is still a goal to be achieved.

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Havaei, Marjan, Sara Esmaelzadeh Saeieh, and Leili Salehi. "Sexual and reproductive health self-care: a theory-based intervention." Health Education 121, no. 1 (January 12, 2021): 111–24. http://dx.doi.org/10.1108/he-04-2020-0024.

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PurposeThis study, a theory-based interventional study, aims to promote self-care behaviors regarding sexual and reproductive health in adolescents (female) in Karaj, Iran.Design/methodology/approachThis study was conducted on 90 female students of the Alborz University of Medical Sciences in Iran. For selecting subjects, the researchers went to two girls' dormitories on working days and tried to observe the proportion of students with different fields. Initially, 200 eligible female students were identified in the dormitories of Alborz University of Medical Sciences. Based on the sample size estimation, 100 research units were divided into two groups of receiving counseling (intervention group) and not receiving counseling (control group) by four-digit block randomization. Sexual and reproductive health self-care questionnaire was used as a tool for data collection before, after and one month after intervention. Data were analyzed by using X2 and ANOVA tests using SPSS (16).FindingsBoth groups were homogeneous in terms of demographic characteristics before the intervention. The results of the study indicated that after education, sexual and reproductive knowledge (p < 0.001), self-care of sexual health (p < 0.001), self-care of menstrual and genital health (p < 0.001) increased significantly. But, regarding parents' communications (p = 0.11), conversation barriers with parents (p = 0.83), interaction with (p = 0.79) and the perceptions of sexual risk behaviors relationships (p = 0.61) differences are not significant.Research limitations/implicationsFailure of parents to participate in this study and the implementation of this study only on the female sex were main limitations of the present study.Practical implicationsTheory-based education can improve sexual and reproductive health in adolescents' girls.Originality/valueAll Authors declare the manuscript entitled “Sexual and reproductive health self-care: a theory-based intervention” is original work of the author. All data, tables, figures, etc. used in the manuscript are prepared originally by authors; otherwise, the sources are cited and reprint permission is attached.

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Boyer, Cherrie B., Lauren Greenberg, James Korelitz, Gary W. Harper, Rachel Stewart-Campbell, Diane Straub, Renata Sanders, et al. "Sexual Partner Characteristics, Relationship Type, and HIV Risk Among a Community Venue–Based Sample of Urban Adolescent and Young Adult Men Who Have Sex With Men." Youth & Society 51, no. 2 (September 20, 2016): 219–46. http://dx.doi.org/10.1177/0044118x16669259.

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Few studies have examined sexual partnerships and HIV risk in diverse samples of African American/Black and Hispanic/Latino adolescent and young adult men who have sex with men (YMSM), a group that have a high burden of HIV in the United States. A community–venue recruitment approach was used, which identified significant differences in HIV risk by sexual partner type among 1,215 YMSM. Those with casual partners had a higher number of sexual partners, had more sexually transmitted infections (STIs), were more likely to engage in transactional sex, and to use alcohol, marijuana, or other substances compared with those with main partners only. Among those with female sexual partners, many used condoms “every time” when engaging in vaginal sex with casual partners, but a sizable proportion “never/rarely” used condoms with their main partners. Our findings demonstrate a need for tailored HIV prevention education and counseling with necessary skills regarding consistent and correct condom use with all sexual partnerships.

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Amoran, O. E., M. O. Onadeko, and J. D. Adeniyi. "Parental Influence on Adolescent Sexual Initiation Practices in Ibadan, Nigeria." International Quarterly of Community Health Education 23, no. 1 (April 2003): 73–81. http://dx.doi.org/10.2190/u8vj-0ufe-hryu-j48l.

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This community-based study was carried out to determine parental role on adolescents' sexual initiation practice in Ibadan, Nigeria. A random sample of 274 adolescents was selected from the community. Information on socio-demographic characteristics and sexual behaviors were collected using a structured close-ended self-administered questionnaire. A total of 40.5% of the adolescents in the sample were sexually experienced. Early exposure to sex education by mothers was found to encourage early sexual initiation ( p < 0.001). Significantly more adolescents (43.2%) who sought sexual information from their peers were sexually experienced compared with 25.2%, 14.4%, and 17.1% of those who sought information from parents, teachers, and other sources such as media, religious centers, etc., respectively ( p = 0.004). Mothers were more involved in sexuality communication with these adolescents than fathers (40.9% vs. 16.8%). The higher the level of education of the parents, the less likely the adolescents were sexually initiated ( p = 0.004). Furthermore, polygamous family background and loss of one or more parents were found to be associated with early sexual initiation practice ( p = 0.008 and 0.009, respectively). The study shows an increased sexual initiation with parental illiteracy, polygamy, and parental deaths among adolescents in Ibadan, Nigeria.

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Rue, Lisa, Michael Floren, Kiley Floren, Galena Rhoades, Elaine Walker, and Jesse Owen. "Single and Multi-message Sexuality Education: Improving Implementation and Evaluation of Group-based Programs." Health Behavior and Policy Review 8, no. 3 (June 1, 2021): 223–35. http://dx.doi.org/10.14485/hbpr.8.3.4.

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Objective: In this study, we isolated primary messaging strategies of sexuality education curricula to improve tailored delivery of group-based interventions. Specifically, our aim was to define single-message programs (eg, messaging about avoiding sexual risk or messaging about reducing sexual risk) and multiple-message programs (eg, avoiding sexual risk and reducing sexual risk), and to investigate their comparative effectiveness. Methods: We used a descriptive approach with publicly available data from US Department of Health and Human Services-funded teen pregnancy prevention programs to categorize 16 different curricula as single-message or multiple-message. We coded primary messages using a curriculum mapping rubric and scoring that was evaluated by a panel of experts for content validity. Forest plots compared behavioral outcomes. Results: Scores for primary messages achieved inter-rater reliability of 91%-100%; curricula were scored on 20 items within each category to calculate mean scores. Spearman correlations for items ranged from .43 to .93. Conclusions: No outcome differences were observed between single- or multi-message programs. Effective delivery of primary messaging may rely more on identifying moderators of classroom climate typically underrepresented in evaluations of school-based programs.

