Surfing the web-Sexuality education 2001

Surfing the Web: Sexuality education
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On-line Research:
Healthy Sexuality
Document draft, December 01
By: May Haddad MD.MPH

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This document
This document is still a draft that compiles data in healthy sexuality and that is selected mainly from on-line sources. The
data is compiled under themes that are supportive to researcher’s work in sexuality education and composing relevant
educational materials. The themes are: Definitions, Rationale, Guidelines/ frameworks, Learning modules, Training
manuals, Animator’s workshop design, Making choices: LTA model, Activities, Support learning: approaches, Evaluation,
Frequently asked questions (FAQ), Groups and links.
In addition to on-line research , the researcher reviewed dozens of publications and contacted selected resource centers
(includes Oxfam, Queen Elizabeth’s House, Learning Through Action Center, Crossroads Women’s Center, Marie Stopes
International ) . Additionally, the researcher’s rotation at Oxford provided a chance to draft elements of healthy sexuality
training manual in Arabic, to design and test animators introductory workshop ( introductory workshop, St. Antony’s
college, October, 01, review p.) and to coordinate efforts with Learning Through Action trust in Reading investigating the
mechanisms for adaptating their model in sexuality education (Making Choices) to the Arab world ( review p. 29).
Special thanks for the following people for their advice and support: Anne (Crossroads Women’s Center,London ) , Ms
Annette Cotterril (director, Learning through Action) Dr. Camilia El-Solh (Development consultant, Oxford ), Dr. Eugene
Rogan (director, Middle East center, St. Antony’s College), Dr. Kasturi Sen ( consultant, reseacher) , Dr. Mohga Smith
(Health policy advisor, Oxfam), Ms. Najwa El-Monla ( Marie Stopes International, London) , Peter Cotterril ( Learning
Through Action) and Dr. Thoraya Teramyne ( Fertility and Reproduction Study group, Oxford).
It is to note that in this document the terms healthy sexuality, sexuality education and sexual health and
have been used interchangeably.

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Table of contents
Page
This document 2
Table of Contents 3
A- Rationale 4-6
B- Guidelines/ frameworks 7-15
C- Reference resources 16-21
D- Sexuality education curricula 21-23
E- Sexual health programs 24-26
F- Training manuals 26-27
G- Animator’s workshop design 28
H- Making choices: LTA model 29
I- Compiling activities 30
J- Support learning: approaches 31-33
K- Evaluation 33-41
L- Frequently asked questions 41-42
M- Groups and links 43-46

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A. Rationale
Several on line resources have been screened for the rationale of sexuality education/ sexual health.
Included are UNFPA www.unfpa.org ( review ICPD, ICPD+5 documents) and others.
Sexuality education/sexual health is especially needed to address the increased international concerns
about early childbirth, maternal death, youth vulnerability, unsafe abortions, STD, HIV/AIDS etc. The
following are two selected extracts:
At 1.05 billion, today is the biggest ever generation of young people between 15 and 24.
600,000+ women die annually as a result of childbirth or pregnancy - 99% of them in developing countries.
20 million unsafe abortions occur each year, resulting in thousands of deaths and millions of disabilities.
15 million teens aged 15-19 give birth yearly.
33.4 million people are living with HIV/AIDS - 85% of them in Africa and Asia.
Sexually Transmitted Infections affect 5% of the world's youth population each year.
Source: Planned Parenthood Federation of Canada
Young people represent the largest segment of the population in the world today, with over one billion between the ages of 10
and 19. For too many of the world's young people, sexual ignorance and disempowerment are the norm leading to unacceptable
high rates of unplanned pregnancies and sexually transmitted diseases. The number of couples of reproductive age is increasing
worldwide by 18 million a year, and the HIV/AIDS pandemic continues to grow. This is forcing many cultures to become more
open about sexuality issues and more receptive to sexuality and HIV/AIDS education, which stress safe and responsible sexual
behavior.
Source: SIECUS

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The Canadian guidelines for sexual health education refers to "sexual health" and "healthy sexuality" as
health promotion initiatives designed to support the positive integration of sexuality and the prevention
of sexual problems, at all stages of people's lives . “Sexual health is a major, positive aspect of personal
health. Accordingly, sexual health education should be available as an important component of health
promotion programs and services. The goals of such education are to help people achieve positive
outcomes (e.g. self-esteem, respect for self and others, non-exploitive sexual satisfaction, rewarding
human relationships, the joy of desired parenthood) and to avoid negative outcomes (e.g. unwanted
pregnancy, sexually transmitted disease, sexual coercion, sexual dysfunction)”. ( source : SIECCAN).
The need to introduce sexual health in schools is reviewed in SIECCAN newsletter (the Canadian Journal
of Human Sexuality, 00) The relevant article addresses the following common questions about sexual
health education:
Do we need sexual health education (SHE) Programs in the Schools?
Do Parents and students want SHEP taught in schools?
What values are taught in school-based SHE?
Should SHE teach young people about sexual orientation?
Should SHE teach young people about abstinence?
What types of SHE are the most effective at helping adolescents
protect themselves against unwanted pregnancy and SRD?
Does teaching adolescents about contraceptives lead to earlier or more frequent sexual activity?
What is the impact of making condoms easily available to teenagers?
What should we be telling young people about the effectiveness
of condoms in preventing HIV/AIDS and other STDs?
SIECCAN, Revised March, 01

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Young People's Charter for Good Sex and Relationships Education
In March 2000 a group of young people met at the National Children's Bureau and decided to write their
own Charter for Sex and Relationships Education ( source: sex education forum, UK)

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B. Guidelines/frameworks
Three major references from the US, Canada and the UK provide useful guidelines for programming
sexuality education/sexual health/healthy sexuality:
B-1 Sexuality information and education council of the United States (SIECUS:
www.SIECUS.org provides national guidelines for comprehensive sexuality education:
• goals,
• key concepts and topics,
• life behaviors
• values.
(1) The Goals of Sexuality Education : The primary goal of sexuality education is the promotion of sexual health.
Sexuality education seeks to assist people in understanding a positive view of sexuality, provide them with information
and skills about taking care of their sexual health, and help them acquire skills to make decisions now and in the future.
The Guidelines recognize four primary goals of sexuality education.
Information. To provide accurate information about human sexuality, including: growth and development, human reproduction,
anatomy, physiology, masturbation, family life, pregnancy, childbirth, parenthood, sexual response, sexual orientation, contraception,
abortion, sexual abuse, HIV/AIDS and other sexually transmitted diseases.
Attitudes, Values, and Insights. To provide an opportunity for young people to question, explore, and assess their sexual attitudes in
order to understand their family’s values, develop their own values, increase self-esteem, develop insights concerning relationships with
families and members of both genders, and understand their obligations and responsibilities to their families and others.
Relationships and Interpersonal Skills. To help young people develop interpersonal skills, including communication, decision-
making, assertiveness, and peer refusal skills, as well as the ability to create satisfying relationships. Sexuality education programs should

