(Un)present debates about sexuality, meaning how parents and children deal with sexual taboos. Insight from a qualitative research perspective

BackgroundIn many African countries, cultural norms and values hinder conversations about sexuality among adolescents and their parents. Currently, there are no sex education classes in the curriculum at schools in Tanzania. Even when sex education is provided, the content is often abstinence-oriented, and there is a lack of in-depth instruction and exploration on the topic. To help overcome this, peer education is encouraged. After implementing peer-based adolescent education via a non-profit organization, this study aims to (1) identify students’ and peer educators’ perceptions of adolescent education and (2) identify the changes that occur as a result of adolescent education with peer educators.MethodsThis was a qualitative descriptive study using focus group discussions (FGDs). Secondary school students, including peer educators as well as students who received adolescent education, were asked about their perception of peer-based adolescent education. The FGDs were conducted in Swahili with the support of local collaborators. Data were transcribed and translated into English and Japanese. Content analysis was conducted to merge the categories and subcategories.ResultsA total of 92 students (57 girls and 35 boys) were included from three urban and three rural secondary schools where peer education was being implemented. Six FGDs were conducted for girls and four for boys, for a total of 10 FGDs. The students had both positive and negative perceptions of peer-based adolescent education. Both the peer educators and the other students felt that they gained more confidence through the process, based on the conversations they had and the trusting relationship that formed as a result. The peer educators were also successful in eliciting behavioral changes, and the students shared their sex-related knowledge with other peers as well.ConclusionThe peer education process helped students gain confidence in teaching their peers and elicit behavioral changes. Adult supervision for peer educators is suggested.

Background: The adolescent's sexual activity tends to be unplanned and unprotected which might results in negative impact such as illegal pregnancy, STD and HIVIAIDS. The high risk of adolescent's STD and HIV/AIDS is the impact of their sexual behaviour and their lack of information or never obtain education and service about sexual and reproduction health. In relationship with this matter, adolescents need to be given sexual health education with an expectation that they wilt not perform unhealthy sexual rela-tionship. PKBI DIY has conducted this activity for high school students through Peer Education in Yogyakarta. Aim: This research was aimed to find out the influence of sexual health education toward knowledge and attitude of teenager in the prevention of HIV/AIDS transmission. It was conducted toward students who obtained sexual health education through Peer Education (as Peer Education) in 11 high schools in Yogyakarta. It was a quasi-experi-mental research with posttest only control group design that seeks for the influence of independent variable that was sexual health education toward dependent variable (knowl-edge and attitude of teenager in the prevention of HIV/AIDS transmission) and qualita-tive study in order to find out the benefit and effectiveness from sexual health educa-tion. Method: Data were gathered with structured questioner and Focus Group Discussion (FGD). Result: The result of t-test showed that sexual health education had significant influ-ence toward the improvement of adolescent's knowledge (p=0,000 or 0,05). Conclusion: Qualitative data that was obtained from FGD showed that Peer Education still not yet optimum, and there is a need of improvement on accurate and actual mate-rials, facilitators quality, education media, school's cooperation, communication tech-nique skill of Peer Educator and Peer Educator activity. Therefore, Peer Education ap-proach could be used as one alternative approach for prevention of HIV/AIDS transmis-sion. Keywords: sexual health education, Peer Education, HIV/AIDS

Qualitative synthesis of young people's views of sex and relationship education

Sex education is provided routinely to school-aged children in many countries without enough evidence that it will benefit them when they become adults. The purpose of this study was to examine the long-term influence of the sex education that was provided during the school-aged years on the attitudes, behaviors, and sexual health among male and female college students in Korea. For this descriptive, comparative study, the data were obtained from 3609 male and 2180 female college students by using the proportional quota sampling method. Overall, the female students had more opportunities for sex education. Receiving this education during the school-aged years lowered the sexual double standard score but was not related to sexual activity among the male and female students. Receiving sex education at different time points during the school-aged years had differential influences on the sexual attitudes and indicators of sexual health between the male and the female students. The results of this study suggest extending the role of school nurses to include redesigning the content of sex education programs, based on the sex and age of the students, and using midwives to provide sex education in community settings.

