Segregar versus coeducar: Un marco para educar las relaciones afectivosexuales y prevenir la violencia de género en la adolescencia

Teen pregnancy is associated with increased risk of school dropout, employment challenges and long-term poverty; these risks are exacerbated for foster youth who are at elevated risk for teen pregnancy. Sex education and relationship education can facilitate the development of attitudes and skills associated with behaviors that reduce risky sexual behaviors. However, research on sex education with foster youth is limited as is research exploring the potential benefits of combining relationship education with sex education. This study examines variations in the experiences and outcomes of non-foster youth (n = 160) and foster youth (n = 165) who participated in a federally funded teen pregnancy prevention program that included both relationship and sex education. Path analysis models examined the relationship between several exogenous variables (i.e., youth characteristics, pre-program risky sexual behavior, program experience) and three endogenous variables (i.e., post-program perceived change in intercourse, condom use, and contraceptive use intentions). Multi-group analyses were used with foster youth status as a moderator to determine if the model was invariant by foster youth status. Although foster youth entered programming with elevated rates of risky sexual behavior, both groups reported positive program experiences and safer sexual behavior intentions post-programming. Regardless of their elevated rates of risky sexual behavior prior to receiving programming, foster youth, like non-foster youth, may benefit from both relationship and sex education. For foster youth specifically, their positive program experience and reduced intentions to engage in risky sexual behaviors is an encouraging finding that contrasts with existing literature.

Although sexuality and relationships education is recommended as one of the targets of school health education projects in Greece, implementation seems to be problematic. This article discusses findings from a survey on Greek primary school teachers, particularly their opinion on the suitability of primary schools for sexuality education, whether sexuality‐related issues are topics for discussion in their classes at present and respondents' perceptions on obstacles that inhibit teaching this subject. The results indicate that most teachers subscribe to the suitability of primary schools for developing sexuality education programs. Moreover, it seems that such teaching is part of a hidden curriculum at the moment since particular students' behaviors and/or questions prompt teachers to discuss sexuality matters in the classroom. Teachers report obstacles to be found in the organization and structure of the school system such as a lack of training and appropriate material but also in the broader social environment outside the school. Lack of communication between school and family is stressed. The findings also suggest that, for the development and delivery of sexuality education, a clearer course of action is needed from the Ministry of Education.

Gender violence among adolescents is a global problem. In the context of public healthcare, nursing professionals play an important role. The aim of this study was to determine awareness, information, and beliefs regarding gender violence in adolescents and identify their educational needs. Data from a study conducted by the Spanish Centre for Sociological Research and the Government Office for Gender Violence in 2013 are used. The sample contained 698 adolescents aged 15-19 years. This is a secondary analysis of a data survey. Strengthening the Reporting of Observational Studies in Epidemiology guidelines are followed. Sociodemographic variables and seven topics of interest were analyzed: gender inequality, intimate relationships, definition of abuse, identification of abuse, awareness of cases of abuse in women, and informal and formal support networks. The results show that adolescents are well informed, are aware of informal and formal support networks, use the word "respect," identify abuse and consider it unacceptable, and believe media coverage is useful in giving visibility to gender violence. No significant differences were found in gender, social class, or education, and their idea of romantic love remains intact. The researchers conclude that, in Spain, adolescents' awareness of gender violence is strongly influenced by environmental and cultural factors, because of the prevalence of gender and intimate partner violence in the country. Formal interventions such as health education provided by either nursing professionals in schools or the broader community can have a positive effect on adolescent health. Primary care nurses should use these findings to support the development of health promotion programs for young adults.

This paper is a report of a study to explore how school nurses perceive the influence of schools on their role in delivering sex and relationship education in primary schools. School nurses play a key role in sex education in English schools. However, sex education is a contentious issue meaning the sex education of children is often an area of tension within the curriculum. However, the impact of these tensions upon school nursing practice is poorly described. Three focus groups with a convenience sample of 16 nurses experienced in conducting sex and relationship education were conducted during 2006. Focus groups were audio-taped, transcribed verbatim and subjected to a thematic analysis. Four themes were identified in the data: 'covert surveillance' refers to school staff conducting clandestine surveillance of the classroom actions of the nurse; 'overt surveillance' reflects how nurses felt they were being openly monitored by teachers in the classroom; 'Teacher attitude' refers to the interventions of the supervising teacher in the classroom during the sex education session and 'resistance practices' detailed how nurses attempted to manage the disciplinary practices of the school. School nurses need to be pragmatic about the fact that there will be some attempts by the school to regulate sex education. Developing an early dialogue with the school can mediate this. Closer working practices and the involvement of school nurses in the development of sex education policy and practice is vital to ensure that they continue to make a valuable contribution to sex education in schools.