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Maziarz, Lauren. "Breaking Down the Administrative Barriers: Condom Availability in the School Setting." NASN School Nurse 33, no. 2 (December 4, 2017): 110–14. http://dx.doi.org/10.1177/1942602x17747206.

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School nurses are at the forefront of health resource decisions, education, and health advocacy in the school setting. When it comes to sex education and condom availability, navigating the politics and controversy surrounding student access and education is not an easy task. Moreover, recent research shows school administrators are not aware of sexual health issues in their district and are not typically supportive of condom availability, limiting evidence-based practice implementation in the school setting. At the district level, school nurses must recognize these challenges and develop plans to promote science-based interventions for students’ sexual health.

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Bolland, Anneliese C., Elizabeth Schlichting, Qshequilla Mitchell, Jasmine Ward, and John M. Bolland. "Let’s Talk About Sexual Immaturity in Adolescence: Implications for School-Based Sex Education." Sexuality Research and Social Policy 16, no. 3 (August 6, 2018): 357–72. http://dx.doi.org/10.1007/s13178-018-0348-7.

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Kirby, Douglas, and Karin Coyle. "School-based Programs to Reduce Sexual Risk-taking Behavior." Children and Youth Services Review 19, no. 5-6 (January 1997): 415–36. http://dx.doi.org/10.1016/s0190-7409(97)00025-x.

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Blackwell, Christopher W. "Men Who Have Sex With Men and Recruit Bareback Sex Partners on the Internet: Implications for STI and HIV Prevention and Client Education." American Journal of Men's Health 2, no. 4 (September 14, 2007): 306–13. http://dx.doi.org/10.1177/1557988307306045.

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Men who have sex with men (MSM) frequently use Internet-based Web sites to recruit sex partners. Although many MSM users of such sites advocate for safe sex practices in their personal profiles, some users actively recruit sexual partners who wish to participate in anal sexual intercourse without the use of condoms, also known as “bareback” sex. Participating in this sexual practice places both sexual partners at higher risk of HIV transmission. In addition, data indicate this behavior is associated with other high-risk activities such as drug use and communication of other sexually transmitted infections. This article summarizes the literature assessing this phenomenon on the Internet. Specific recommendations are provided for clinicians, health educators, and researchers.

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Morales, Alexandra, Mireia Orgilés, and José P. Espada. "Sexually Unexperienced Adolescents Benefit the Most From a Sexual Education Program for Adolescents: A Longitudinal Cluster Randomized Controlled Study." AIDS Education and Prevention 32, no. 6 (December 2020): 493–511. http://dx.doi.org/10.1521/aeap.2020.32.6.493.

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Using a longitudinal cluster-randomized controlled design, we examined whether the effects of Competencies for Adolescents with a Healthy Sexuality (COMPAS), an evidence-based sexual health promotion intervention, differ by adolescents’ sexual experience. Participants were 699 students aged 14–16, 45.9% were sexually experienced, and assessed in the baseline, posttest, and 12- and 24-month follow-ups. All were recruited from 10 schools that were randomly assigned to the COMPAS program and waiting-list groups (WLG). Using an intent-to-treat analyses, longitudinal changes in psychosocial and behavioral outcomes were explored using generalized estimating equations. Compared to the WLG, COMPAS had a positive impact on six of the seven psychological and behavioral outcomes. Non-sexually experienced reported more favorable HIV-related attitudes, higher condom use intention, lower number of sexual partners, and higher condom use than those sexually experienced. Findings support the importance of implementing sex education actions before adolescents get involved in their first intimate relationships in order to achieve greater impact.

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O., Bialyk, Sovhira S., Honcharuk V., and Нerasymenko O. "ANALYZES OF THE CONCEPTS AND MODERN MODELS OF ADULT EDUCATION IN THE EU COUNTRIES." Humanities & Social Sciences Reviews 8, no. 3 (May 26, 2020): 466–71. http://dx.doi.org/10.18510/hssr.2020.8350.

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Purpose of the study: The article analyzes the modern concepts of sexual education of students, among which the most widespread is religious, hygienic, the concept of contraceptive training, the concept, and program of "content training" causes, as well as the fact of the existence of different models of sexual education of youth (restrictive, (repressive, restrictive-protective), permissive (liberal) and the model of the "golden mean"). Methodology: The study used a theoretical analysis of existing statistics gained by different countries. Leading scientists of based on the statics believe that until young people develop a deep understanding of the nature and importance of family and marriage, discussion with adults (even educators) about the process of puberty, its difficulties, sexually transmitted diseases, unconventional forms of sexual behavior and similar topics needed. Main findings: The methodology of ambushing the statistical vigor is encouraged by the humanities and the science-realistic ideas and concepts, we know that you can find more information about how to learn more about the statutory article of the article. In this regard, some models were established. According to the study, neither of the introduced models is worse or better than the other. Social Implications: a modern outlook on the interpretation of gender issues and the prediction of future youth in the theory and practice of sexual education in the EU countries. In the permissive model, at first glance, sexual behavior is placed on a par with all other behaviors and is therefore dependent on general laws of social and ethical regulation. Originality/Novelty of the study: modern trends of sexual education of student youth in EU countries are generalized and strengthening the socio-cultural context of sexual education content. The main difference of this work with the works was already done, is that this study mainly categorizes models through which different behaviors could be studied, and also evaluates the models.

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Phasha, Tlakale Nareadi, and Doris Nyokangi. "School-Based Sexual Violence Among Female Learners With Mild Intellectual Disability in South Africa." Violence Against Women 18, no. 3 (March 2012): 309–21. http://dx.doi.org/10.1177/1077801212444578.

