An Exploration of Sexual Health Education Among Individuals with Skeletal Dysplasia (Dwarfism)

Adolescents’ knowledge on sexual ity and reproductive health is still limited, although there have been initiatives to provide sexual and reproductive health education as indicated by previous studies. This paper examines reproductive health and sexuality education for adolescents that has been conducted by government and non-government at the high school level. This paper is based on a research using mixed methods of quantitative methods that are supported by qualitative. Quantitative methods are surveys conducted to 918 students and 128 high school teachers and supported by focus group discussions and in-depth interviews in eight cities in Indonesia. Focus group discussions conducted to civil society organizations, teacher forums, and youth groups, while in-depth interviews conducted to local government, parents, school committees, and religious/community leaders. The results show that the reproductive and sexual health education does not match the reality of sexual behavior and sexual risk faced by teenagers because: (1) reproductive health and sexuality education that is given to the high school level is more focused on the biological aspects alone, (2) There is still a notion that sexuality is a taboo to be given at school, (3) the sexuality education tends to emphasize the dangers of premarital sex from the moral and religious point of view, (4) the sexuality education has not looked at the importance of aspects of gender relations and rights of adolescents in adolescent reproductive and sexual health. The construction of adolescent sexuality and the discourse on sexuality education contribute to the content and methods of sexual ity and reproductive health education for adolescents. Normal 0 false false false EN-US X-NONE X-NONE

Advancing Sexual and Reproductive Health Education—Pursuing the Long Arc of Justice

Sexuality is important in everyday lives; it contributes to a sense of self. Everyone has a right to access sexual experiences, form relationships, and obtain sexual health education. There is limited literature from the perspective of people with developmental disabilities about their sexuality and particularly how, or if, societal attitudes influence their sexuality and their opinions about sexual health education. The aim of this study was to explore the experiences of young adults with developmental disabilities about their sexuality, their perceptions about how their sexuality was viewed by the community, and about the sexual education that is required and how it should be delivered. A qualitative interpretative phenomenological approach using a purposive sample was used to explore the perspectives of young adults, aged between 18 and 32 years old with developmental disabilities, to explore their perspectives on their sexuality, societal attitudes, and access to sexual health education. Seven semi-structured interviews were conducted and analysed using an interpretative phenomenological approach. Five main themes were developed from the data: (1) sexuality is multidimensional and important, (2) the challenges and fear of expressing sexuality, (3) societal views need to change, (4) close support enables sexuality, and (5) sexual health education needs to be individualised. Participants suggested that sexuality was important to them, and they had the same expectations about sexuality and relationships as many young adults. However, their autonomy and self-determination to set sexuality goals were constrained by societal attitudes. Supportive family and friends enabled opportunities, but they believed the knowledge and attitudes about disability, and about disability and sexuality, of community members, service providers, funders, and educators needed to change to enable increased opportunity to express their sexuality. Participants reported a need for individualised sexual health education provided by professionals with expertise.

“If Everyone Else Is Having This Talk With Their Doctor, Why Am I Not Having This Talk With Mine?”: The Experiences of Sexuality and Sexual Health Education of Young Women With Spina Bifida

A Call for Comprehensive, Disability- and LGBTQ-Inclusive Sexual and Reproductive Health Education

BackgroundTo successfully develop and implement school-based sexual health interventions for adolescent girls, such as screening for Chlamydia trachomatis, Neisseria gonorrhoeae, and Trichomonas vaginalis, it is important to understand parents’ and teachers’ attitudes towards sexual health education and acceptability of sexually transmitted infection (STI) screening interventions.MethodsIn this qualitative study, we approached parents and teachers from three high schools to participate in in-depth interviews (IDIs) and focus-group discussions (FGDs). Parents and teachers were asked about their general knowledge of STIs and sexual health education. In addition, they were asked whether they would support utilizing outreach to schools to facilitate provision of sexual health education and screening for STIs in adolescent girls. Data were audio-recorded, transcribed, and translated into English. An initial coding matrix was developed and refined throughout the coding process. Transcripts were coded by two researchers and analyzed using the content analysis approach.ResultsWe conducted 10 IDIs (5 parents and 5 teachers) and 4 FGDs (2 with parents, 2 with teachers, total of 26 participants). Most parents reported few or no discussions regarding STIs with their adolescent girls. Parents were more comfortable discussing consequences of sexual activity including loss of virginity and the potential for pregnancy. Parents tended to place responsibility for sexual health education with teachers. The teachers, in turn, provided basic sexual and reproductive health education including puberty, abstinence, and overview of STIs. Both parents and teachers found the idea of screening for STIs in adolescent girls to be acceptable, and were comfortable with research staff contacting girls through informational meetings at schools. Parents felt that adolescents’ STI screening results should be shared with their parents.ConclusionIn this African setting, parents and teachers provide limited sexual health education, with a focus on negative consequences including loss of virginity, pregnancy, and risk for STIs. Nonetheless, both parents and teachers were supportive of STI screening for adolescent girls, beginning with school-based informational meetings for the girls. Research and programs that aim to provide STI screening in this setting must offer treatment and address the issue of whether results will be disclosed to parents.

