The importance of sex education - Essay Example

Running head: Importance of Sex Education Importance of Sex Education By __________________ Importance of Sex Education Sex, apart from the education perspective is akin to hunger and thirst in many ways. However the need for sex is not that powerful as that of food and water. Just like food has its own importance in our daily lives which influences our social, cultural and moral values but also highlights our economic sustainable conditions, same as the case with ‘sexual values’ where it seems that for sexual behavior, environmental factors are more influential than psychological factors. Simon and Gagnon (1986) describe environmental factors in terms of sexual scripts, which can be referred to as that particular behavior which is grounded in the early learning education in a culture. (Strongman, 2001, p. 16) The importance of sex education in the context of learning can be considered just like other subjects on the curriculum: it involves the transmission of information; it contributes to the development of personal autonomy; and it seeks to promote the interests of both the individual and the broader society. (Halstead & Reiss, 2003, p. 3) In other respects, however, sex education is quite different. It is about human relationships, and therefore includes a central moral dimension. It is about the private, intimate life of the learner and is intended to contribute to his or her personal development and sense of well-being or fulfillment. It generally involves intense emotions, to do not only with intimacy, pleasure and affection but often also with anxiety, guilt and embarrassment. In all of these respects, values are involved which need to be researched and studied for the self-consciousness of younger generation. The Role of School in Sex Education The role of school in developing importance and principles plays a vital role in the process of recognizing values as the development begins in earliest childhood and goes on throughout life. During adolescence, these values start to combine with fantasies that surround the need for masturbation. (Strongman, 2001, p. 14) In this milieu, often it is deemed that whether or not the school does anything about sexual awareness, but the school is uniquely placed to influence the process by providing suitable opportunities for discussion, reflection and increasing understanding. Children’s need in Sex Education Before commencing towards the real need for sex education, it is important to consider two precluding issues. First, we require some indication of what children need in the area of sex education, and this involves being clear about the basis on which we are judging children’s needs. Different disciplines (such as psychology, sociology, biology, politics, philosophy and law) have different ways of talking about children’s needs, but it is clear that the concept of ‘needing something’ implies both that one has not got that thing and that to obtain it would be to achieve something that is regarded as desirable-by children, parents, politicians, teachers or society at large. Second, there is a need to explore that issue that is deemed to be a threat by most of the people. This threat refers to the psychological loopholes that people have developed throughout centuries due to which they are reluctant to resolve with an open hearted and broad spectrum. An open approach and lack of self awareness is what people require towards adopting sexual education. Aims for School Sex Education Research suggests that despite proper emphasis being given in this area, sex education still lacks its aims or aims that are created are not analyzed to be presented to youth to absorb into their minds. However, examination of policy guidelines and the resources used for teaching school sex education suggest that the following main aims should be there: 1. Helping young people to know about such biological topics as growth, puberty and conception 2. Preventing children from experiencing abuse 3. Decreasing guilt, embarrassment and anxiety about sexual matters 4. Encouraging good relationships 5. Preventing under-age teenagers from engaging in sexual intercourse (abstinence education) 6. Preventing under-age teenage girls from getting pregnant 7. Decreasing the incidence of sexually transmitted infections 8. Helping young people question the role of women and men in society. (Halstead & Reiss, 2003, p. 136) Aims at Primary Level In many countries there has long been a tradition at both primary schools (typically for 5-11 year olds) and secondary schools (typically for 11-16 year olds) of teaching about such biological topics as growth, puberty and conception. (Halstead & Reiss, 2003, p. 138) What is covered specifically under the concept of growth and puberty depends on the age of the pupils concerned. For example, for older juniors in primary school Sanders and Swinden (1990) suggest that a teacher photocopies a line drawing of a naked female and one of a naked male, cuts them up into parts and distributes the fragmented parts to pairs of children. The children are then asked to piece the bodies together and to name at least 15 parts. As is so often the case with sex education, one can imagine teachers and classes where an exercise like this would work wonderfully, and one can imagine teachers and classes where it might be a disaster. So much depends on what parents consider appropriate, on the