Blog #8

Marie Christine Nduwimana

FS 4583-C1

Parenting Issues and Education

Prof: Dr. Coleman

November 30, 2016

 

BLOG 8

Why don't sex education programs that stress abstinence or delayed sexual activity have a greater impact? What does research say should be included in a successful sex education program? Provide at least two outside resources for parents on the topic.

Children today are bombarded with constant and seemingly Omni-present influence of sexual activity. Some of this influence is through peer pressure, while much of it is through modern media, including television, Facebook, twitter, as well as other social mediums. Many children are pressured into sexual activity through these mediums. In many instances, the pressure is not overt. Instead, many programs that they view contains sexually explicit content, nudity and sexual profanity. A lack of sex education prevents them from making the right decisions about contraception and abstinence.  However, there is a fundamental challenge with sex education. According to Marcovitz et al, the challenge with sex education is the unrealistic message that it presents as well as the unattractive way in which the information is presented. Abstinence and delayed sexual gratification have failed for obvious reasons.

Mainstream media does the exact opposite. Most movies, reality television shows, soap Operas that are mostly aired in prime time, are viewed by millions of Teenagers. Other similar researches show that on average, teenagers spend approximately 4 hours each day on social media. Social media many times presents messages that run counter to abstinence and delayed sexual gratification. Similarly, a research conducted by Sigmundova, 2015, the average American parent spends only 4 minutes of supervised time each day with their teenagers. This means that most teens roam the day unsupervised, on social media, or in the company of their peers. This sets the perfect environment for teens to fall victims to peer pressure. Now, let us parallel the above mentioned information with the quality and quantity of sex education that is provided to teens. The first challenge of presenting sex education is the medium. This information is not readily available in mainstream Media or social media where children spend majority of their time. When sex education is presented, its material is usually vague, in adequate and in most instances, unattractive to those for whom it was created.

 According to Klein 2005 a good sex education program must compromise multiple characteristics. These may include but not limited to: sex education should rely on the participatory teaching methods implemented by trained professionals. This recommendation runs contrary to federal law since educators are not able to provide this well needed education. Klein also posit that Sex education messages should focus specifically on health related behaviors with specific messages. He also posits that sex education should be developed with the cooperation of the young people for whom the message is intended. This means that children/Teens should play an integral role in instruction that they will receive. Sex education should also respect community values and appeal to the needs of specific communities.  Sex education should also provide medically accurate information about Sexually transmitted diseases, abstinence, and contraception, including the use of condoms. Among these recommendations, the need to involve the participants is the most important. Many solutions are proposed without the participants getting a chance to express their position on the subject. Many experts agree that this should be the most important of all the propose methods to sex education.

References:

Drwal, M., Głaszcz, K., Taracha, A., Krupa, A., Padała, O., & Maciejewski, R. (2016).

 Prevention of STI and teenage pregnancies through sex education. Polish Journal Of Public Health, 126(1), 46-49. doi:10.1515/pjph-2016-0010.

Klein JD & Committee on Adolescence. Adolescent pregnancy: current trends and issues.

            Pediatrics 2005; 116(1):281-286.

Sigmundová, D., Sigmund, E., Badura, P., Vokáčová, J., Trhlíková, L., & Bucksch, J. (2016). Weekday-

            Weekend patterns of physical activity and screen time in parents and their pre-schoolers. BMC

 Public Health, 161-9. doi:10.1186/s12889-016-3586-8