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Tang, Cheuk-ming. "Junior form students' perception towards sex education programmes in a secondary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184112.
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Gaston, Ruth Hatch. "Christian counseling with teen-age girls in sex education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Agnew, Stephanie Grace. "Let's talk about sex sexual education and adolescent sexual behavior : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/960.
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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 56-59).
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Tam, Lap-yan, and 譚立寅. "Effectiveness of adolescent sex education program for knowledge, attitudes or behavioral changes towards sexual risky behavior in Asiancountries: a systematic review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48425539.
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Unsafe sexual behavior among teenagers and young adults would have critical personal impact as well as social and economic burden to the society. The major negative consequences of unsafe sexual behavior were the unwanted teenage pregnancies and sexually transmitted diseases (STDs). In recent decade, different types of adolescent sex education programs were developed in order to safeguard adolescents’ health and relieve the public health burden resulting from the negative consequences of unintended teenage pregnancy and STDs; and different studies were published to evaluate the effectiveness of the adolescent sex education programs in the Asian countries. In this systematic review, 15 studies evaluating the effectiveness of adolescent sex education programs from China, Hong Kong, Japan, Korea, Mongolia, Thailand and Vietnam, were identified. The adolescent sex education program was an effective approach for increasing the knowledge towards HIV/AIDS; some of them were also beneficial on improving the refusal skills towards sexual appeal or knowledge, efficacy or attitude in condom use. Nevertheless, due to the difference of study designs, sample size and outcome variables across studies, it is difficult to give an overall result in this review. ipublished_or_final_version
Public Health
Master
Master of Public Health
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Tang, Cheuk-ming, and 鄧卓明. "Junior form students' perception towards sex education programmes in asecondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961241.
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Major, Adia. "Social constructionism, parental ethnotheories, and sex education exploring values and belief systems in a Mexican/Mexican-American population /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244648092.
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Cudhea, Maia Christine Cready Cynthia M. "Topical content in sexuality education and sexual health outcomes." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5189.
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Allen, Evette L. "Family Sex Talk: Analyzing the Influence of Family Communication Patterns on Parent and Late Adolescent's Sex Conversations." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30431/.
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Family communication has the potential to affect a variety of youth behavioral outcomes including adolescent sexual risk behavior. Within chapter 1, I present past literature on adolescent sexual risk behaviors, family communication patterns, and the gaps associated with those areas. In chapter 2, I review previous literature on adolescent sexual risk behavior, parent-child communication and family communication patterns. In chapter 3, I present the method which includes a description of the participants, procedures, measures, and data analysis used. In Chapter 4, I present the results of the study. According to the results of the study, father-child communication is not a better predictor of adolescent sexual risk behavior. A higher quantity of parent-child communication does not lead to less adolescent sexual risk behavior. Participants with a pluralistic family type do significantly differ from laissez-faire and protective family types in regards to levels of parent-child communication. Participants with a consensual family type do have significantly higher levels of parent-child communication in comparison to laissez-faire family types, but not protective family types. Finally, in chapter 5, I present the discussion with a review of previous research (consistent or inconsistent with the current findings), limitations and conclusions for the current study.
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Olaiya, Samuel Tunde. "Medical cost savings attributable to comprehensive sex education programs that delay coitus and increase condom use among adolescents in the United States." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1135888323.
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Katjau, Imelda. "Perceived factors that hinder the acceptance of contraceptives amongst the young adults in the Outjo district -Namibia." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1539.
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Thesis submitted in fulfillment of the requirements for the M Tech: Nursing
in the
Faculty of Health and Wellness Sciences at the Cape Peninsula University of Technology, Bellville Campus
2014Recent reports suggest that there has been an alarming increase in the pregnancy rate of young adults especially in the Outjo district, the northwestern part of Namibia. No formal studies have been conducted recently to get a better understanding of this phenomenon, which is of great concern to all social and healthcare stakeholders. According to the annual report of the Outjo hospital 2009/2010, 36% of the pregnancies reported at the hospital were youth still at school (Namibian 2011). Negative health outcomes of early pregnancy and sexually transmitted infections (STIs), including HIV/AIDS (Human immunodeficiency virus infection / Acquired immunodeficiency syndrome), threaten the health of these young adults who will become the mature adults and parents of the future. This study aimed to assess factors that hinder young adults both male and female from utilizing contraceptives in Outjo district in the north-western part of the Republic of Namibia. Some of the objectives of this study were to explore the personal factors that influence the decision to use contraceptives among young adult of the Outjo district; examine socio-economic factors that influence young adult’ decision to use contraceptives, and determine pregnancy rate amongst female young adults in the Outjo district. In order to achieve the objectives of the study, a quantitative descriptive survey method and retrospective analysis of the records was used. The study population was young adults 18 to 24 years of age. A semi-structured validated questionnaire was utilized to collect data. Data was analyzed by using SPSS 19 software to generate frequency, percentage, mean and standard deviation. The findings can contribute and play a significant role in developing new strategies by all stakeholders including the Ministry of Health and Education, to approach non adherence of contraceptive use amongst the young adult population in an innovative ways, and ultimately stem the tide against the high rate of youth pregnancies in the Outjo district. Keywords: Adherence, contraceptives, young adults, youth, teenage pregnancy Namibia, Outjo district, quantitative descriptive survey
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Anderson, Eric C. "An investigation of secondary counselor's training, student contact, and perceived level of competency relating to issues of adolescent sexuality." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999andersone.pdf.
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Sethosa, Grace Sibongile. "Teenage pregnancies as a management issue in township schools in George." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/678.
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This study investigates the causes, consequences and possible solutions of teenage pregnancy. It indicates that socio-economic factors play an important role in the occurrence of teenage pregnancies. In addition the study suggests that a range of factors, including, cultural norms and individual needs, impact on the childbearing decisions of teenage females. The study demonstrates that the most important negative consequences of teenage pregnancy include dropping out of school, unemployment, single parenthood and higher levels of poverty. An important finding of the study is that policies and programmes aimed at reducing teen pregnancy rates, and eliminating the negative consequences experienced by teen mothers and their children, are unlikely to be fully effective unless they realistically address socio-economic imbalances faced by many young women in South Africa.
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Sethna, Christabelle Laura. "The facts of life, the sex instruction of Ontario public school children, 1900-1950." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28166.pdf.
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Spain, Ray V. "A descriptive study of barriers to implementation of pregnancy prevention projects in North Carolina public schools." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135425/.
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Titus, C. M. "'n Multi-sektorale benadering tot seksualiteitsopvoedingsprogramme vir adolessente." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50400.
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Thesis (MA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: This study was undertaken to address the need for a multi-sectoral approach to sexuality education among adolescents. The rise in teenage pregnancies and the rapid spread of the HIV virus urged the researcher to assess how different sectors within communities can work together to sexually educate adolescents. The goal of the research is to initiate planning of prevention- and educational strategies among all sectors of the community. It is hoped that these programmes may provide adolescents with the necessary skills to make informed decisions regarding their sexuality. The use of a multi-sectoral approach to sexuality education was evaluated by means of a exploratory study and a comparison between the findings of questionnaires and existing literature. In chapter two the nature of sexuality education is assessed. Chapter three focuses on the specific multi-sectoral approach to this sexuality education. In chapter four the findings of the empirical study is discussed. Recommendations for further research is made in chapter five.
AFRIKAANSE OPSOMMING: Die behoefte vir ’n multi-sektorale benadering tot seksualiteitsopvoeding was die hoof uitgangspunt van die studie. Met die verhoging in tienerswangerskappe en die verspreiding van die MIV-virus was dit vir die navorser belangrik om ondersoek in te stel na hoe verskillende sektore in die gemeenskap kan saamwerk om sodoende adolessente van seksualiteitsopvoeding te voorsien. Hierdie navorsing het ten doel om ’n raamwerk vir maatskaplike werkers in diens van gesinsorganisasies daar te stel vir die benutting van ’n multi-sektorale benadering tot seksualiteitsopvoedingsprogramme vir adolessente. Holistiese, jeugvriendelike intervensie en dienslewering deur multi-sektorale samewerking word ten doel gestel. By wyse van ’n verkennende studie asook ’n vergelyking tussen die bevindinge van vraelyste en bestaande literatuur was die kwessie rondom die benutting van ’n multisektorale benadering tot seksualiteitsopvoedingsprogramme geevalueer. In hoofstuk twee behandel die skrywer die aard van seksualiteitsopvoedingsprogramme en fokus op ’n multi-sektorale benadering tot sodanige programme in hoofstuk drie. ’n Bespreking oor die empiriese ondersoek wat geloots is word in hoofstuk vier gegee en in hoofstuk vyf word aanbevelings vir verdere studie gemaak.
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Cudhea, Maia Christine. "Topical content in sexuality education and sexual health outcomes." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5189/.