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prepare students to understand their sexuality effectively and creatively in adult roles. This would include helping people develop the
capacity for caring, supportive, non-coercive, and mutually pleasurable intimate and sexual relationships.
Responsibility. To help young people exercise responsibility regarding sexual relationships, including addressing abstinence, how to
resist pressures to become prematurely involved in sexual intercourse, and encouraging the use of contraception and other sexual heath
measures. Sexuality education should be a central component of programs designed to reduce the prevalence of sexually related medical
problems; these included teenage pregnancies, sexually transmitted diseases including HIV infection, and sexual abuse
(2) Key Concepts and Topics : The Guidelines recognize six key concepts that represent the most general
knowledge about human sexuality and family living. The key concepts encompass the components of the broad
definition of sexuality. Each key concept has specific topic areas.
Key Concept 1: Human Development. Human development is characterized by the interrelationship between physical, emotional,
social, and intellectual growth. Topics in Human Development : Reproductive Anatomy and Physiology ,Reproduction , Puberty, Body
Image , Sexual Identity and Orientation
Key Concept 2: Relationships. Relationships play a central role throughout our lives. Topics in Relationships Families, Friendship ,
Love , Dating , Marriage and Lifetime Commitments , Raising Children
Key Concept 3: Personal Skills. Healthy sexuality requires the development and use of specific person and interpersonal skills. Topics
in Personal Skills, Values , Decision-making , Communication ,Assertiveness , Negotiation ,Looking for Help
Key Concept 4: Sexual Behavior. Sexuality is central to being human and individual express their sexuality in a variety of ways.
Topics in Sexual Behavior Sexuality Throughout Life , Masturbation, Shared Sexual Behavior , Abstinence , Human Sexual Response
,Fantasy , Sexual Dysfunction
Key Concept 5: Sexual Health. The promotion of sexual health requires specific information and attitudes to avoid unwanted
consequences of sexual behaviors. Topics in Sexual Health Contraception , Abortion ,Sexually Transmitted Diseases, including HIV
Infection , Sexual Abuse Reproductive Health
Key Concept 6: Society and Culture. Social and cultural environments shape the way individuals learn about and express their
sexuality. Topics in Society and Culture Sexuality and Society , Gender Roles, Sexuality and the Law , Sexuality and Religion , Diversity
, Sexuality and the Arts , Sexuality and the Media.

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(3) Life Behaviors: Several life behaviors, or those desired actions that represent outcomes of instruction were
generated for each key concept. The behaviors reflect actions of students either following instruction or during
adulthood. These life behaviors represent the desired outcomes of a sexuality education program. A sexually
healthy adult will:
Human Development: Appreciate his or her own body , Seek further information about reproduction as needed , Affirm that human
development includes sexual development that may or may not include reproduction or genital sexual experience, Interact with both
genders in respectful and appropriate ways, Affirm his or her own sexual orientation and respect the sexual orientation of others.
Relationships: View family as a valuable source of support., Express love and intimacy in appropriate ways, Develop and maintain
meaningful relationships, Avoid exploitative or manipulative relationships, Make informed choices about family options and relationships,
Exhibit skills that enhance personal relationships., Understand how cultural heritage affects ideas about family, interpersonal relationships,
and ethics.
Personal Skills: Identify and live according to his or her values, Take responsibility for his or her own behavior, Practice effective
decision-making, Communicate effectively with family, peers, and partners.
Sexual Behavior: Enjoy and express his or her sexuality throughout life, Express his or her sexuality in ways that are congruent with his
or her values, Enjoy sexual feelings without necessarily acting on them., Discriminate between life-enhancing sexual behaviors and those
that are harmful to self and/or others, Express his or her sexuality while respecting the rights of others , Seek new information to enhance
his or her sexuality, Engage in sexual relationships that are consensual, non-exploitative, honest, pleasurable, and protected against
disease and unintended pregnancy.
Sexual Health: Use contraception effectively to avoid unintended pregnancy, Prevent sexual abuse, Act consistent with his or her own
values in dealing with an unintended pregnancy, Seek early prenatal care., Avoid contracting or transmitting an STD, including HIV,
Practice health-promoting behaviors, such as regular check-ups, breast and testicular self-exam, and early identification of potential
problems.
Society and Culture: Demonstrate respect for people with different sexual values, Exercise democratic responsibility to influence
legislation dealing with sexual issues. Assess the impact of family, cultural, religious, media, and societal messages on his or her thoughts,

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feelings, values, and behaviors related to sexuality. Promote the rights of all people to accurate sexuality information. Avoid behaviors
that exhibit prejudice and bigotry. Reject stereotypes about the sexuality of diverse populations. Educate others about sexuality.
(4) Values Inherent in the Guidelines : The Guidelines were developed to be consistent with values that reflect the
beliefs of most communities in a pluralistic society. Each community will need to review these values to be sure that the
program is consistent with community norms and diversity. Values inherent in the Guidelines include:
• Sexuality is a natural and healthy part of living.
• All persons are sexual.
• Sexuality includes physical, ethical, social, spiritual, psychological, and emotional dimensions.
• Every person has dignity and self worth.
• Young people should view themselves as unique and worthwhile individuals within the context of their cultural heritage.
• Individuals express their sexuality in varied ways.
• Parents should be the primary sexuality educators of their children.
• Families provide children's first education about sexuality.
• Families share their values about sexuality with their children.
• In a pluralistic society, people should respect and accept the diversity of values and beliefs about sexuality that exist in a
community.
• Sexual relationships should never be coercive or exploitative.
• All children should be loved and cared for.
• All sexual decisions have effects or consequences.
• All persons have the right and the obligation to make responsible sexual choices.
• Individuals, families, and society benefit when children are able to discuss sexuality with their parents and/or other
trusted adults.
• Young people develop their values about sexuality as part of becoming adults.
• Young people explore their sexuality as a natural process of achieving sexual maturity.
• Premature involvement in sexual behaviors poses risks.
• Abstaining from sexual intercourse is the most effective method of preventing pregnancy and STDs/HIV.
• Young people who are involved in sexual relationships need access to information about health care services.