Sexual health in the United States is poor, yet most physicians do not address the topic. Sexual health education (SHE) guidelines are available but not used. The lack of SHE in undergraduate medical education (UME) impacts sexual and general health outcomes, as SHE in UME increases physicians' awareness of and ability to address sexual health, which is bidirectionally correlated with other health. To design and assess the need, feasibility, and outcomes of an educational recommendation for increased incorporation of SHE in UME. Comprehensive literature review was used to assess current and future needs of SHE in UME and humanism and professionalism education (HPE). Qualitative analysis was used to assess a potential solution. The main outcome measure was an educational recommendation based on qualitative analysis of (1) the benefits of SHE and HPE in UME, (2) the SHE and HPE overlap, and (3) the potential effect of a formally combined delivery on UME and patient and practitioner outcomes. Available literature on medical SHE supports increased SHE is necessary and should be incorporated into existing HPE whenever possible, secondary to numerous intersections. Qualitative analysis supports HPE could be enhanced when consistently exemplified through SHE, and this approach could be beneficial for (1) increased understanding, retention, application, and advocacy of both topics; (2) long-term improvement of sexual and general health at the patient and population levels; and (3) increased practice of humanism and professionalism, potentially resulting in better patient outcomes and professional satisfaction for physicians. Cross-disciplinary qualitative analysis supports using SHE as the primary topic to teach HPE is a viable method to increase SHE and potentially creates physicians who address sexual health and practice with increased humanism and professionalism, leading to population-level sexual and general health improvements. Gordon EG. A Medical Education Recommendation for Improving Sexual Health and Humanism and Professionalism. Sex Med Rev 2021;9:23-35.

Objective This study examined the views of secondary school students on sexuality and sexual health education in Hong Kong, China. Methods A total of 818 secondary school students (mean age = 15.3 years, SD = 1.6) participated in this study by completing a questionnaire consisted of items on sociodemographic characteristics, sexual attitudes, and other measuring scales. Results Students were slightly permissive in sexual attitudes and supported sexual health education. However, students who were male, highly liberal in sexual attitudes, and low in religiosity and spirituality were less supportive. Conclusions Educators may need to address these deterring factors of sexual health education before teaching specific sexual health topics.

Sexual Health Education- Using Animated Videos to Teach Teenagers and Young Adults

Objective To understand the status and problems of sexual health education for college students in Karamay. Method s A QR code questionnaire was scanned and submitted by WeChat. The situation of sexual health education for college students was investigated by the informal discussion method. Result s Through the analysis of the results, we found that among the college students surveyed, 78.47% of the students did not think sex was a hard topic to talk about, among whom female students accounted for 75.2% and male students accounted for 81.2 %. In terms of their attitudes towards premarital sex, 29.7% of the respondents were against it, and 46.0% of them did not think it mattered, only 24.3% of the students supported premarital sex. At present, the sexual knowledge and the attitude to sexual contact of college students in Karamay were at the same level as college students in other parts of China. Among the college students surveyed, 74.9% of the students had received sex education in primary, middle, high schools, and university; 26.1% of the students had never received sex education. So, we believed that the main problems of current sexual health education were as follow: firstly, college students did not care (44.3%); secondly, schools did not pay attention to it (27.3%); thirdly, learning content was poor (28.4%). The survey also showed that only 34% of the students knew or knew well whether the induced abortion was harmful to the human body. Even, 3.9% of the medical students completely did not know the harm of induced abortion, 4.5% of nursing students, and 7.5% of non-medical students. The development of sexual health education was not optimistic. The survey found that colleges and universities in Karamay did not offer specialized courses on sexual health and sex education. Even the professional knowledge of the medical students was a little stronger than that of the non-medical students. The understanding on sexually transmitted diseases of the medical students was slightly better than that of the non-medical students, which was influenced by the majors they were studying. Conclusions At present, the long-term effective mechanism of sexual health education has not been formed in the higher education in Karamay, and there is a lack of sexual health education courses for college students. Through this investigation, it is suggested that the education authorities, the health and epidemic prevention departments, medical systems, and communities should work together, gradually standardize adolescent sexual health education with college students as the main part. Key words: College students; Sexual health; Education; Survey