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Secondary analysis of data from the National Longitudinal Study of Adolescent Health is used to examine possible explanatory variables for sexual health outcomes. Linear and logistic regression analyses were conducted to examine the relationship between sexual health outcomes and topical content in sexuality education, controlling for race, biological sex, low socioeconomic status, and religiosity. Results indicated increasing topical content in sexuality education had a positive effect on knowledge acquisition and confidence, but no statistically significant effect on engagement in sexual risk behavior or likelihood of reporting sexual coercion. Control variables were significant predictors and overall model fit was low, indicating topical content in sexuality education is minimally important in creating adolescent sexual behavior. Further exploration of differing aspects of sexuality education is suggested.
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Jefthas, Wilna Desiree. "Youth understandings of a sex education programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85571.
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Thesis (MEd)--Stellenbosch University, 2013.The problem of youth has been a key issue in South Africa since 1994, with youth seen as needing extra guidance and leadership if they are to bring about the country that many hope for. The interest in youth is also spurred on by recent studies that claim that once adolescents establish certain behavioural patterns that it becomes difficult to modify these patterns. Little research exists that describes the ordinary sociological experiences of youth, especially on sensitive issues that attract a lot of public attention- such as teenage sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There is great concern that youth are experimenting with sex at too early an age in their social and political development (Frimpong 2010: 27). In my thesis I focus on the thinking, choices and decisions that learners at one high school in Cape Town seem to make with regard to sex and sexuality, and how their choices seem to be influenced by a variety of discourses attached to the provision of a sex education programme at the school; discourses that organise their everyday thinking and actions in very concrete ways. A key goal of the study was to disarticulate and re-articulate the deficit mentality that shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and strategies of story-telling that allow the voices of learners to be heard (Pillow 2004). My focus in this study is mainly to explore how the sex education programme reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency to view youth participation in teen sex using mainly an abstinence-only discourse, and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth understandings of sex and sexuality in quite complex ways.
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Pope, William R. "Designing a program for parents to teach a Christian interpretation of adolescent sexuality to preadolescent children." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Rice, William E. "Equipping parents to cultivate Christian sexual values in their adolescent children." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Mueller, Kay E. "Perceived parental communicator style and subsequent behavior : an exploratory study." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539797.
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The purpose of this study was to investigate the relationship between perceived parental sexual communicator style and adolescent sexual behavior and information accuracy. Slightly revised versions of Norton's Communicator Style Measure, Jorgensen and Sonstegard's Sexual and Contraceptive Behavior Inventory, and the Miller-Fisk Sexual Knowledge Inventory examined 234 college students' perceptions of parental sexual communicator style and self-reports of sexual behavior and knowledge. The study also investigated the extent to which gender of the subject and gender of the primary source of sexual information (parent) impacted sexual behavior. Lastly, the study tested the impact of perceived parental communicator style on sexual activity and contraceptive use across three time frames: Junior High School, High School, and College.Pearson product-moment correlations revealed significant relationships between some perceived parental sexual communicator styles and sexual activity, contraceptive use, and sexual knowledge accuracy. Utilization of t-tests revealed significant difference only of parent-adolescent sexual between gender of the subject and sexual knowledge accuracy--female subjects reported a higher level of sexual knowledge than males. It was recommended that research be continued in the area communication.Department of Speech Communication
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Smith, Desmond Christopher. "Possibilities for integrating HIV/AIDS awareness into the grade eight curriculum: a case study." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1885.
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A mini-thesis submitted in partial fulfilment of the requirements for the degree of Master of
Education in the Faculty of Education, Cape Peninsula University of Technology, 2010Education and knowledge are regarded as imperative tools to changing human attitudes, perceptions and behaviour. The researcher embarked on the study to explore possibilities in the teaching and learning process to substantiate the importance and implications of integrating HIV/AIDS education and awareness into the Grade 8 curriculum. The ultimate purpose of this study is to see how teaching and learning can take place in a collaborative setting, with the possibilities of exploring how effectively an integrated programme can be implemented into the curriculum. The secondary purpose of this study is to use this information to make a contribution to integrate HIV/AIDS education and awareness into the Grade 8 curriculum. The pivotal question with regard to the integration of life-skills into the school curriculum is: How do educators and learners perceive a teaching-learning scenario that can efficiently promote genuine learning of HIV/AIDS within the Life-skills curriculum? In this study, semi-structured interviews and a tool for teaching styles was used to assess 16 educators’ perceptions towards integration and how it can lend itself to integrate HIV/AIDS education and awareness. Furthermore, a questionnaire and a learning styles inventory were used to assess 70 learners’ perceptions of integration. The study found that learners could be assisted with information and be guided to make their own responsible choices. The ideal could therefore be to provide learners with the skills, knowledge, attitudes and values that might enable them to make informed choices among conflicting and competing moral codes. The study found that learners should be given more ownership and responsibility in the teaching and learning process. In doing so, educators should relinquish more control. Educators should also work in collaboration with their colleagues in order for integration to be successful. It will be essential to develop curricula that prepare learners for a new reality which might threaten their future with the HIV/AIDS pandemic. Outcomes-based education allows learners to learn at their own pace and the content selected can be age appropriate that suits learners and their community best to prepare them to be responsible citizens in a democratic country.
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Hendricks, Farah. "A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/16011.
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The phenomenon of teenage pregnancy among school-going youth is on the increase in South Africa, despite the existence of a number of intervention programmes. Although both curricular and co-curricular awareness programmes targeting this phenomenon are currently employed within South African schools, these programmes have patently not met with much success, since the problem remains acute. It was the question why these programmes are not succeeding in alleviating the problem that prompted my interest in undertaking this study. Based on literature that suggests that those programmes that are successful in reaching the youth are designed through participatory processes, rather than being designed by outside experts, my thesis proposes that prevention programmes that are designed and implemented by the youth for the youth may be more successful in helping them to make healthy decisions in terms of their sexual behaviour. This study attempted to engage youth in a participatory way in identifying and exploring their perceptions of teenage pregnancy and using the knowledge thus gained to design, implement and evaluate prevention strategies in their school. The study is informed by social learning theory and adopted a participatory action research (PAR) design, which is located in a critical paradigm. I purposefully recruited twenty-four youths (14 females and 10 males) to participate. The primary research question that guided this study was: “How can peer educators be engaged to create prevention strategies to reduce teenage pregnancy and its impacts?” The following sub-questions were identified from the primary research question: What do learners themselves know feel and experience with regard to the causes and effects of teenage pregnancy How might a participatory methodology help learners to create relevant and contextualised strategies for addressing teenage pregnancy? How can such strategies be implemented in a school system? What recommendations could be made for addressing teenage pregnancy in a contextualised way? The research was conducted in two cycles. In Cycle One, data was generated through two focus group discussions, led by a young researcher from the community to encourage openness and honesty. In addition through snowball sampling, six teenage mothers and two teenage fathers agreed to be interviewed individually. The same questions were asked in the two discussions and the individual interviews, namely: “What do you know, feel and think about teenage pregnancy?” In the first cycle, I responded to my first sub-research question. Interviews, drawings and focus group discussions were used to generate data. Three themes emerged from the data to provide insight into how the youth at the school perceived the phenomenon of teenage pregnancy. The findings from this cycle revealed certain tensions between what youth said they needed and what adults, such as teachers and parents, thought they needed to know. The participating teenagers regarded themselves as sexual beings, while the adults in their sphere of influence preached abstinence, moralised or merely cited the facts, without entering into any discussion of how young people could deal with social pressures and better protect themselves against unplanned pregnancy. The participating youth were clearly aware of how to prevent pregnancy, but the social barriers to using condoms or contraceptive pills were a stumbling block. They possessed knowledge of the potential consequences of risky behaviour, but this did not stop them from engaging in such behaviour. In the second cycle of the research, the participants used the findings of the first cycle to develop prevention messages and strategies to convey these messages to their peers. They used participatory visual methods to accomplish this. The findings from this cycle revealed that a peer education approach helped participants to increase maturity in sexual decision-making, had a positive effect on the learning and acquisition of new skills, and improved critical thinking relating to sexuality. The study also had a positive impact on other learners’ knowledge and the attitudes displayed by both learners and teachers, and also led to improvements in school policies related to sexuality education. It is contended that the study contributed important theoretical and methodological insights. Knowledge generated from the study could make a contribution to the field of sexuality education and how it should be approached in schools, particularly in communities facing social and economic adversity. The methodological contribution of this study provided guidelines and theory on how participatory action research and participatory methods can be implemented in schools to enable youth to influence change in their schools, not only regarding teenage pregnancy, but also other social issues.
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McMillan, Lauren. "Accessibility and uptake of reproductive health education during earlier youth according to 18 and 19 year old college students in the Cape Town metropolitan area." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5168.
