Transcript Factors influencing a framework for middle school sexuality education

Family Planning Queensland –
Sexuality Education
www.fpq.com.au
FPQ- For Sexual and Reproductive
Health
Our mission: to promote and achieve
sexual and reproductive health for all.
We will achieve this through excellence in
clinical services, education, research and
policy development.
Session Aims:
 Increase awareness and understanding of sexuality
education
 Understanding and awareness of the issues facing
young people in the middle school
 How teachers can be involved in their school’s HRE
program
 Awareness of Family Planning Qld and the role we
play in sexuality Education
Sexuality
“Sexuality is an integral part of life and it influences
personality. It may be denied, repressed or used effectively
but it is part of our selves. Sexuality is a process
commencing at birth and ending only with death ...
Sexuality is culturally defined and thus influenced by family,
peers, religion, economics, school, media, law and
science.”
The Clarity Collective (1990)
Why Sexuality Education is
Important
In most other areas of knowledge we try to
enlighten children, … not so with sexuality. Far
from providing enlightenment we evade, remain
silent, we put children off by saying they are not
old enough to understand, we provide partial and
misleading information, or we tell downright lies.
… As in other skills and meanings that children
acquire, they need gradual and encouraging
process of explanation and support in search for
sexual meaning.
Goldman, R. and Goldman, J. (1988). P. 216.
Factors influencing a framework for
childhood sexuality education
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19% of males and 45% of females reported at
least one unwanted sexual act prior to the age of
17
70% of child abuse cases involve children aged
5-14
Almost 90% of all victims experienced unwanted
acts before age 13
Queensland Crime Commission and Queensland Police Service, 2000
In the school environment
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Students’ learning to relate effectively and
sensitively enhances the ethos and culture of a
school, contributes to a supportive school
environment and fosters a caring philosophy that
permeates all aspects of school life
Learning about relationships is inherent in all
school activities whether as part of the formal
curriculum, the informal curriculum or as a direct
result of the school's culture.
Education Qld, Policy statement on Human Relationships Education
Factors influencing a framework for
middle school sexuality education
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Onset of puberty between ages of 9 and 16
Physical, emotional, social, spiritual
developmental milestones
Increasing influence of peer group
Early and late developers are at higher risk of
mental health problems
What happens at Puberty?
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Physical changes:
Growth spurt
Growth of body hair – pubic hair & underarm
hair
For males-chest, facial hair
Acne
More active sweat glands
Voice deepens (‘breaking’ for males)
Changes to reproductive system
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For girls: Breast development
Hips widen
Ova (eggs) mature in ovaries
Periods start
For boys: Shoulders broaden
Testicles begin producing sperm
More frequent erections
Wet dreams may occur
Social & emotional changes
Feelings of attraction to same/opposite
sex
 Mood swings
 Feeling embarrassed/self conscious
 Increasing need for independence
 Wanting to copy friends (peer pressure)
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Information Sources used and trusted
by adolescents
Information Source
% Used
% Trusted
Mum
75
79
Books/Magazines
73
30
Health Education
63
63
Female friends
62
26
Pamphlets/posters
60
43
Television
52
8
Boyfriend/girlfriend
43
19
Dad
41
59
Teachers
26
49
Doctors
20
70
Hillier, L., Warr, D., & Haste, B. 1996, The Rural Mural: Sexuality and Diversity in Rural Youth
Objectives for a Sexuality Education
Program
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Provide a sound foundation for development of a
healthy sexual identity
Provide a framework for the development of self
protection knowledge and skills
Develop an understanding of appropriate and
inappropriate sexual behaviours
Develop an understanding of individual
differences and sameness
Encourage open and clear communication.
The stakeholders in effective sexuality programs
in Queensland
Children and young people
Schools (teachers)
Curriculum,
Parents
Teaching &
FPQ
Learning
Community
Education Queensland
Independent Schools Association
Politicians
Police Service
Health Promoting Schools Framework
School
Organisation,
Ethos &
Environment
Partnerships
& Services
Thorough sexuality education does not lead to
promiscuity or early sexual activity.
 No study has shown that sexuality education leads to
earlier or increased sexual activity in young people.
 Six studies found sexuality education led to either a delay
in starting sexual activity or to a decrease in overall sexual
activity.
 Ten studies found it increased the adoption of safer sexual
practices in sexually active youth.
(WHO, 1993)
Answering Questions
 Be
brief, factual and positive
 Be aware of your tone and body language
 Attempt to answer all questions
 All questions may be based on a serious
concern
Answering Questions (1)
The Straight Answer
This technique gives an honest, straight forward answer.
Q “If a girl dresses like a tart, isn’t she asking to be raped?”
A. “Rape is a crime and is NEVER ok regardless of how someone is
dressed.”
Turning the Question Around
This technique is useful for value- based questions.
Q. “What is the best age to have sex?”
A. “That’s a good question. Who thinks they know the answer to that?”
Answering Questions (2)
Continuum
This technique is also useful for value- based questions.
Q. “Is abortion ok?”
A. “Some people believe that abortion is never ok. Others believe it
is the woman’s right to choose. Others believe it depends on the
circumstances.”
“I Don’t Know”
It is honest and acceptable to admit lack of knowledge.
Q. “When a female has Artificial Insemination, how do they put the
fertilised egg back into her body?”
A. I am not sure of the answer, but I’ll try and find out for next lesson.”
When sexual behaviour isn’t
healthy.
When you suspect: Abuse, Harassment or Sexual Activity
Are you going to do anything?
What will you do?
What is your duty of care?
Make yourself aware of School Policy and Procedures
Be guided by: legislation, community standards, human
rights, the identified risks or needs of the young person, and
duty of care.
www.fpq.com.au