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B-2 Health Canada ( www.hc-sc.gc.ca/main/cdc/web/publicat ) provides guidelines for sexual health
education including:
• framework for sexual health education,
• principles of sexual health education,
• and components of sexual health education.
(1) Framework for sexual health education:
the following philosophical themes are explored in the framework presented by Health Canada:
• Effective sexual health education emphasizes the self-worth and dignity of the individual.
• Effective sexual health education instills sensitivity to and awareness of the impact of one's own behaviour on others,
stressing that sexual health is an interactive process that requires respect for the self and for others.
• Effective sexual health education integrates the positive, life-enhancing and rewarding aspects of human sexuality as it
pursues the equally important goal of reducing or preventing sexual problems.
• Effective sexual health education encompasses a life span approach, providing information, motivational support and
skill-building opportunities that are relevant to people at different ages and stages in their lives.
• Effective sexual health education is structured so that attitudinal and behavioural changes arise out of informed
individual choice and are not imposed by an external authority.
• In terms of access and content, effective sexual health education does not discriminate against race, gender, sexual
orientation, religion, ethno-cultural background, or disability.
• In addition, effective sexual health education provides, within the domain of its subject matter, accurate information that
counters misunderstanding and reduces discrimination based upon race, gender, sexual orientation, religion, ethno-
cultural background or disability.
• Effective sexual health education encourages critical thinking about gender-role stereotyping and about the implications
of gender-role expectations for both sexes. This principle recognizes the importance of gender-related issues in society,
the increasing variety of choices available to individuals, and the need for better understanding and communication to
facilitate positive social changes in this sphere.
• Effective sexual health education recognizes and responds to the specific sexual health education needs of particular
groups, such as senior adults, people who are physically or developmentally disabled, children and adults who have
experienced sexual abuse, isolated populations, Aboriginal peoples, immigrants, gay and lesbian youth, and street youth.
• Effective sexual health education enhances sexual health within the context of an individual's values, moral beliefs,
religious or ethno-cultural background, sexual orientation or other such characteristics

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(2) Principles of sexual health education
Principle 1: Access to sexual health education for all
Effective sexual health education accommodates diverse needs for information, support and skill development and
ensures availability of services, and a supportive learning environment.
Principle 2: Comprehensiveness of sexual health education: integration, coordination and breadth
A comprehensive approach to effective sexual health education emphasizes the shared responsibility of parents, peers,
places of worship, schools, health care systems, governments, the media, and a variety of other such institutions and
agencies.
Principle 3: Effectiveness and sensitivity of educational approaches and methods
Effective sexual health education enhances the knowledge, personal insight, motivation, and skills needed to sustain
sexual health. It requires sensitivity to the needs and circumstances of different groups and to the diverse issues that
may face individual members of these groups.
Principle 4: Training and administrative support
Effective sexual health education encourages institutional and administrative commitment to both the formal training of
those working in professional settings and to the development of educational opportunities for parents, group leaders and
others who provide sexual health education in informal ways.
Principle 5: Program planning, evaluation, updating and social development
Effective sexual health education programs require careful planning, realistic evaluation, and regular updating.

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(3) Components of Sexual Health Education

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C- Sex Education Forum ( UK) provides policy reviews and a framework for sex and relationships
education and others ( www.ncb.org.uk)
The forum believes that sex and relationships education should:
Be an integral part of the lifelong learning process,
beginning in early childhood and continuing into adult life,
Be an entitlement for all children , young people and adults,
and should meet the needs of boys as well as girls,
those who are heterosexual , those who are lesbian, gay or bisexual,
those with physical, learning or emotional difficulties,
and those with a religious or faith tradition,
Encourage personal and social development fostering self-esteem,
self-awareness,a sense of moral responsibility, and the confidence
and ability to resist abuse and unwanted sexual experiences.

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C-Reference resources
Most of the sites visited during the research included reference resources. Here is an example from the
Kinsey Institute:
Aging and Midlife
• AARP/Modern Maturity Sexuality Survey
• National Institute on Aging: Sex in Later Life
• North American Menopause Society
College Resources
• KISISS. Q & A site about sexuality for Indiana University students.
• Go Ask Alice. Columbia University's question and answer site on sexuality and other issues.
• Indiana University Health Center: Health Topics. Brochures on sexuality, contraception, and sexually transmitted infections.
Gender
• Gender and Sexuality: A section of The English Server. It includes texts which address gender studies and queer studies, with a particular
focus upon discussions of sex, gender, sexual identity and sexuality in cultural practices.
• GENDYS Network. A network for all who have encountered gender identity problems personally, transsexuals, transgendered people and
gender dysphoric people of either sex, and for those who provide care, both professional and lay.
• SocioSite: Women's issues & Men's issues
• Victorian Gender and Sexuality Historical perspectives on gender.
• Women- and Gender-Related E-mail Lists/Electronic Forums.
General Sexuality
• Society for Human Sexuality

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Intersex
• Intersex Society of North America. Advocacy organization.
Medicine
• HealthWeb. Presents evaluated, annotated links to reliable, non-commercial, health-related Internet resources organized by subject.
Includes materials from government agencies, professional associations, universities.
• Healthfinder. A U.S. government consumer health and human services information gateway Web site.
• National Library of Medicine. Includes Medline, the US medical library.
• Health On the Net (HON) Foundation
• National Library of Medicine's Medline Plus- Consumer health information
Reproduction
• AVSC International Home Page
• Global Reproductive Health Forum. Sponsored by the Harvard School of Public Health, with subsections on abortion, contraception,
gender, HIV/AIDS, population and family planning, and STDs; a useful tool for accessing journals, articles, and bibliographies.
• Office of Population Research, Princeton University, list of links for contraception/reproduction.
• American Society for Reproductive Medicine
• Atlanta Reproductive Health Centre: Infertility, IVF, Endometriosis Homepage
Sex Education
• Kaiser Family Foundation
• SIECUS: Sexuality Information and Education Council of the U.S.
Video and Print Resources
• Glendon Association, a non-profit organization with a mission to support psychologists in alleviating clients' personal and family problems.
It rents and sells videos on couple relations/sexuality.
• Sinclair Intimacy Institute Professional Library, sells videos developed for clinical or classroom use by human sexuality professionals (as
well as self-help videos).

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Sex Therapy
• Kinsey Institute- Sexual Health Clinic Sex counseling sponsored by the Kinsey Institute.
• American Association of Sex Educators, Counselors, and Therapists. Gives certification requirements. Lists therapists in person's
geographic area certified by AASECT.
• American Assoication for Marriage and Family Therapy(AAMFT)
• American Board of Sexology. Lists sexologists certified by ABS by geographical area.
• British Association for Sexual and Relationship Therapy. Includes information about the journal, sexual and marital therapy, the annual
bulletin, conferences, information sheets, and lists of therapists.
• Online Sexual Addiction Homepage. Support and resources for people who compulsively use the internet for sexual purposes.
• Sexual Health Network Panel of therapists answer questions on sexuality.
Sexual Abuse and Assault
• Association for the Treatment of Sexual Abusers(ATSA)
• National Center for Victims of Crime
• Sexual Assault InformationPage
Sexual Health
• Sexual Medicine: Research Links
• Sexual Health Links
• Medscape Resource Center - Women's Sexual Health
• Go Ask Alice! Home Page
• Welcome to Good Vibrations
• The Sexual Health InfoCenter
• Welcome To The Safer Sex Page!
• CBSHealthWatch- Sexual Health
• SexQuest: Web Index for Sexual Health (SexQuest WISH List)
• It's Your (Sex) Life
• Female Sexual Dyfunction Alert