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Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.

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Finn, Jerry, and Melissa Lavitt. "Computer-Based Self-Help Groups for Sexual Abuse Survivors." Social Work With Groups 17, no. 1-2 (August 23, 1994): 21–46. http://dx.doi.org/10.1300/j009v17n01_03.

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Claussen, Caroline. "Men engaging boys in healthy masculinity through school-based sexual health education." Sex Education 19, no. 2 (August 10, 2018): 115–29. http://dx.doi.org/10.1080/14681811.2018.1506914.

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Elit, L., K. Trim, R. Mohan, S. Nastos, and D. Harnish. "The Knowledge and Attitudes of University Students concerning HPV Vaccine and Cervical Screening." Clinical medicine. Reproductive health 3 (January 2009): CMRH.S2973. http://dx.doi.org/10.4137/cmrh.s2973.

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Background Cervical cancer is preventable with regular PAP tests and the human papillomavirus (HPV) vaccine. Objective Identify factors influencing initiation into regular sexual health examinations within a group of undergraduate health science students who have high parental SES. Methods After reviewing the literature, a survey of knowledge, attitudes and behaviors about HPV exposure and cervical cancer prevention through vaccination and cervical cancer screening was developed. The survey was circulated using a web-based survey tool to undergraduate Faculty of Health Sciences student. Results Two hundred and three students at McMaster University completed the survey. The sample included 72% women and 28% men. The mean age was 19.4 years. This sample represents a population of young adults who the previous literature would suggest are most likely to have regular health care since they are affluent (FAS greater than 6.7 ∓ 1.4). This group is also motivated in health education as 83.3% knew about the HPV vaccine and 76.4% could define the purpose of a PAP smear. Both male and female students were more likely to consult their family doctor about sexual health than their family. More than half of sexually active females have a family doctor, 82.1% of which visit them regularly. Sexually active women visit more regularly than sexually inactive women (p ≤ 0.01). The majority (66%) are comfortable discussing sexual health with their family doctor, yet only 62.5% of women have had this discussion. 57% of sexually active women and less that 1% of non-sexually active women had had a PAP smear or a pelvic exam. Conclusion These affluent and well educated students do not appear to be able to apply their knowledge of HPV and PAP smears to their own sexual health. Thus they require access to tools that help motivate university students to personalize information and make important health decisions.

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WEBSTER, ROBERT. "Issues in school-based child sexual abuse prevention." Children & Society 5, no. 2 (December 18, 2007): 146–64. http://dx.doi.org/10.1111/j.1099-0860.1991.tb00380.x.

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Nastasi, Bonnie K., Jean J. Schensul, M. W. Amarasiri De Silva, Kristen Varjas, K. Tudor Silva, Priyani Ratnayake, and Stephen L. Schensul. "Community-Based Sexual Risk Prevention Program for SRI Lankan Youth: Influencing Sexual-Risk Decision Making." International Quarterly of Community Health Education 18, no. 1 (April 1998): 139–55. http://dx.doi.org/10.2190/d19d-7nhe-8qg9-cc6b.

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This article describes the design, implementation, and evaluation of a sexual-risk prevention program focused on the development of individual competencies and cultural norms promoting healthy sexual decision making. The community-based peer-facilitated intervention targeted adolescents and young adult men and women in Sri Lanka, who participated in small-group activities targeting sexual knowledge, attitudes, and practices; risk perception; and sexual-risk decision making. The intervention and evaluation tools were based on formative research data collected from members of the target population. Researchers from Sri Lanka and North America collaborated with local community health workers and community members in formative data collection and program development. The pilot intervention project was successful in improving sexual-risk perception and decision making, and (for women) knowledge of condoms and sexual terminology. The use of group process showed promise as a tool for fostering negotiation of perspectives and consensus building regarding sexuality and sexual risks. The lessons learned from this project can inform the development of culture-specific sexual-risk prevention programs worldwide.

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Powell, Anastasia, and Nicola Henry. "Blurred Lines? Responding to ‘Sexting’ and Gender-based Violence among Young People." Children Australia 39, no. 2 (May 21, 2014): 119–24. http://dx.doi.org/10.1017/cha.2014.9.

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The emerging phenomenon of youth ‘sexting’ presents a range of unique legal, policy and educative challenges. In this article we consider four key issues in recent responses to youth sexting behaviours: (1) the definitional dilemmas surrounding the term ‘sexting’; (2) the inadequacy of existing legislative frameworks for responding to these behaviours; (3) the problematic messages conveyed in anti-sexting campaigns; and (4) the relative silence around gender-based violence in non-consensual and abusive encounters. We argue that the non-consensual creation and distribution of sexual images has largely been framed in public debates as a problem of youth naiveté, with the effect of censuring young women's ‘risky’ sexual behaviour, and leaving unproblematised gender-based violence. We suggest that more nuanced understandings of sexting that distinguishes between the consensual and non-consensual creation and distribution of sexual images must inform legal, policy and education-based prevention responses to the misuse of new technologies.

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Goldschmidt-Gjerløw, Beate. "Children’s rights and teachers’ responsibilities: reproducing or transforming the cultural taboo on child sexual abuse?" Human Rights Education Review 2, no. 1 (May 10, 2019): 25–46. http://dx.doi.org/10.7577/hrer.3079.

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Enhancing young learners’ knowledge about appropriate and inappropriate sexual behaviour is crucial for the protection of children’s rights. This article discusses teachers’ understandings of their practices and approaches to the topic of child sexual abuse in Norwegian upper secondary schools, based on phone interviews with 64 social science teachers. Countering child sexual abuse is a political priority for the Norwegian government, and the Committee on the Rights of the Child acknowledges several state initiatives to counter child sexual abuse through education. Nevertheless, this study finds that teachers do not address this topic adequately, indicating that cultural taboos regarding talking about and thus preventing such abuse, including rape among young peers, still prevail in Norwegian classrooms. Furthermore, emotional obstacles, including concerns about re-traumatising and stigmatising learners, hinder some teachers from addressing this topic thoroughly. Additional explanatory factors include heavy teacher workloads, little preparation in teacher education programmes, insufficient information in textbooks, and an ambiguous national curriculum.

