So let us start debating on those 7 “W” s
1.Why…
Why sex education should be it taught in schools ?
Forbidding children to talk about sex actually worsens the situation. Teenagers are naturally curious. If sex is considered a top secret for them, they will get more interested in it. Therefore, the ultimate solution is to talk to teenagers about sex openly. This includes introducing formal sex education in schools.
Main reasons are –
- Risk of HIV - AIDS
- Sexual Abuse
- Teenager’s pregnancies
- Illegal and unsafe abortions.
- Lack of true knowledge regarding sex life.
- Increased exposure
- Bombarding by media
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2.What -
Q.What should be included and excluded to make sex education ideal for Indian culture and also effective and efficient ?
The Sex education should be contexed like this.
- Human Physiology with sex difference in male in females
- Onset of puberty with hormonal changes in the human male and female body impacting the physical change in the human body like change in voice, face and in the pubic area.
I think this is not complete sex education
Q. What is the definition of sex education ? or one can define it ?
Sex education has been defined by the Sex Education Forum (1997,
Q. Describe sex education ? Sex education is a broad term used to describe education about human sexual anatomy, sexual reproduction, sexual intercourse, and other aspects of human sexual behavior. Education about reproduction typically describes the creation and development of a new human being, from conception and the development of the embryo and fetus, through to childbirth. It often includes topics such as sexually transmitted infections (STIs) and how to avoid them, as well as birth control methods. Although some form of sex education is part of the curriculum at many schools, there is still many controversies on the amount of detail that is revealed, and topics dealing with human sexuality and behavior (eg. safe sex practices, masturbation and sexual ethics).
Three main aspects - Adolescents sex education
AIDS education
Drug Addiction
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3.Who…
Who should teach sex education in school?
Survey of parents done in
But in
1.Trained science / biology teacher
2.Trained Doctors
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4.When
When to start?
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It remains a controversial issue in several countries, particularly with regard to the age at which children should start receiving such education,
As early as possible
Early sex education delays the start of sexual activity, reduces sexual activity among young people, and encourages those already sexually active to have safer sex.
(WHO) Early sex education delays the start of sexual activity, reduces sexual activity among young people, and encourages those already sexually active to have safer sex. Researchers have found "no support for the contention that sex education encourages sexual experimentation or increased activity."
It should be age appropriate.
Actually, sexual abuse safety training does not require a knowledge of sex!
It can be taught like this -
There are three kind of touch. Good touch, bad touch, and secret touch. A good touch is a touch that makes you feel good and happy, like a hug or a high five. A bad touch hurts and feels bad, like being punched or kicked. A secret touch has two parts. First, it happens on your privates, that is the part of your body that you cover with a swim suit. You also cover it with your underwear. You know why? Because it is private and not for other people to touch or see! The second part of a secret touch is that the person who touches you or tells you to touch their privates tells you to keep it a secret and not tell anyone. Or, they hide when the do it.
Now a doctor gives you a shot on the bottom with people in the room and does not tell you to keep it a secret. So that is not a secret touch. But if someone puts their hands under your underwear and touches your privates and tells you not to tell, that is a secret touch.
And you are supposed to tell! Tell your mother, tell your father, tell your teacher, but tell adults until one of them believes you. It does not happen to most people. It will probably not happen to you. But if it does, you tell!
This sensitive topic has been nicely covered in one of the marathi drama I have seen two years back on TV doordarshan channel – it’s name was - “vatevarti kacha ga”.
If anybody gets chance to watch it Please…..Please don’s miss it.
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5.Where..
Where – it should be taught? of course in school but in school where? In class itself . Not in the auditorium. / on ground / campus / open place.
The number of single-sex programs is growing nationwide, middle school boys and girls might be better served by attending separate classes. And it can allow the teachers to be more creative. Boys and girls learn differently."
6.Whom
Whom should be involved ?
1. Some teachers will need training and support, perhaps by team teaching or by inviting visitors from outside services or agencies.
2. Parents are the key people in:
A. teaching their children about sex and relationships;
B. maintaining the culture;
C. helping their children cope with the emotional and physical aspects of growing up;
D. preparing them for the challenges and responsibilities that sexual maturity brings.
Consulting & counseling of parents is necessary.
3.Health professionals
Health professionals such as doctors and nurses (especially school nurses) have much to offer: they can work closely with teachers in supporting sex education in the school (complementing the role of the teacher);
They can tell pupils about the health services that are available in the area and help them develop the confidence and skills to make good use of them; they can give pupils confidential support and advice, perhaps through services such as drop-in sessions; and they can provide specific and up-to-date knowledge about sexual health and well being and contraception.
4.Trained Social workers - They are working in partnership with teacher and parents as well as teachers and health professionals to improve the health and education of children and young people in public care.