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Men's Health
• Erectile Dysfunction - Doctor's Guide to the Internet
• Impotence
Women's Health
• JAMA Women's Health Contraception Information Center - Best of the Net
• Women's Health: Hormone Replacement Therapy
• National Women's Health Information Center
• The Hormone Foundation
• National Women's Health Resource Center
• Female Genital Diseases and Pregnancy Complications (Non MeSH)
• Jacobs Institute of Women's Health
• Museum of Menstruation
Sexual Orientation
• Bisexual Resource List
• Queer Resources Directory
• Sexual Orientation: Science, Education, and Policy (U. of California-Davis)
• Open Directory - Science: Social Sciences: Lesbian, Gay, and Bisexual Studies
• Caveat Alert for Youth Studies Soliciting Homo-Info
• OutProud, The National Coalition for Gay, Lesbian, Bisexual & Transgender Youth.
• Indiana University GLBT Resources
• Deaf Queer Resource Center
• Answers to Your Questions About Sexual Orientation and Homosexuality
Sexuality and Disabilities
• National Information Center for Children and Youth with Disabilities. Has information related to sexuality education and other sexual
health issues for youth up to age 22.
• Sexual Health and Fertility after Brain and Spinal Cord Impairment Created by a group of nurses and physicians in Vancouver, BC,
Canada.

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• Sexual Health Network- Sexuality and Disability or Illness Sex Information Education Help Therapy , developed by Mitch Tepper, MPH,
Yale U. School of Medicine, to provide sexuality information and support for persons with disability, particularly spinal cord injury, or
illness.
STDs and HIV/AIDS Information
• American Social Health Organization: Facts and answers about STDs. Information on all STDs.
• Links to National, Regional, and International HIV/AIDS Resources on The World Wide Web
• HIV | InSite | Links
• HIV | InSite | AIDS Basics
• AIDS Resource Pathfinder
• CDC National Prevention Information Network : A service of the National Center for HIV, STD, and TB Prevention.
• JAMA(Journal of the American Medical Association)- HIV Site
• Rural Center for AIDS/STD Prevention Home Page
• Safer Sex
• Kaiser Family Foundation: HIV/AIDS
• Sexual Health InfoCenter: STDs File
Transgender
• TransFamily Of Cleveland - Main Page
• Transsexual Women's Resources Main Page
• Sex Reassignment Surgery
• The Renaissance Transgender Assoc., Inc.
• Gender Identity Center
• The International Journal of Transgenderism
• Organizations, Lists, and Links
• Transgender Forum's Resource Guide
Youth and Parent Resources
• The Alan Guttmacher Institute
• Teen Health Web Site

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• Resource Center for Adolescent Pregnancy Prevention (ReCAPP)
• SEX,ETC. -- A Website by Teens for Teens
• KFF: Reproductive Health and Children
• Parents, Families and Friends of Lesbians and Gays(PFLAG)
• Talking With Kids About Tough Issues
• Teenwire
• [Parent's Area Questions] When is it too late to start talking to your child about sexuality?
D- Sexuality education curricula
Several sites have been visited for curricula . As an example , SIECUS has an extensive list of curricula.
Its’ web-site displays over 35 different curricula. Included are Education Training Research
(www.etr.org), Girls Incorporated Resource Center (www.girlsinc.org), Advocates for youth
(www.advocatesforyouth.org), Plain Talk (www.speakeasy.org) etc.
Examples of SEXUALITY EDUCATION CURRICULA and that has been published since 1997
Choosing Health--High School: Sexuality & Relationships Betty M. Hubbard, Ed.D. This Choosing Health skills-based program consists of eight curricula for
high school students. Each stresses communication, decision-making, assertiveness, stress management, and goal setting. This component on "Sexuality and
Relationships" is designed to give students information about anatomy and physiology as well as about the psychological and social aspects of sexuality. Topics
include establishing and maintaining healthy relationships and making responsible decisions as well as information on sexual orientation, pregnancy, and birth.
Additional program materials are available. 1997, Choosing Health—High School; Teacher/Student Resource books $27 each; ETR Associates, P.O. Box 1830,
Santa Cruz, CA 95061-1830; Phone: 800/321-4407 and 800/435-8433; Web site: www.etr.org
Filling the Gaps: Hard-to-Teach Topics in Sexuality Education Sexuality Information and Education Council of the United States (SIECUS) This teacher's
manual covers eight topics—abstinence; condom use; diversity; pregnancy options; safer sex; sexual behavior; sexual identity and orientation; and sexuality and
society—that are often missing or need strengthening in many sexuality education programs. It provides background for teachers, rationale for teaching each
topic, teaching activities, and resources. It is designed to supplement an existing curriculum. 1998; $19.95; SIECUS, 130 West 42nd
Street, Suite 350, New York,
NY 10036-7802; Phone: 212/819-9770; Fax: 212/819-9776.
Growing Together, Second Edition: A Sexuality Education Program for Girls Ages 9-11 and Their Parents Girls Incorporated This is a component of

