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Moorosi, Refiloe Mathakamphasa. "Barriers in teaching LSE in the Leribe District among teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79923.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Zero new infections, zero AIDS related death and an HIV free generation is an attainable reality. But it is an attainable reality that requires the involvement of every member of the society. This is because the pandemic is touching every sector of human life. Without cure thirty years later, this calls for the world to identify their strong areas and utilize it to reach to the ultimate goal. Young people, have the power in their hands to take the world to the next level of an HIV free world. All they need is proper guidance, accurate information, enhancement of their skills for manage the pandemic. Life skills education (LSE) is an adult-led, educational platform created for young minds to get them involved in the management of the disease. LSE, focus mainly on HIV education and skills development. Some of the major skills are communication skills, negotiation skills, self esteem and interpersonal skills. These skills and others are necessary for young people in postponing the age their first sexual debut. They also come handy when negotiating safe sex, assessing their vulnerability and most importantly in decision making. Other skills such as empathy, anger management and other focus more addressing issues such as discrimination and stigmatization. Despite all the merits of this program LSE there has been a decline in the number of schools offering the approach. Most schools have been removing it from the school curriculum. This is where the research problem identified: What are the barriers of teaching LSE among teachers in the Leribe District? The research establishes the causes that have led to the exclusion of LSE. It looked into attitudes and opinions, the influence of the community on LSE. Based on the nature of the study, the mixed approach was used. This method, a combination of the qualitative and quantitative method has an advantage over the two as it has a combined effect of their strengths. Simple random selection was used for the research. The study found that lack of training and others were the major challenge faced by the LSE teachers. Recommendations were made which would help in successful re-implementation of the program.
AFRIKAANSE OPSOMMING: Geen nuwe infeksies, geen vigsverwante sterftes en ’n MIV-vrye generasie is ’n haalbare realiteit. Dit is egter ’n haalbare realiteit wat die betrokkenheid van elke lid van die samelewing verg, aangesien die pandemie elke sektor van menslike lewe raak.By gebrek aan ’n middel teen dié siekte 30 jaar sedert dit die eerste keer aan die lig gekom het, rus die verantwoordelikheid nou op die internasionale gemeenskap om hul sterkpunte te bepaal en aan te wend om die einddoel te bereik. Jongmense hét wat dit verg om ons na die volgende vlak van ’n MIV-vrye wêreld te neem. Ál wat kortkom, is behoorlike leiding, akkurate inligting en die versterking van hul vaardighede om die pandemie te bestuur. Lewensvaardigheidsopvoeding (LVO) is ’n opvoedkundige platform onder volwasse leiding wat geskep is om jongmense by die bestuur van die siekte te betrek. LVO konsentreer hoofsaaklik op MIV-opvoeding en vaardigheidsontwikkeling. Van die belangrikste vaardighede is kommunikasie, onderhandeling, selfvertroue en interpersoonlike skakeling. Met hierdie én ander vaardighede kan jongmense hul eerste seksuele ervaring tot ’n latere ouderdom uitstel. Dit is ook nuttig in die onderhandeling van veilige sekspraktyke, die bepaling van hul eie kwesbaarheid en, bowenal, besluitneming. Ander vaardighede, soos empatie, woedebestuur, ensovoorts, konsentreer weer op kwessies soos diskriminasie en stigmatisasie. Ondanks die meriete van die LVO-program, is daar egter ’n afname in die aantal skole wat dit aanbied. Trouens, die meeste skole skrap dit uit die skoolkurrikulum. Vandaar die navorsingsprobleem wat in hierdie tesis aan bod kom: Wat verhinder onderwysers in die Leribe-distrik om LVO te onderrig? Die navorsing bepaal die oorsake vir die uitsluiting van LVO. Dit verken houdings en menings sowel as die invloed van die gemeenskap op LVO. As gevolg van die aard van die studie is ’n gemengde navorsingsbenadering gevolg. Hierdie benadering hou die voordeel in dat dit oor die sterkpunte van sowel die kwalitatiewe as kwantitatiewe metode beskik. Eenvoudige ewekansige seleksie is vir die navorsing gebruik. Die studie bevind dat ’n gebrek aan opleiding een van die hoofuitdagings is waarvoor die LVO-onderwysers te staan kom. Aanbevelings word gedoen wat sal help om die program met welslae weer in te stel.
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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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McGeeney, Ester. "What is good sex? : young people, sexual pleasure and sexual health services." Thesis, Open University, 2013. http://oro.open.ac.uk/54704/.
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This thesis investigates young people's understandings and experiences of 'good sex' and sexual pleasure, documenting the resources young people use to make sense of these meanings in the context of their everyday lives and relationships. The study uses a situated approach to explore the methodological possibilities for researching sexual pleasure with a diverse group of young people in one urban location and to examine the ways in which pleasure is embedded, mediated and gendered in young people's sexual cultures. The research is used to contribute to debates about the inclusion of pleasure in sexual health services for young people and make suggestions for future research/practice. Drawing on data from survey, focus group and interview methods the thesis documents the diversity of young people's understandings of 'good sex' and sexual pleasure, suggesting that young people have access to a range of competing discursive and affective frameworks for making distinctions between what counts as 'good' and 'bad' sex. Analyses suggest that sexual meanings and values are contested and contingent on young people's shifting sex and relationship experiences and social locations. Timeliness and reciprocity emerged as key contested areas, shaped by enduring gender arrangements and participants' evolving sexual biographies. The thesis provides a reflexive account of the practice of researching sexual pleasure with young people, reporting on each method to argue that the findings are situated, shaped by interactive and material context. The research documents the benefits of using critical feminist reflexivity to interrogate how researcher/practitioners can create safe spaces for engaging young people in work around sexual pleasure and concludes that possibilities for realising the 'pleasure project' in practice will depend on local, institutional and political context.
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La, Cross Patricia. "Addressing issues of teen sexuality in a Catholic school setting." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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Stromberg, Sarah J. "School counselors and sexual education should counselors play a role? /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007strombergs.pdf.
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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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Leung, Yuk-ki. "An exploratory study of students' interests and concerns in sex education and its implication for practitioners /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341617.
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Brookins, Jodi M. "The relationship between a human sexuality course and sexual anxiety, sexual decision making skills and level of comfort." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722431.
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The thesis was designed to determine the relative impact of an academic course in human sexuality on specific sexual attitudes and intimate communication skills of undergraduate college students.Seventy-five students were subdivided into experimental and control groups. Data regarding personal sexual anxiety, sexual decision making skills and level of comfort about sexual issues were collected during the first and last weeks of the Spring 1990 semester. These served as pre and posttests. Descriptive data about the subjects were also obtained.The results of this study indicated that although males and females differ significantly from each other in sexual anxiety and sexual decision making skills, the subjects did not differ in their level of comfort. However, experimentalfemales did approach significant change in their reported comfort level scores from pre to posttest.Department of Physiology and Health Science
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Powell, Anastasia. "Generation Y : re-writing the rules on sex,love and consent /." Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00004035.