This paper describes findings from an in‐depth case study of young people's sexuality and learning about sex. Focus groups and unstructured interviews were conducted with young women and young men aged 15–16 years in a school in the north of England. Analysis focused on disjunctions between reported sexual behaviour in a park and in a bedsitting room, and the content of school sex and relationship education. Tensions between the accounts are considered for their impact on learning about sex, sexual negotiation, subjectivity and inter‐generational understanding. Despite some negative experiences in sex education, the young people interviewed desired the affirmation and support of adults, and recommend sex and relationship education as the most appropriate vehicle for providing this. The value added outcomes of participation in the study, including consciousness and awareness raising, and the opportunity for reflection and debate and selves as ‘experts’, enhanced young people's view that non‐judgemental and meaningful advice and guidance are possible in formal learning contexts. Implications for future forms of sex and relationship education are discussed.

Preface PART I: FOUNDATIONS OF FAMILY LIFE EDUCATION 1. Historical and Philosophical Perspectives Defining Family Life Education A Brief History of Outreach Family Life Education Evolution in the Dissemination of Scientific Knowledge About Families Varied Approaches or Roles in Family Life Education Developing a Working Philosophy for Outreach Family Life Education Conclusion Explorations PART II: DEVELOPMENT OF FAMILY LIFE EDUCATION PROGRAMS 2. Designing Comprehensive Family Life Education Prevention Programs The Science and Profession of Prevention Prevention Education Models in FLE A Comprehensive Model for the Design of Family Life Prevention Programs Assessing Elements of Program Quality in Existing Programs Characteristics of Strong, Sustainable Family Life Education Programs Conclusion Explorations 3. Principles of Program Evaluation Evaluation as Friend and Foe: Stereotypes and Opportunities Establishing the Target: Vision and Goals Developing a Vision Getting Specific: Program Goals and Objectives An Example of an Evaluation Framework in Parenting Education Defining the Kind of Information Needed: The Evaluation Questions The Five-Tiered Approach to Program Evaluation The Logic Model Approach to Evaluation Innovations in Evaluation Using Evaluation Data Conclusion Explorations PART III: IMPLEMENTING FAMILY LIFE EDUCATION PROGRAMS 4. Designing Effective Instruction Component Display Theory First Principles of Instruction Conclusion Explorations 5. Engaging an Audience The Art of Teaching What Changes People? Challenging Ideas From Personality Theories Relationships as the Basis for Helping Practical Applications Conclusion Explorations 6. Teaching Skills and Tools in Family Life Education Select Methods for Family Life Education Conclusion Explorations 7. Working With Diverse Audiences Sensitizing to Differences Diversity of Learning Styles Ethnicity and Values Skilled Dialogue Group FLE Examples Programming for Diversity Conclusion Explorations PART IV: CONTENT AND CONTEXTS FOR FAMILY LIFE EDUCATION PROGRAMS 8. Education for Personal Well-Being: Flourishing People Make Better Family Members Models of Well-Being The Practical Messages of Positive Psychology Educational Frameworks Conclusion Explorations 9. Marriage and Relationship Education by Stephen F. Duncan, Alan J. Hawkins, and H. Wallace Goddard Early Beginnings of Marriage and Relationship Education Current Theoretical and Empirical Foundations and Models for Practice Examples of the Three Emphases: Foundational Processes for Enduring Marriages Educational Frameworks Programs and Approaches Effectiveness of Marriage and Relationship Education Extension Service Programs and Results Creating Your Own Marriage and Relationship Education Program Challenges for the Future and Future Directions Conclusion Explorations 10. Parenting Education by Heidi E. Stolz History and Current State of Parenting Education Understanding Effective Parenting Understanding Effective Parenting Education Theoretical Models of Parenting Education Qualities and Competencies of an Effective Parent Educator Effective Delivery Formats Populations Served by Parenting Education Overall Effectiveness of Parenting Programs Evaluating Parenting Education Resources and Curricula Conclusions Explorations 11. Sexuality Education by Susan Calahan Sexuality Education Historical Overview Why Is Sexuality Education Important? Contemporary Theoretical Perspectives Used in Programming Sexuality Education Programs Adolescent Pregnancy Prevention STDs and HIV/AIDS Prevention Youth Development Programs Child Sexual Abuse Prevention Parent-Based Sexuality Education Best Practices in Sexuality Education Conclusion Explorations 12. Family Life Education on the Technological Frontier by Aaron Ebata and Steven A. Dennis The Technological Landscape Assessing the Credibility of Online Programs for Family Life Education Developing Online Programs for Family Life Education Conclusion Explorations 13. Working With the Media in Family Life Education by Tonya Fischio Mass Media and Outreach Family Life Education Understanding Traditional Media: Walk a Mile in Their Shoes Working With the Media: Playing on the Same Team Writing Guidelines Media Interviews Conclusion Explorations 14. Writing for the Lay Audience Purposes of Written Material Tips on Writing Examples of Effective Writing Conclusion Explorations PART V: PROMOTING, MARKETING, AND SUSTAINING FLE PROGRAMS 15. Creating Effective Collaborative Partnerships Defining the Collaborative Process Advantages of Collaboration Challenges to Collaboration A Community Linkages Framework Assessing the Effectiveness of Your Collaboration Getting Started: Steps for Creating Effective Collaborative Partnerships Conclusion Explorations 16. Marketing Family Life Principles, Practices, and Programs The Social Marketing Mix Crafting Marketing Messages to Foster Change Conclusion Explorations 17. Narratives of Family Life Educators Where Do Family Life Educators Work? Venues, Settings, and Profiles Pathways Into the Profession of Family Life Education - The Authors Conclusion Explorations 18. Improving the Practice of Family Life Education Professionalization of Family Life Education Program Rigor Program Effectiveness Marketing of FLE Principles, Practices, and Programs Reaching Diverse, Underserved Audiences Conclusion Explorations Appendix A: A Statement of Principles by H. Wallace Goddard and Charles A. Smith Appendix B: Family Life Education Content Areas: Content and Practice Guidelines Appendix C: Family Life Education Program Resource Review Form Appendix D: A Selection of Favorite Movie Clips for Family Life Education Appendix E: Ethics and Family Life Education References Author Index Subject Index About the Authors