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Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Reproductive health is the right of every person. The new Children’s Act (Act 38 of 2005) gives to children 12 years and older rights to reproductive health, which includes contraceptive access as well as information on sexuality and reproduction. They have the right to HIV/AIDS testing and treatment with only their own consent. The aim of the study was to investigate the personal and contextual factors which influence the accessibility and uptake of reproductive health education during early youth (13 to 18 years). The study also aimed to identify contextually appropriate recommendations toward improved reproductive health provision for these youths. A descriptive, non-experimental, research design was employed with a primarily quantitative approach. A sample of 270 participants, constituting 20% of the study population (N=1373) was randomly selected from Northlink FET Colleges, Cape Town. A self-completion structured questionnaire was used to collect the data. Ethical approval was obtained from the Health Research Ethics Committee of the Faculty of Health Sciences, Stellenbosch University. Permission to conduct the research was obtained from the management of Northlink FET College. A group of 30 participants, who met the inclusion criteria, constituting 11% of the sample, participated in a pilot study. Reliability and validity were assured by means of a pilot study and the use of experts in the field, nursing research and statistics. Data was collected personally by the Principal Investigator. The data analysis was primarily descriptive in nature and presented in frequency tables, proportions and measures of relationships, using where indicated Chi-square (x2) and Mann-Whitney U tests. A thematic approach was used to analyze the qualitative data yielded from the open-ended question. Subsequently, in order to strengthen the investigation, the qualitative data, within the identified themes, was quantified based on a validated analytical approach. The results show that 74.1% (n=195) of participants were sexually experienced by the time of the study. Of the participants who reported having already had sexual intercourse, 60.5% (n=115) indicated having made their sexual début by the age of 16. A third of participants (33.2%,n=77) received their first reproductive health education by age 13. Only half of the participants (50.4%,n=116) indicated that the reproductive health education they received always influenced them to make safer sex choices. Of the participants, 21.9% (n=59) stated that they felt that they were in some way hindered in accessing contraceptives during age 13 to 18 years. The vast majority of the participants (94.4%, n=255) indicated that they would prefer reproductive health education to be provided by a professional healthcare provider at a clinic (61.5%, n=166) or by a nurse at school (33%; n=89). Increased reproductive health education within the schooling systems was requested by 52 (19.3%) participants, with more than 30% (n=84) indicating their home as the preferred source of such education. Several recommendations, grounded in the study findings, were identified, including the provision of reproductive health care and accessibility to contraceptives for youths as young as 12 years within a school setting. This care should be provided by healthcare professionals, such as nurses, on a similar operating basis as that which is provided in primary health clinics. The findings reveal to the pressing need for the development, implementation and evaluation of an alternative model for reproductive health care provision in order to assure the complete deliverance of the rights and care to youths as stipulated in the new Child Act (Act 38 of 2005).
AFRIKAANSE OPSOMMING: Voortplantings gesondheid is die reg van elke persoon. Die nuwe Kinderwet (Wet 38 van 2005) gee aan elke kind 12 jaar en ouer die reg tot voortplantings gesondheid, wat insluit toegang tot swangerskap voorbehoeding en informasie aangaande seksualiteit en voortplanting. Die jeug het ook die reg tot HIV/AIDS toetsing en behandeling met net hulle eie toestemming. Die doelwitte daargestel is om te bepaal watter persoonlike en kontekstuele faktore die toegang en gebruik van voortplantings gesondheidsonderrig bevorder en/of benadeel by jonger tieners (13 tot 18 jaar). Die studie sou ook vasstel wat die voorwaardes is vir n toeganklike voortplantings gesondheidsorg diens vir hierdie tieners. !n Beskrywende, nie-eksperimentele navorsingsontwerp was gebruik met n primer kwantitatiewe benadering. !n Steekproef van 270 deelnemers, insluitende 20% van die studie populasie (N=1373) was vanuit die Northlink Verdere Onderrig en Opleidings Kolleges (Kaapstad) by die studie betrek. Die vraelys gebruik was gestruktueerd en is self deur deelnemers voltooi. Etiese Komitee van die Mediese Fakulteit te Universiteit Stellenbosch verkry asook die Bestuur van Northlink Kollege. ’n Loodstudie was gebruik, waarby 30 deelnemers wat inpas by die insluitings kriteria (11% van die studie populasie) betrek is. Die betroubaarheid en geldigheid van die studie is deur die loodstudie, die gebruik van ‘n statistikus, verpleegdeskundiges en die navorser-metodoloog versterk. Die finale data is persoonlik deur die navorser ingevorder. Data was geannaliseer met die bystand van ’n statistikus en is as frekwensie tabelle uitgebeeld met die gebruik van Chi-hoek (x2) en Mann-Whitney U toetse. ’n Tema benadering is geneem om die kwalitatiewe data te annaliseer. Gevolgens is die data van die kwalitatiewe studie gekwantifiseer. Die bevindings van die studie het getoon dat 74.1% (n=195) van deelnemers seksuele ondervinding voor die studie gehad het. Van die deelnemers het 60.5% (n=115) hulle eerste seksuele ondervinding gehad voor die ouderdom van 16 jaar. Van die deelnemers het 33.2% (n=77) hulle voortplantings onderrig teen 13 jarige ouderdom ontvang. Net 50.4% (n=116) van deelnemers het bekend gemaak dat die onderrig wat hulle ontvang het, hulle altyd gelei het tot veiliger seksuele keuses. Van die deelnemers het 21.9% (n=59) het gevoel dat hulle op een of ander manier verhoed was om voorbehoeding te bekom. Van die deelnemers, sou 94.4% (n=255) verkies het om alternatiewe voortplantings gesondheidsonderrig van ’n professionele gesondheidsorg voorsiener te ontvang, 61.5% (n=166) in klinieke en 33% (n=89) deur ’n verpleegster by ’n skool. ’n Toename in voortplantings onderrig binne die skoolsisteem is versoek deur 52 (19.3%) van die deelnemers, met 30% (n=84) van die deelnemers wat voortplantings onderrig van die huis af sou verkies het. Die hoop word dus uitgespreek dat die voorsiening van voortplantings gesondheidsorg aan kinders so jonk as 12 jaar binne die skool sisteem voorsien kan word, deur ’n professionele gesondheidsorg verpleegster op ’n soortgelyke basis as in publieke gesondheids klinieke. Die studie se bevindinge lei die navorser tot die voorstel om n alternatiewe model te ontwikkel en beplan. Hierdeur moet die voorsiening van voortplantings gesondheidsorg geskied wat sou verseker dat die volledige regte en sorgvoorwaardes aan die heug toegestaan deur die nuwe Kinder Wet (Wet 38 van 2005), aan voldoen word.
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Cupido, Xena. "A study investigating the contraceptive knowledge, attitudes, beliefs and practices of coloured unmarried pregnant teenagers." Thesis, University of the Western Cape, 1998. http://etd.uwc.ac.za/index.php?module=etd&.
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Lukolo, Linda Ndeshipandula. "Adolescent sexual health in a selected region of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52077.
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Thesis (MCur)--Stellenbosch University, 2001.ENGLISH ABSTRACT: Informal discussions and the work experience of the researcher in the field of health care raised concerns about the problems regarding the sexual health of adolescents. This demonstrated the need for an integrated health care system to promote adolescent sexual health. Against this background the study was undertaken to: • Identify the attitudes of adolescents towards sexual health. • Determine their knowledge of sexual health • Determine what the practice of sexual health by adolescents entail. • Provide recommendations where applicable. Triangulation, which is a combination of qualitative and quantitative research methods, was used. The findings reflected the following: • A positive attitude towards sexual health, but adolescents are involved in high risk sexual behaviour. • Sub-optimal knowledqë regarding sexual issues. • A need for sexual education by parents and health workers, especially nurses. The following recommendations, are proposed: • Sex education should start at an age as early as possible, at home, by parents. • Health workers should be trained to give proper information and advice to adolescents about their sexual health. • Condoms should be freely available and accessible to all the people of Namibia. • Adolescents should be actively involved in the promotion of their own sexual health. Keywords: Prevention of teenage pregnancy I Sexually transmitted diseases I HIV I AIDS and Sex education.
AFRIKAANSE OPSOMMING: Informele besprekings en praktiese ervaring van die navorser in die gesondheidsorgveld het probleme rakende die seksuele gesondheid van adolessente uitgewys. Dit het gedui op die behoefte aan 'n geïntegreerde gesondheidsorgsisteem ten einde die seksuele welsyn van adolessente te bevorder. Teen dié agtergrond is die studie onderneem om: • Die houding van adolessente teenoor seksuele welsyn te bepaal. • Die kennis van adolessente omtrent seksuele welsyn te bepaal. • Te bepaal wat die praktyk van seksuele welsyn van adolessente behels. • Aanbevelings soos van toepassing te maak. Die metode van triangulasie, wat 'n kombinasie van 'n kwalitatiewe en kwantitatiewe navorsingsmedotiek is, is gebruik. Die bevindings reflekteer die volgende: • 'n Positiewe houding jeens seksuele gedrag, maar adolessente is betrokke by riskante seksuele ged rag. • Suboptimale kennis ten opsigte van seksuele kwessies. • 'n Behoefte aan seksuele onderrig deur ouers en gesondheidswerkers, veral verpleegkundiges. Die volgende aanbevelings word voorgestel: • Onderrig ten opsigte van seksuele gedrag moet op die jongste moontlike ouderdom deur die ouers tuis gedoen word. • Gesondheidswerkers moet opgelei word om die regte en relevante advies en inligting aan adolessente oor te dra rakende hul seksuele gesondheid. • Kondome moet vrylik beskikbaar en bekombaar wees vir alle inwoners van Namibië.Adolessente moet aktief betrokke wees in die bevordering van hul eie seksuele welsyn. Sleutelwoorde: Voorkoming van tienerswangerskappelseksueel oordraagbare siektes I MIV I VIGS en seksuele voorligting.