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Banyard, Victoria, Sharyn J. Potter, Alison C. Cares, Linda M. Williams, Mary M. Moynihan, and Jane G. Stapleton. "Multiple sexual violence prevention tools: doses and boosters." Journal of Aggression, Conflict and Peace Research 10, no. 2 (April 9, 2018): 145–55. http://dx.doi.org/10.1108/jacpr-05-2017-0287.

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Purpose Sexual violence prevention programs on college campuses have proliferated in recent years. While research has also increased, a number of questions remain unanswered that could assist campus administrators in making evidence-based decisions about implementation of prevention efforts. To that end, the field of prevention science has highlighted the need to examine the utility of booster sessions for enhancing prevention education. The purpose of this paper is to examine how two methods of prevention delivery – small group educational workshops and a community-wide social marketing campaign (SMC) – worked separately and together to promote attitude change related to sexual violence among college students. Design/methodology/approach The two-part study was conducted at two universities. Participants were from successive cohorts of first year students and randomly assigned to participate in a bystander based in-person sexual violence prevention program or a control group. Participants were later exposed to a bystander based sexual violence prevention SMC either before or after a follow-up survey. Analyses investigated if attitudes varied by exposure group (program only, SMC only, both program and SMC, no prevention exposure). Findings Results revealed benefits of the SMC as a booster for attitude changes related to being an active bystander to prevent sexual violence. Further, students who first participated in the program showed enhanced attitude effects related to the SMC. Originality/value This is the first study to look at the combination of effects of different sexual violence prevention tools on student attitudes. It also showcases a method for how to investigate if prevention tools work separately and together.

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Storholm, Erik D., Allison J. Ober, Matthew L. Mizel, Luke Matthews, Matthew Sargent, Ivy Todd, Deborah Zajdman, and Hank Green. "Primary Care Providers’ Knowledge, Attitudes, and Beliefs About HIV Pre-Exposure Prophylaxis (PrEP): Informing Network-Based Interventions." AIDS Education and Prevention 33, no. 4 (August 2021): 325–44. http://dx.doi.org/10.1521/aeap.2021.33.4.325.

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Increasing access to pre-exposure prophylaxis (PrEP) in primary care settings for patients who may be at risk for HIV could help to increase PrEP uptake, which has remained low among certain key risk populations. The current study conducted interviews with primary care providers identified from national claims data as having either high or low likelihood of serving PrEP-eligible patients based on their prescribing practices for other sexually transmitted infections. The study yielded important information about primary care providers’ knowledge, attitudes, and beliefs about PrEP, as well as the barriers and facilitators to prescribing PrEP. Key recommendations for a provider-focused intervention to increase PrEP prescribing among primary care providers, including increasing patient education to increase demand from providers, enhancing provider education, leveraging technology, and instituting standardized sexual health checks, are provided with the goal of informing network-based interventions.

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Vukovich, M. C. "The Prevalence of Sexual Harassment Among Female Family Practice Residents in the United States." Violence and Victims 11, no. 2 (January 1996): 175–80. http://dx.doi.org/10.1891/0886-6708.11.2.175.

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The purpose of this study was to determine the prevalence of sexual harassment as defined by the AMA among female family practice residents in the United States. Of all 1,802 U.S. FP female resident physicians surveyed, a total of 916, or 51%, completed a survey of which 32% reported unwanted sexual advances, 48% reported use of sexist teaching material, 66% reported favortism based on gender, 36% reported poor evaluation based on gender, 37% reported malicious gossip, 5.3% reported punitive measures based on gender, and 2.2% reported sexual assault during residency. Thirty two percent of respondents reporting sexual harassment experienced negative effects including poor self-esteem, depression, psychological sequelae requiring therapy, and in some cases, transferring training programs. Sexual harassment is a common occurrence among family practice residents during residency training. Further studies are needed to examine the effect of sexual harassment policies instituted by the American Graduate Council on Medical Education on the prevalence of sexual harassment in medical training since the time of this study.

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Eisen, Marvin, and Gail L. Zellman. "Changes in incidence of sexual intercourse of unmarried teenagers following a community‐based sex education program." Journal of Sex Research 23, no. 4 (November 1987): 527–33. http://dx.doi.org/10.1080/00224498709551388.

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Armstrong, Bruce, Debra Kalmuss, Molly Franks, Gabrielle Hecker, and David Bell. "Creating Teachable Moments: A Clinic-Based Intervention to Improve Young Men’s Sexual Health." American Journal of Men's Health 4, no. 2 (March 16, 2009): 135–44. http://dx.doi.org/10.1177/1557988309331796.

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A multicomponent health education intervention for men was integrated into initial visits at the Young Men’s Clinic in New York City. In all, 157 predominantly low-income, Latino and African American patients completed pre- and post-test surveys to assess their sexual and reproductive health knowledge, beliefs, attitudes, and behaviors. Paired t tests compared respondents’ scores on outcome variables at baseline and follow-up. Intervention participants significantly increased their knowledge (e.g., emergency contraception) and frequency of safer sexual behaviors (e.g., condom use) during the 3 months following their initial visit. The intervention was not as successful promoting positive beliefs about health care utilization or attitudes about condoms. Participants reported high levels of satisfaction with the intervention. This study provides evidence that it is feasible to effectively disseminate sexual health information to men at each step of a routine clinic visit, including down time in waiting rooms and individual encounters with health educators and medical providers.