Young adults with intellectual disability (ID) have similar interest in and desire for romantic relationships as their neurotypical peers (Gil-Llario et al. in J Intellect Disabil Res 62(1):72–80, 2018. https://doi.org/10.1111/jir.12455 ), yet they are often not afforded the same access to comprehensive relationship and sexuality education (Barnard-Brak et al. in Ment Retard 52(2):85–97, 2014. https://doi.org/10.1352/1934-9556-52.2.85 ). When young adults with ID do receive education related to these topics, it is most likely to come from their parents (Graff et al. in Sex Disabil 36:175–183, 2018. https://doi.org/10.1007/s11195-017-9499-3 ). In this study, we surveyed parents of students currently enrolled in inclusive postsecondary education programs in the U.S. in an effort to better understand their knowledge, attitudes, and comfortability around discussing topics related to relationships and sexuality. Parents reported the highest levels of comfort and knowledge around foundational topics like puberty and love but expressed significant discomfort and limited knowledge in areas such as shared sexual behavior, masturbation, and LGBTQIA + identities. While most parents were interested in receiving additional training, particularly on consent, sexual health, and differentiated instruction, they preferred group-based, online, and self-paced learning formats to support their continued involvement in their adult child’s sexuality and relationships education.

Education for sexuality and healthy relationships should be viewed within a broad context of health education and social education in schools. However, this is not merely a matter for the formal curriculum of a school, but relates to the totality of the experience that young people receive there. The concept of the health promoting school encapsulates tfie formal curriculum, the ‘hidden curriculum’, and the interaction of the school with parents, the community, and other agencies, which can affect the health and well-being of all school users. One cannot view a school's rôle in this area out of the societal context. Research indicates that young people, as they move through their teenage years, get most of their information relating to sexuality from friends and yet they acknowledge that this is not a reliable source. Examples of current knowledge levels and attitudes relating to sexuality and HIV/AIDS are given. The strengths and weaknesses of schools as settings for sex education are explored, and 10 key points for consideration within a school policy on education for sexuality and relationships are proposed.