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Girls Incorporated’s Preventing Adolescent Pregnancy program. It is a series of five workshops designed to help parents and their daughters learn new information
and develop the skills they need to talk about sexuality issues. It addresses puberty; adolescent sexual development; and values and expectations for teen sexual
behavior. A Spanish version is also available. 1998; available to affiliated organizations and to licensees, non-member organizations should call for more
information; Girls Incorporated National Resource Center, 441 West Michigan Street, Indianapolis, IN 46202-3287; Phone: 317/634-7546; Fax: 317/634-3024;
Web site: www.girlsinc.org
It Takes Two: Pregnancy Prevention Classroom/Group Program Young Women’s Resource Center This curriculum encourages youth to accept the shared
responsibility of pregnancy prevention by explaining the consequences of premature and unprotected sexual activity, urging responsible decisions about sexual
intercourse, and encouraging healthy, respectful, and safe male/female relationships. It consists of 36 lessons targeted at young people in grades seven through
12. Worth the Wait is a new abstinence-only-until marriage version of this program. Be sure to ask for the original It Takes Two.1997; call for information;
Legacy Resource Group, P.O. Box 700, Carlisle, IA 50047-0700; Phone: 515/989-3360; Fax: 515/989-3391.
PLAIN TALK Training Package Dominic Cappello This four-part series utilizes innovative approaches to assist parents in developing communication skills to talk
openly and honestly to their children about sexuality issues. It focuses on character education and helps parents talk nonjudgmentally with their children about
assuming adult responsibility. Topics include: "Setting Personal Boundaries," "TV and Sex," "Decision-Making," and "Healthy Neighborhoods." This package also
includes "Plain Talk about Community Organizing," "Plain Talk Promo Kit," "Plain Talk Trainer’s Guide," and a "Patty Plain Talk Video." 1997; $159; Plain Talk,
Neighborhood House, 10041 6th
Avenue, S.W., Seattle, WA 98146; Phone: 206/767-9244; Fax: 206/767-7671; Web site: www.speakeasy.org/plaintalk
Taking Care of Business, Second Edition Girls Incorporated A component of Girls Incorporated's Preventing Adolescent Pregnancy program, this curriculum
for girls 15 to 18 years old consists of 44 lessons. It focuses primarily on the motivation and skills needed to avoid early pregnancy. Sessions include: "Gender-
Role Stereotyping," "Examining the Risks," "Skills for Avoiding Unreasonable Risks—Being Assertive," "Making Abstinence An Option," "Decreasing Pregnancy
Risk," "Resisting Sexual Pressure," "Avoiding the Risk of HIV/AIDS," "Sexual Responsibility—Communicating with Young Men," and "Get a Life for Yourself Before
You Make Another Life." 1998; available to affiliated organizations and to licensees; non-member organizations should call for more information; Girls
Incorporated National Resource Center, 441 West Michigan Street, Indianapolis, IN 46202-3287; Phone: 317/634-7546; Fax: 317/634-3024; Web site:
www.girlsinc.org
Choosing Health--High School: Abstinence Jeanie M. White, Ed.M., And Nancy Abbey This Choosing Health skills-based program consists of eight curricula
for high schools. Each stresses communication, decision-making, assertiveness, stress management, and goal setting. This component on "Abstinence"
encourages sexual abstinence as a positive choice and emphasizes that it eliminates the risk of unwanted pregnancies and STDs. Additional program materials are
available. 1997, Choosing Health--High School; Teacher/Student Resource books $27 each; ETR Associates, P.O. Box 1830, Santa Cruz, CA 95061-1830; Phone:
800/321-4407; Fax: 800/435-8433; Web site: www.etr.org
Removing the Risk: Abstinence for High School Students Richard P. Barth, Ph.D., M.S.W. and Nancy Abbey This curriculum is written by the authors of the
widely used curriculum, Reducing the Risk. This current version draws on its predecessor’s abstinence messages but does not include reproductive health and
safer sex information. Designed for eighth- and ninth- grade students, it consists of 10 lessons. Educators can feel confident in knowing that the skills-based
lessons are derived from the positively evaluated Reducing the Risk. This curriculum is intended as part of a more comprehensive program. A student workbook is

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available. 1997; $35; ETR Associates; P.O. Box 1830, Santa Cruz, CA 95061-1830; Phone: 800/321-4407; Fax: 800/435-8433; Web site: www.etr.org
Will Power/Won’t Power, Second Edition: A Sexuality Education Program for Girls Ages 12-14 Girls Incorporated This is a component of Girls
Incorporated’s Preventing Adolescent Pregnancy programs. It consists of 45 lessons and five supplemental lessons on sexual development and seven
supplemental lessons on contraception. They are designed to help girls learn how to say no to intercourse by recognizing, exploring, and practicing attitudes and
skills to deal with health and sexuality issues. Topics include reproductive health and sexuality, assertiveness, identifying and resisting sexual pressures, values,
abstinence, and STD prevention. 1998; available to affiliated organizations and to licensees, non-member organizations should call for more information; Girls
Incorporated National Resource Center, 441 West Michigan Street, Indianapolis, IN 46202-3287; Phone: 317/634-7546; Fax: 317/634-3024; Web site:
www.girlsinc.org
Becoming A Responsible Teen (BART): An HIV Risk-Reduction Intervention for Adolescents Janet S. St. Lawerence, Ph.D. Initially pilot tested among
African-American adolescents, this curriculum consists of eight skills-based lessons targeted to students in grades nine through 12. Topics include: condom use,
refusal skills, and partner negotiation. The U.S. Centers for Disease Control and Prevention’s (CDC) Division of Adolescent and School Health identifies this
curriculum as one that has shown credible evidence of effectiveness. 1997; $49.95; ETR Associates; P.O. Box 1830, Santa Cruz, CA 95061-1830; Phone: 800/321-
4407; Fax: 800/435-8433; Web site: www.etr.org
.Choosing Health--High School: STD & HIV Betty M. Hubbard, Ed.D. This Choosing Health skills-based program consists of eight curricula for high school
students. Each stresses communication, decision-making, assertiveness, stress management, and goal setting. This "STD & HIV" component is designed to give
students the communication, decision-making , and assertiveness refusal skills to protect themselves. A unit on condom use is also included. Additional program
materials are available.
1997, Choosing Health--High School; Teacher/Student Resource books $27 each; ETR Associates, P.O. Box 1830, Santa Cruz, CA 95061-1830; Phone: 800/321-
4407; Fax: 800/435-8433; Web site: www.etr.org
Community Action Kit Sexuality Information and Education Council of the United States (SIECUS) This newly updated kit is designed to help advocates of
comprehensive sexuality education in communities across the nation. It includes strategies for organizing support; information for handouts; overheads or posters;
reviews of fear-based, abstinence-only curricula; and related information.1997; $19.95; SIECUS, 130 West 42nd
Street, Suite 350, New York, NY 10036-7802;
Phone: 212/819-9770; Fax: 212/819-9776.
E- Sexual Health Programs

24
Several sites were vsited. SIECUS is one example that reviews effective sexual health programs
addressed to youth. The following are selected programs from SIECUS website:
CDC Programs That Work. The Centers for Disease Control and Prevention developed the Research to Classroom project to help
educators identify curricula that show credible evidence of effectiveness. The following five programs have been rigorously evaluated and
designated as Programs That Work: Be Proud! Be Responsible!; Strategies To Empower Youth To Reduce Their Risk for AIDS. This
program is intended for Inner-city African-American, Hispanic, and white youth, aged 13 to 18 years. Get Real About AIDS. This program
is intended for high school students in grades 9 to 12. Reducing the Risk: Building Skills to Prevent Pregnancy, STDs, and HIV. This
curriculum has been successfully implemented in both middle and high schools. Becoming A Responsible Teen. This program is intended
for African-American adolescents, ages 14 to 18, and other youth in high risk situations. Focus on Kids: HIV Awareness. This program is
intended for African-American youth ages 9 to 15 years and other youth, especially those living in urban, low-income areas.
The Program Archive on Sexuality, Health and Adolescence (PASHA). This program is a project of Sociometrics Corporation.
PASHA is a collection of teen pregnancy and STD/HIV/AIDS prevention programs that have been evaluated and shown to be effective at
delaying the onset of sexual intercourse and increasing the use of condoms and contraception.
Human Sexuality -Values & Choices: A Values-Based Curriculum for 7th and 8th Grades. This program was developed by the
Search Institute to reduce teenage pregnancy by promoting seven core values that support sexual abstinence and healthy social
relationships: equality, self control, promise keeping, responsibility, respect, honesty, and social justice. The 15 student lessons include
role plays, group discussions, and behavior skills exercises. The program also contains three lessons for parents or adults. This program is
suitable for schools and other community organizations that provide education or services to this age group.
Project TAKING CHARGE. This program was developed by the American Association of Family and Consumer Sciences for junior high
school home economics classes. The program is based on the premise that vocational planning can give teens alternatives to early sexual
involvement and parenthood. It integrates family life education, decision making, and goal setting with vocational exploration. Project
TAKING CHARGE promotes abstinence as the correct choice for adolescents and does not include material on contraception. The
curriculum includes 27 class lessons and three parent-youth sessions in which adults are encouraged to communicate their own sexual
values and assist teens in defining occupational goals. This program is suitable for use in schools or community-based organizations.
Reducing the Risk. This program was developed for use in high school sexuality education classes. It aims to reduce the frequency of
unprotected sexual intercourse through delaying or reducing the frequency of intercourse and increasing contraceptive and STD-
protection awareness. The curriculum is intended as one component of a comprehensive program and aims to change student norms
about unprotected sexual activity and perceptions of peer sexual activity, as well as to strengthen parent-child communication about