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Sakamoto, Takuto. "Governance for Sustainable Peace and Development: Interdisciplinary Study Based on Network Science and Data Science." Impact 2021, no. 2 (February 26, 2021): 8–10. http://dx.doi.org/10.21820/23987073.2021.2.8.

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Human security is a global concern relating to the protection and expansion of fundamental human freedoms. Focus on survival, dignity and the ability to maintain a livelihood must be central to the integrated policies that are vital to protecting human security. Many interconnecting issues form part of human security and range from topics surrounding the protection of people from poverty, violence, instability as well as tackling lack of education, healthcare and financial stability.<br/> Dr Takuto Sakamoto is part of the University of Tokyo's Graduate School of Arts and Sciences Human Security Program (HSP) and has taken the approach of using cutting-edge analysis methods from data and network sciences to scrutinise and evaluate global efforts relating to human security.<br/> The team is currently focused on three sub-projects. The first of these centres on the analysis of policy discussions held by the UN Security Council (UNSC). In this, they will look in detail at the meeting records for the UNSC over the past decades. The second project uses development assistance flow data to complete a network analysis to systematically clarify the dynamics of global collaboration in various areas, including poverty reduction and infectious disease control and they will work on visualising and analysing the financial flow of humanitarian and development assistance over the last 60 years. The final pilot study investigates sexual exploitation and abuse (SEA) in UN peace operations. This has become a major issue relating to UN peacekeeping operations in conflict and post- conflict areas in recent years.

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Guo, Chao, Ruoxi Ding, Xu Wen, and Xiaoying Zheng. "Male Experience and Sociodemographic Characteristics of Premarital Pregnancy: Based on a Nationwide Population-Based Survey Among Urban and Rural Chinese Youths." American Journal of Men's Health 13, no. 1 (January 2019): 155798831983190. http://dx.doi.org/10.1177/1557988319831900.

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Little is known about the male experience of premarital pregnancy (MEPP) and the sociodemographic characteristics of unmarried male youths involved in pregnancy. This study estimates the prevalence of MEPP and identifies the sociodemographic factors associated with it among Chinese unmarried youths aged 15–24 years, using data from the Survey of Youth Access to Reproductive Health in China. Descriptive analyses and χ2 tests were applied to explore the number and prevalence of MEPP, and logistic regressions were used to identify the associated factors. As a result, among 2,853 sexually experienced male youths, 597 individuals reported 852 partner pregnancies caused by them during their lifetime, with a weighted prevalence rate of 20.87% (95% CI [18.85%, 22.88%]). Among these pregnancies, 78.05% ended in induced abortion. Factors like living with only the father (OR: 4.16, 95% CI [2.22, 7.8]) and the low level of education of the father (junior high school or below, OR: 1.60, 95% CI [1.04, 2.46]) were associated with MEPP among unmarried male youth. Furthermore, there is a marked difference between the rural and urban youth in factors associated with MEPP. The findings in this study highlight the importance of and need for strategies and interventions targeting male youths, in order to improve sexual education and reproductive services.

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Price, Leigh. "Conserving (not preserving) culture: Avoiding the damage to culture of veiled moralism in HIV education." Southern African Journal of HIV Medicine 10, no. 2 (July 30, 2009): 12. http://dx.doi.org/10.4102/sajhivmed.v10i2.295.

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Language mechanisms in much HIV discourse insist that a Western-based moralism dominates. These mechanisms include: the use of strategic absences of information about the moral grounding of texts; and slippages of meaning, where one word is used to refer to many meanings. A common slippage of meaning is the use of the word ‘polygamy’ to refer to a range of behaviours, thus hiding low HIV risk sexual practices (polyfidelity) under the same umbrella as high risk practices (promiscuity) and advocating their general removal. Another dubious method of achieving a moral position is to take a true premise and use it to advance a false conclusion. For example, the true premise that wife inheritance in its historical form is an HIV risk does not automatically lead to the conclusion that wife inheritance ‘must’ be eradicated. This is only one possible conclusion. Another, more culturally sensitive, conclusion could be that wife inheritance should be embarked upon, as should all sexual relationships, in a context of HIV tests, and safer sexual practice. I argue that moralism (such as ‘wife inheritance is morally wrong’) cloaked as science (the claim that science ‘proves’ the moral position that wife inheritance is wrong) is a threat to traditional culture and discriminates against up-holders of traditional lifestyles. Drawing primarily from my experience of HIV education in a development setting in Southern Africa, I offer a weak (realist) moral relativism as an alternative to, on the one hand, the positivist-based, absolutist morality which threatens to destroy traditional cultures in the name of HIV education and, on the other hand, extreme cultural relativism in which ‘anything goes’. Possibly, HIV educators have not done enough to include some traditional safer sex practices in their professional inventory of acceptable behaviours, such as hlobonga (thigh sex) and polygamy interpreted as polyfidelity. My hope is that by being more respectful of traditional culture, whilst encouraging cultural change where necessary, HIV education will register greater success in achieving safer sexual practice. This article will be particularly useful for writers and researchers tasked with achieving behavioural change and/or tasked with writing educational materials on HIV in the Southern African context.

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Oladapo, Margaret M., and William R. Brieger. "Reproductive Knowledge, Attitudes and Behaviour of Secondary School Students in Akure, Nigeria." International Quarterly of Community Health Education 16, no. 4 (January 1997): 341–58. http://dx.doi.org/10.2190/l85j-x8cj-jlw3-cg6u.