8 - Neurological Disorders

The general purpose of planned sexual health education for children and young people is to provide them with sufficient information about sexual health according to their age range, to inform them about attitude-value and understanding, to gain relationship and interpersonal skills, to develop their necessary responsibilities. The protection, development and maintenance of sexual health depends on the awareness of individuals about sexuality and sexual health. Awareness begins in the family and is provided with comprehensive sexual health education in accordance with the needs in all periods of life such as preschool, school and after school. Sexual health education is not welcomed in developing countries. At the heart of this is the belief that sexual health education will encourage young people to have sexual intercourse. The development of sexual education is achieved in all age ranges with questions and answers that arise according to different age characteristics. Sexual health education is a very important factor for the psychological and physiological health of individuals in a society. Key words: sexual health education, sexual health education, reproductive health, abuse , parents, child abuse, Source of sexual information

Although Indigenous Elders were traditionally involved in cross-generational health promotion and education, colonisation disrupted this role. Little research examines the role of Elders in contemporary health promotion for Indigenous youth and few strategies have been identified to engage Elders in health promotion or sexual health education. We explored engagement of Elders through participatory filmmaking in a sexual health and HIV education workshop for youth. Eleven youth and five Elders participated in this 3.5-day workshop. During the workshop, Elders indicated they wanted to make a film and attend a sexual health and HIV education session. Four Elders were interviewed about their experiences. Interview transcripts and the Elders’ film were analysed using content analysis. Although Elders initially felt hesitant to engage, the process of participatory filmmaking allowed Elders to co-create an environment for their “comfortable” workshop engagement. Elders’ feelings of comfort were created by having control and sense of ownership over their engagement; the presence of youth; peer-based dialogue; inclusion of traditional items; and an Indigenous sexual health educator. Findings suggest participatory filmmaking is a promising approach for engaging and empowering Elders to reclaim traditional roles in sexual health education and health promotion with Indigenous youth.

South Carolina ranks 16th in the USA for highest rates of teenage pregnancy. The South Carolina Comprehensive Health Education Act (CHEA) does not require medically accurate, unbiased, culturally appropriate materials, and varies greatly in compliance and implementation. This study aimed to better understand parents’ perspectives in one county in South Carolina regarding reproductive and sexual health education. A total of 484 parents responded to a qualitative questionnaire, collectively representing 798 students. Researchers conducted a thematic analysis to organise the data. Main themes identified include comprehensive reproductive and sexual health education as a duty; dispelling the myth of abstinence-only education; and the value of comprehensive reproductive and sexual health education. Parents described teaching reproductive sexual health education in public schools as a ‘duty.’ Furthermore, parents rejected the idea that abstinence-only education is effective and believed reproductive and sexual health education should be taught without the influence of religion. Parents valued inclusive reproductive and sexual health education, covering a robust set of topics. Findings from the study provide evidence for the need to update current reproductive and sexual health education materials and legislation to meet parental demands and reduce youth sexual and reproductive health disparities.

Objective: For healthy sexuality and effective sexual health education, it is important to know the sexual health perception of individuals, their sexual education needs, and the affecting factors. The purpose of this research is to learn in-depth the perceptions of young men about sexual health and sexual education. Methods: This study was carried out in a health vocational school of a foundation university. The study was constituted using an in-depth interview method, and interviews were conducted with 16 students, 2 of whom were pilots. Content analysis was used to assess the obtained data. Results: Sexual education with sexual behavior and health were determined as the main themes. The male students indicated level of sexual knowledge was insufficient, and they needed to receive comprehensive sexual education from a qualified specialist. In addition, they stated that education should be given to men and women separately, and in small groups. It was also found that friends, religious and cultural values were important factors in sexual knowledge and behavior. Conclusion: As a result, it has been revealed that male university students need sexual education, and the correct information can only be learned through a comprehensive and socio-cultural norms-sensitive education.