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Family Planning Queensland – Sexuality Education

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Presentation on theme: "Family Planning Queensland – Sexuality Education"— Presentation transcript:

1 Family Planning Queensland – Sexuality Education

2 FPQ- For Sexual and Reproductive Health Our mission: to promote and achieve sexual and reproductive health for all. We will achieve this through excellence in clinical services, education, research and policy development.

3 Session Aims:  Increase awareness and understanding of sexuality education  Understanding and awareness of the issues facing young people in the middle school  How teachers can be involved in their school’s HRE program  Awareness of Family Planning Qld and the role we play in sexuality Education

4 “Sexuality is an integral part of life and it influences personality. It may be denied, repressed or used effectively but it is part of our selves. Sexuality is a process commencing at birth and ending only with death... Sexuality is culturally defined and thus influenced by family, peers, religion, economics, school, media, law and science.” The Clarity Collective (1990) Sexuality

5 In most other areas of knowledge we try to enlighten children, … not so with sexuality. Far from providing enlightenment we evade, remain silent, we put children off by saying they are not old enough to understand, we provide partial and misleading information, or we tell downright lies. … As in other skills and meanings that children acquire, they need gradual and encouraging process of explanation and support in search for sexual meaning. Goldman, R. and Goldman, J. (1988). P. 216. Why Sexuality Education is Important

6 Factors influencing a framework for childhood sexuality education 19% of males and 45% of females reported at least one unwanted sexual act prior to the age of 17 70% of child abuse cases involve children aged 5-14 Almost 90% of all victims experienced unwanted acts before age 13 Queensland Crime Commission and Queensland Police Service, 2000

7 In the school environment Students’ learning to relate effectively and sensitively enhances the ethos and culture of a school, contributes to a supportive school environment and fosters a caring philosophy that permeates all aspects of school life Learning about relationships is inherent in all school activities whether as part of the formal curriculum, the informal curriculum or as a direct result of the school's culture. Education Qld, Policy statement on Human Relationships Education

8 Factors influencing a framework for middle school sexuality education Onset of puberty between ages of 9 and 16 Physical, emotional, social, spiritual developmental milestones Increasing influence of peer group Early and late developers are at higher risk of mental health problems

9 What happens at Puberty? Physical changes: Growth spurt Growth of body hair – pubic hair & underarm hair For males-chest, facial hair Acne More active sweat glands Voice deepens (‘breaking’ for males)

10 Changes to reproductive system For girls: Breast development Hips widen Ova (eggs) mature in ovaries Periods start For boys: Shoulders broaden Testicles begin producing sperm More frequent erections Wet dreams may occur

11 Social & emotional changes Feelings of attraction to same/opposite sex Mood swings Feeling embarrassed/self conscious Increasing need for independence Wanting to copy friends (peer pressure)

12 Information Sources used and trusted by adolescents Hillier, L., Warr, D., & Haste, B. 1996, The Rural Mural: Sexuality and Diversity in Rural Youth Information Source% Used% Trusted Mum7579 Books/Magazines7330 Health Education63 Female friends6226 Pamphlets/posters6043 Television528 Boyfriend/girlfriend4319 Dad4159 Teachers2649 Doctors2070

13 Objectives for a Sexuality Education Program Provide a sound foundation for development of a healthy sexual identity Provide a framework for the development of self protection knowledge and skills Develop an understanding of appropriate and inappropriate sexual behaviours Develop an understanding of individual differences and sameness Encourage open and clear communication.

14 Curriculum, Teaching & Learning School Organisation, Ethos & Environment Partnerships & Services The stakeholders in effective sexuality programs in Queensland Children and young people Schools (teachers) Parents FPQ Community Education Queensland Independent Schools Association Politicians Police Service Health Promoting Schools Framework

15  No study has shown that sexuality education leads to earlier or increased sexual activity in young people.  Six studies found sexuality education led to either a delay in starting sexual activity or to a decrease in overall sexual activity.  Ten studies found it increased the adoption of safer sexual practices in sexually active youth. (WHO, 1993) Thorough sexuality education does not lead to promiscuity or early sexual activity.

16 Answering Questions  Be brief, factual and positive  Be aware of your tone and body language  Attempt to answer all questions  All questions may be based on a serious concern

17 Answering Questions (1) The Straight Answer This technique gives an honest, straight forward answer. Q “If a girl dresses like a tart, isn’t she asking to be raped?” A. “Rape is a crime and is NEVER ok regardless of how someone is dressed.” Turning the Question Around This technique is useful for value- based questions. Q. “What is the best age to have sex?” A. “That’s a good question. Who thinks they know the answer to that?”

18 Answering Questions (2) Continuum This technique is also useful for value- based questions. Q. “Is abortion ok?” A.“Some people believe that abortion is never ok. Others believe it is the woman’s right to choose. Others believe it depends on the circumstances.” “I Don’t Know” It is honest and acceptable to admit lack of knowledge. Q. “When a female has Artificial Insemination, how do they put the fertilised egg back into her body?” A. I am not sure of the answer, but I’ll try and find out for next lesson.”

19 When sexual behaviour isn’t healthy. When you suspect: Abuse, Harassment or Sexual Activity  Are you going to do anything?  What will you do?  What is your duty of care? Make yourself aware of School Policy and Procedures Be guided by: legislation, community standards, human rights, the identified risks or needs of the young person, and duty of care.


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