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Adolescents are subject to many life changes as their secondary sexual characteristics emerge. Contrary to parents' and society's wishes, these young people are more sexually active then previous generations and thus at greater risk of unwanted pregnancies, sexually transmitted diseases, and related problems. Adolescents enrolled in school have the potential opportunity to learn ways to prevent these reproductive and sexual health problems, but there is concern whether schools are living up to this challenge. Therefore, this study was designed to learn whether adolescents in secondary school in the Ondo State capital of Akure have reproductive health education and are practicing healthy sexual behaviors. The study was based on a sample of six of the twenty-eight secondary schools in Akure that fell under the jurisdiction of the Ondo State Post-Primary Schools' Management Board. Focus was placed on pupils in the final years of both Junior Secondary School (JSS 3) and Senior Secondary School (SSS 3). Overall, 30 percent of the young people reported having sexual intercourse: 21 percent of females and 38 percent of males. Also 39 percent in SSS 3 reported having had sex compared to 21 percent in JSS 3. Forty percent of students in coeducational school compared to 19 percent in boy's school and 8 percent in girl's school had sex. Respondents averaged only 11 points on a 33-point scale of reproductive health knowledge. Students in the senior classes and those in single sex schools scored higher. The mass media was stated to be the major source of reproductive health knowledge; only one-third reported that they had actually talked with someone about their reproductive health concerns. Attitudes toward pre-marital sex were more favorable among male students, pupils in mixed sex schools and those whose parents had lower levels of education. These findings suggest not only that the schools must take a more active role in providing reproductive health education, but that this should be done in the junior secondary years before most pupils become sexually active.

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Planella-Ribera, Jordi, Asun Pié-Balaguer, and Eva Patricia Gil-Rodríguez. "Technology and Queer Education: Subversions and Educational Resistances." Indian Journal of Gender Studies 27, no. 2 (June 2020): 226–41. http://dx.doi.org/10.1177/0971521520910965.

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In this article, we look at educational forms from the point of view of queer theory. We understand educational forms as techno-scientific practices in the sense defined by Donna Haraway (1997, Modest_Witness@Second_Millennium. FemaleMan_Meets_OncoMouse. Routledge). We contemplate the eminently subjugating nature of educational institutions in industrial and post-industrial societies. Our work is based on the introduction of queer theory into the social sciences and its influence on pedagogy, promoting the avoidance of normalising and exclusive subjectivities. We propose a use and understanding of queer that goes beyond the strictly sexual, in order to go as deeply as possible into a critique of bodily abnormality as a form of construction and remission. We also analyse the role that technology plays in building normality and/or making subversions possible, as well as its consequences for bodies and subjectivities in our modernised society.

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Clark, Janine Natalya. "Transitional Justice, Education, and Sexual Violence Stigma: The Results of a Schools-based Study in Bosnia-Herzegovina." Journal of Law and Society 45, no. 4 (November 8, 2018): 509–37. http://dx.doi.org/10.1111/jols.12128.

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Stauss, Kimberly, Javier Boyas, and Yvette Murphy-Erby. "Implementing and evaluating a rural community-based sexual abstinence program: challenges and solutions." Sex Education 12, no. 1 (February 2012): 47–63. http://dx.doi.org/10.1080/14681811.2011.601158.

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Cense, Marianne. "Rethinking sexual agency: proposing a multicomponent model based on young people’s life stories." Sex Education 19, no. 3 (October 22, 2018): 247–62. http://dx.doi.org/10.1080/14681811.2018.1535968.

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Osuna-Rodríguez, Mercedes, Luis Manuel Rodríguez-Osuna, Irene Dios, and María Isabel Amor. "Perception of Gender-Based Violence and Sexual Harassment in University Students: Analysis of the Information Sources and Risk within a Relationship." International Journal of Environmental Research and Public Health 17, no. 11 (May 26, 2020): 3754. http://dx.doi.org/10.3390/ijerph17113754.

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In a truly democratic society, there should be no place for any kind of discrimination or violence. Among the basic tools for eradicating discrimination and violence against women, education has a crucial role to play. Education about gender should be considered at all levels, in all year groups and across the curriculum, so as to improve education about this subject. Although these matters are increasingly addressed, at university level, including at postgraduate level, they are often forgotten. The purpose of this study is to break down the level of knowledge of gender-based violence and/or sexual stalking, the sources of information most widely used for developing this knowledge, and beliefs about situations of risk in relationships among a sample of 268 Science and Social Science students at the University of Córdoba (Spain). The analysis was descriptive, comparative and correlative. Means and standard deviations were analyzed, and correlations were used to establish possible relations among the variables. Cluster analysis was used to distribute the sample with respect to knowledge of violence and Student’s t-test was used to identify differences between groups. The chi-squared test was used to find the association between variables such as situations of violence and places of residence. The results show that, although the experience of gender-based violence is among the least common sources of violence, there is evidence that these situations do exist, and the risk of violent acts and/or stalking is greater when couples break up. The perception of risk is higher when students have a greater knowledge of gender-based violence or sexual harassment and this perception is higher in women. As expected, greater knowledge is also associated with experience of this type of situation; however, place of residence was not linked to greater or lesser knowledge. Training in gender is considered essential and necessary in the university environment.

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Lameiras-Fernández, María, Rosana Martínez-Román, María Victoria Carrera-Fernández, and Yolanda Rodríguez-Castro. "Sex Education in the Spotlight: What Is Working? Systematic Review." International Journal of Environmental Research and Public Health 18, no. 5 (March 4, 2021): 2555. http://dx.doi.org/10.3390/ijerph18052555.