Aims: To determine the effects of peer and group education on knowledge and beliefs about breast cancer and performance of breast self–examination (BSE). Materials and Methods: The study included a total of 193 female university students, of whom 59 were assigned to peer education and 134 to group education. Data collected at baseline and after six months included sociodemographic characteristics, knowledge of breast cancer and BSE and performance of BSE forms, and Champion´s Health Belief Model Scale. Data were analyzed using the chi-square, McNemar chi-square, independent Student´s t, and paired Student´s t tests. Results: Mean knowledge scores increased from 42.08 ± 13.89 to 65.26 ± 13.08 after peer education (P < 0.001) and from 41.44 ± 12.79 to 63.74 ± 11.74 after group education (P < 0.001). The rate of regular BSE increased from 25.9% to 55.7% six months after peer education (P < 0.001) and from 45.5% to 62.2% after group education (P < 0.001). Perceived benefits and confidence related to BSE increased and perceived barriers decreased significantly after both interventions. Conclusions: Knowledge about breast cancer and BSE practice increased and perceived health beliefs improved equally after both interventions. Depending on the resources available, nurses and other health professionals may choose either peer or group education to increase breast awareness among young women.

The aim of this study was to explore the relationship between different models of sexual morality education and the mental health level of female college students, to provide a scientific basis for college conduct an effective sexual morality education program that can improve the psychologic health level of female college students.The experimental and control groups were comprised of female college students who received different models of sexual morality education. Total and factor scores derived from the Symptom Checklist 90 (SCL90) were compared between these groups.The total mental health SCL90 score for female college students in the control group was 1.48 ± 0.39, and the scores of 3 factors including SCL90-3 (interpersonal sensitivity, P < .01), SCL90-4 (depression, P < .05), and SCL90-5 (anxiety, P < .05) were all significantly higher than the national norm. The total mental health scores for female students in the purely theoretical experimental group and the integrated practical training experimental group were 1.40 ± 0.42 and 1.33 ± 0.39, respectively, both of which were significantly different from the control group (P < .05), while the difference between the 2 groups was near the threshold of significance (P = .052). There were significant differences between the integrated practical training experimental group and the control group for scores of 5 factors including SCL90-2 (obsessive-compulsive symptoms), SCL90-3 (interpersonal sensitivity), SCL90-4 (depression), SCL90-5 (anxiety), and SCL90-6 (hostility) (Ps < .01). There were also significant differences between the purely theoretical experimental group and the control group for scores of 3 factors including SCL90-2 (obsessive-compulsive symptoms), SCL90-3 (interpersonal sensitivity), and SCL90-6 (hostility) (Ps < .05). And, there were also significant differences between the 2 experimental groups for scores for 3 factors including SCL90-3 (interpersonal sensitivity), SCL90-4 (depression), and SCL90-5 (anxiety) (Ps < .05).Different models of sexual morality education have significantly different impacts on the mental health level of female college students. The integrated practical education model can significantly and effectively improve the mental health of female college students, and as such colleges and universities should adopt this integrated model to better improve these students’ mental health.

Peer education has no significant impact on HIV risk behaviours among gay men in London.

BackgroundA prospective study was conducted to evaluate the impact of an educational reproductive health program on medical student peer educators and the secondary school pupils whom they taught.MethodsThe Marseille School of Medicine and ten public secondary schools participated in the study. Medical students were recruited and trained as peer educators to promote sexual health in the secondary schools. The medical students and secondary school pupils were evaluated before and after education program. The main outcome measure was the sexual health knowledge score on a 20-item questionnaire (maximum score 20).ResultsA total of 3350 students attended the peer-led course conducted by 107 medical students. The medical students’ score increased significantly before and after the course (from 15.2 ± 1.8 to 18.3 ± 0.9; p < 0.001). The knowledge score of the pupils increased (from 7.8 ± 4 to 13.5 ± 4.4; p < 0.001). The girls’ score was significantly higher than the boys’ score after the course, but not before (14.5 ± 3.3 vs 12.5 ± 4.6; p < 0.001). Prior to the course, the score among the female medical students was significantly higher than that of the males. The overall knowledge increase was not significantly different between medical students and secondary school pupils (mean 3.1 ± 1 and 5.7 ± 4 respectively; p > 0.05).ConclusionsThe program was effective in increasing the knowledge of medical students as well as secondary school pupils. Male sexual health knowledge should be reinforced.