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Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.
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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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Di, Sessa Anna Maria. "Implementing a sex education, STDs and HIVAIDS prevention program in a child welfare setting : implications for service delivery." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31037.
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Child welfare agencies are currently being challenged to develop and implement educational and prevention programs that address sex education, STDs and HIV/AIDS. Based on two staff interviews, six adolescent and seven staff focus group discussions at Batshaw Youth and Family Centres, three main themes are addressed: first, that along with Batshaw Youth and Family Centres' mandate and initiatives, additional measures must be taken to translate policy into social work practice. Initiatives to educate staff and youth about sexuality, STDs and HIV/AIDS lacked consistency and continuity consequently, staffs and youth's experience and attitudes toward sex education, STDs and HIV/AIDS are affected. Implications for social work are also discussed.
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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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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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Pereira, Patrícia Cristine [UNESP]. "Educação sexual familiar e religiosidade nas concepções sobre masturbação de jovens evangélicos." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/115803.
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000809624.pdf: 706200 bytes, checksum: a0b11ff8761531ffe6655b037489d8fe (MD5)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
O presente trabalho trata-se de uma pesquisa qualitativa descritiva que teve por objetivo investigar as concepções sobre masturbação de jovens evangélicxs e a educação sexual recebida pela família, religião e escola sobre o tema na percepção dxs mesmxs. A coleta de dados se baseou na confecção de um diário de campo e um roteiro de entrevista, contendo questões abertas distribuídas em blocos temáticos: Família; Princípios religiosos; Sexualidade, práticas sexuais, opinião da família e religião; Escola e Situações projetivas e contou com a participação de oito jovens. Os resultados mostraram que os/as jovens conceberam que a masturbação seria uma forma de obter prazer sem o (a) parceiro (a) do sexo oposto; alívio de tensão e autoconhecimento. Percebeu-se que, especialmente a família não abordou o tema de forma direta, ensinando-o de forma indireta por meio da educação do que seria a expressão sexual correta. O assunto só foi abordado pela escola de dois participantes. Nesses casos, a prática foi referida como normal e positiva para o desenvolvimento. De modo indireto o assunto era tema de conversas masculinas, com propagação de dúvidas e mitos. Na opinião de alguns/mas participantes, segundo a igreja, a masturbação seria pecado por tratar-se de um respeito aos planos de Deus, que criou a sexualidade para ser desfrutada de forma conjugal. Outras opiniões sugeriram que a masturbação não seria pecado, mas uma impureza que poderia levar ao pecado. Com base no relato dos/as participantes, tanto a religião quanto a família ensinaram que a sexualidade para ser correta aos olhos de Deus deveria ser genital, conjugal, heterossexual e adulta. Por meio do relato dxs jovens percebeu-se que às mulheres são destinadas as precauções e orientações de não provocar o homem; não fazê-lo pecar. Ao mesmo tempo, aos homens existe um discurso mais condescendente às ...
The present dissertation is a descriptive qualitative study which aimed to investigate the conceptions of religious young people concerning to masturbation and the perceptions of them about how their sex education received by family, religion and school was. The data collection was based on a diary making and on an interview guide in which discursive questions were divided into thematic blocks: Family; Religious principles; Sexuality; Sexual practices; Family and religious opinion; School and projective situations. The study had eight participants. The results showed that they conceived masturbation as a way to get pleasure without an opposite sex partner, stress relief and self-knowledge. It was noticed that family, specially, did not approach the issue straightly. In this case, masturbation was taught indirectly through the education of what should be the right expression of sexuality. Only two participants had the issue addressed by school. In these particular cases, the practice was referred as common and positive for development. Indirectly, the subject was approached on men’s conversations accompanied by a wide spread of doubts and myths. In some participants’ view, according to the church, masturbation would be a sin because it is a disrespect of God’s plan, which created sexuality to be enjoyed by married people. Other opinions suggest that masturbation was not a sin, but a dirty which could lead to sin. Based on the reports of the participants, both, religion and family, affirm that sexuality, based on God’s will, should be genital, marital, heterosexual and adult. By reporting was noticed that young women have received the precautions and guidelines not to provoke men; not leading them to sin. Simultaneously, men have received a more patronizing speech about their “failures”. Divergences between personal opinions and family and religious values were derived from scientific knowledge and the influence of friends and ...
FAPESP: 2013/11888-0
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Pereira, Patrícia Cristine. "Educação sexual familiar e religiosidade nas concepções sobre masturbação de jovens evangélicos /." Araraquara, 2014. http://hdl.handle.net/11449/115803.
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Orientador: Ana Cláudia Bortolozzi MaiaBanca: Patricia Porchat Pereira da Silva Knudsen
Banca: Paulo Rennes Marçal Ribeiro
Resumo: O presente trabalho trata-se de uma pesquisa qualitativa descritiva que teve por objetivo investigar as concepções sobre masturbação de jovens evangélicxs e a educação sexual recebida pela família, religião e escola sobre o tema na percepção dxs mesmxs. A coleta de dados se baseou na confecção de um diário de campo e um roteiro de entrevista, contendo questões abertas distribuídas em blocos temáticos: Família; Princípios religiosos; Sexualidade, práticas sexuais, opinião da família e religião; Escola e Situações projetivas e contou com a participação de oito jovens. Os resultados mostraram que os/as jovens conceberam que a masturbação seria uma forma de obter prazer sem o (a) parceiro (a) do sexo oposto; alívio de tensão e autoconhecimento. Percebeu-se que, especialmente a família não abordou o tema de forma direta, ensinando-o de forma indireta por meio da educação do que seria a expressão sexual correta. O assunto só foi abordado pela escola de dois participantes. Nesses casos, a prática foi referida como normal e positiva para o desenvolvimento. De modo indireto o assunto era tema de conversas masculinas, com propagação de dúvidas e mitos. Na opinião de alguns/mas participantes, segundo a igreja, a masturbação seria pecado por tratar-se de um respeito aos planos de Deus, que criou a sexualidade para ser desfrutada de forma conjugal. Outras opiniões sugeriram que a masturbação não seria pecado, mas uma impureza que poderia levar ao pecado. Com base no relato dos/as participantes, tanto a religião quanto a família ensinaram que a sexualidade para ser correta aos olhos de Deus deveria ser genital, conjugal, heterossexual e adulta. Por meio do relato dxs jovens percebeu-se que às mulheres são destinadas as precauções e orientações de não provocar o homem; não fazê-lo pecar. Ao mesmo tempo, aos homens existe um discurso mais condescendente às ...