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Adolescence, a period of physical, social, cognitive and emotional development, represents a target population for sexual health promotion and education when it comes to achieving the 2030 Agenda goals for sustainable and equitable societies. The aim of this study is to provide an overview of what is known about the dissemination and effectiveness of sex education programs and thereby to inform better public policy making in this area. Methodology: We carried out a systematic review based on international scientific literature, in which only peer-reviewed papers were included. To identify reviews, we carried out an electronic search of the Cochrane Database Reviews, ERIC, Web of Science, PubMed, Medline, Scopus and PsycINFO. This paper provides a narrative review of reviews of the literature from 2015 to 2020. Results: 20 reviews met the inclusion criteria (10 in school settings, 9 using digital platforms and 1 blended learning program): they focused mainly on reducing risk behaviors (e.g., VIH/STIs and unwanted pregnancies), whilst obviating themes such as desire and pleasure, which were not included in outcome evaluations. The reviews with the lowest risk of bias are those carried out in school settings and are the ones that most question the effectiveness of sex education programs. Whilst the reviews of digital platforms and blended learning show greater effectiveness in terms of promoting sexual and reproductive health in adolescents (ASRH), they nevertheless also include greater risks of bias. Conclusion: A more rigorous assessment of the effectiveness of sexual education programs is necessary, especially regarding the opportunities offered by new technologies, which may lead to more cost-effective interventions than with in-person programs. Moreover, blended learning programs offer a promising way forward, as they combine the best of face-to-face and digital interventions, and may provide an excellent tool in the new context of the COVID-19 pandemic.

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Scull, Tracy, Christina Malik, Abigail Morrison, and Elyse Keefe. "Promoting Sexual Health in High School: A Feasibility Study of A Web-based Media Literacy Education Program." Journal of Health Communication 26, no. 3 (March 4, 2021): 147–60. http://dx.doi.org/10.1080/10810730.2021.1893868.

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Cho, Junhan, and Steven M. Kogan. "Development and Validation of the Masculine Attributes Questionnaire." American Journal of Men's Health 11, no. 4 (April 17, 2017): 941–51. http://dx.doi.org/10.1177/1557988317703538.

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The present study describes the development and validation of the Masculine Attributes Questionnaire (MAQ). The purpose of this study was to develop a theoretically and empirically grounded measure of masculine attributes for sexual health research with African American young men. Consistent with Whitehead’s theory, the MAQ items were hypothesized to comprise two components representing reputation-based and respect-based attributes. The sample included 505 African American men aged 19 to 22 years ( M = 20.29, SD = 1.10) living in resource-poor communities in the rural South. Convergent and discriminant validity of the MAQ were assessed by examining the associations of masculinity attributes with psychosocial factors. Criterion validity was assessed by examining the extent to which the MAQ subscales predicted sexual risk behavior outcomes. Consistent with study hypotheses, the MAQ was composed of (a) reputation-based attributes oriented toward sexual prowess, toughness, and authority-defying behavior and (b) respect-based attributes oriented toward economic independence, socially approved levels of hard work and education, and committed romantic relationships. Reputation-based attributes were associated positively with street code and negatively related to academic orientation, vocational engagement, and self-regulation, whereas respect-based attributes were associated positively with academic and vocational orientations and self-regulation. Finally, reputation-based attributes predicted sexual risk behaviors including concurrent sexual partnerships, multiple sexual partners, marijuana use, and incarceration, net of the influence of respect-based attributes. The development of the MAQ provides a new measure that permits systematic quantitative investigation of the associations between African American men’s masculinity ideology and sexual risk behavior.

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Williams, Javonda, and Debra Nelson-Gardell. "Mentoring up-cycled: creating a community-based intervention for sexually abused adolescents." Journal of Children's Services 9, no. 3 (September 9, 2014): 235–47. http://dx.doi.org/10.1108/jcs-09-2013-0034.

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Purpose – The purpose of this paper is to detail a project that created a community-based mentoring intervention for sexually abused children and adolescents. The project features the use of family and community strengths, trauma sensitivity, current research and ecological theory to develop a curriculum for training mentors. Design/methodology/approach – This study used Community-Based Participatory Research (CBPR) methods to create a community-based intervention designed for sexually abused children and adolescents. This model supports the building and maintenance of the often fluid and relationship-driven processes that are characteristic of CBPR. The stages included: identification of research questions; assessment of community strengths, assets and challenges; defining priorities; developing research and data collection methodologies; collecting and analysing data; interpretation of findings; dissemination of findings; and applying findings to address action. Findings – The results include a recommendation to include community members in interventions for sexually abused adolescents. Research limitations/implications – The results of this study include recommendations for a culturally relevant training curriculum for mentors of sexually abused children and adolescents. Hallmarks of the resulting curriculum included using a hybrid of natural and programme mentors and inclusion of trauma sensitivity in training the mentors. The results from the pilot study are not generalisable since the pilot only included a small number of mentors and the effectiveness of the intervention was not tested. Further research is needed to determine the effectiveness of the intervention. Practical implications – The paper includes implications for further development of a mentoring curriculum for sexually abused children and adolescents. This curriculum promotes several potential benefits, including: incorporation of families and communities in discussion and awareness of sexual abuse and trauma sensitivity; and formal training for individuals who have the potential to remain important in the life of the child or adolescent long after formal services have ceased. Originality/value – The literature shows a lack of community level interventions for sexually abused children and adolescents. The focus of this project was to expand the traditional ecological context of mentoring from a micro or individual level intervention to a community level intervention.

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Byers, E. Sandra, Heather A. Sears, and Lyndsay R. Foster. "Factors associated with middle school students' perceptions of the quality of school-based sexual health education." Sex Education 13, no. 2 (March 2013): 214–27. http://dx.doi.org/10.1080/14681811.2012.727083.

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Brownridge, Douglas A., and Shiva S. Halli. "Double Jeopardy?: Violence Against Immigrant Women in Canada." Violence and Victims 17, no. 4 (August 2002): 455–71. http://dx.doi.org/10.1891/vivi.17.4.455.33680.

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Using a theoretical synthesis based in Nested Ecological Theory, the study fills a gap in the extant literature through an investigation of the prevalence and causes of violence against immigrant women in Canada. Based on a representative sample of 7,115 women, the results show that immigrant women from developing countries have the highest prevalence of violence. The analyses demonstrate that several variables operate differently in the production of violence against immigrant women from developed and developing nations. However, the key difference in explaining the higher prevalence of violence among those from developing countries is the sexually proprietary behavior exhibited by their partners. The results further show that sexual jealousy interacts with high female education and low male education levels in the prediction of violence among immigrant women from developing countries. Implications for future research are identified.