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Njambatwa, Mluleki. "Teenage fathers as learners in a Butterworth Secondary School: implications for sex education." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006294.
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Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
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Graham, Nicola Susan Jearey. "Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013078.
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The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
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Sputa, Cheryl L. "Student perceptions of parent-adolescent closeness and communication about sexuality : relations with sexual knowledge, attitudes, and behaviors." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063211.
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Both educators and parents are concerned with how best to shape sexual development because of the myriad personal and social complications that can occur for adolescents along with becoming sexually active. Many variables have been shown individually to influence sexuality. Of specific interest in this study was parent-adolescent closeness and communication about sexuality. Past research has found parental communication about sexuality and parent-adolescent closeness individually to have a positive impact on adolescent sexuality. However, other studies have found no relation between parent-adolescent communication about sexuality and sexual outcomes. Still others have suggested that the combination of the two variables may have the most significant influence on adolescent sexuality. The main goal of this study was to see if a combination of parent-adolescent closeness and parental communication about sexuality was more strongly related to adolescent sexual knowledge, attidudes, and behaviors than either communication or closeness alone. Participants were 157 boys and girls in the ninth through twelfth grades from two suburban high schools in the midwest: Questionnaire measures of adolescents' perceptions were used. Canonical correlation analyses revealed two significant combinations of variables. First, age and maternal and paternal communication were significantly related to sexual behavior and sexual knowledge. Specifically, younger age and less maternal and paternal communication were related to less sexual behavior and less sexual knowledge. Second, gender, age, and maternal communication were significantly related to less sexual knowledge and more conservative sexual attitudes. Specifically, being younger and female and receiving less maternal communication was related to less sexual knowledge and more conservative attitudes. Four important findings are evident in these results. Implications for interpretation and future research are discussed.Department of Educational Psychology
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Kiel, Cristiane Aparecida. "Orientação sexual no espaço escolar para alunos do ensino médio sob a perspectiva Ciência, Tecnologia e Sociedade (CTS)." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1443.
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Acompanha: Guia didático para elaboração e aplicação de atividades referentes à orientação sexual no espaço escolar para alunos do ensino médio sob a perspectiva Ciência, Tecnologia e Sociedade (CTS)A questão norteadora deste estudo trata da contribuição que o enfoque Ciência, Tecnologia e Sociedade (CTS) trazem para o trabalho de orientação sexual desenvolvido dentro do espaço escolar. O objetivo desse estudo consiste em propor metodologias às questões sobre sexualidade com os adolescentes, no sentido de instigá-los a serem mais críticos e conscientes nas tomadas de decisões. O estudo foi desenvolvido junto a alunos do 2º ano do Ensino Médio de um Colégio Estadual do município de Guarapuava, Paraná. A fundamentação teórica baseou-se a partir do eixo temático Orientação Sexual proposto pelos Parâmetros Curriculares Nacionais. Para embasamento do estudo buscou-se contemplar reflexões sobre o ensino de biologia, as questões do desenvolvimento sexual dos adolescentes bem como a responsabilidade da educação e da orientação sexual. Autores como Krasilchick (2005), Souza (2010), Furlani (2011), Ribeiro (2011), Bazzo (2002), Moresi (2003) entre outros fundamentam esse estudo em sua referência, metodologia e análise das discussões. A metodologia utilizada foi qualitativa de natureza interpretativa com observação participante. As técnicas de coleta de dados foram observação, anotações em diário de campo, gravações em áudio e vídeo, fotografias e atividades realizadas pelos alunos. As atividades desenvolvidas foram organizadas em seis momentos, que buscaram contextualizar as relações sociais da ciência e da tecnologia por meio de reflexões sobre a sexualidade. Os resultados demonstraram que o enfoque CTS contribuiu para despertar o senso critico nos adolescentes envolvendo a sua vida e de toda a sociedade. Entre inicio e fim da aplicação do trabalho o que pode ser observado foi uma evolução nos pensamentos dos adolescentes que contribuiu para a formação mais critica dos mesmos. Outro resultado positivo foi a elaboração de um guia didático, que poderá ser utilizado por tantos outros professores deste como também de outros colégios, e ser adaptados também para outras séries do ensino básico.
The guiding question of this study is to understand what is the contribution that the approach Science, Technology and Society (STS) brings the work of sexual orientation developed within the school space. The aim of this study is to work through the issues about sexuality with adolescents in a STS approach, aiming instigate them to be more critical and conscious when making decisions. The study was conducted with students from second year of high school a State College Guarapuava, Paraná State. The theoretical framework was based from the main theme Sexual orientation proposed by the National Curriculum Guidelines. To basement for the study we sought to include reflections on the teaching of biology, issues of sexual development of adolescents and the responsibility of education and sexual orientation. Authors like Krasilchick (2005), Souza (2010 ), Furlani (2011), Ribeiro (2011), Bazzo (2002), Moresi (2003) among others fundament this study in theirs reference, methodology and analysis of the discussions. The methodology was qualitative interpretative nature with participant observation. The techniques of data collection were observations, notes in a field diary, audio and video recording , photographs and activities performed by the students. The activities were organized in six moments, which seek to contextualize the social relations of science and technology through reflections about the sexuality. The results showed that the STS approach has helped to awake the sense through critical reflections involving their life and the whole society. Among the beginning and the end of the job application which can be observed was an evolution in the thoughts of teenagers who contributed to the formation most critical of them. Another positive outcome was the development of a didactic guide can will be use for so many other teachers of this as well as other colleges, and also adapted for other grades of the basic education.
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Griessel-Roux, Esther. "A case study exploring learners' experiences of HIV/AIDS programmes." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03102005-133127.
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Maneli, Desmond Mzwabantu. "An investigation into the role of attitudes in inhibiting parents from talking about sexuality to their adolescents." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6514.
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Thesis (MPhil)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The study was conducted at the Lungisa High School, at KwaDwesi in Port Elizabeth. The study aimed at describing attitudes of parents of adolescents of this school as possible reasons for the lack of sexuality education for their adolescents. The sample comprised 150 parents of adolescents (guardians) who participated in the survey. Probability sampling was used. This means that each member of the parent population had a specificable probability of being chosen. A questionnaire, two focus groups and interviews were used to solicit responses. Use of descriptive statistics helped in presenting and analysing the data. The survey revealed that parents‟ attitudes inhibit them from talking about sexuality issues to their adolescents. Parents also fear that if they talk about sexuality issues to their adolescents, they will be sexually active at a younger age. Responses of participants (married parents living together, single mothers, single fathers and guardians) indicated this concern. It can be concluded that education for parents of adolescents is imperative. They must be caused to join the fight against HIV and AIDS, but first they must shed these attitudes to reduce HIV infection and other sexually transmitted infections (STIs). Suggestions and recommendations of the syllabus for this kind of education are discussed under the “Conclusion and Recommendations” part of the research article.
AFRIKAANSE OPSOMMING: Hierdie studie was uitgevoer by Hoërskool Lungisa op KwaDwesi, Port Elizabeth. Die fokus van die studie poog om die houdings van ouers van adolessente as moontlike redes aan te voer vir die gebrek van seksualiteitsopvoeding vir hul adolessente kinders. 'n Steekproef van 150 ouers (sowel as voogde) het deelgeneem aan die opname. Die waarskynlikheid monsterneming metode was gebruik. Dit beteken dat elke lid van die ouer-populasie het 'n bepaalde waarskynlikheid om gekies te word. 'n Vraelys, twee fokusgroepe en onderhoude is gebruik om reaksie van die deelnemers uit te lok. Die gebruik van beskrywende statistiek het gehelp met die voorstelling en analisering van data. Die opname het getoon dat die houdings van ouers verhinder hulle om seksualiteitskwelpunte met hul adolessente kinders te bespreek. Ouers vrees dat die praatjies met betrekking tot seksualiteitskwelpunte met hul adolessente kinders sal lei tot vroeë seksuele betrokkenheid op 'n jonger ouderdom. Antwoorde van deelnemers (getroude ouers wat saamwoon, enkel ma's, enkel pa's en voogde) het hierdie besorgheid aangedui. Ter afsluiting kan beklemtoon word dat opvoeding van ouers uiters belangrik is. Ouers moet aangemoedig word om aan te sluit by die oorlog teen Vigs, maar hulle moet eers hul houdings aanpas sodat MIV-infeksie en ander seksuele oordraagbare infeksies verminder word. Voorstelle en aanbevelings van die sillabus van hierdie soort opvoeding word bespreek onder die “Slot en aanbevelings” gedeelte van hierdie artikel.