Abstract: The present dissertation is a descriptive qualitative study which aimed to investigate the conceptions of religious young people concerning to masturbation and the perceptions of them about how their sex education received by family, religion and school was. The data collection was based on a diary making and on an interview guide in which discursive questions were divided into thematic blocks: Family; Religious principles; Sexuality; Sexual practices; Family and religious opinion; School and projective situations. The study had eight participants. The results showed that they conceived masturbation as a way to get pleasure without an opposite sex partner, stress relief and self-knowledge. It was noticed that family, specially, did not approach the issue straightly. In this case, masturbation was taught indirectly through the education of what should be the right expression of sexuality. Only two participants had the issue addressed by school. In these particular cases, the practice was referred as common and positive for development. Indirectly, the subject was approached on men's conversations accompanied by a wide spread of doubts and myths. In some participants' view, according to the church, masturbation would be a sin because it is a disrespect of God's plan, which created sexuality to be enjoyed by married people. Other opinions suggest that masturbation was not a sin, but a dirty which could lead to sin. Based on the reports of the participants, both, religion and family, affirm that sexuality, based on God's will, should be genital, marital, heterosexual and adult. By reporting was noticed that young women have received the precautions and guidelines not to provoke men; not leading them to sin. Simultaneously, men have received a more patronizing speech about their "failures". Divergences between personal opinions and family and religious values were derived from scientific knowledge and the influence of friends and ...
Mestre
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McGraw, Jessica Marie. "Sexting Unleashed: The Social Phenomenon According to Youth Sexters." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1491.
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What is missing from academia and society at large is a more holistic picture of youth sexting. Not adequately understanding youth sexting has stunted previous attempts to effectively educate young people on its potential consequences. As such, the social and legal consequences of sexting gone viral have negatively impacted countless individuals. This study offers a preliminary glimpse of the sexting phenomenon by highlighting the experiences of 20 young people. I explore emergent themes regarding the nature of youth sexting as well as the interrelations amongst privacy, relationships, and sexting. Two distinct forms of sexting emerged from participant narratives, opening the door for more open-minded discussions and social policies cognizant of both the positive and negative outcomes of electronic forms of sexual communication. In general, participant discourse on youth sexting demonstrates a need for more research on the topic as well as updated forms of sexting education in schools and amongst families.
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Tsik, Chung-hong Joseph. "A study of the sexual knowledge, attitudes and behaviour of the Hong Kong high school students : implications for teaching young people about sexuality /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991590.
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Hauck, Elizabeth Carol. "Staying on Script: Sexual Scripts and Sex Education." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2401.
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Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts.
Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women.
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Wang, Ying, and 王穎. "The effectiveness of school-based peer education on the risk of HIV/STD : a systematic review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206926.
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Background
HIV/AIDS has always been a concern since it first came up in 1981 in the field of medicine and public health. The trend of overall HIV epidemic has slow down through over 30 years fighting against the disease. Yet, being the largest population nowadays, young people still face high risk of HIV/AID. Sexual transmitted diseases, similar with HIV infection, are also a serious concern in young people. Peer education is widely used in the sexual education in young people. No review focused on the school-based peer education while most young people received their sexual education in schools. This systematic review aims to evaluate the effectiveness of school-based peer education on HIV/STD prevention and evaluate the factors that are likely to influence the effect of school-based peer education.
Method
Searching through PubMed and Cochrane Library, a literature review was carried out on the relevant articles about the evaluation of school-based peer education in developing and developed countries around the world from 2000-01-01 to 2014-05-31.
Findings
10 experimental studies were chosen in this review, including 3 randomized controlled trials.
Among 10 studies, 8 found significant improved about the general knowledge of HIV/STD and all studies showed positive change in attitude and risk perception in the peer-led education. However, no studies found significant effect of peer education on the behavioral change regarding condom use, postponing sexual intercourses and the reduction of sexual partners, etc. The interaction of peer education and the quality of peer-educators plus other demographical factors such as socioeconomic status and religions may influence the effect of school-based peer-led education.
Conclusion
School-based peer education was demonstrated to be effective on the prevention of HIV/STD in knowledge and attitude improvement, similar with other kinds of peer education. Peer educators and interactions between educators and educatees play important roles in the peer education. Yet, the effect of school-based education still requires long-term assessment.published_or_final_version
Public Health
Master
Master of Public Health
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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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Lekonyana, Montseng Priscilla. "The assessment of the involvement of parents in imparting HIV/AIDS related information to their adolescents." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3225.
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Human Immunodeficiency virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) is rapidly spreading in the whole world and many adolescents start relationships at a younger age without knowing the danger of the sexually transmitted diseases. Parents should involve themselves in imparting knowledge about HIV/AIDS related information. It is imperative that parents and adolescents should have that relationship of discussing about the dangers of HIV/ AIDS. Adolescents should be taught about the importance of relationships and how to protect themselves against the dreaded disease. The research took the form of a qualitative interpretive case study focusing on a study sample of twenty parents and twelve members of a focus group. Data was collected through semi-structured interviews, document analysis and observations. The study examined the hidden issues or underlying the involvement of parents in imparting HIV/AIDS related information to their adolescents. The study revealed that many parents are aware of the pandemic and they felt it is imperative to discuss with their adolescents. Family life education is very much important even if their adolescents are taught about the HIV/AIDS related information at schools. Government is also involved in ensuring that there are preventative measures against the killer disease. This should be a collective effort by both the parents and teachers. The study further recommends the establishment of a library in order to enhance the literacy levels of parents and educators. It will be very much significant to educate or train the trainers in order to educate even our future generation. HIV/AIDS is incurable, therefore, it is imperative for the Department of education to ensure the literacy levels so that even the department of Health contributes its information to inform everybody about the danger of incurable diseases more specifically HIV/AIDS.
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Greeff, Lise-Marie. "The design, implementation and evaluation of a peer group sexuality psycho-education programme for university students." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49792.