Issues relating to the sexual behaviour and sexual health of young people consistently capture newspaper headlines in the UK. The present paper provides a qualitative analysis of national newspaper articles reporting on sex and relationship education (SRE) within the context of teenage pregnancy. Overall, conservative newspapers were generally less supportive of SRE, while the liberal and left‐wing press was more supportive. Across newspaper titles, classroom SRE was described as inadequate at best, the potential for peer educators was highlighted and greater parental involvement in SRE was advocated. The need to raise the priority status of SRE was broadly backed by the broadsheets, but proposals for compulsory primary school SRE were framed as scandalous in some tabloids and the quality of evidence supporting SRE was frequently questioned. Abstinence programmes were promoted within moralistic discourse in two newspapers, although other titles focused on the ineffectiveness of abstinence‐based approaches. There was extensive opposition to explicitness and discussion of non‐penetrative sex in SRE, with sensationalist headlines accompanying negative commentary on one British SRE programme. It is suggested that making SRE a statutory component of the National Curriculum could help reduce the vulnerability of SRE to such newspaper agenda setting in the future.

Despite extensive prevention strategies in Spain since the 1980s, gender-based violence, including among adolescents, remains prevalent, as observed in the Romance SUCC-ED Project (R&D&I Operating Programme ERDF Andalusia 2014–2020). This research study investigates the dimensions, meanings, relationships, and practices shaping the culture of romance in digital Andalusian adolescence (12–16 years) and its potential impact on school trajectories in Compulsory Secondary Education. Based on the premise that equality-focused relationship education is key to preventing gender violence, the study employs an ethnographic methodology with 12 Andalusian school case studies (4 out of them are located in rural areas) and 220 in-depth interviews (126 girls, 57.3%; 94 boys, 42.7%). This article aims to empirically explain gender violence in early adolescence by analysing the culture of romance as an explanatory factor. Findings reveal an interconnected model where dimensions (love, couple, sexuality, pornography, social networks, and cultural references), meanings (constructed by adolescents within each of them), relationships (partner), and practices (control and jealousy) reinforce romanticised femininity and dominant masculinity, thus explaining the high incidence of gender-based violence among students in the study.

Topics and timing of sexuality and relationship education for autistic and non-autistic adults in the United States

Intimate partner violence and sexual assault are under-researched experiences in autistic people’s lives. Recent research, however, has shown that autistic people are more likely to have been victimized than non-autistic people. This research, therefore, sought to explore the firsthand accounts of a range of autistic people about intimate partner violence and sexual assault. Twenty-four autistic adults with lived experience (6 male, 15 female, 3 non-binary) aged 25–61 years took part in semi-structured interviews online. They were asked about their experiences of intimate partner violence and sexual assault, whether and how they felt being autistic interacted with those experiences, and what recommendations they would have for improving education in the future. Almost all participants had repeated experiences of intimate partner violence and sexual assault, regardless of gender, and there were clear similarities in their stories. Six themes with subthemes were identified. These were ‘experiences of abuse’, ‘autism used against you’, ‘poor family models’, ‘impact of/on friendships’, ‘handling trauma’, and ‘recommendations for future practice’. Autistic people experience many of the same patterns of abuse as non-autistic people do, but there are unique autism-related vulnerabilities and outcomes. We found that there were a variety of responses to these experiences, and call for greater understanding so that autistic victims can be better supported.Lay abstractWhat do we already know?Autistic people are more likely to have negative life experiences than non-autistic people, from bullying and ostracization, to being victims of crime, to unemployment and homelessness. This includes being victims of intimate partner violence, sexual assault and domestic abuse. Quantitative work has suggested that as many as 90% of autistic people experience these forms of abuse in some form during their lives, but there is little work asking them to talk about harmful relationships in their own words.What does this article add?This article reports on interviews with 24 autistic adults about their experiences of being victims of intimate partner violence, sexual assault and/or domestic abuse. Some of the themes which came from these interviews are shared with non-autistic victims, but others appeared unique to autistic people. One of these was evidence for unique autism-related vulnerabilities, as well as the impact the abuse had on their relationships long term. Participants also talked about how the sex and relationship education they had received had inadequately prepared them for adult relationships, and how this had contributed to their struggle to recognize and react to abusive behaviour.Implications for practice, research and policyPolicies around intimate partner violence and sexual assault need to be updated to account for the different ways in which neurodivergent people (people whose brains process information differently from the majority) may discuss their experiences, rather than looking for ‘standard narratives’ as an indicator of a need for support. Relationship and sex education should be tailored for autistic young people to help them recognize abusive behaviours, and include how to respond to these safely. We recommend that future research tries to focus specifically on the abuse experiences of autistic men, non-binary and trans people, who have been under-represented in studies to date. In addition, much less is known about the abuse experiences of autistic people of colour or autistic people with intellectual disabilities, who also need to be actively included in these discussions.