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Ngalangi, Naftal Sakaria. "A Foucauldian analysis of discourses shaping perspectives, responses, and experiences on the accessibility, availability and distribution of condoms in some school communities in Kavango Region." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1019990.
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Condom use is promoted as an effective method for prevention and contraception for people who practice or are at risk of practicing high-risk sexual behaviors. According to the UNAIDS (2009) report, condoms are the only resource available to prevent the sexual spread of the HI-Virus; and with regard to family planning, the same report proposes that condoms expand the choices, have no medical side effects, and thus provide dual protection against pregnancy and disease. However, in Africa as elsewhere in the world, condom use has been fiercely debated. The debates on the accessibility, availability and distribution of condoms in schools are not new nor are they uncontested. In Namibia, the HIV and AIDS policy in education does not explain how, when and by whom condoms should be made available to learners. This leaves it to schools to decide on how (and whether) to make condoms available to learners. As a result, individual school‘s choices not only vary, but are mediated by different factors that are not always in the best interest of learners who, as the foregoing discussion suggests, continue to participate in behaviour that, amongst other things, puts them at risk of HIV infection and falling pregnant. Relying on Foucault‘s theory of discourses, this study investigated the dominant discourses that shape learner, teacher, parent religious and traditional leader and traditional healer perspectives, responses, and experiences with regard to the accessibility, availability, and distribution of condoms in school. The study was conducted in nine schools in Kavango Region in Namibia using a mixed methods approach. The study used triangulation in the data collection process through the use of questionnaires where 792 learners participated in this component, and focus group discussions and individual interviews targeting four groups namely, learners, teachers, parents and religious leaders, traditional leaders and traditional healers. The quantitative data were analyzed using the Statistical Packages for Social Sciences (SPSS), and findings from the focus group discussions and individual interviews were analyzed identifying themes and patterns and then organizing them into coherent categories with sub-categories. The study revealed that the majority of adult participants opposed the idea of making condoms available in schools; advocating abstinence instead. This was despite evidence on the prevalence of sexual activity amongst youth in the community. Reasons had to do with various competing and hierarchized discourses operating to shape participant beliefs, perspectives, and responses in a highly regulated and surveilled social and cultural context. Put differently, the dominant discourses invoked a particular sexual subject; authorized and legitimated who invoked such a subject; who was and was not allowed to speak on sexual matters; as well as how sexual matters were brought into the public space of schools. Such authorization and legitimation regulated the discursive space in which discussions on sexual health, safe sex, and resources such as condoms were permitted; with negative consequences for the sexual well-being of youth in Kavango Region. The study also highlighted the tension between freedom, choice, and rights, showing how complex in fact is decision to make condoms available in school. On the one hand, teenagers positioned themselves as capable subjects who had the right to exercise choice over their sexual lives. Requesting parent consent was thus viewed as a violation of this right to choose. Such a position displayed authority and agency by learners that was pitted against views amongst adults in this study that positioned youth as having no agency. In their view, youth (a) were still children and thus innocent and pure, (b) ought to abstain, and (c) were difficult to control given the modern context. Adults believed that early sexual involvement by learners did not result from lack of vigilance and control on their part, but rather from exposure to modern social mores. The study concluded that (a) schools remain difficult spaces not only for mediating discussions of sex and sexuality, but also for providing resources to mitigate sexual risk amongst leaners, (b) in highly regulated societies, dominant religious discourses are produced and reproduced in and through existing institutions such as family, church, and schools; highlighting how these serve to normalize beliefs and perspectives, (c) the dominant discourses shaping communities in which schools find themselves remain inconsistent with school discourses that are shaped by modernist conceptions of childhood and youth, and (b) adult choices to sanction and obstruct schools from making condoms available (and in the case of teachers, not accessible and distributable) put the very children at risk that they propose to be protecting.
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Nsakala, Vodiena Gabriel. "Communication stratégique pour améliorer la double prévention des IST / VIH / SIDA et des grossesses non désirées chez les adolescents à Kinshasa, RDC: enjeux et perspectives de l'éducation sexuelle participative." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209308.
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ResuméDans le présent travail de recherche, nous présentons un cadre d’analyse, de planification et de mise en œuvre d’une recherche-action portant sur l’apport de l’éducation sexuelle participative comme démarche de la communication stratégique, et ses effets sur le public d’adolescents en milieu scolaire. Le but ultime étant de proposer une meilleure alternative à l’amélioration de la double prévention des IST/VIH/SIDA et des grossesses non désirées chez les adolescents scolarisés de 15-19 ans à Kinshasa, RDC.
Les principaux objectifs fixés à la présente recherche étaient :i) d’évaluer l’ampleur de la situation épidémiologique et sociale liée à la santé de reproduction y compris la prévention du VIH/SIDA chez les jeunes adolescents (15-19 ans) ;ii) d’identifier les besoins ainsi que les préoccupations spécifiques des adolescents et jeunes notamment en terme de vie sexuelle et affective ;iii) de projeter les axes de communication stratégiques susceptibles d’influencer positivement les comportements en vue d’améliorer la prévention des IST/VIH/SIDA et des grossesses précoces des adolescents et jeunes en milieu urbain ;iv) de construire sur base des observations et analyses précédentes, une approche de communication stratégique fondée sur l’éducation sexuelle participative; iv) et mesurer au point de vue cognitif et comportemental, l’écart attribuable à l’éducation sexuelle sur l’amélioration des connaissances, des attitudes et des pratiques favorables à la double prévention des IST/VIH/SIDA et des grossesses précoces chez les adolescents de 15-19 ans en milieu urbain de la RDC.
Réalisée dans une perspective de la promotion de la santé, son cadre théorique chemine avec celui de l’évidence des liens entre les IST/VIH/SIDA et la santé sexuelle et de reproduction. La combinaison du modèle d’analyse PRECEDE avec l’outil de planification PROCESSUS-P, a servi de fil conducteur de ce travail.
Cette étude confronte également la théorie de la communication avec les modèles de changement de comportement. En effet, les messages sur la sexualité émis par un émetteur, permettent à l’individu qui les reçoit, de se persuader à amorcer le changement de comportement qui passe par différents étapes. Mais au delà de la volonté individuelle, les relations de sexualité se vivent dans une interaction sociale dont il faudra tenir compte.
La construction de cette recherche a fait appel aux disciplines des sciences sociales, comportementales, de l’éducation, et de l’épidémiologie.
Nous avons combiné quatre approches différentes pour cerner nos hypothèses de recherche :i) la revue documentaire, ii) l’approche socio-anthropologique (qualitative) par des focus groups, entretiens semi dirigés, observations directes, iii) l’approche socio-épidémiologique (quantitative) par des enquêtes transversales et iv) l’approche opérationnelle par l’introduction d’une approche innovante utilisant le téléphone et la radio comme moyen pour identifier et orienter des messages à diffuser en milieu scolaire sur la prévention des IST/VIH/SIDA et les grossesses précoces.
Ce travail propose deux formats de résultats :les articles publiés ou en cours de l’être et les résultats complémentaires synthétisés dans différents tableaux.
Les articles abordent successivement :i) le profil de risque et de vulnérabilité lié au VIH/SIDA et à la santé des adolescents ;ii) la perception des adolescents en matière de santé sexuelle et reproductive ;iii) l’ analyse de l’intégration de l’éducation sexuelle dans les médias ;iv) l’utilisation du téléphone portable et de la radio pour identifier les préoccupations sexuelles des adolescents, v) les déterminants associés à la pratique de la double prévention des IST/VIH/SIDA et des grossesses précoces et vi) les effets cognitifs et comportementaux de l’éducation sexuelle participative sur la double prévention des IST/VIH/SIDA et des grossesses précoces en milieu scolaire de Kinshasa.
Les données synthétisées dans différents tableaux rendent compte de l’analyse de la réponse nationale sur la santé de la reproduction des adolescents et des différents aspects du cadre théorique d’analyse et de planification d’une communication stratégique pour la prévention des IST/VIH/SIDA et des grossesses précoces.
L’ensemble des résultats de cette recherche peut se résumer en dix points importants ci-après :
1.\
Doctorat en Sciences de la santé publique
info:eu-repo/semantics/nonPublished
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Seutlwadi, Lebogang. "Adolescents' knowledge about abortion and emergency contraception a survey study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002561.