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Thesis (MA) -- Stellenbosch University, 2003.ENGLISH ABSTRACT: Health and social problems associated with the high-risk sexual behaviour of young people worldwide gave rise to the priority status accorded to sex education in the past decade. Despite the attention focused on and the goals set for sexual health education, surveys indicate that the AIDS epidemic is still spreading, STD infections are increasing and a growing number of unwanted pregnancies are reported every year. It seems therefore that many young people are not yet able to manage their sexual health effectively and sex educators are confronted with the challenge to provide more effective sexl education interventions. This study attempted to address the need for effective sexuality education for young people by designing, implementing and evaluating a peer group sexuality psycho-education programme targeted at university students. The process of programme development was guided by the phases proposed by the Psycho-education model: Phase 1: Problem-identification. This phase entailed becoming aware of the problem through media attention, social awareness, discussions with members of the community and exploring problems around young people's sexual health through an extensive literature review. Phase 2: Situation Analysis. During this phase the researcher clarified the identified problem by conceptualizing and defining relevant concepts and identifying theoretical frameworks and principles that could be used to address the problem. as well as the Action Research model were identified as useful theories. Phase 3: Development of the programme. The Information-Motivation-Behavioural skills (1MB) model and the Guerney model were used to guide the design of the programme. Phases 4, 5 and 6: Implementation, evaluation and re-evaluation. These interdependent phases entailed three consecutive implementations of the sexuality psycho-education programme. The principles of Action Research were used to guide the implementation and evaluation processes. Evaluation of qualitative data obtained through participatory research after each implementation allowed for continuous adaptation and improvement of the programme. At the end of the third implementation quantitative data was supplemented by quantitative data obtained with a pen-and-paper test-retest method. Quantitative results indicated that the sexuality education programme significantly increased subjects' knowledge regarding sex en sexuality, but did not have a significant impact on attitudes and perceived behavioural skills. There was an indication that clarification of attitudes had been promoted, and that attitudes relating to the use of contraception had positively changed. Furthermore, a significant change in perceived behavioural skills regarding communication about and behaviour for the prevention of HIV/STDs had been achieved. Qualitative evaluation indicated that subjects felt more positive about using condoms and about communicating with their partners about the use of contraceptives. Step 6 and full circle back to step 1: Final Re-evaluation and problem-identification. During this phase the researcher reviewed the outcomes of the intervention. New problems were identified and recommendations made for future continuation. The researcher concluded that the deficits in research methodology, such as a lack of structured qualitative evaluation, hampered effective evaluation of the programme. Further research needs to be conducted to develop appropriate theoretical frameworks and measuringinstruments with which to inform and evaluate the effectiveness of sex education programmes.
AFRIKAANSE OPSOMMING: Die gesondheids- en maatskaplike probleme wat verband hou met die hoë-risiko seksuele gedrag van jongmense wêreldwyd het daartoe gelei dat seksonderrig gedurende die afgelope dekade voorrang geniet het. Ondanks die toespitsing op seksuele gesondheid, en die doelwitte daarvoor gestel, toon peilings dat die VIGS-epidemie steeds versprei, seksueel-oordraagbare siektes (STDs) toeneem, en 'n groeiende aantalongewenste swangerskappe jaarliks aangemeld word. Dit blyk dus dat 'n groot aantal jongmense nie in staat is om hulle seksuele gesondheid effektief te bestuur nie en seksopvoeders word gekonfronteer met die uitdaging om meer effektiewe seksopvoedingsintervensies te verskaf. Met hierdie studie is onderneem om die behoefte aan doeltreffende seksualiteitsopvoeding vir jongmense aan te spreek, deur die samestelling, toepassing en evaluering van 'n portuurgroep seksualiteit psigo-opleidingsprogram gemik op universiteitstudente. Die proses van programontwikkeling is gelei deur die fases wat voorgestel is deur die Psigo-onderrigmodel: Fase 1: Probleemidentifikasie: Dié fase het kennisname van die probleem behels as gevolg van die aandag daaraan gewy in die media en as gevolg van maatskaplike bewustheid, asook deur bespreking met lede van die gemeenskap en deur ondersoek van probleme in verband met die seksuele welstand van jongmense deur middel van 'n uitgebreide literatuurstudie. Fase 2: Situasieanalise: Gedurende hierdie fase het die navorser die geïdentifiseerde probleem duideliker omskryf deur die relevante konsepte te konseptualiseer en omskryf, en teoretiese raamwerke en beginsels te identifiseer wat gebruik kon word om die probleem aan te pak. Fase 3: Ontwikkeling van die program: Die Informasie-Motivering-Gedragsvaardigheidsmodel (IMG) en die Guernymodel is gebruik as raamwerke vir die ontwerp van die program. Fases 4, 5 en 6: Implementering, evaluasie en her-evaluasie. Hierdie interafhanklike fases het drie opeenvolgende implementerings van die seksualiteit-psigo-opleidingsprogram behels. Die beginsels van Aksienavorsing is toegepas in die implementering- en evaluasieprosesse. Evaluasie van kwalitatiewe data, verkry deur deelnemende navorsing na elke implementering, het deurlopende aanpassing en verbetering van die program moontlik gemaak. Aan die einde van die derde implementering is kwantitatiewe data aangevul deur data wat verkry is deur 'n pen-en-papier toets-hertoets-metode. Stap 6 en terug tot by stap 1: Finale re-evaluasie en probleemidentifikasie. Gedurende hierdie fase het die navorser die resultate van die intervensie ontleed. Nuwe probleme is geïdentifiseer en aanbeveliings vir toekomstige voortsetting is gemaak. Die navorser het tot die gevolgtrekking gekom dat die tekortkominge in die navorsingsmetodologie - byvoorbeeld, 'n gebrek aan gestruktureerde kwalitatiewe evaluering - verhinder het dat effektiewe evaluering van die program kon plaasvind. Verdere navorsing word benodig om toepaslike teoretiese raamwerke en meetinstrumente te ontwikkel wat aangewend kan word om die ontwerp van seksopvoedingsprogramme te rig en die effektief van programme te evalueer.
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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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Ndlebe, Siphokazi. "An assessment of the quality of family planning services rendered to adolescents by health workers at Mdantsane clinics, Mdantsane, Eastern Cape Province, S.A." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/407.
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Family planning services are rendered at no cost in all clinics in Mdantsane. Mdantsane is situated in the Eastern Cape and falls under Amathole District Municipality. The high rate of adolescent pregnancy in the area raises a question as to whether the family planning services are adequate. This issue reflects on the quality of family planning service delivery. According to Roux (1995:94), a quality service is a safe, easily available and readily acceptable service, delivered by well trained family planning personnel through well planned programmes. Aims and Objectives: To assess the quality of family planning service delivery by health providers to adolescents; determine the opinions of adolescents regarding accessibility, friendliness of staff, privacy, confidentiality, reproductive health information and resources at Mdantsane clinics from June to July 2009. Method: A questionnaire was designed to collect data. The questionnaire was administered on the adolescents utilizing the reproductive health services at eleven primary health clinics in Mdantsane. A sample consisting of 110 adolescent youth between 19 and 24 years was selected by using random sampling. A response of “yes” will indicate that the participant is satisfied with the specific item, while a response of “no” will indicate dissatisfaction with that item. A specially designed spreadsheet was developed to analyze the data. Data was analyzed by using the Microsoft Excel 2007 Version 6. Results: The results from this research study suggest that there is a definite need for improvement of adolescent reproductive health services at Mdantsane clinics. It is clear that the current available maternal and child health programmes, school health services and reproductive health services are not able to meet the adolescent sexual and reproductive needs. Conclusion: The research findings from this study indicated the constraints to good quality family planning health care service delivery. Satisfaction responses from the five categories: health facility amenities, accessibility, staff characteristics, availability of sexual and reproductive health services and availability of educational material accessibility were mostly below 70%. The responses regarding the question on the “full information about the available contraceptives”showed the least level of satisfaction. Deficiencies in physical facilities and equipment, disruptions in supplies, insufficient information provided to clients and providers‟ insensitivity to the feelings and needs of the clients are issues that discourage adolescents from utilizing contraceptive services. Recommendations: Adolescents need a safe and supportive environment that offers information and skills to equip them on all aspects related to sexual and reproductive health issues. To satisfy adolescent reproductive needs, the following key elements should be improved: accessibility of reproductive health services, friendliness of clinic staff, availability of information about reproduction and sexuality and maintenance of issues regarding confidentiality and anonymity. Quality requires the presence of trained personnel in well-equipped clinics where clients are treated courteously. To avoid issues of courtesy bias, there is a need to conduct a similar survey utilizing alternative community settings, namely homes of participants or a school.
