Sexual education

Xem 1-20 trên 64 kết quả Sexual education
  • At the beginning of every semester in one of my undergraduate health classes at Texas State University, I ask my students, “How many of you feel you received quality sexuality education from either your parents or school?” Typically, I see two or three hands out of 50 students. When I ask these 18- and 19-year-old students, the vast majority of whom are products of Texas public schools, why they didn’t learn this important information, their explanations have become a familiar litany: “We skipped the sex ed chapter in high school.

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  • I have spent most of my professional career since the 1980s working on reproductive and sexual health programs, but I first developed a passion for these issues while working on a project in Chile from 1972 to 1973 at the time of Salvador Allende’s government. A multinational group of women friends got together to adapt Our Bodies Ourselves1 for a Chilean audience, which was to appear in the government’s women’s magazine, Paloma.

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  • Intimate partner and sexual violence affect a large proportion of the population – with the majority of those directly experiencing such violence being women and the majority perpetrating it being men. The harm they cause can last a lifetime and span generations, with serious adverse affects on health, education and employment.

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  • Female Sexual Dysfunction: Treatment General An open discussion with the patient is important as couples may need to be educated about normal anatomy and physiologic responses, including role of orgasm in sexual encounters. Physiologic changes associated with aging and/or disease should be explained. Couples may need to be reminded that clitoral stimulation rather than coital intromission may be more beneficial. Behavioral modification and nonpharmacologic therapies should be a first step. Patient and partner counseling may improve communication and relationship strains.

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  • Male Sexual Dysfunction: Treatment Patient Education Patient and partner education is essential in the treatment of ED. In goaldirected therapy, education facilitates understanding of the disease, results of the tests, and selection of treatment. Discussion of treatment options helps to clarify how treatment is best offered and stratify first- and second-line therapies. Patients with high-risk lifestyle issues, such as smoking, alcohol abuse, or recreational drug use, should be counseled on the role these factors play in the development of ED.

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  • The concept of health-promoting schools includes the associated community and the environment beyond the school gates. Many other people therefore have a legitimate interest in this work, such as non-teaching staff, those providing confi- dential counselling, school architects, school food providers, police officers and transport specialists. However, this chapter focuses on the main stakeholders and explores the vital understanding between education and health that has to be in place for health promotion in schools to be sustainable....

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  • The cordial reception given to this little book by the medical profession, by educators, and especially by the young men of the country, have by their demands for the book necessitated the appearance of new editions in such rapid succession that no .far-reaching changes in the text have been possible even if they had been needed. Happily, no extensive changes have been required. In the second edition several corrections, typographical and verbal, were made and additions made to the appendix. To the third edition the chapter on Development was added.

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  • Tunisia was the first Muslim country to introduce information on reproduction and family planning in its school curriculum in the early 1960s. By the early 1990s, reproductive health educa- tion for both girls and boys had been incorporated into the public school science curriculum. Turkey stands out for its coverage of SRH topics in the school curriculum and the willingness and openness of teachers to discuss these issues in the classroom.

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  • Programs, to be effective, must “do it right.” It will be important to implement a sound curriculum and adequately train and support teachers and students. The common characteristics of successful sexuality education programs apply equally in Nigeria as elsewhere. Maintaining these characteristics as the program extends nationally will require attention to technical standards as well as to political and budgetary support.

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  • First established on a national scale in Europe in the 1960s, developing countries introduced school-based sexuality education in the 1980s. The emergence of HIV/AIDS gave many governments the impetus to strengthen and expand sexuality education efforts and, currently, more than 100 countries have such programs, including almost every country in sub-Saharan Africa (McCauley and Salter, 1995; Smith, Kippax, and Aggleton, 2000; Rosen and Conly, 1998). U.N.

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  • Opposition—usually but not always from conservative, religious sectors of society—in many countries has blocked or severely hampered the spread of sexuality education. As Senderowitz (2000) points out, of the range of YRH interventions, school-based programs typically are the most exposed to criticism and opposition. Sexuality education programs usually unfold in the public sector, are highly visible, and are often under the control of local authorities and thus more open to revision or elimination.

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  • Many societies recognize the reproductive health threats facing young people—especially HIV infection and unwanted pregnancy—and see the schools as an appropriate venue for addressing such threats. They are, however, also concerned with upholding traditions and beliefs, including the expectation that young people abstain from sexual activity until marriage. Thus, traditional and religious leaders—who view themselves as the repository and transmitters of community values and beliefs—are often in the forefront of opposition to sexuality education in the schools.

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  • One of the main goals of the raion TB Coordinator is to ensure that health care workers within the raion are facilitating adherence to TB treatment among TB patients. This section of the module discusses adherence and nonadherence issues and provides measures health care workers can implement in an effort to decrease barriers to adherence among TB patients. By understanding reasons for non- adherence, health care workers may be able to tailor patient education activities to each patient.

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  • The current stabilization in the nursing workforce is a temporary development and should not be used as justification to curtail public funding for nursing education. Given the aging of the baby boomers and the expected retirement of a large segment of the nurse population, steps must be taken now to ensure that world supply of nurses is strengthened before a crisis emerges. Maintaining a viable nursing workforce will not be possible without consistent and continuing financial support for educational programs that prepare professional nurses. ...

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  • According to that report (and many others), the causes of such disparities are complex, including genetic differences, environmental and occupational hazards, stress and lifestyle. But even when diagnosed at equal rates, racial and ethnic communities and low income groups face difficulties in accessing health care services and education. Poverty, lack of health care coverage and under- insurance (more prevalent in many minority communities) also affect access to information, prevention education, screening, treatment, referral to specialists, continued treatment and even pain relief. ...

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  • Comprehensive sexuality education is effective in improving key youth reproductive health (YRH) behaviors. In a wide range of settings in both developed and developing nations, comprehensive school- based sexuality education has influenced important behaviors such as delaying sexual initiation, reducing the number of sexual partners, and increasing use of condoms among youth who are sexually active. This finding bodes well for Nigeria, a country with considerable linguistic and cultural diversity.

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  • Despite these problems, even conservative countries have made headway in incorporating high quality sexuality education in the schools. Although not an easy or quick process, opposition to sexuality education can be diminished through active engagement of religious leaders, parents, and teacher groups. Advocates for sexuality education in Nigeria must plan accordingly for such long-term engagement and not expect overnight success.

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  • School-based sexuality and reproductive health education is one of the most important and widespread ways to help young people improve their reproductive health. Countries in every region have organized sexuality education programs of one type or another. Such programs, if thoughtfully designed and well implemented, can provide young people with a solid foundation of knowledge and skills. This paper summarizes the international experience in carrying out school-based sexuality education programs and the applicability of this experience to Nigeria.

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  • Virtually all comprehensive sexuality education programs promote abstinence from sexual activity as part of the curriculum, and try to teach young people how to resist pressure for unwanted sex. One type of program known as the “abstinence-only-until-marriage” approach teaches young people the social, psychological, and health gains to be realized by abstaining from sexual activity. Such abstinence-only programs do not offer students other strategies, for example, quality information for youth who already are or may become sexually active.

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  • Sexuality education programs are relatively low-cost. A review of YRH programs in African countries found that such programs cost between US$0.30 and US$71 per year per person, with a median cost of about US$9 per person per year (World Bank, 2003). Moreover, recent studies have found that sexuality education programs offer a good return on investment. For example, a study in Honduras found that for each $1.00 invested in sexuality education to prevent HIV infection among youth, the program would generate up to $4.

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