Full textAbstract:
Adolescents have become focal points of discussions and debates regarding sexuality and reproductive health matters. However, little research has been done particularly in South Africa to examine their knowledge concerning abortion and emergency contraception. Research indicates that a substantial proportion of adolescent pregnancies are unintended or unwanted. Abortion and emergency contraception are both time-sensitive services. Thus having accurate and comprehensive knowledge about both abortion and emergency contraception is pivotal, in the case of unintended or unwanted pregnancy or when engaging in unprotected sex or experiencing contraceptive failure that could lead to pregnancy. The 1994 International Conference on Population and Development (ICPD) defined reproductive health rights for both men and women as the right to "decide freely and responsibly the number, spacing and timing of their children and to have the information and means to do so" (p. 60). That is, men and women should "have the right to make decisions concerning their reproduction free of discrimination, violence and coercion" (ICPD, 1994, p.60). Based on these definitions, it is rather evident that comprehensive and accurate knowledge are at the core of one's ability to make an informed consent. This is confirmed by Adler's (1992, p. 289) definition of informed consent or choice "a) access to sufficient information b) understanding the information c) competence to evaluate potential consequences d) freedom to make a choice and e) the ability to make and express that choice". It is from this framework that this study emerged. The aim of this study was to examine adolescents' knowledge concerning abortion and emergency contraception. The participants were Grade 11 learners between the ages of 15-24 years from five different schools in the Buffalo City Municipality. A sample of 514 was achieved. Data were analysed using descriptive cross-tabulation, chi-square and qualitative methods where appropriate. The results revealed that most of the participants did not have sufficient accurate knowledge concerning the Choice on Termination of Pregnancy Act, consequences of legal abortion and emergency contraceptive pills to make informed decisions. Furthermore, data also revealed that the participants' schools playa role in their sexual activity, their knowledge about the Choice on Termination of Pregnancy Act and about emergency contraceptive pills. Although this method made it feasible for the researcher to make general assumptions, non-responses were one of the limitations of the study. Similar research in various municipalities/cities in and outside the Eastern Cape is recommended so as to increase further awareness concerning the level of knowledge that adolescents have about contraceptive pills particularly emergency contraceptive pills, the Choice on Termination of Pregnancy Act and abortion in general.
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Achora, Susan. "School-based sexuality education in Uganda : a grounded theory approach." Thesis, 2014. http://hdl.handle.net/10500/18848.
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Today, 1.2 billion adolescents stand at the challenging crossroads between childhood
and the adulthood. Driven by a combination of biological, psychological and social
forces, adolescence is a period of “stress and storm” for many adolescents predisposing
them to risky behaviours with long term consequences. Adolescence is not only a time
of vulnerability; it is also an age of opportunity for investment in sustained health and
wellbeing through education and preventive efforts to help them navigate risks and
vulnerabilities.
Evidence-based sexuality education programmes are a cornerstone in reducing
adolescent sexual risk behaviours and promoting sexual health. A qualitative, grounded
theory study was undertaken to explore and describe experiences of adolescents,
teachers and perceptions of parents of school-based sexuality education (SBSE). An indepth
literature review through concept analysis on the phenomenon was conducted to
assist the researcher with theoretical sensitivity and theoretical saturation. In-depth
Individual interviews and focus group interviews were conducted to generate data.
Interviews were audio-taped and transcribed by the researcher verbatim. The direct
quotes of participants were coded and arranged into meaning units for analysis. A
constant comparison method of data analysis was applied by following a Strauss and
Corbin (1998) analysis process of open, axial and selective coding to analyse textual
qualitative data until themes, categories and sub-categories were identified and
developed.
Data analysis revealed that adolescents benefitted from SBSE but the implementation
of programme was undermined by challenges at national, institutional, community,
family and individual levels enshrined in the physical. There were also challenging
contextual factors at various levels that influenced the benefits of the SBSE. It is
recommended that there is need to review the teaching and learning resources and to
fully integrate sexuality education into the formal curriculum. The ministry of education
in Uganda should take a leadership role in fostering engagement and participation of
major stakeholders, particularly teachers, parents and other community groups in
delivering school-based sexuality education that addresses the needs of the schoolgoing childrenHealth Studies
D. Litt. et Phil. (Health Studies)
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VanSpronsen, Amanda Dianne. "The Peer Context: Relationship Analysis to Inform Peer Education Programs in Fort Portal, Uganda." Master's thesis, 2009. http://hdl.handle.net/10048/771.
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Thesis (M.Sc.)--University of Alberta, 2009.A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Science in Population Health, Department of Public Health Sciences. Title from pdf file main screen (viewed on November 8, 2009). Includes bibliographical references.
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Sims, Gigi-Terese. "Sexuality education : a descriptive study of adolescent interests and perceived needs as reported by middle school students." Thesis, 1992. http://hdl.handle.net/1957/36581.
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The purpose of this study was to collect information on relevant sexuality
education content for adolescents by assessing students' interests and
perceived needs. Subjects in this study were middle school students.
Two methods of data collection were employed, therefore, this study was
conducted in two phases. In the first phase, questionnaires were completed by
224 sixth, seventh, and eighth grade students of the Greater Albany School
District. Responses from the Student Sexuality Education Questionnaire
(SSEQ) revealed sexuality topics of importance based on interest and
perceived need. Subsequent to identifying sexuality topics of importance,
statistical analyses were performed on each sexuality topic. Kruskal-Wallis
analyses determined that five sexuality topics (of 23 listed in the SSEQ) were
significant between sixth, seventh, and eighth grade students. Seventeen topics
tested statistically significant when female and male responses were submitted
to Mann-Whitney analyses. Differences between grade levels and sexes were
identified for three topics in both tests of significance. These topics were female
reproductive system, male reproductive system, and dating.
In the second phase of this study, semi-structured interviews were
conducted with 31 students who completed the SSEQ. Student consent, grade
level, and sex were criteria used in selecting the Phase II sample. Students'
responses to Interview Guide questions were tape-recorded, transcribed, and
content analyzed. An analysis of the transcripts revealed similarities and
differences between Phase I and II data. In both phases, students reported that
AIDS, STD's, preventing STD's, preventing pregnancy, and sexual abuse were
most important to learn about in school. Additional data that emerged during the
interview process related to preferred sources and grade levels for sexuality
education. Students generated a list of suggestions for relevant sexuality
education. Their suggestions were summarized.
A synthesis of Phase I and II results led to recommendations for school
administrators and educators. Recommendations were also provided for future
research.Graduation date: 1992
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Matthews, Elizabeth Johanna Magdalena. "Riglyne vir 'n leerling-gesentreerde geslagsopvoedingsprogram." Thesis, 2014. http://hdl.handle.net/10210/9444.
Full textAbstract:
M.Ed.A great deal of concern is being expressed about the high teenage pregnancy rate as well as the leaping AIDS and sexual disease figures. There are programmes in place which aim to bring these numbers down, but it appears as if neither the abortion rate nor premarital sexual experimentation have been affected. This situation is cause for concern. The question thus arises - why have these programmes not made any headway on the statistics? Perhaps the answer lies in the fact that most researchers have not asked the children themselves about their needs with regard to sex education. It is for this reason that this study has been undertaken. In this study a qualitative research method has been followed, where focus group interviews with Standard 7 pupils have been conducted. The original question posed by this researcher was as follows: "What are the needs of Standard 7 pupils with regard to sexual education and what guidelines could be suggested in order to provide a workable pupil-orientated education programme for high schools?" In turn, the posing of the above question led to the following aim: To gauge what the needs of Standard 7 pupils are with regard to sexual education in order to design guidelines for the development of a sex-education programme for high schools. The qualitative research which flowed from this is exploratory, descriptive and contextual. The analysis of the data indicate that there is a need for sexual education in schools, more than is at present available. Pupils would like this subject to be compulsory and that it be taught during stipulated times/periods. There is also a need for a cumulative curriculum in which enough time for discussions is allowed. The children believe that sexual education at school should be presented by a person whom they can trust. Boys and girls differ as to whether this person should be attached to the school or not. The girls are especially critical of the teacher as sex educator. The parent as sex educator has also been criticised. The children would prefer someone out of their peer group to guide them. They also feel that adequate training, openness and neutrality are important characteristics in a sex education specialist. The boys feel that this type of education should not be over-emphasised. Another need expressed is that the sex educator should work from a holistic perspective, thereby putting sex education in a natural context. The requirements with regard to the content of the sexual education programme include the following: knowledge of sexual responsibilities, as well as an understanding of anatomy and physiology, knowledge of the sexual act and premarital sex, as well as an understanding of pregnancy, rape and the way the opposite sex experiences sexuality The children also believe that the way sex is presented in the media should be put into perspective. Knowledge of deviant sexual behaviour, the availability of source material, for example where one would obtain a supply of contraceptives and where to go if one suspects that one is pregnant, are also needs which teenagers expressed with regard to programme content and sex education. From the study it became apparent that, even though the girls maintained that they all receive sex education at home, there are nevertheless many questions which still require addressing. A number of misconceptions were also apparent. Information which is highlighted by these themes and which is furthermore supported by the other research includes aspects such as parent and teacher involvement. A number of guidelines based on the themes identified by the analysis of the focus group interviews, have been developed for exposure and for possible use by compilers of sex education curriculi. A shortfall in this study has been identified and the following recommendations have been suggested: Further research should be undertaken as to the need for sex education o fpupils of other cultures and standards as well as the teachers' views about sex education.
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Collins, Lamar T. "Assessing middle school sex education programs /." 2008. http://ecommons.txstate.edu/arp/285.
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Mooki, Beauty Keneilwe. "Indiscriminate sexual practices by the youth and its consequences / Beauty Keneilwe Mooki." Thesis, 2004. http://hdl.handle.net/10394/11299.