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Motalingoane-Khau, Mathabo Senkepeng. "Women teachers talk sex : a gendered analysis of woman teachers' experiences of teaching sexuality education in rural schools in the age of HIV and AIDS." Thesis, 2010. http://hdl.handle.net/10413/3476.
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With the current scourge of HIV and AIDS among the youth in Sub-Saharan Africa, sexuality education has been hailed as the vaccine against new infections. This places teachers at the forefront of the pandemic as facilitators of knowledge. This study explores women teachers’ experiences of teaching sexuality education in rural schools in the age of HIV and AIDS. As a participant researcher, I have worked through photo-voice, drawings, memory work, and focus group discussions with eight Basotho women teachers, and explored how womanhood and teacher-hood shape and reshape each other in becoming a sexuality education woman teacher. I highlight the gender dynamics characteristic of rural communities and how they play out in the construction of sexuality discourses in relation to women teachers, and how such constructions create im/possibilities for women teachers’ facilitation of sexuality education.
An eclectic theoretical approach, with an emphasis on feminist theories, informed the study. A qualitative research design employing a phenomenological narrative approach has been used. The findings show women teachers experiencing the teaching of sexuality education as a challenge. Their experiences are reflected as shaping and being shaped by their understandings regarding sexuality, and their positioning as women and teachers within rural communities. Challenges that create impossibilities for women teachers’ effective facilitation of sexuality education include the patriarchal gender order in Lesotho, cultural practices, teachers’ own sexualities and teachers’ fears of contravening the social constructions of good womanhood.
I argue that Basotho women teachers are facing a challenge of negotiating the socially constructed contestations between normalised womanhood and teacher-hood and thus choose to perform the normalised womanhood at the expense of teacher-hood. The womanhood they perform shapes their teacher identity such that woman teacher-hood in sexuality education becomes ineffective.
This study makes unique contributions to the field of sexuality education in particular and feminist scholarship in general. The methodological contribution lies in the use of visual methods to illuminate women teachers’ positioning in relation to sexuality education. While previous studies in sexuality education have been on pedagogy, this study presents a body of knowledge based on a gendered analysis of women teachers’ embodied experiences of teaching sexuality education and the meanings they make of their experiences.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
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Tierney, Deborah M. "Cultural sensitivity in a middle school sexuality curriculum an adaptation by advanced practice nurses : a report submitted in partial fulfillment ... for the degree of Master of Science, Parent-Child Nursing ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68799597.html.
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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.
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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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Starn, Jane Ryburn. "Enhancing adolescent sex education through computer-assisted instruction : an exploratory study." Thesis, 1987. http://hdl.handle.net/10125/10244.
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Vonbargen-Mazza, Phyl. "The sexual behavior and sexual health education needs of adolescents and young adults with congenital heart disease a research report submitted in partial fulfillment ... /." 1987. http://catalog.hathitrust.org/api/volumes/oclc/68788044.html.
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"A comparison of sex knowledge, sex attitude and self-acceptance between two groups of secondary (form two and form four) students." Chinese University of Hong Kong, 1988. http://library.cuhk.edu.hk/record=b5885907.
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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.
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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
iv
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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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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"Die begeleiding van onderwysstudente ten opsigte van heteroseksuele verhoudings." Thesis, 2015. http://hdl.handle.net/10210/13410.
Full textAbstract:
D.Ed. (Educational Psychology)In the Republic of South Africa, there is a growing consciousness of the importance of sex education, and specifically of relationship education, for the youth. Research indicates that the peer group and the media are the main sources of information regarding heterosexual relationships. That these sources are not very reliable, is indicated by the fact that South Africa has the highest rate of teenage pregnancies (among all population groups) in the world. The additional threat of AIDS has shifted the responsibility for guidance regarding heterosexual relationships increasingly towards institutions of education, such as schools, colleges and universities. Bearing this in mind, it stands to reason that student teachers should be equipped with the necessary knowledge, skills and attitudes regarding heterosexual relationships. This would not only aid their personal growth, but would be of immense value to them as teachers. The problem is that up to now only a few Colleges of Education in the R.S.A. have been offering limited training in family education. No college, however, offers a course exclusively directed to student teachers' own heterosexual relationships. Research was therefore undertaken to investigate the attitudes of student teachers in respect of those facets of heterosexual relationships which featured prominently in the literature studied, namely self concept, sexuality, sex roles, empathy and communication. The empirical component of the investigation was based on the implementation of a questionnaire, which was completed by all the students of an Afrikaans medium College of Education.
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Mulondo, Emily Ntshengedzeni. "Principles of sexuality education of the Vha-Venda youth : a community nursing approach." Thesis, 2012. http://hdl.handle.net/10210/7244.
Full textAbstract:
M.Cur.The purpose of this study was to explore and describe the role of significantothers in sex education of the Vha-Venda youth and to describe principles of managing sex education of the youth by community nurses. The researcher's view was that if sexuality education of the youth was done effectively, the youth might acquire the necessary knowledge of sex that would help them to deal with the social, physical and emotional demands of sexuality as they occur. This could reduce the high level of teenage pregnancies and sexually transmitted diseases among the youth. An exploratory, descriptive and contextual design was followed to achieve the aim of this study. Data was obtained from the youth, parents, guardians community nurses through focus group interviews. The main categories that emerged from the process of data analysis are as follows: The content of sex information given to the youth, the role of significant others in sex education of the youth, strategies that are used in providing sex education to the youth and obstacles in providing sex education to the youth. The results of this study show that the content of sexuality information given to the youth is not adequate. The role of significant others in sexuality education of the youth was found to be educating, guiding, advising and listening to the youth when talking about sexuality issues. Mothers and teachers were identified to be the people mostly involved in sexuality education of the youth. The study also revealed that sexuality' education of the Vha-Venda Youth is started very late in a child's life. Non effective strategies of providing sexuality information are used by parents and guardians. All three groups of respondents identified common obstacles in providing sexuality education of the youth. The results of this study and literature control were used as the basis for description of principles of managing sexuality education of the youth effectively by the community nurses . Recommendations ensuing from this study are that community nurses should involve themselves in assessment of need for help and assist the youth and parents, particularly mothers and teachers according to their needs. Nursing curricula should include guidelines on sexuality education and facilitation of parent's role as primary sexuality educators of their own children. The findings of this study can be considered for designing in-service education programs for community nurses and the curriculum for the training of community nurses in under and post graduate level. Further research needs to be done to assess if the principles described in this study are effective in managing sexuality education of the youths.