pre-existing relationship that the teacher has with the class and on how an exercise such as this is introduced and managed. (Halstead & Reiss, 2003, p. 136) Assuming, though, that such an exercise goes well in the sense that the children learn more about their bodies without anyone getting upset or more than a normal amount of misbehaving, what might be the worth of such knowledge? One possibility, is that guilt, embarrassment and anxiety about sexual matters is decreased-or, put more positively, that one feels good about oneself and one’s sexuality. Here, though, we can concentrate simply on anatomical knowledge. Well, one argument would be about ‘knowing oneself’. Just as one should learn something about the history and geography of one’s country, one should learn something about the history and geography of one’s body. Equally, girls should learn about boys’ bodies and vice versa. (Halstead & Reiss, 2003, p. 138) One of the great values of school sex education, at least in theory, is that it can allow a place for teaching to take place that may be thought difficult in other everyday circumstances e.g. between a parent and a child precisely because teaching about developmental and sexual matters is personal. Given the understandable propensity for people, including young people, to maintain that they ‘know it all already’, careful teaching that makes no such automatic assumptions, but takes into account what really is known, can achieve a great deal of good. Schools should help prevent children from experiencing abuse. Mostly this entails teachers and other school staff detecting and responding to signs of abuse, including attempts by pupils to tell adults in school about the abuse. Here sex education is not just education provided by teachers to pupils; rather it is teachers and other adults in school being educated to notice and react appropriately to evidence of abuse, including sexual abuse. In addition, it is possible that good quality school sex education might lead to it being less likely that those who have received such education will go on to abuse others-though we are unaware of any empirical evidence for this. Indeed, what data there are suggest that work with both young people and with adults who sexually abuse others can lead to such abuse becoming less frequent but that the work is intensive and highly skilled, often requiring specialist psychotherapy (Erooga and Masson 1999). School sex education whenever take place, it should promote physical health. This mean schools teaching factually about such matters as conception, contraception, pregnancy and sexually transmitted infections. It might be thought that the promotion by a school of the physical health of its pupils would be a relatively uncontroversial matter. However, it is frequently argued that sex education in general, and teaching about contraception in particular, leads to an increase in under age sexual activity (Castro-Vazquez and Kishi 2002) and that this fact argues against the provision of school sex education. The belief that sex education should promote physical health may have certain surprising-to some-implications. Not only, if the above reviews are correct, should it include teaching about contraception, but also it should probably include some positive teaching about homosexuality. There is evidence that gay and lesbian pupils are more likely to commit suicide than their heterosexual counterparts (Bagley and Tremblay 1997). It is certainly the case that many lesbians, bisexuals and gay men experience violence on account of their sexuality with teenagers being especially at risk. It is possible that a positive treatment of homosexuality in the classroom could reduce this (Unks 1995). In both primary and secondary schools, one important aim of sex education is for teachers and other adults in the school to be capable of detecting and responding to child abuse including sexual abuse. Teachers need appropriate education and training for many aspects of their work (Whitney 1996). For many teachers, dealing with sexual abuse is difficult simply because the notion of sexual abuse is emotionally painful; for a significant number of teachers, it is particularly so as they themselves will have been sexually abused. For a small minority of teachers, it is difficult because they themselves will have sexually abused or currently are sexually abusing children. Sexual abuse may also be indicated in school by direct or indirect attempts by the child concerned to tell their teachers or friends. Children’s writings and drawings may contain explicit or implicit efforts by sexually abused children to communicate this to others. By failing to detect and respond appropriately to child abuse, a school fails to value, indeed betrays, its pupils. Precisely what constitutes an appropriate response differs from country to country. Learning and Evaluation Pupils often work well at sex and relationship education (SRE) activities when: 1. Pupils work in groups chosen by themselves. Typically these will be single sex, and a combination of single-sex groups and single- or mixed-sex classes can work well, though some parents will require all sex education teaching to be single sex. 2. Pupils can bring their own knowledge and experience to the task without feeling pressured to do so. This is especially important when, as is quite often the case, children in a class differ greatly in their sexual knowledge and/or values. 