Full textAbstract:
Teenagers have the highest rate of sexually transmitted diseases of any age group. Factors responsible for this include sexual experimentation which often follows Initiation of intercourse and adolescents reluctance to use contraceptives. Teenagers are typically reluctant to consider the possibility that a potential sex partner may have a sexually transmitted disease and often lack the communication skills necessary to discuss this possibility, placing them at even greater risk of contracting one.
A large percentage of teenagers are engaging in risky sexual practices. Teenagers cite lack of sexual education from more reliable sources like their parents and schools. They receive most of their sexual information from their peers and the massive mass media. The information received from these sources is usually sensational and misleading.
Parents keep the children ignorant because they are of the opinion that less sexual
knowledge will be more protecting. They fear that if they inform their children about sex they will go out and experiment. Therefore parents are not talking to their children about sex because most cultures and mostly in the Black community it is taboo to talk to children about sexual issues or matters. Therefore because of lack of sexual education teenagers are at risk of contracting sexually transmitted infections including HIV/AIDS, teenage pregnancy, abortion, prostitution and sexual abuse.
Sexual education should start at an early age most preferably at nursery school level. If
children are given factual information about sex they will know how to handle their sexuality.
They will not be pressurised to indulge in pre-marital sex by their peers. Therefore,
information should be provided by parents and schools as most teenagers prefer to receive their sex information from a more reliable source.M.A. (SW) North-West University, Mafikeng Campus, 2004
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Elliott, Sinikka. "Not my kid : parents, teenagers, and adolescent sexuality." Thesis, 2008. http://hdl.handle.net/2152/3869.
Full textAbstract:
Over the past two decades, communities across the nation have been mired in battles over sexuality, including gay rights, censorship, and sex education. Based on indepth interview data with 47 racially and economically diverse parents of teenagers, this study explores how parents make sense of and try to guide their children's sexuality in the midst of these hotly contested and politically charged debates. The findings highlight a paradox in parents' understandings of their children's sexuality: the parents interviewed for this study do not think of their own children as sexual subjects, even as they construct adolescents, in general, as highly sexual and sexualized. The author explores this paradox throughout the dissertation. She argues that parents' understandings reflect the complex interplay of myriad forces: these include the culture of sexual fear in the U.S.; dominant understandings of adolescence; gender, race, class, and sexual inequalities; and a pervasive American individualist ethos that situates the blame for any negative outcomes of teen sexuality on parents and their children. At the same time, however, these constructions often bolster social inequality. As the author shows, parents' understandings of adolescent sexuality, and their lessons to their children about sexuality, are not only shaped by, but also serve to legitimize, hierarchies and inequalities based on race, class, gender, sexuality, and age. The final chapter discusses the specific social and cultural conditions that might enable parents to think of their children as sexual subjects.text
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Jimmyns, Candice Alexis. "Gender differences in the preferred and actual sources of sexual education amongst senior secondary school learners." Thesis, 2010. http://hdl.handle.net/10413/5042.
Full textAbstract:
This study investigated whether the current provision of sex education made available through the Life Orientation Curriculum in South African Secondary Schools is directly applicable and relevant to the sexual developmental and identity formation needs of learners at a senior secondary school level. This study resulted from the desire to point out that students at this stage in their lives require more than the precautionary biological information that is often readily available to them through the curriculum as well as other parental and health care sources. A survey was carried out at two single gender schools on the Bluff in Durban and an attempt was made to gather data on the gender differences that arose between the two samples in terms of the sources of sex education from which they are drawing. The sample size was 179 learners with 89 female learners and 90 male learners. The preferred source of sex education by both girls and boys were parents accounting for 34,5% of the girls and 18,6% of the boys. The second highest rated source for boys was their teachers with a frequency of 17,5%. However, girls indicated a greater preference for professional sex educators than teachers with 7,3% and 5,1% respectively. This was different from the sources that the students were actually receiving their sex education from, with boys and girls regarding teachers as their best source with a frequency of 16,5% for boys and 13,6% for girls. The next best rated source for boys with a frequency of 14,2% were male and female friends with a very similar distribution of the boys indicating a preference for male or female friends with a frequency of 7,4% and 6,8% respectively. Girls had a higher satisfaction level than boys with current knowledge of sex however had lower satisfaction level than boys on finding out about things to do with sex. The mean score for girls (M=5,35) is significantly lower than for boys (M=5,44), t=0.386, df172, p<.005 on the topic of satisfaction about finding out about things to do with sex. The mean score for boys for the topic of satisfaction with current knowledge of sex (M=5.60) is significantly lower than the mean score for girls (M=5,77), t=0,925, df171, p<.005. Both boys and girls indicated that parents were not an adequate source of sex education and fathers were less likely than mothers to be involved in communication on the topic of sex with them. Boys were more likely than girls to engage in sexual behavior and activities and be sexually active as indicated by the regression where gender contributed 22,4% to the model (The Sexual Activities Scale) at 0.003 level of significance. It seems that girls are more comfortable to share information
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amongst themselves than boys are. Boys seem more willing to communicate and learn from both genders in their peer groups. The Life Orientation Curriculum has been efficient in informing students on precautionary biological information however boys and girls are interested in learning about sex and sexuality and are not receiving this information from their scholarly source but rather from a number of different sources. There is also evidence that gender differences exist when it comes to learning about sex and thus may suggest that the Life Orientation Curriculum’s sex education component should be segmentable on the basis of gender i.e. the messages about sex should be sculpted in a different manner for boys as compared to girls.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.
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Valayden, Devandran. "Retrospective reports of parent-adolescent communication about sex education and issues related to sexuality in a sample of female university students." Thesis, 2011. http://hdl.handle.net/10413/8650.
Full textAbstract:
Aim. The aim of this research was to explore parent-adolescent communication about sex and sexuality among university students.
Background. The rates of HIV/AIDS and pregnancy among adolescents in South Africa are very problematic issues. In the context of children and adolescents' sexual socialization, both Western studies and studies from African countries have found that families, especially parents, are crucial in influencing adolescent attitudes, decision-making and participation in sexual behaviour.
Methods. A qualitative study was conducted using focus groups to examine parent-adolescent sex education among university students.
Findings. Participants reported that parents generally avoided discussions about sex especially fathers, framed sex negatively and highlighted the negative effects of sex such as HIV/AIDS and pregnancy. The reasons participants believed that parents were uncomfortable in discussing sex were due to insufficient knowledge to explain certain aspects of sex, that sex was taboo, that by discussing sex it would be viewed as condoning or encouraging sexual activity.
Conclusion. Parents need to be educated regarding the benefits that comprehensive sex education will have for their children, in the light of the massive problem of HIV/AIDS in South Africa. Education on these matters is vital for all young people.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.
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Weitsz, Gillian Hume. "The communication of Christian principles of sexuality during a family guidance programme." Thesis, 2014. http://hdl.handle.net/10210/12924.
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Mchunu, Namisile Joyce. "Teachers' perceptions of the teaching of sexuality education in secondary schools in Pinetown district." Thesis, 2007. http://hdl.handle.net/10413/1351.
Full textAbstract:
This study examines the way in which ten teachers in two schools In the Pinetown
District view sexuality education. Sexuality education is part of the Life Orientation
curriculum and teachers thus have an obligation to teach it. Teacher's perceptions of the
teaching of sexuality education in secondary schools are significant because in secondary
schools are found learners who have reached adolescence and are likely to be sexually
active and curious.
The secondary literature on sexuality education indicates that there are numerous
difficulties associated with teaching it, despite pressing reasons that it be well taught to
all school learners. High rates of teenage pregnancy and HIV infection in young learners,
particularly in South Africa, indicate the need for sexuality education. Difficulties in
delivering successful sexuality education include parental resistance, conservative
cultural and religious education, poor policy and inadequately trained or poorly motivated
teachers.
Learners need sexuality education to enable them to make informed decisions about their
sexual health and to assist them with developing their sexual identities. Sexuality is
deeply gendered and this means that sexuality education should be informed by a
knowledge of gender and a commitment to gender equality (which includes being
sensitive to issues of sexual orientation.
Under apartheid the schooling system was divided along racial lines and schools were
inequitably resourced . This has meant that today the schools formerly designed to
provide education solely to Africans remain poorly resourced and ill-equipped to deliver
sexuality education .
Ten educators of grade 8 to 12 learners in two Hammarsdale schools, five male and five
female and all African, isiZulu speakers, were involved in this study as respondents. They
completed a questionnaire and participated in a focus group interview. It was found that no sexuality education was given in Grades 11 and 12 but some
sexuality education was given to the junior grades, particularly Grade 9. 30% of the
teachers had no training and only 20% had tertiary training for delivering sexuality
education. Half were trained via Departmental workshops but as far as the teachers were
concerned, this training was not adequate and left them feeling uncomfortable teaching
certain topics. 90% of the sample felt that their school does not have sufficient resources to assist in the
teaching of sexuality education and only a third of respondents indicated that the school
management supported them in teaching sexuality education. 80% of the educators said
that sexuality education was not included in the timetable while only 10% of educators
maintained that they received support from parents.