Young people engaged as peer educators are increasingly important in sex and relationship education (SRE) programmes in a variety of settings and are particularly valued in the APAUSE programme (Rees et al., 1997). The increase in popularity of peer education raises a need to value the inputs of young people and to give formal recognition to peers. An assessment process focusing on aspects of performance including communication, teamwork and relationships skills has been developed to assess volunteer peer educators on the APAUSE programme that aims to reconcile the typical tension in assessment of showing public recognition of competence and the ability to motivate learners. This paper reports initial findings from a pilot of this assessment process in 28 schools, involving 484 peer educators across England. Initial data suggest this has been extremely well received by teachers and peers. Experience of the process provides teachers with a method of feedback, which, by sharing the language of assessment with peers, enables the young people to be clearer about their tasks, making them more effective as peers and better able to articulate their experiences. These data are used to describe the contributions that an assessment process, focused on assessing performance in authentic situations, can make to SRE.

Academic performance and associated factors among female university students

Background: Emergency Contraception (EC) is used after unprotected sexual intercourse, following sexual abuse, misuse of regular contraception or non-use of contraception. Seventeen percent of pregnancies in Kenya are unintended, potentially leading to unsafe abortion that contributes to the high maternal mortality rate in Country. According to 2016 Kenya Demographic and Health Survey (KDHS), the maternal mortality ratio was 362 maternal deaths per 100,000 live births. Female students in University or College are vulnerable to unplanned pregnancies and illegal abortions resulting in mortality, morbidity and psychosocial problems. Knowledge on EC is very important for students as they are not in stable relationships and not using regular contraception. Therefore, the aim of this study was to determine the knowledge and use of Emergency Contraception among female undergraduate students in the University of Nairobi. Materials and Methods: We used an institution-based cross sectional, quantitative study to sample was employed among 383 female undergraduate students at the University of Nairobi. The University of Nairobi has six colleges and systematic random sampling was used to select study participants from each college. Data were collected using self-administered questionnaires and analysed using SPSS Version 16. Bivariate analysis and logistic regression were used to determine sample characteristics significantly associated with knowledge and utilisation of Emergency Contraception. Results: Most (53%) of the respondents were sexually active, and only 20% of the sexually active female students had ever used Emergency Contraception. Emergency Contraception awareness was high at 86.4%. However, based on a predefined criterion, accurate knowledge of Emergency Contraception was low at 42.6%.The majority (82.5%) of the respondents depended on mass media as a source of information on Emergency Contraception. Factors associated with Emergency Contraception knowledge on bivariate analysis were: age 20 years and above (p = 0.001), enrolment in college of health science (p = 0.001), being in year three of study and above (p = 0.0001) and having an insurance cover (p = 0.021). Ever use of Emergency Contraception was associated with enrolment in the College of health science (p = 0.025) and age 20 years and above (p = 0.050). In multivariate analysis, older age (Aor 1.885 p = 0.003) as well as being in the College of health science (Aor < 0.001) were significantly associated with increased probability of being knowledgeable about Emergency Contraception. Conclusion: Although University of Nairobi female undergraduate students are aware of the existence of Emergency Contraception, their specific knowledge on correct timing of taking EC after unprotected sex and on effectiveness is poor. EC use is also low, compounded by underutilisation of public facilities as a source of the EC and underutilisation of health workers as a source of EC information. Therefore, an educative forum may be needed to improve the knowledge of EC among University of Nairobi female students. Health education on the availability of EC in public facilities needs to be addressed. Possible use of informal sources of information such as peer education could be an area to explore in client education on EC knowledge and use. Further research is recommended to establish factors that influence utilisation of public health workers as a source of EC information.