5.Trained Youth workers - Youth workers work in a range of contexts from the traditional youth club, to street and outreach work and to young people’s confidential advisory services. They have a unique role in that they are often able to develop an open relationship with children and young people within which very effective sex and relationship education and sexual health promotion is possible.
6.Peer education - Peer education usually involves young people who are trained to support and deliver sex and relationship education and can be very popular with young people and teachers. It is a way of providing information in an environment in which young people feel accepted and secure. However, peer education does not seem to have an impact on the development of skills and positive attitudes and values. Peer education can therefore best be used to complement rather than to substitute for sex and relationship education in school. a person of the same rank, value, quality, ability
7.Education by peers is not always by young people. In some schools, groups of parents have been trained as peer parent sex educators. They work to support other parents and to help develop school/parent partnerships.
8.Visitors - Visitors to schools have a discrete role and responsibility for providing sex education both informally and formally. Visitors should complement but never substitute or replace planned provision and should monitor it.
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7.How
How it should be taught / delivered?
1.It should not be delivered in isolation
2.Single sex groups may be particularly important for pupils who come from cultures where it is only acceptable to speak about the body in single gender groups.
3.Parents and pupils may need to be reassured that the personal beliefs and attitudes of teachers will not influence the teaching of sex education within the framework.
4.Both boys and girls should be prepared for puberty.
5.Girls should be prepared for menstruation before their periods start.
6. At primary school level sex education should contribute that all children:
i. develop confidence in talking, listening and thinking about feelings and relationships;
ii. are able to name parts of the body and describe how their bodies work;
iii. can protect themselves and ask for help and support; and
iv. are prepared for puberty.
7. At secondary school level, sex education should prepare young people for an adult life in which they can:
i. develop positive values and a moral framework that will guide their decisions, judgements and behaviour;
ii. be aware of their sexuality and understand human sexuality;
iii. understand the arguments for delaying sexual activity;
iv. understand the reasons for having protected sex;
v. have the confidence and self-esteem to value themselves and others and respect for individual conscience and the skills to judge what kind of relationships they want;
vi. have sufficient information and skills to protect themselves from unintended/unwanted conceptions, and sexually transmitted infections including HIV;
Survey of Doctors on - Focus should cover – topics like – 1. Early marriages
2. How sex of baby is genetically determined ?
3. Female infanticides
4. Child abuse
5. Sex Scandal
6. Illegal Abortions
7. Family planning methods
8. STDs
9. Criminal offences like Rape.
10. To develop mentality against exploration of porn sites.
Ground rules -A set of ground rules will help teachers create a safe environment in which they do not feel embarrassed or anxious about unintended or unexpected questions or comments from pupils. Ground rules might be developed as part of the school’s sex education policy or individually with each class or year group.
For example,
1. No (teacher or pupil) will have to answer a personal question
2. No one will be forced to take part in a discussion
3. Use of correct names and meanings of words
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Some Other techniques -
1.Distancing techniques Teachers can avoid embarrassment and protect pupils’ privacy by always depersonalizing discussions. Case studies with invented characters, appropriate videos, can help pupils discuss sensitive issues and develop their decision-making skills .
2.Dealing with questions Teachers should establish clear parameters of what is appropriate and inappropriate in a whole class setting. Many teachers are concerned about responding to unexpected questions or comments from pupils in a whole-class situation. Having a set of ground rules should reduce the chances of this happening but teachers will need support and training so that they are prepared for the unexpected. For example:
If a question is too personal, the teacher should remind the pupil of the ground rules.
If the pupil needs further support, the teacher can refer her or him to the appropriate person, such as a school counselor
If a teacher doesn’t know the answer to a question, it is important to acknowledge this, and to suggest that the pupil or teacher or both together research the question later;
If a question is too open, feels too old for a pupil, is inappropriate for the whole class, or raises concerns about sexual abuse, the teacher should acknowledge it and promise to attend to it later on an individual basis. In this way, the pupil will feel they have been treated with respect, but the rest of the class will not have to listen to personal experience or inappropriate information. To maintain trust and respect the teacher must remember to talk with the pupil later;
3. Discussion and project learning - encourages learning and is enjoyed by pupils. Pupils take part in a structured activity in which they can: draw on previous knowledge to develop more understanding; practise their social and personal skills; consider their beliefs and attitudes about different topics; reflect on their new learning; and plan and shape future action. Active learning is most effective when pupils are working in groups. Methods include discussion techniques such as the use of circle time in primary schools, case studies and project work. Teachers should also assess the usefulness of providing factual information in written form for young people to keep for future reference.
4. Reflection - Reflecting is crucial for learning as it encourages pupils to consolidate what they have learned and to form new understanding, skills and attitudes. Teachers can help pupils reflect on their learning by asking questions like these:
What was it like doing this discussion today?
What did you learn from the others, especially those who had a different experience or belief from your own?
What do you think you will be able to do as a result of this discussion?
What else do you think you need to think or learn about?
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