Article Summaries of the prescribed literature with the course Youth and Sexuality 22/23 - UU
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Sexuality is a central aspect of being human. It encompasses sexual behaviors, sexual orientations, eroticism, gender identities and reproduction. Adolescents want to learn about sex and have a right to accurate information. It is crucial to their development of identity, morality and the capacity of intimacy. Parents and peers play a socializing role, but they are not always the best at meeting the needs of the young people when it comes to sexuality education. That is why states and schools need to take this responsibility.
UNESCO defines comprehensive sexuality education (CSE) as a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. Its goals are to provide young people with knowledge, skills, attitudes and values that empower them to realize their health, well-being and dignity, develop respectful social and sexual relationships, and ensure the protection of their rights. A distinction can be made between conventional health-based CSE and rights-based empowerment CSE.
Conventional health-based CSE provides curriculum-based, scientifically appropriate information on reproductive and sexual physiology and contraceptive and protective methods. Its main goal is to prevent sexual risks and other negative outcomes, such as sexually transmitted infections, HIV infections, and unplanned pregnancies. It promotes all available strategies to sexual prevention, including abstinence, safe sexual practices and the use of condoms.
Conventional CSE is theoretically driven by behavior change theory. It emphasizes social norms and values, attitudes, relationships and social skills as determinants of sexual health behavior.
Empowerment CSE is about advancing young people´s knowledge, attitudes, and skills supportive of making informed sexual choices and of building safe and respectful relationships. It includes awareness of cultural, ideological, political and religious contexts and of the ways these contexts affect people´s sexual choices, behaviors, and relationships. It promotes sex positive values, such as mutual respect, human sexual rights, and gender equality.
Empowerment CSE aims to contribute to societal transformation and to strengthen young peoples´ roles in these processes. One of its main learning objectives is to give young people the capacity of critical reflection and successful navigation of normative contexts. It tries to teach sex cultural intelligence, media-literacy and help-seeking skills. It encourages non-sexist attitudes and behaviors and empowers young people to achieve safe, consensual, egalitarian relationships and gender equality.
Eight concepts are important to CSE curricula: 1) relationships, 2) values, rights, culture and sexuality, 3) violence and staying safe, 4) understanding gender, 5) the human body and development, 6) skills for health and well-being, 7) sexual and reproductive health, and 8) sexuality and sexual behavior.
Good quality CSE has many positive results:
Four factors can be identified:
With regards to program content, it is important that recommended procedures are followed. This includes using a logic model, involving young people, assessing local needs and testing the program. Other aspects that are important are giving clear messages and focusing on risks that can be changed and situations that may lead to unsafe sex. Meanwhile, personal values, norms and perceptions need to be addressed and self-efficacy needs to be enhanced. Finally, gender and power should be explicitly addressed by fostering personal reflection and critical thinking.
Several factors can be identified that may stand in the way of a good implementation of a CSE program. They can be divided into three categories, namely factors related to students, teachers and school contexts. For example, students may not be able to attend lessons, teachers may skip too controversial messages and schools may be unable to provide materials or effective lesson plans.
Positive effects of CSE are largely due to the motivation, attitudes and skills of teachers and their ability to employ participatory teaching techniques. Many teachers struggle to come to terms with teaching CSE and their dominant socio-cultural and religious norms. The CSE program may be conflicting with the teachers´ norms and identity. Teachers may inadvertently strengthen traditional gender norms rather than transform them. Finally, pupils and teachers may feel embarrassed and uncomfortable discussing sexuality.
Sexuality education should be structurally embedded in the official curriculum and not be provided in after-school hours with little organizational support. There should be positive messages and no gender and status power differences between teachers and learners and risks of harassment, exploitation and violence against and among students should be minimized.
Multicomponent approaches bring actions together to improve individual empowerment, strengthen the health system and create a more supportive environment for good CSE. They are more sustainable than single-component interventions, because they also cause change in social and cultural factors. One example is an ecological framework than enables the environment at different levels:
CSE requires constant innovation and needs to be continuously adapted to new insights, societal development and shifting conditions. It is always a work in progress, but two areas are identified that need extra attention:
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