25
sexuality. The 16 lessons use role plays, skill-building activities, quizzes, and homework. This program is suitable for schools or
community-based organizations.
Reproductive Health Counseling for Young Men. This one-hour, single-session program was developed for use with boys between
15 and 18 years of age in a clinic setting. The program promotes abstinence and contraception. Program materials include a video that
addresses reproductive anatomy, fertility, testicular self-examination, STDs, communication skills, and health services. It is followed by a
half-hour private consultation with a health care practitioner. This program is suitable for use in hospital- or community-based clinics.
School/Community Program for Sexual Risk Reduction among Teens. This program is a community-wide public outreach
campaign that aims to engage the entire community in preventing pregnancy among unmarried adolescents. Public schools, universities,
church groups, and civic organizations are targeted as sites for training and workshops on anatomy, sexual development, sexual
awareness, values clarification, and communication skills. Abstinence is promoted as the preferred sexual health decision. Contraceptive
information is provided, however, for teens who choose to become sexually active. The program is suitable for any community in
collaboration with a variety of organizations, including schools.
School-Linked Reproductive Health Services (The Self Center). This program was developed as a partnership between junior and
senior high schools and a neighborhood clinic. This program combines education, counseling, and reproductive services. School-based
components include presentations on decision making, values clarification, and reproductive health as well as informal discussion groups
consisting of students and staff. Individual counseling sessions are available when needed. This program can be implemented either by
school-clinic or community-clinic partnerships.
Tailoring Family Planning Services to The Special Needs of Adolescents: New Adolescent Approach Protocols. This program
was developed for teens under 18 years of age in a clinic setting. The program provides family planning services in a manner that will
increase teens’ sense of comfort and self-confidence while reducing fears that may discourage contraceptive use. It is based on the
premise that offering teens information, social support, and counseling in addition to health and medical services can increase
contraceptive use. The intervention includes one-on-one education. This program is suitable for use in community-, hospital- or school-
based family planning clinics.
Teen Talk. This program was developed as a collaborative effort between schools and community-health centers to provide information
about contraception and sexuality to teens 13 to 19 years of age. The program includes two lectures on reproduction, contraception
methods, and contraceptive effectiveness. Teens then participate in four small group discussions on contraception, the risks and
consequences of teenage pregnancy, and skills that reinforce the decision to remain abstinent. The sessions include games, role plays,
and short videos. This program is suitable for use in community-based organizations, schools and school districts, or as a collaboration
between community-based organizations and schools.

26
A Health Care Program for First-Time Adolescent Mothers and Their Infants: This program was developed for low-income,
unmarried teens in a clinic setting. It aims to help first-time mothers prevent repeat pregnancies, return to school, improve immunization
rates for their infants, and reduce their use of hospital emergency room services for routine infant care. The program combines well-baby
visits with family planning discussions and instruction in parenting skills. This program is suitable for use in hospital or community clinics
provided that comprehensive medical and counseling services are available.
Queens Hospital Center’s Teenage Program: This clinic-based program was developed for pregnant teens. The program begins
during pregnancy and provides these teens with a team of practitioners including an obstetrician-gynecologist, a pediatrician, a social
worker, and a health educator. The program also has a physician/practitioner who is “on call’ 24 hours a day. Reproductive health and
family life education classes are offered to the adolescent, her partner, and her family. This program is suitable for use in hospital- or
community-based clinics, provided that comprehensive medical and counseling services are available.
F-Training Manuals
Several training manuals have been studied . The following are samples of selected training manuals.
F-1 EveryBody ( published by Redefining Actions and Decisions RAD Educational Programs):
http://www.preventaids.net RAD Educational Programs provide an interactive educatonal
approach to the promotion of healthly human development based on direct communication with
youths and adults. RAD develops specialized materials, and provides program implementation and
technical support services. RAD's Web site is dedicated to their curiculum, Everybody: Preventing
HIV and other Sexually Transmitted Diseases Among Young Teens. This curriculum is a structured
prevention model intended for local adaptation. It focuses on promoting healthy behaviors through
risk elimination (abstinence) and risk reduction The training manual has 24 sequential student-
centered activities, uo-to-date information. The design of the activities is as follows: guiding
questions, class discussion, lesson extension and assessment etc. For further information review
www.preventaids.net

27
F-2 Rethinking Differences and Rights in Sexual and Reproductive Health: a training manual
for health care providers. The manual is produced by Family Health International (1998) and includes 4
modules: gender and sexual and reproductive health, sexual and reproductive rights, quality in human
relations and technical quality, and quality in administration and management. The manual has been
tested in La Paz and Santa Cruz. Each topic is presented as follows: objectives, procedure, time,
materials. www.fhi.org/en/fp/
F-3 Sharing Tactics for fighting HIV/AIDS: This peer educators guide comes from South Africa
(1999). It includes lessons plans in: understanding sexuality and life skills, attitudes, values,
HIV/AIDS/STDs, understanding yourself, assertiveness, communicating effectively, decision making,
problem solving, learning to relate to others, learning to love safely, options in case of unexpected
pregnancy, alcohol abuse, rape, support the affected and infected etc. Topics are presented using the
following design: overview, purpose, materials required, worksheets.
F-4 Women’s Health Exchange: A special issue of this newsletter that is published by the Hesperian
Foundation is on improving women’s sexual lives. The issue includes training guide, creative education
and reflection and sharing activity. www.hesperian.org
F-5 Workshops : several designs in informal and formal education set-ups are reviewed included is
Karen Williams :Let’s Laugh About Sex etc.
G-Animator’s workshop design
May Haddad developed a design of an introductory workshop addressed to animators /educators
/teachers . The design was tested with a group of 12 animators /educators who were visiting Learning