The teachers said that the impact of sexuality education was undermined by parent
resistance, conservative cultural and religious values and by the fact that some teachers
had covert sexual relationships with learners. The teachers noted that it was the learners
who were most at risk who somehow were not included in or reached by the messages in
sexuality education
Female educators, in general, were more positive confident about the beneficial effects of
sexuality education for boys and girls.
It is obviously necessary that steps be taken to improve the delivery of sexuality
education and such steps should include working with parents, improving sexuality
education training and promoting peer education.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.
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Bam, Nomonde. "An analysis of adolescent sexuality education programmes presented in secondary schools." Thesis, 2014. http://hdl.handle.net/10210/10510.
Full textAbstract:
M.Cur. (Community Nursing)The aim of the study Is to evaluate sexuality education programmes used In secondary schools. A descriptive, non-experimental approach Is used. Institutions and/or organisations doing sexuality education programmes in these schools were Identified through a questionnaire sent to the principals of the schools. A checklist to analyse the curricula content of each Identified Institution was developed, based on a literature survey. Guidelines for a holistic curriculum to be used by community nurses presenting sexuality education in secondary schools were developed.
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Rikli, Joan M. "Culturally sensitive approaches to adolescent sex education the application of caring principles : a report submitted in partial fulfillment ... for the degree of Master of Science, Parent-Child Nursing ... /." 1996. http://catalog.hathitrust.org/api/volumes/oclc/68798765.html.
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Catelle, N. F. "The gendered assumptions of national and provincial policy documents in South Africa : teachers, sexuality and HIV/AIDS education in schools." Thesis, 2005. http://hdl.handle.net/10413/1764.
Full textAbstract:
In the recent past, teachers in South African secondary schools have begun to give lessons on life skills, sexuality and HIV/AIDS. The lessons are located within the curriculum in the learning areas of Life Orientation and Life Skills. These lessons are guided by policy documents which regulate what, when and how much information the learners must have access to. Issues explicitly concerning gender are addressed in these lessons as well. Although policy documents provide clear guidelines as to how policy should be implemented, teachers are still experiencing difficulties delivering life skills, sexuality and HIV/AIDS lessons. Consequently lessons pertaining to these issues are usually minimised in favour of less sensitive topics. Many reasons have been suggested for the poor implementation of these lessons, some of which include inadequate teacher training, a lack of support structures and services, and teacher attitudes and beliefs. Although the way policy is implemented is cause for concern, this dissertation focuses on the assumptions about gender that are concealed by policy documents, which in turn, impacts on the way these documents are interpreted and implemented by teachers. The purpose of this dissertation is to analyse national and provincial South African education policy documents for the gendered assumptions they make about teachers of life skills, sexuality and HIV/AIDS education. Although policy documents are "based on principles of gender equity" (Tallis, 2000: 58), this research tries to establish whether any gender assumptions exist about teachers of life skills, sexuality and HIV/AIDS education, that limit how effectual these policy documents are at the stage of implementation. The gendered neutrality of these documents conforms to the requirements of the South African Constitution, in that they are non-discriminatory. Given the inequalities of the apartheid era, it is possible to regard the use of genderless language in policy documents as progress towards the goals of gender equity. However, not differentiating between males and females is also problematic. Unequal gender power relations that exist between males and females ensure that their experiences are not the same. There are unintended consequences that flow from the use of gender-neutral terminology in policy documents and these include that the gendered realities of teachers are not taken into account and this may well be a reason for the reluctance or inability of teachers successfully to teach lessons on sexuality and HIV/AIDS.Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.
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Musarurgwa, Elizabeth Sabie. "The evaluation of the effectiveness of a sex education programme for adolescents." Thesis, 2008. http://hdl.handle.net/10210/1582.
Full textAbstract:
M.A.The purpose of this study was to determine if the PPASA Lifeskills HIV/AIDS programme is an effective sexuality programme for adolescents. The ANOVA was used to measure the effectiveness of the programme. The PPASA Lifeskill HIV/AIDS manual was used to present acceptable sexual knowledge, sexual behaviour and sexual values as well as attitudes. Some of the sources that were reviewed with regard to those variables are Greathead et al., Madima C., Taitz L., Kaplan P., Louw D. and Olivier M. The field experiment before and after control group (pretest-postest) design was used for the research. The Mathtech sexuality questionnaire is the instrument that was employed to measure the effectiveness of the PPASA Lifeskills HIV/AIDS programme with regard to sexual behaviour, knowledge, attitudes and values. The Anova was then used to compare means between different groups and to determine if the scores are statistically significant. Unanticipated results were produced, the experimental groups sexual behaviour got worse instead of improving. The experiential group’s data indicated that the group was not significantly better off on their sexual knowledge, behaviour and attitudes. The results do not necessarily mean that the PPASA Lifeskills HIV/AIDS programme is useless, the programme can be used effectively as long as issues like language of instruction, time frame for the presentation of the programme, information grading and the role of parents with regard to the sexuality of their children can be resolved. Future research should try to work on some of the above mentioned obstacles. Research should be well resourced, both in regard to time as well as the material. It is also important to look into that which makes sexuality education programmes fail and succeed. The school should be the main agent of presenting sexuality education. It should work towards breaking the African culture of regarding sexuality topics as taboo. Parents should also be encouraged to take part in educating their children and being there for their children all the time.
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Atujuna, Millicent. "A comparative analysis of the effect of self-perceived risk of HIV/AIDS on the adoption of safer sex practices as a preventive measure for HIV/AIDS among adolescents : Uganda and South Africa." Thesis, 2003. http://hdl.handle.net/10413/3994.
Full textAbstract:
This work examines sexual behavioural change and the likely predisposing factors in the era of HIV/AIDS among young adults in Uganda and South Africa. It explores the potential role of young adults' self-perceived risk of HIV infection in sexual behavioural decisions regarding adoption of safe sex practices, in particular 'use of condoms' and 'limiting number of sexual partners '. This work further recognises that Uganda and South Africa are countries with social, cultural, economic, and political contexts, which contexts have been described by many as inextricably linked with sexual behaviour, and which often determine the choices young adults make regarding sexual activity. These are therefore examined. In order to achieve this, a rigorous examination and analysis of self-perceived risk of HIV/AIDS in relation to societal factors was done to determine which variables of the two categories best explains sexual behaviour. This is placed in the context of young female adults between the ages of 15 to 24 in Uganda and South Africa. The formulation of this study, which places emphasis on examining the potential role of self-perceived risk of HIV/AIDS as a predisposing factor for sexual behavioural change, and in Uganda and South Africa is based on a number of aspects as highlighted below: • That both Uganda and South Africa at one point or another were and/or are faced with high prevalence levels of HIV/AIDS; • That both have and/or are yet to be faced with high mortality, which is HIV/AIDS related and such profound consequences will/or have had inadvertent effects on individual, both socially and economically. In some respects, this has also affected individual perceptions regarding HIV infection; • Recognition that the progression of HIV/AIDS in Uganda was much faster than in South Africa, and this meant higher prevalence, higher mortality rates, which then triggered both government and non-governmental response towards preventing further spread. Since these factors are beginning to emerge in South Africa, one therefore asks the question as to whether the pandemic will take similar trends as those reported in Uganda. This would also enable the identification of similarities and differences in the likely determinants of sexual behavior considering these countries have different backgrounds; • In both countries, education programmes have been rigorous and that the level of awareness is at a point that would enable sexual behavioural change to occur; • A recognition that in Uganda, as shown in a number of reports and existing literature, the prevalence of HIV has declined and for this reason, it has become imperative to try and examine the likely factors leading to reduced HIV/AIDS prevalence, and to compare with what is happening in South Africa. This would enable the examination of any possible lessons that could be learnt in the reduction of the prevalence in South Africa. In the quest to achieve the set goals, a number of steps were undertaken which included looking at available literature and more importantly analysing two sets of Demographic Health Survey (DHS) data. The South Africa Demographic Health Survey of 1998 (SADHS) and the Ugandan Demographic Health Survey (UDHS) of 2000/1. All young female adults between the ages of 15 to 24 were selected from both data sets. 3,229 and 4,559 young female adults were selected in Uganda and South Africa respectively leading to a total sample size of 7,688. Findings showed that self-perceived risk of HIV/AIDS was one of the factors that did impact on sexual behaviour. This was more prominent in Uganda and less so in South Africa. Other factors found to affect sexual behaviour included age of respondent, socio-cultural and to a small extent, socio-economic factors. The conclusion that can be drawn from this work shows clearly that self-perceived risk of HIV/AIDS is an important factor determining sexual behaviour, but also shows that some societal variables are important. Therefore, in the face of HIV/AIDS and with increased levels of number of people experiencing deaths due to AIDS, selfperceived risk of HIV/AIDS is a factor worth considering when looking at sexual behaviour. As part of the recommendations, education programmes yet to be formulated should take into account the effect of HIV and AIDS on sexual behavioural change.Thesis (M.A.)-University of Natal, Durban, 2003.