The groups were mostly self-selected three to five students and often single gender. Effective sex education programmes have included examples of those delivered by teachers, older teenagers, health workers and others Kirby et al. Department of Health and Human Services, To evaluate pre-to-post changes between the two interventions the analysis took into account pre-intervention differences between the groups: Instead, research on sexual risk-taking and program efficacy should guide health professionals and educators in determining the content and form of classroom sex education.
A similar level of embarrassment, expressed by around half of the students, has been found previously with this peer intervention Phelps et al. The assertiveness techniques were extended to relationships and sexual propositioning when dealt with in role-plays between class members during the fourth session. This may misleadingly overestimate the power of a study to detect differences where the school, not the individual, is the unit of allocation to intervention. Sex education is not a simple issue and public reaction is quick to criticize processes which are deemed to overstep the mark Jones, Sex education should promote youth dialogue about sexual values with parents and in religious, cultural and social organizations, while providing the skills training and factual information that all adolescents need. Knowledge of sexually transmitted diseases STDs Students were asked to identify the names of pathogens associated with STDs from a list containing seven pathogens and five non-pathogens. Department of Health and Human Services, Instead, research on sexual risk-taking and program efficacy should guide health professionals and educators in determining the content and form of classroom sex education. As the programme was expanded to include further schools, new teachers and school nurses were recruited to deliver these adult-led sessions. Overall the mean scores decreased from 1. Adults telling teenagers not to have sex does not appear to stop them Christopher and Roosa, The role-plays involve using assertiveness skills to resist unwanted pressure. Results The number of students taking part in the intervention is shown in Table I. It may be that empowered teenagers are more conservative about sex and relationships than teenagers exposed to the pressures of a purely adult world. The first four related to the effect of sexual activity on teenage relationships. Sexuality, Social and Learning, , 3 1: Students were not asked whether they did or did not like the sessions in this part of the evaluation. The differences in pre-test findings may reflect the differences in approach to sex education in the years prior to the intervention in Year 9 and information disseminated from older students. It was considered inappropriate for adult leaders to role-play sexual propositioning with students aged 13 and 14 since this could have been subject to considerable mis-representation outside the classroom. For the last question about the prevalence of sexual intercourse, at pre-test more of those in the peer-led group gave the correct response DP 5. Government departments, both Health and Education, have acknowledged this, and initiatives include the development of a National Sexual Health Strategy and HIV Strategy from Health , and from Education, the implementation of a Personal, Social and Health Education curriculum for children aged 5—16 years, and the more recent sex and relationship guidelines Department for Education and Employment, This provided an opportunity to evaluate the peer-led programme by comparing the difference in effects with the same material delivered by adults in new intervention schools. The groups were mostly self-selected three to five students and often single gender. The social learning basis is dependent on altering all three major influences on behaviour: Second, research on parental influences on adolescent sexuality suggests that while parents influence their children in critical ways, they rarely provide the type of information that schools or health programs do. Many health education professionals support and are trained in the provision of instruction about social skills, such as how to refuse sex and negotiate condom use, as part of comprehensive sex education.
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