28
Through Action centre in Reading1
(the animators /educators work in England, Lebanon, Palestine and
Syria). The interactive workshop was organized in St. Antony’s college on October 10, 01 and lasted for
two hours.
Animators introductory workshop:
St. Antony’s College, October 10, 01
Welcome and introduction
Briefing on our experiences in sexual health education (dialogue)
Concepts in sexual health (agree-disagree game, review of briefing from ICPD)
Activities in:
(1) relations between girls and boys (sculpture and discussion),
(2) case studies ( role play, hot-seating and discussions),
(3) the story of Leila and Qays ( story, mime acting, discussion).
Comments on LTA model: Making Choices /applications in the Arab world (dialogue)
Our Concerns and Challenges (cards and presentation)
Wrap up and thanks.
H- Making Choices: a model from Learning Through Action
A Learning through action model in sexual health has been developed by Learning Through Action over
two years ago. The model has been used successfully in dozens of schools in England. The model aims
1
For more information on Learning Through Action, review p. 29

29
at promoting safe sex, encouraging informed decision making, considering choices in relations to sexual
behaviour and creating a forum for individual thinking and interactive discussion.
The model uses several techniques included are role-playing, discussions, talk show, quizzes etc. The
applicability of the model to Arab countries is being considered.
LEARNING THROUGH ACTION CENTER
FAIR CROSS
STRATFIELD SAYE
READING
RG7 2BT
UK
Phone: 01256 883500
Fax: 01256 883700
Email: Cotterill@learning-through-action.org.uk
www.learning-through-action.org.uk

30
I. Compiling dozens of activities
The following are selected themes under which dozens of identified activities during this research in
sexuality education can be grouped:
• anatomy and physiology,
• body image,
• communication,
• condoms,
• contraception,
• decision making,
• environment and population,
• family relationships,
• gender roles and stereotypes,
• getting acquainted,
• HIV/AIDS,
• Love,
• Relations,
• Sexuality,
• Values,
• Unexpected pregnancy,
• other themes.

31
J. Support learning: approaches
The following are selected approaches in sexuality education that have been surfed on the Web. It is to
note that this list is not exclusive of all approaches. Included are:
J-1 Using participatory methods: As an example , the Institute of Development Studies stresses
the value of Participation. A home page is designed for participation www.ids.ac.uk/ids/partcip
Additionally, the Institute of Development Studies has developed the SHIP ( a sexual health
information pack). The SHIP is a set of articles that are divided under four headings:
• Sexual health (focus is on AIDS) as a development issue
• Using participatory approaches in needs assessment
• Using participatory learning approaches to enable communities to explore the issues and mobilize for change
• Using Participatory approaches for evaluation.
J-2 Applying non-formal education principles: Several web-sites have been visited included are
learning channel.organization www.learningchannel.org ( a database that contains tens of thousand
sof documents on non-formal education from partners websites), reflect ( action aid), the encyclopedia
of informal education www.infed.org etc.
Andragogy: a philosophy of adult learning is introduced in
http://library.med.nyu.edu/MLA98/Adult/andragogy.html
Extract from the article is reviewed in the next page:

32
Andragogy: A Philosophy of Adult Learning Processes
by Malcolm Knowles
What motivates adults to learn?
How can support the adult learner?
Is the process of learning the same for all adults?
Ways in Which Learners Differ
• Life expectations
• Early Schooling Experiences
• Family & Relationship Issues
• Sucesses & Failures
• Gender
• Culture
• Age
Five Key Assumptions of Andragogy
• Adults want control and responsibility for their learning.
• Adults bring a variety of experiences to their learning.
• Adult learning efforts are problem centered.
• Factors motivating adults to learn come from "within"
Major Implications
Instruction is centered around the needs of the learner . "Teachers" become facilitators.

33
J-2 Exploring creative approaches:included are the role of entertainment education, drama, role-
play etc. Forum theatre (and street theatre) has addressed the issue of sexuality and sexual health in
their work. Forum theatre has been introduced by Augusto Boal www.infed.org/thinkers/et-boal.htm
Augusto Boal writes of theatre as the art of looking at ourselves: “The Theatre of the Oppressed is theatre
in this most archaic application of the word. In this usage, all human beings are Actors (they act!) and
Spectators (they observe!). They are Spect-Actors.... Everything that actors do, we do throughout our lives,
always and everywhere. Actors talk, move, dress to suit the setting, express ideas, reveal passions - just as
we do in our everyday lives. The only difference is that actors are conscious that they are using the
language of theatre, and are thus better able to turn it to their advantage, whereas the woman and man in
the street do not know that they are speaking theatre.
K- Evaluation
K-1 SIECCAN developed a checklist for using the guidelines for sexual health education. The checklist is
presented in this section as a potential model in setting other appropriate checklists. The site is
www.hc-sc.gc.ca/main/lcdc/web/publicat/sheguide/appl_e.html :
Philosophy
Does the sexual health education activity, program or policy integrate the philosophy of sexual health education presented in the guidelines?
Expected characteristic Situation at present Recommendations
good/fair/poor for future changes
______________________________________________________________________________________
Emphasizes the self-worth and
dignity of the individual

34
______________________________________________________________________________________
Instills awareness of the impact
one's behaviour can have on others
______________________________________________________________________________________
Reflects a balanced approach to
sexual health enhancement and
problem prevention
______________________________________________________________________________________
Sexual health dealt with as a
lifelong issue requiring
consideration at all ages and
stages of life
______________________________________________________________________________________
Assists behavioural change through
informed individual choice
______________________________________________________________________________________
Access and content do not discriminate
against individuals on the basis of
race, ethno-cultural background,
gender, sexual orientation,
disability or other such factors
______________________________________________________________________________________
Counters misunderstanding and reduces
discrimination based on the above factors
______________________________________________________________________________________
Notes:
Principle 1: Access to sexual health education for all
Does the sexual health education activity, program or policy strengthen accessibility for all, as suggested by the guidelines?
______________________________________________________________________________________
Is funding for sexual health
education, including staff training
and resource development, sufficient
for the goal of universal access?
______________________________________________________________________________________
Do formal sources of education,
such as schools, provide sexual
health education based on the key
components of sexual health education
identified in the guidelines?
______________________________________________________________________________________

35
Notes:
Principle 2:
Comprehensiveness of sexual health education: integration, coordination and breadth
Is the sexual health education activity, program or policy sufficiently comprehensive in terms of the integration, coordination and breadth suggested by the
guidelines?
______________________________________________________________________________________
Is sexual health education offered
in schools at elementary and
secondary levels?
______________________________________________________________________________________
Is school sexual health education
offered in specific programs dedicated
to this topic?
______________________________________________________________________________________
Is school sexual health education
linked to other related curriculum
areas?
______________________________________________________________________________________
Are sexual health education programs
coordinated to facilitate access to
clinical and social services?
______________________________________________________________________________________
Is the sexual health education
activity or program sufficiently
broad in content to meet the needs
of different groups and the varied
requirements of individuals within
those groups?
______________________________________________________________________________________
Is school health education offered
sequentially from the beginning of
the elementary school years through
to the end of high school?
______________________________________________________________________________________
Do the departments of education and
health collaborate with other relevant
agencies to coordinate efforts toward
effective sexual health education