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"'n Opleidingsprogram in seksualiteitsopvoeding vir maatskaplikewerk-studente." Thesis, 2012. http://hdl.handle.net/10210/5615.
Full textAbstract:
M.A.1. Motivation for the study Training programmes in sexuality education are limited within the social work curriculum of universities, although it seems to be important for the prevention of unwanted pregnancies, sexually transmitted diseases, AIDS and also the emotional trauma that goes with early sexual behaviour. The past four years social work students at universities received additional courses in sexuality education. The aim thereof was to equip students with knowledge, attitudes and skills to conduct group counselling with adolescents. 2. Aim of the study The aim of the study is to develop a training programme in sexuality education for social work students through development research. 3. The integrated developmental research model In order to achieve the aim of the study, an integrated development research model was conceptualised. The model mainly consists of Nel and Nel's (1993) model in which four phases feature namely, the analysis, design, development and evaluation phases. Existing knowledge of sexuality education was utilised for the development of this training programme. In the analysis phase it was found that there is no existing training programme for social workers in sexuality education and that there is a need for the development of such a programme. There are however programmes for other disciplines such as nurses, medical doctors and psychologists, but the aim of these programmes is on therapy and not prevention. During the design phase the aims and objectives were formulated for the programme, a practice model was drawn up, a tentative presentation was made of the innovation suggestions and innovation procedures was determined. During the development phase the development plan had been formulated, planned pilot uses and developmental testing took place. The implementation of the pilot application and developmental testing resulted in a number of modifications of the programme. The results of the evaluation phase showed that the training programme succeeded to improve the social work students' knowledge and attitudes of sexuality education. This programme could be used within the curriculum of social work students. 4. Main finding It was found that a training programme in sexuality education could be created which met the initial research aim. Findings of the research showed that this programme made a positive contribution to the knowledge, attitude and skills of the social work students who attended the course.
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Majeke, Sisana Janet. "School-going youth, sexuality and HIV prevention in Northern KwaZulu-Natal : a gender perspective." Thesis, 2011. http://hdl.handle.net/10413/4883.
Full textAbstract:
The incidence of HIV cannot be separated from social relationships. Therefore different forms of social relationships are bound to have different impacts; different identities may result in varied degrees of spread of HIV (Kirumira, 2004:158). Gender issues are increasingly being recognised as having a critical influence on the HIV epidemic in southern Africa. Gender inequalities fuel the HIV and AIDS pandemic, rendering females more vulnerable to HIV infection than males. This is shown clearly by HIV prevalence which is reported to be higher among young females than young males (Human Science Research Council, 2005:33). This thesis concerns a three-phase study that I conducted amongst a group of school-going boys and girls in Northern KwaZulu-Natal. The purpose of the study was to conduct a gender-based life building skills programme to expose and sensitise school-going youth to the complexities of gender, sexuality and cultural issues, sex education, the language of sex, rights issues, gender equality and mutual respect, sexual decision-making and HIV prevention. I conducted the first or orientation phase, using a quantitative approach, to determine baseline data prior to conducting the intervention phase of this study. Phase Two was the intervention phase, conducted to collect data during the gender-based skills building intervention programme. Action research is the qualitative research method that guided the intervention programme, involving the youth in a process of gradual change. Phase Three was undertaken using a quantitative approach, to collect data from all the leaners who participated in this study. This phase aimed to evaluate the impact of the intervention programme. The baseline study found that boys demonstrate their manhood by becoming sexually experienced. They do so at an earlier age than females, thus making them more vulnerable to sexually transmitted infections (STIs) including HIV infection. The results of this multi-phased study confirmed existing knowledge about gender, sexual risk-taking and HIV transmission and generated some surprising findings. There was an increase in condom use of more than 90% of learners who reported they were sexually active after the intervention. There was an increase in one-partner relationships. After the intervention, girls better understood their sexual rights and were better able to negotiate for condom use with their partners. Gender power imbalances remained but boys understood better that girls had rights. They continued to believe in the importance of being heterosexually active as a key constituent of their masculinity but it appears that they will be more mindful of girls' desires and rights. Recommendations for various stakeholders, collaboration programmes, curriculum issues and for further research have been highlighted.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.
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White, Christopher Scott. "Figuring it out: sexual knowledge building during childhood and adolescence of Latino males." Thesis, 2006. http://hdl.handle.net/2152/3512.
Full text
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Mayor, Lindsay. "Negotiating sexualities : magazine representations of sexualities and the talk ot teen and young adult readers : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Cultural Studies at the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20070205.150709.
Full text
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Orapeleng, Galenakgosi M. "Pre-marital sex among Seventh-day Adventist youth in Botswana and possibilities for preventative action." Diss., 2002. http://hdl.handle.net/10500/672.
Full textAbstract:
This research set out to investigate factors that lead to seemingly prevalent pre-marital sex by Botswana Seventhday Adventist youth aging between 12 and 30 years. A 31- item questionnaire, divided into four sections, was used on a group of 45 youths. It was discovered that 78% of the youths studied had been involved in pre-marital sex at some point in their lives. Thirty-seven percent were still practicing it. The most vulnerable age range was 14 to 18 years, but some had started experimenting with sex as early as six years. Some of the contributing factors to the youth's involvement in sex included media, friends and lack of knowledge due to parents not giving them guidance.Prevention of pre-marital sex can be made possible by the cooperation of entities like the family, the church, the school and the individual. Hence, the suggested model called the Integrated Sexuality Education.Philosophy, Practical and Systematic Theology
M. Th. (Practical Theology)
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Bosman, Elizabeth Alberta. "Ondersoek na die samestelling van 'n seksopvoedingsprogram vir Suid-Afrikaanse skole." Diss., 1997. http://hdl.handle.net/10500/15591.
Full textAbstract:
Hierdie studie is toegespits op die samestelling van 'n
seksopvoedingsprogram vir skole in Suid-Afrika.
Snelle verandering binne sosiale strukture in die samelewing en die blootstelling van die jeug
aan kultuur- en
godsdiensvreemde seksopvoeding.
idees noodsaak die dringendheid van
Seksopvoeding word vanuit verskillende waardestelsels aangebied. Die gevolgtrekking is dat
beproefde waardes 'n integrale deel van die seksopvoedingsprogram moet uitmaak. Die kind moet
begelei word tot seksuele volwassenheid deur gebruik te maak van opvoedkundig-verantwoordbare
beginsels en metodes sodat die kind effektief weerstand kan bied teen bederwende invloede uit die
samelewing.