3. Teachers are perceived as empathetic, non-judgemental, tolerant, nonevasive, skilled at handling discussions about sensitive issues, not embarrassed, able to keep control, and knowledgeable. 4. A range of activities is used e.g. games, simulations, role-plays, problem-solving exercises, questionnaires, surveys, creative writing, puppet making, music production and discussion using case studies, open-ended scenarios, videos, newspaper cuttings, magazine extracts and so on. 5. Pupils can discuss issues, exploring their own and others’ attitudes, beliefs and values and clarifying for themselves what they feel and think. 6. The work is evaluated and the evaluation used to inform future teaching to the same group and teaching of the same (or similar) activities to future groups. (Halstead & Reiss, 2003, p. 179) Schools help sex education to make pupils aware of the sense of the diversity of sexual values, which they acquire from a variety of sources and gradually, through a process of critical reflection, begin to shape, construct and develop their own values. In maintaining this we are in effect saying that an important function of school sex education is what it is for school education more generally, namely to enable the development of rational autonomy. In this we follow Harris (1971) and Jones (1989), among others, who write from a philosophical perspective and argue that sex education should promote rational sexual autonomy. This position is argued for in many school sex education policies and guidelines. For example, Hampshire’s guidelines for sex education state that one of the aims of sex education is that it should ‘promote the ability to make informed decisions’ (Hampshire Education). Similarly, Surrey’s curriculum guidance for sex education includes as one of its aims: ‘To help young people to deal with their own circumstances and where appropriate to change both themselves and their environment’. More recent policies and guidelines also advocate rational autonomy-sometimes described as skills of ‘assertiveness and decision-making’ (Lawrence et al. 2000), ‘learning to make choices’ or ‘the ability of pupils to make informed choices’. Parents Role in Sex Education There is also a clear preference for peers and schools to be sources of sex education over the other sources (media, siblings, self). Therefore, advocacy for dissemination of accurate information is warranted, particularly because peers often have limited and inaccurate knowledge (Somers & Paulson, 2000). Parents involvement in sex education although very rare but is the key source for developing minds. During middle and high school, biological, cognitive, and social change is profound, and if adolescents are not adequately and accurately educated, they will be left to acquire information in less credible ways. Because adolescents such as those in this sample are reporting a desire to learn information from their parents, it would be an important first step for school districts to educate parents about these findings, and prompt inquiry from parents. Second, not only can schools attempt to provide accurate, appropriate sex education, parents can be trained through district or school level in-services on how to communicate with teens, what is important to teach, what are typical questions teens have and answers they require, and how to overcome any anxieties or fears that may impede successful communication with their teens. Perhaps most importantly, parents would likely benefit from education about the fact that no research study has found that parental education about sexuality has a causal relationship with increased adolescent sexual activity. (Somers & Surmann, 2004, p. 47) Aims at Secondary Level It is clear as to why teaching about sexual orientation is so difficult. Our ideal, fantasized, teacher of sexual orientation might be someone knowledgeable about pedagogy, developmental psychology, sociology and moral philosophy, not to mention epistemology, theology, genetics and endocrinology (for pupils who want to ask questions about the ‘causes’ of sexual orientation). She would also be able to ensure that a classroom ethos prevailed in which differences of opinion, within certain limits, could safely be voiced while her character would be such that she would be respected by students, parents and community leaders. Her pupils would be personally affirmed and feel valued, and understand what it would be like to have a very different set of sexual values. Such teachers are not ubiquitous, nor are they always backed up by administrators and elected officials-whether at local or national level anxious to pursue truth, well-being and justice. (Halstead & Reiss, 2003, p. 162) At secondary level, sex education is concerned with the initiation of biology education. That means biology is mostly the only subject, which is close to sex education. However in this era of HIV and AIDS sexual education is necessary for adults and teenagers in order to make them aware of significant changes in sexual practices, including the appropriate use of condoms usage. The most thorough review of what makes for effective sex and HIV education programmes comes from the USA. Here effectiveness is taken to mean reducing one or more sexual behaviors that lead to unintended pregnancy or HIV/STD infection (Kirby, 2001, p. 92). According to Kirby, effective sexual programs: 1. Focus on behavioural goals such as delaying