The purpose of this article is to report a practical experience in School Psychology at a public school in the city of João Pessoa. It is anchored in the assumptions of Vigotski’s Historical-Cultural ...approach, considering the psychologist as a mediator of relationships and knowledge. In a perspective of preventive and institutional action, the intervention was carried out by Psychology professionals together with teachers, tutors, and school teachers, and the focus was sex education, aiming to give them other possibilities on the theme in order to enable an adequate approach to the demands of the students. Experience has shown that training with school professionals has the potential to promote new reflections and possibilities for action in the classroom. In addition, it corroborated the perspective of the role of the psychology professional as a mediator of reflections, training processes, and changes in methodologies, even though there are obstacles and difficulties in this process.
Sexual health education for young people is crucial not only for development of norms but also for protection against vulnerabilities during this stage in life. Although several systematic reviews ...have examined the effectiveness of peer-led sex education, none have focused on the extent of peer participation. The purpose of this review was to evaluate peer-led sexual health education interventions in more developed countries (MDCs). Electronic and manual searches across five social science, education, and medical databases were conducted. Fifteen articles were selected in total. Most (10 of 15) studies gave low or no responsibility to peers. The majority of articles found improvements in sexual health knowledge (13 of 14) and attitudes (11 of 15) at postintervention stages. Two studies showed improved self-efficacy, and three showed behavioral changes. A preliminary synthesis of effectiveness and level of participation was done. Meta-analysis revealed a large effect on knowledge change (Hedges' g = 0.84, 95% confidence interval CI: 0.43 to 1.25) and a medium effect on attitude change (Hedges' g = 0.49, 95% CI: 0.19 to 0.80). Peer-led interventions could be a powerful tool. This review shows that this approach is effective in changing knowledge and attitudes but not behaviors. Further research and action are needed to understand optimal implementation.
In recent years, the rise in sexual assault cases has led to increased emphasis on sex education. China has incorporated it into its legal framework to prevent assault among minors. This article ...delves into sex education through an interview with a Hangzhou kindergarten teacher, addressing two key questions: How is sex education implemented in Hangzhou kindergartens, and what challenges do educators face? The interview data is analyzed concerning content, methods, and influencing factors. The kindergarten employs a segmented approach with limited depth and avoids sensitive topics. A major challenge in Chinese sex education is the scarcity of resources compared to countries like the UK, the US, and Finland. Domestic kindergartens mainly use picture books, while international ones employ multimedia, peer education, and interactive tools with age-appropriate instruction. The article advocates enriching China’s sex education with diversity and scientific rigor, emphasizing the importance of comprehensive training and better parent-teacher communication to enhance effectiveness.
Sex education in the 21st century Strasburger, Victor C; Brown, Sarah S
JAMA : the journal of the American Medical Association,
07/2014, Letnik:
312, Številka:
2
Journal Article
Abstract Purpose This article describes preliminary findings from an implementation study of a school-based peer education program on sexual health for high-school youth. The responses of youth ...participants are described. Methods Qualitative data were collected across one semester in two successive waves of participants (N = 4 schools), including observations of program activities, in-depth interviews of stakeholders, focus groups with youth participants (N = 62 peer educators and 60 ninth graders), and brief surveys of youth participants (N = 678). Grounded theory methodology informed data collection and analysis. Results Teen Prevention Education Program (Teen PEP) was adapted and replicated with fidelity to the model in North Carolina high schools. All program “inputs” and five core model components (outputs) were implemented. The principal accommodation made was to implement the entire curriculum within one half of a school year rather than across the entire school year although still using the same amount of instructional time. Youth participants attributed high value to the experience, noting that the sexual health information they received was both new and important for their lives and that they felt they learned it better from their peers than from instruction in traditional health class. The majority of participants reported that the program helped them across a range of areas related to both social well-being and sexual health. Conclusions Teen PEP developers have been able to successfully adapt and replicate it in North Carolina, in settings that need sexual health education services for youth both because of the paucity of existing services in many areas and because of the evidence of risk in the form of high rates of pregnancy and sexually transmitted infections, including human immunodeficiency virus or AIDS in youth 15–19 years of age. Youth reported benefits across a range of social and sexual health-related areas.
We analyzed cross-sectional data collected from a U.S. nationally representative survey of individuals ages 14–24 years old on what sources of information from the past year they considered to be the ...most helpful about how to have sex (
n
= 600 adolescents ages 14–17 years old, and
n
= 666 young adults ages 18–24 years old). Among the 324 adolescents who indicated that they had been helped by at least one source of information, helpful information was most likely to have come from parents (31.0%) and friends (21.6%). Only 8.4% of adolescents said pornography was helpful. However, for those in the 18–24-year-old age group, pornography was the most commonly endorsed helpful source (24.5%), as compared to other possible options such as sexual partners, friends, media, and health care professionals. Multivariable regression analyses revealed that indicating that pornography was the most helpful source of information about how to have sex, compared to the other sources, was inversely associated with being female (
OR
= 0.32,
p
= .001), inversely associated with identifying as bisexual compared to heterosexual (
OR
= 0.15,
p
= .038), positively associated with being Black compared to being white non-Hispanic (
OR
= 4.26,
p
= .021), inversely associated with reporting a household income of either $25 K to $49,999 (
OR
= 0.31,
p
= .010) or $50 K to $74,999 (
OR
= 0.36,
p
= .019) compared to more than $75 K, and positively associated with having masturbated (
OR
= 13.20,
p
= .005). Subsequent research should investigate the role of pornography in both adolescent and adult sexual development, including why one-quarter of U.S. young adults say that pornography is a helpful source of information about how to have sex and what they think that they are learning from it.
Proponents of single-sex (SS) education believe that separating boys and girls, by classrooms or schools, increases students' achievement and academic interest. In this article, we use meta-analysis ...to analyze studies that have tested the effects on students of SS compared with coeducational (CE) schooling. We meta-analyzed data from 184 studies, representing the testing of 1.6 million students in Grades K-12 from 21 nations, for multiple outcomes (e.g., mathematics performance, mathematics attitudes, science performance, educational aspirations, self-concept, gender stereotyping). To address concerns about the quality of research designs, we categorized studies as uncontrolled (no controls for selection effects, no random assignment) or controlled (random assignment or controls for selection effects). Based on mixed-effects analyses, uncontrolled studies showed some modest advantages for single-sex schooling, for both girls and boys, for outcomes such as mathematics performance but not for science performance. Controlled studies, however, showed only trivial differences between students in SS versus CE, for mathematics performance (g = 0.10 for girls, 0.06 for boys) and science performance (g = 0.06 for girls, 0.04 for boys), and in some cases showed small differences favoring CE schooling (e.g., for girls' educational aspirations, g = −0.26). Separate analyses of U.S. studies yielded similar findings (e.g., for mathematics performance g = 0.14 for girls and 0.14 for boys). Results from the highest quality studies, then, do not support the view that SS schooling provides benefits compared with CE schooling. Claims that SS schooling is particularly effective for U.S. ethnic minority boys could not be tested due to the lack of controlled studies on this question.
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