It is very important that sex and relationships education (SRE) programme developers attempt to elicit, understand and incorporate young people's views in the SRE development and implementation processes. This paper reports the findings of a study that sought to identify young people's self-identified learning needs and priorities regarding sexual health that should be included in school-based SRE. Seven hundred and fifteen primary and secondary students aged between eight years and over 20 years old completed a survey between June and September 2007. The questionnaire had both closed and open-ended items. The open-ended items asked students to provide up to two questions on sex and relationships; this study briefly reports on the results of students' responses. Students raised a total of 535 questions, which were subjected to quantitative content analysis. This revealed that students asked a wide range of questions across three major themes of SRE; namely, facts and information, attitudes and values, and relationships and skills. The most frequently asked questions were on sexual decision-making (27%), sexual pleasure and enjoyment (20%), relationships (14%), safer sex and condom use (10%), sexually transmitted diseases and HIV/AIDS (8%) and masturbation (7%). Of these topics, only sexually transmitted diseases and HIV/AIDS are currently covered in Tanzania's school curriculum. The results of this study show that, although students consider HIV/AIDS as one of the important SRE areas, they want a broader SRE coverage than a purely health-oriented model can offer. Furthermore, the nature of the questions that students asked exposes some serious inadequacies in the current SRE programmes in Tanzania. This calls for broad school-based SRE programmes, which should reflect a wider coverage of sexual health than the present curriculum's rather narrow focus on HIV/AIDS.

The purpose of this survey study was to explore the views of young deaf and hearing people (16–25 years old) on school and home sex and relationships education (SRE). The study addressed a critical knowledge gap in the research literature on deaf youth's perception of SRE. The small-scale study explored young deaf people's experiences of SRE and the challenges they had faced when learning about sexuality and relationships. Recommendations on how to improve school SRE lessons were also obtained. Data were collected from 81 young people (n = 27 deaf, n = 54 hearing). Overall, deaf participants indicated greater levels of satisfaction with school SRE than hearing respondents. More deaf young people than young hearing people felt that the school had provided them with enough opportunities to learn about sexuality and relationships. The deaf group showed a preference for school SRE lessons to start at a later age than the hearing group. Mothers and friends were the two sources most frequently consulted in both groups. Teachers and school nurses were a third source frequently used by the deaf group. The views of deaf and hearing youth on their own SRE are important for the development, implementation and delivery of the school SRE curriculum. The study's findings can provide educators with valuable insight on the needs of a minority group who are particularly vulnerable to sexual exploitation and sexual misinformation due to their sensory loss and associated factors.

When sexuality educators bother to think about gay anal sex, it is usually to consider, ‘What can we – or should we – teach about it?’ Rarely is the question asked, ‘What might gay anal sex teach sexuality education?’ Inspired by Kathleen Quinlivan’s suggestion that we work together to ‘create new possibilities for what else sexuality and relationships education could become’, this paper explores the educative potential of the anally penetrated male. By engaging with the work of the Indigenous philosopher of education Carl Mika, while attending to a scene of gay anal sex in Witi Ihimaera’s novel The Uncle’s Story (2000), it seeks to expose notions of wellbeing – commonly conceptualised within sexuality and relationships education in Aotearoa New Zealand as hauora – to the destabilising metaphysical entities of darkness and nothingness, thereby opening sexuality education up to what Mika calls the ‘(il)logic of mystery’.