Die ouers is die aangewese bran van seksopvoeding aan hulle
kinders maar weens hulle onbetrokkenheid neem die skoal die verantwoordelikheid op hom. Dit is
egter belangrik dat die skoal die ouers as vennote aanvaar.
Ten slotte word riglyne verskaf vir die samestelling van 'n seksopvoedingsprogram.This dissertation considers the composition of a sex education program for schools in South Africa. Rapidly changing social structure within society and the exposure of the youth to foreign cultural and religious ideas necessitate the urgency of sex education. Sex education is presented from different value systems. The conclusion reached is that values must be an integral part of the sex education program. The child must be accompanied to responsible sexual adulthood by means of educationally accountable principles in order that he/she may be able to withstand the demoralizing influences from society effectively. The parents are the appropriate sex educators of their children but, due to their being unconcerned the school accepted this responsibility. It is however of importance that the school accepts the parents as partners. In conclusion guidelines are presented for the compiling of a sex education program.
Psychology of Education
M. Ed. (Voorligting)
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Cambanis, Elizabeth. "An investigation of the form of HIV/AIDS and reproductive health education (RHE) in South African secondary schools for the Deaf and the factors influencing teacher implementation thereof." Thesis, 2010. http://hdl.handle.net/10413/2832.
Full textAbstract:
The HIV/AIDS pandemic is having a devastating effect on the South African population. Most affected are young people between 15 and 24. HIV/AIDS research has paid little attention to youth in the D/deaf population. Schools play an important role in the reproductive health of youth as they reach youth at a formative time in their development. Aim: To investigate the form of HIV/AIDS and RHE in South African secondary schools for the D/deaf, together with factors associated with teacher implementation thereof. Methodology: The sample was made up of 33 Life Orientation teachers from 16 secondary schools for the Deaf in 6 South African provinces. Quantitative methodology was used to obtain descriptive data and to determine any associations between demographic/ contextual variables and the study's theoretical framework (Theory of Planned Behaviour); qualitative data also aided in answering of the research question. Results: HIV/AIDS and RH education is being implemented at South African secondary schools for the D/deaf and LO teachers recognise the importance of HIV/AIDS and RHE for their D/deaf learners. Despite high coverage levels, a number of obstacles are hindering the optimum implementation of HIV/AIDS and RHE: 1) lack of learner assessment in the HIV/AIDS and RHE portion of the LO curriculum 2) unclear policy mandates regarding the weighting of HIV/AIDS and RHE in the LO curriculum 3) inadequate teacher proficiency in SASL 4) the use of a mainstream LO curriculum that was not specifically developed for Deaf learners 5) the moralistic viewpoints of certain teachers 6) problems with teacher access to suitable HIV/AIDS and RHE training. A number of significant associations between TPB constructs and demographic/contextual variables were also found. Recommendations for future interventions and research are delineated and limitations of the study are discussed.Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Durban, 2010.
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Williams, Ann-Marie. "An investigative study into ways of incorporating HIV/AIDS education into academic curricula at the University of Natal." Thesis, 2002. http://hdl.handle.net/10413/5188.
Full textAbstract:
The aim of this research was to investigate the different methods incorporating HIV/AIDS education into formal academic curricula at the University of Natal. This research aimed to flag up examples of ways of incorporating HIV/AIDS into the different curricula, and also to look at some of the obstacles the different academic departments may have encountered in trying to incorporate such education into their curricula. I had guessed that a variety of HIV/AIDS awareness programmes,
initiatives and education were being undertaken at the university and that on the whole students and staff were well aware of the basic information regarding the disease. What I wanted to look at in particular was how the university was responding to HIV/AIDS within the curricula. Were academic curricula being altered in any way to allow for the impact of HIV/AIDS and how was this being undertaken? The key issues to be addressed and the main questions posed by this research were:
• What are the different ways that HIV/AIDS education is incorporated into
academic curricula?
• What do lecturers consider to be the specific links between their subject
matter and HIV/AIDS?
• What is the purpose of such education? Why are lecturers choosing to
incorporate HIV/AIDS education into their programmes?
• What aspects of HIV/AIDS are being covered within the programmes?
• How do lecturers attempt to get students to relate disciplinary knowledge to HIV/AIDS in order to inform future decision-making?
• What are the main positive features of the current HIV/AIDS programmes
being undertaken?
• What are the main difficulties/concerns encountered by the different schools in incorporating HIV/AIDS education into the curricula?
Through examining different schools within the university it was hoped to come up with a variety of different and innovative ways that HIV education can be incorporated into the curricula. This research started with a search of the HIVAN database to find lecturers with programmes that are undertaking some form of HIV/AIDS education. From this initial search I gained a number of contacts, who were then able to direct me to further contacts within the university. I ended up with an initial sample of seventeen lecturers based across fourteen schools or programmes and spanning seven faculties. The sample included lecturers from the faculties of Community & Development, Human Sciences, Law, Management Studies, Engineering, Medical Sciences, and Education. (See appendix I) For this research I used a number of methods of data collection. The first data
collection method used was to carry out semi-structured interviews with the
lecturers in the sample. This method was the prime method and the vast majority of the data was collected using this method. The following methods were mainly used for triangulation purposes although a number of new insights were made from these. The second method used then was to review printed material made available to me from a number of the lecturers interviewed. This was mainly course outlines but in a small number of cases also included reports on the HIV/AIDS modules. The third
method used was to observe a number of the chosen programmes and following this observation to interview students about the HIV/AIDS education. (See appendix 11 Interview Questionnaires) Initially I have presented the findings of this research by documenting and summarizing the responses to each research question. In order to make for an easy
overview of the findings for the reader I have drawn up a table under each research question, these tables list the responses to the research questions. I then go on to look at the different models this research has shown for teaching HIV/AIDS education. I have taken each model in turn and shown how it works in practice through giving a detailed description of the example cases. Following this I have attempted to outline the main features of these HIV/AIDS programmes and to document the main insights emerging. Looking back at the literature reviewed in this field, I have then attempted to review the responses in terms of what was said in the literature regarding HIV/AIDS education. I have also outlined the questions and surprises brought to light by this study and have attempted to draw some conclusions regarding the teaching of HIV/AIDS within academic curricula. Finally, in the light of the findings, I have made recommendations for future work in this field. It was impossible from this study to say which programmes work better than others with regards to the teaching of HIV/AIDS education. What I have merely attempted to do is to describe the methods and approaches used at present in order that others wishing to undertake similar programmes may review these.Thesis (M.Ed.)-University of Natal, Durban, 2002.