The purpose of this study was to identify the need for sex education in middle school students Research subjects were 194 students who attended at I seminary in B city. The period of data collection was from July to August, 2001. Research instrument was composed of 61 structured items 17 items related to demographics and sex, 44 items related to the need of sex education. Data were collected through the self-report method by the researcher and one trained assistant. The instrument developed by the researchers was employed to measure the need of sex education and it's Cronbach's = 0.9349 in this research. Data were analyzed by frequency, percentage factor analysis and t-test using SPSS WIN Program. The findings of this study are summarized as follows : 1. The highest score among characteristics of sex was 'less interest about sex(42.6%)', 39.0% of subjects got information about sex from friends or elders. 52.3% of subjects consulted friends or elders about sex problems. The number of sex education lessons was 1-2 times in school during last semester (61.0%). Education by the school nurse was 35.9% to students. 43.1% of subjects announced moderate satisfaction on sex education. 2. The mean score of the need for sex education was (lowest value 1, highest 4). The most wanted sex education factor was 'chastity and sexual responsibility()' and followed by 'family and marriage ()' and 'considerations of sex()'. Meanwhile, the lowest wanted sex education factor is 'physiological characteristics of male ()', followed by 'sexual behavior ()'. The most wanted sex education item was 'the meaning of family ()' and followed by 'the cautions to prevention from sexual abuse ()' and sexual activity and responsibility()'. Meanwhile, the lowest wanted sex education item is 'masturbation ()', followed by 'circumcision()'. 3. There is no significant difference between boys and girls in mean score about the need for sex education(t=-.715, p=.476). Sex education factor that girl-students wanted was 'physiological characteristics of female'. Sex education factor that boy-students wanted was 'family and marriage'. Sex education items that girl-students wanted were 'cautions during menstruation', the relation of ovulation and pregnancy', caution to prevention from sexual abuse' and sexual behavior and responsibility'. Sex education items that boy-students wanted were 'the meaning of family', 'the importance of marriage', 'male's sex organs', 'a wet dream', 'the method to resolve sexual curiosity', 'sexual intercourse' and 'the connection with the other sex'. In conclusion, the mean score of the need for sex education is medium. The route to attain knowledge about sex and sexual problem is through consulting friends and elders. Therefore, it is necessary to give sex education that is suitable to the subject's needs and methods. Also, it is necessary to give differently strong point about sex education between female and male students.

Sexual violence against children is a social problem needing preventive approach based on community empowerment. Children’s Forum as a forum for children’s participation plays a strategic role as peer educator in sexual health education. Through this approach, children can acquire appropriate information from their adolescent fellows so that their understanding on sexual health and sexual violence prevention can be improved effectively. This research aims to analyze the empowerment strategy the Forum Anak Surakarta has taken as peer educator in improving sexual health literacy, identify educational and peer communication approach, and the challenges and obstacles encountered in acting as peer educator in sexual health education. Using the qualitative approach with case study method, this research studies the experience of Surakarta Children’s Forum through in-depth interview, observation, and analysis of relevant document, either printed or online. The research findings show that the involvement of Children’s Forum as peer educators enhances children and adolescents’ awareness of sexual health and supports efforts to prevent sexual violence. Supporting factor involves the presence of comprehensive capacity reinforcement by self-help group and digital media use as a means of peer education and communication. However, the challenges faced involve cultural resistance against sexual health education and less support to the implementation of sexual health education in educational unit. Considering these findings, the research recommends the reinforcement of multisectoral collaboration involving government institutions, educational institutions, self-help groups, parents, and community leaders to sustain and scale peer-led sexual health intervention that are preventive, transformative, and grounded in the rights of the child.

This paper is aimed to verify whether the knowledge and beliefs of female medical freshmen about HIV infection, their personal risk perception, and their sexual behaviour differs from their female peers, in view of the possibility of female medical student-based peer education. A purposive, theoretical quota sampling method was used to recruit the target population. A self-administered anonymous questionnaire was delivered to both female medical and non medical freshmen during March 2004 (n = 266: 124 medical students and 142 non medical students) in Catania (Sicily). The data were analysed for the whole sample and for the two groups of students individually. The Chi-square test was used to compare data from the two groups of students. Results showed that knowledge and risk perception about HIV infection were higher for medical students when compared with non medical students. Moreover, a lower rate of sexually active medical students and a higher rate of condom use was found among them. Since female medical students seem more sensitive to risk perception and aware of healthier lifestyles, they could be useful in peer sexual education and appropriate prevention programmes against HIV infection.

The reasons for peer education's ascendance as a core pedagogy in sex education are as much historical as they are reasonable or ethical. This article traces the history of peer-led sex education from the 1970s to the 1990s against the backdrop of New York City's financial ruin, social unrest, and a public health crisis. Starting with an analysis of the Student Coalition for Relevant Sex Education's Peer Information Project, founded in 1974, it investigates the application of new pedagogical techniques, the interplay between pedagogy and bureaucracy, and the transformation of school culture. Peer education thrived when educators and activists agreed that young people were more likely to accept advice from other young people, a reasonable contention that was nonetheless underassessed. Yet peer education's least intriguing attribute proved to be its most important characteristic: it could be quickly and inexpensively enacted. When HIV/AIDS began to decimate New York City's adolescent population, and the Board of Education proved slow and contradictory in its actions, the city turned to peer education, henceforth coupling the concepts of sex education and peer education.