the initiation of intercourse or using contraception 2. Are based on sound theoretical approaches, such as cognitive behavioural theory 3. Give clear messages and use group activities to change group norms 4. Provide basic, accurate information about the risks of teen sexual activity and about methods of avoiding intercourse or using protection against pregnancy 5. Include activities that address social pressures which influence sexual behaviour 6. Provide modelling of and practice with communication, negotiation and refusal skills 7. Employ a variety of teaching methods designed to involve participants and have them personalise the information 8. Incorporate goals, teaching methods and materials that are appropriate to the student body 9. Select teachers or peer leaders who believe in the programme and are provided with training. (Halstead & Reiss, 2003, p. 191) Sex education becomes a symbol of creating moral values among adults when they are taught about certain issues in their adolescence like the importance of conception in miscarriage or abortion. Abortion is such a value-laden subject that often schools hesitate to talk about however this topic should not be avoid as it raises major issues about whether there are moral absolutes, whether the individuals become persons at a particular moment, such as conception, or whether they grow into personhood; another issue that is escorted by sex education is the rights of women. In the absence of a failure to implant, miscarriage, abortion or stillbirth, conception leads to parenthood. Schools vary greatly in what they teach about parenthood and in their aims for such teaching. Often, sex education and teaching about human reproduction end with conception or birth, or if the subsequent years are covered the emphasis may simply be on the biological facts of lactation, early growth and development. The aim of describing lifestyle factors that distinguish “safer sex” from “unsafe sex” is both practical and important, as it can help direct and target education toward those most at risk, make education more relevant and effective by concentrating on the issues involved, and provide data on factors that may critically influence the direction of spread of HIV. (Rosser & Coleman, 1991, p. 97) According to a research attitudes about teen sex (teen sexuality factor) are correlated with teachers’ confidence in teaching the subject. Thus, the teachers themselves recognize that if they are not in agreement with the subject matter, they are not confident in their ability to influence students. This lack of confidence may also be related to weakly held or confused attitudes about what to do with sexually active students. (Bowden et al, 2003) Based on several research findings, teacher’s attitude may reflect on the presentation of abstinence-only curriculum and could be theorized to also influence the presentation of comprehensive sexuality education curricula. This area of research is warranted to add another dimension to understanding the success or failure of sexuality education (abstinence-only or comprehensive) in the classroom and the lives of students. As the debate continues, it is natural to expect this controversy to continue in the classroom as teachers attempt to teach material that may be counter to their beliefs of abstinence-only or comprehensive sexuality curriculum. More research is needed to see how much of an impact these beliefs and attitudes have on the presentation of the curriculum and the outcome of student performance. (Bowden et al, 2003) References Bagley, C. and Tremblay, P. (1997) Suicidal behaviors in homosexual and bisexual males, Crisis 18:24-34. Bowden G., Rodney, Lanning A., Beth, Pippin Grover & Tanner F., John, (2003) Teachers’ Attitudes towards Abstinence-Only Sex Education Curricula. In Education. Volume: 123: 4 Castro-Vázquez, G. and Kishi, I. (2002) “If you say to them that they have to use condoms, some of them might use them. It is like drinking alcohol or smoking”: an educational intervention with Japanese senior high school students, Sex Education 2:105-17 Erooga, M. and Masson, H. (1999) Children and Young People Who Sexually Abuse Others: Challenges and Responses, London: Routledge. Halstead J., Mark & Reiss J., Michael. (2003) Values in Sex Education: From Principles to Practice: Routledge Falmer: New York. Hampshire Education (n.d.) Guidelines: Sex Education in Hampshire Schools, Winchester: Winchester Health Promotion Department. Kirby, D. (2001) Emerging Answers: Research Finding on Programs to Reduce Teen Pregnancy, Washington, DC: National Campaign to Prevent Teen Pregnancy. Lawrence, J., Kanabus, A. and Regis, D. (2000) A Survey of Sex Education Provision in Secondary Schools, Horsham, Sussex: AVERT. Rosser Simon & Coleman Eli. (1991) Male Homosexual Behavior and the Effects of AIDS Education: A Study of Behavior and Safer Sex in New Zealand and South Australia: Praeger Publishers: New York. Strongman T., Kenneth. (2001) Motivation in Psychological Science: An Introduction Sanders, P. and Swinden, L. (1990) Knowing Me, Knowing You: Strategies for Sex Education in the Primary School, Wisbech: LDA. Somers L., Cheryl & Surmann T., Amy. (2004) Adolescents’ Preferences for Source of Sex Education. In Child Study Journal. Volume: 34. Issue: 1. State University of New York at Buffalo - School of Law Somers, C. L., & Paulson, S. E. (2000). 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