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Moodley, Rajendra Mogambrey. "A review of the impact of an HIV/AIDS education programme, implemented through an integrated approach in the mainstream curriculum, at a secondary school in the KwaZulu Natal north coast region." Thesis, 2001. http://hdl.handle.net/10413/5536.
Full textAbstract:
The school focused in this study is involved in promoting HIV/AIDS education among
learners. Past attempts at HIV/AIDS education took the form of assembly talks and special
assembly programmes which, unfortunately, yielded limited success. In response to this, a
grade eight HIV/AIDS education programme, integrated into the mainstream curriculum,
was developed and implemented. The HIV/AIDS education programme cuts across
different learning areas and its impact on learners is the focus of this study.
The study undertaken is located in a constructivist paradigm and draws largely upon
qualitative research methods. However, the use of quantitative data has also been crucial in
supporting the findings of the research. Research participants included a stratified sample
of grade eight learners who were involved in the programme, educators who were engaged
in the development and implementation of the programme, learners on the school's
HIV/AIDS Committee, the Life Skills co-ordinator of the school and social workers who
supported the programme. In view of the sensitivity surrounding various HIV/AIDS issues.
this study draws special attention to ethical issues that impact on the research procedures
adopted.
Evidence from this research indicates that the implementation of the grade eight
HIV/AIDS programme has substantially improved the acquisition of HIV/AlDS knowledge
by learners who were engaged in the programme. The impact of the programme on high-risk behaviour is difficult to ascertain in the absence of longitudinal studies. However, the
majority of learners have responded positively to the programme and emerging learner
attitudes appear to be favourable to the promotion of behaviour patterns that are supportive
of the prevention of HIV-infection.
This study suggests that, in the quest to improve the effectiveness of HIV/ AIDS education,
the programme in focus needs to engage more seriously with gender and cultural issues.
The grade eight HIV/AlDS programme lends itself to further modification and this study
recommends that the scope of stakeholder participation be broadened, particularly with
regard to parental involvement.Thesis (M.Ed.) - University of Natal, Durban, 2001.
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Mbatha, Nelisiwe Joyce. "Evaluating HIV/AIDS life skills programme : the case of Umbumbulu schools in KwaZulu-Natal." Thesis, 2005. http://hdl.handle.net/10413/5630.
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Baloyi, Lydia Tsakane. "An evaluation of the "Life Skills Train the Trainer Programme"." 1998. http://hdl.handle.net/10500/18053.
Full textAbstract:
Summaries in English and AfrikaansLife skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change. Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research needs to be undertaken as an integral part of the whole process. This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to.
ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm. Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in die onderrig van lewensvaardighede. Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in skole kan belemmer Hierdie struikelblokke moet aangespreek word.
Educational Studies
M.Ed.
47
Mungunda, Sitwala. "Determinants of non-adherence to recommended preventative methods for sexual transmission of HIV among 15 - 24 year olds in Livingstone (Zambia)." Diss., 2006. http://hdl.handle.net/10500/774.
Full textAbstract:
This qualitative study was done in Livingstone, Zambia, and used focus group discussions to investigate the reasons that youths aged 15 to 24 years see as justifying, or compelling, their non-use of recommended methods for prevention of sexual transmission of HIV. It focused on four methods, namely abstinence, condom use, voluntary counseling and testing, and mutual faithfulness.
The study found that non-adherence to HIV preventative methods is linked to variables in the process of adolescent growth and development, to contextual variables in society, to characteristics of products and services associated with these HIV preventative methods, and to disease characteristics of HIV itself. A key conclusion of this study is that to improve the effectiveness of HIV prevention programs among the youths it is essential that factors that hinder adherence to preventative methods are recognized and addressed.Social Work
M.A.(Social Work)
48
Banana, Catrine. "An investigation into the risk behaviour regarding HIV transmission among youth in Bulawayo." Diss., 2007. http://hdl.handle.net/10500/2342.
Full textAbstract:
The study sought to explore and describe the risk behaviour regarding HIV transmission among youth in Bulawayo, their knowledge of HIV transmission and the sources of information on HIV transmission accessible to them. A quantitative, descriptive exploratory design was used and 238 youth from three secondary schools in Bulawayo, the second largest city in Zimbabwe were the respondents. The Health Belief Model (HBM) was used to facilitate and acquire insight into the risk behaviour among the youth.
The inferences drawn from the study were that youth have inadequate knowledge about HIV transmission and therefore do not fully understand their risk of infection. Youth also find shyness and fear of rejection serious barriers to communicating openly about sexuality, sexual and HIV/AIDS issues. The findings of the study have implications for programmes to limit HIV transmission among youth and should assist policymakers and educators in developing and implementing such programmes in order to improve the health of youth in Zimbabwe.Health Studies
M.A. (Health Studies)
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Netshikweta, Mutshinyalo Lizzybeth. "The problems associated with pregnancy amongst student nurses in the Northern Province." Diss., 1999. http://hdl.handle.net/10500/15617.
Full textAbstract:
The purpose of this study was to explore possible problems associated with pregnancy amongst student nurses in the Northern Province, and to determine whether their studies were adversely affected by their pregnancies. This study was designed as a quantitative, exploratory descriptive survey to look into the pregnancies of a specific group of students exploring their experiences in the classrooms and in the clinical areas. During 1998 data was collected by distributing questionnaires to ninety three pregnant . student nurses. Sixty-seven (71,0%) of student nurses fell pregnant because they lacked knowledge about contraceptives. Four-six (49,5%) of the respondents delayed seeking antenatal care, although they needed advice and support. Whilst fifty-eight (62,4%) of the respondents suffered from minor ailments such as
tiredness, pre-eclampsia, early bleeding prior to three months pregnancy, and dizziness. Fifty-eight (62,4%) of the respondents encountered problems with their academic progress, as revealed by decreasing marks scored before, during, and after delivery. Student nurses would willingly avail themselves of guidance, advice and support during their pregnancies if they could access such services.Advanced Nursing Science
M.A.(Nursing Science)
50
Mangxola, Wineka Eslinah. "Grandparents' experience of communicating sexual matters to the youth in East London in the Eastern Cape Province." Diss., 2007. http://hdl.handle.net/10500/2161.
Full textAbstract:
Grandparents fail to communicate sexual matters to the youth. It is their duty to initiate this communication. The escalating numbers of sexually transmitted infections among the youth require grandparents as carers to talk openly. The main purpose of the study was to support grandparents in their communication about sexual matters to the youth.
In-depth phenomenological focus group interviews were conducted. Data analysis revealed three themes: grandparents' experience of communication, emotional experience, and the experience of political and social influence. The study developed guidelines for grandparents. The limitations of the study involve the research sample, which was not truly representative of the whole population of East London.
The study recommends that all stakeholders be involved in supporting grandparents in their communicating sexual matters to the youth. The researcher recommends further research to describe youth perceptions of communicating sexual matters to grandparentsHealth Studies
M.A. (Health Studies)