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Tait, Gordon, and Denise Meredyth. "Speaking their sex: debates on sex education." Queensland Review 3, no. 2 (July 1996): 116–34. http://dx.doi.org/10.1017/s1321816600006486.

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In Sex Education in the Eighties, Mary Calderstone concludes her article with the most commonraison d'etrefor formal, school-based sex education:We can no longer allow our young children to be see-sawed back and forth between public over-permissiveness and exploitativeness, on the one hand, and private repressiveness, punishment, shame, guilt, or total silence on the other as we see happening now … Our children are sexual: they are born that way and would not be considered normal if this were not so. It is our responsibility to help parents not to fear or repress their children's sexuality, but to help it to mature safely along with all the other wondrous endowments that are part of being a human child.

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Pankratov, Sergey, Liliia Pankratova, and Olga Fokina. "“The Soft Power” of European Universities: Gender and Sexuality Policies." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 213–22. http://dx.doi.org/10.15688/jvolsu4.2020.2.15.

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Introduction. The article is devoted to the problematization and conceptualization of influence, as well as the potential for participation of higher education institutions, as educational and scientific centers, in the formation and implementation of gender and sexual policies in modern European countries, which are widely debated and ambiguously perceived in society. Methods. The article conceptualizes the concepts of gender and sexual policy in two senses: as a sphere of the struggle for power, as well as a system of technologies and actions in solving socially important problems. As a theoretical and methodological framework, the principles of social constructionism are used in interpreting the content, meaning and research of technologies for the formation of public representations and culture on issues of intimate and inter-sexual relations. Based on the use of general scientific methods and the heuristic potential of the Overton window concept, a scheme is proposed for explaining and studying the participation of universities in the “promotion” of relevant policies and politics. Results. The heuristic potential of the concept of “Overton’s Window” to the political science problematization, interpretation and explanation of the “soft power” potential of modern universities in shaping, discussing the social and political agenda on sexual and gender culture in Europe is revealed. It is shown that sexual and gender policies in society can be aimed at changing the values, perceptions and norms of the organization of interactions in the relevant areas of life, both at the level of individual practices and social institutions. Social and communicative technologies (informed discussion, events, creation of terms, name-calling) that are (un)intentionally used in the framework of higher education institutions to normalize and politicize ideas, perceptions and values regarding gender issues, the organization of sexual life can be interpreted as important tools for transforming unthinkable practices and beliefs into the category of not only acceptable, eligible on the existence of a pluralism of views, but also dominant in political discourse. Discussion. The issue of the ethical principles of the implementation of the “soft power” strategy by European universities, as well as the political and social sense and consequences of radical transformations in gender and sexual culture and the structure of society, present in the discourses of European academic science and education, remains open and poorly studied.

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Horn, Stacey S. "Adolescents’ Acceptance of Same-Sex Peers Based on Sexual Orientation and Gender Expression." Journal of Youth and Adolescence 36, no. 3 (March 13, 2007): 373. http://dx.doi.org/10.1007/s10964-007-9176-4.

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Jeremiah, Rohan, Brian Taylor, Amparo Castillo, and Veronica Garcia. "A Qualitative Community Assessment of Racial/Ethnic Sexual Gender Minority Young Adults: Principles for Strategies to Motivate Action(s) for Realistic Tasks (SMART Thinking) Addressing HIV/AIDS, Viral Hepatitis, Mental Health, and Substance Abuse." American Journal of Men's Health 14, no. 5 (September 2020): 155798832096623. http://dx.doi.org/10.1177/1557988320966230.

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HIV/STI, substance use, and mental health issues disproportionately affect racial/ethnic sexual minority young adults. These health vulnerabilities intensify across the life course, most notably when young adults are independent college students. To identify the perspectives of racial/ethnic sexual gender minorities living on or near an urban university, we implemented an intersectionality-informed SWOT (strengths, weakness, opportunities, and threats) analysis, as a qualitative community assessment situated within in a campus-community setting. The community needs assessment was the first step in the strategic prevention framework (SPF) to co-locate substance abuse, mental health, viral hepatitis, and HIV prevention care services for Latinx and Black/African American sexual gender minority young adults at a minority-serving institution. The SWOT analysis identified principles for selecting, adapting, and implementing an evidence-based intervention. The significance of these principles demonstrates the value of intersectionality in evidence-based interventions to influence health education and behavior among racial/ethnic sexual gender minorities.

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Miller, Elizabeth. "Reclaiming Gender and Power in Sexual Violence Prevention in Adolescence." Violence Against Women 24, no. 15 (March 15, 2018): 1785–93. http://dx.doi.org/10.1177/1077801217753323.

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The Mentors in Violence Prevention (MVP) model seeks to address the root causes of gender violence using a bystander approach and leadership training to challenge structures of patriarchy. Emerging research on adolescent relationship abuse and sexual violence points to key modifiable targets—transforming gender norms, addressing homophobia, integrating with comprehensive sexuality education, and acknowledging the needs of youth already exposed to violence. A social justice–based bystander approach such as the MVP model should be part of a multi-level approach to sexual violence prevention that addresses gender and power, encourages healthy sexuality conversations, and provides safety and support for survivors.

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Kteily-Hawa, Roula, Shriya Hari, Josephine Pui-Hing Wong, Vijaya Chikermane, and Lori A. Chambers. "Development and Implementation of Peer Leader Training for Community-Based Participatory Sexual Health Research." Progress in Community Health Partnerships: Research, Education, and Action 13, no. 3 (2019): 303–19. http://dx.doi.org/10.1353/cpr.2019.0058.

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Journal articles on the topic 'Science based sexual education'

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