36
in schools?
______________________________________________________________________________________
Notes:
Principle 3: Effectiveness and sensitivity of educational approaches and methods
Does the sexual health education activity, program or policy incorporate effective and sensitive educational approaches and methods as suggested in the
guidelines?
______________________________________________________________________________________
Educational approaches and
methods effectively integrate
the four key components of sexual
health education, namely:
a. acquisition of knowledge that
can be applied to sexual health;
b. development of motivation and
personal insight that can be
applied to sexual health;
c. development of skills needed to
enhance/maintain sexual health; and
d. development of critical awareness
and skills needed to help create an
environment that is conducive to
sexual health.
______________________________________________________________________________________
Varied sources of formal and informal
sexual health education geared to
different learning styles and ages
______________________________________________________________________________________
Financial and administrative support
for innovative approaches to specific
audiences
______________________________________________________________________________________
Provides opportunities to explore
attitudes, feelings, values and
moral perspectives relevant to
choices about sexual health
______________________________________________________________________________________
Facilitates positive attitudes and
norms concerning behaviours conducive

37
to sexual health
______________________________________________________________________________________
Anticipates and guides access to
clinical and social services that
support sexual health
______________________________________________________________________________________
Acknowledges that responsible
individuals may choose different
ways to achieve/maintain sexual health
______________________________________________________________________________________
Provides training in media literacy
relevant to sexual health
______________________________________________________________________________________
Helps to identify, assist, refer, and
support individuals who have experienced
sexual abuse, coercion or violence
______________________________________________________________________________________
Encourages informed parent and caregiver
support to strengthen parent-child
communication about sexual health
issues
______________________________________________________________________________________
Incorporates strategies for peer
education and support with careful
training, supervision, and delineation
of roles and responsibilities
______________________________________________________________________________________
Notes:
Principle 4: Training and administrative support
Does the sexual health education activity, program or policy meet the expectations for training and administrative support suggested by the guidelines?
______________________________________________________________________________________
Is preparation of those providing
sexual health education a priority
within the setting?
______________________________________________________________________________________
Are there mandated professional
requirements for those providing

38
sexual health education
(e.g. university level training in
sexual health education, etc.)?
______________________________________________________________________________________
Do educators have sufficient
opportunities for in-service training
and professional development?
______________________________________________________________________________________
Do those training sexual health
educators receive strong administrative
support?
______________________________________________________________________________________
Have those providing sexual health
education acquired through their training
or equivalent expenence:
a. extensive general knowledge of
human sexuality?
b. extensive specific knowledge of
sexual health issues relevant to the
audience, client group, etc.?
c. the skills to act as educators in
their professional setting?
d. the ability to establish rapport
with people with diverse backgrounds
and varied sexual health education needs?
e. the ability to sensitively affirm
sexual feelings as a natural part of life?
f. the ability to recognize the effect that
religious, ethno-cultural and other
background variables may have on individual
values and beliefs about sexuality?
g. specific understanding about issues related
to sexual orientation and skill in educating
in this area?
h. sensitivity to gender-related issues relevant
to sexual health?
i. media literacy relevant to sexual health
education?
j. commitment to a professional code of
ethics that guides their work in sexual
health education?
______________________________________________________________________________________
Do parents and caregivers receive education
about sexuality and sexual health?

39
______________________________________________________________________________________
Do peer educators, counsellors or advocates
receive training, supervision and
opportunities for continuing education?
______________________________________________________________________________________
Notes:
Principle 5: Program planning, evaluation, updating and social development
Does the sexual health education activity, program or policy incorporate the elements of planning, evaluation, updating and social development suggested by
the guidelines?
______________________________________________________________________________________
Based on careful needs assessment
that includes community input
______________________________________________________________________________________
Content and methodology arise from
input of community, educators and
scientific sector
______________________________________________________________________________________
Regular evaluation based on stated
objectives of program
______________________________________________________________________________________
Participant feedback used to assess
program effectiveness and to detect
additional outcomes other than specific
stated program objectives
______________________________________________________________________________________
Evaluation incorporates realistic
awareness of social and other factors
that can affect outcomes of specific
educational interventions
______________________________________________________________________________________
Program helps individuals to recognize
environmental factors affecting sexual
health and to create an environment
conducive to sexual health
______________________________________________________________________________________

40
K-2 Center for Disease Control and Prevention (CDC) developed criteria for entry into the
programs that work process as follows: Web-site: www.cdc.gov/nccdphp/dash/rtc/criterea.htm
K-3 SIECUS reviews hundreds of evaluation reports. Examples include:
The Source: Table of Contents Evaluate The Source Volume 4, Issue 4 April/May 2001 From the Editor New
Curricula New Books Conferences New Trainings SIECUS Report Table of Contents Volume 4, Issue 3 February/March
2001 From the Editor New Textbooks New Books ...http://www.siecus.org/library/source/srce0000.html
Annotated Bibliography: Resources for Professionals... This book examines the causes and consequences of
unintended pregnancy in the United States. It then suggests and evaluates prevention strategies. The authors propose a
national campaign to reduce unintended pregnancies through ...http://www.siecus.org/pubs/biblio/bibs0014.html
Annotated Bibliography: Adolescent Sexuality... adolescents are—or will be—sexually active, they should receive
support and assistance in developing the skills to evaluate their readiness for mature sexual relationships. Responsible
adolescent intimate relationships, like those ...http://www.siecus.org/pubs/biblio/bibs0001.html
The Source: New Reports... Abstinence-Only Programs Evaluating Abstinence-Only Interventions The National
Campaign to Prevent Teen Pregnancy This publication will help policymakers focus on the pressing need to evaluate
abstinence-only programs. It consists ...http://www.siecus.org/library/source/srce0017.html
Adolescent Pregnancy: National Organizations... Evaluation/Research Sexual Health Promotion Programs
Sexuality Education Curricula Additional Materials National Organizations Advocates for Youth
http://www.advocatesforyouth.org Advocates for Youth creates programs and promotes
...http://www.siecus.org/school/preg/preg0005.html
Adolescent Pregnancy: Current Statistics... Evaluation/Research Sexual Health Promotion Programs Sexuality
Education Curricula Additional Materials Current Statistics Alan Guttmacher Institute (AGI) http://www.guttamcher.org
AGI’s mission is to protect the reproductive ...http://www.siecus.org/school/preg/preg0002.html

41
Adolescent Pregnancy: Facts and Information Evaluation/Research Sexual Health Promotion Programs
Sexuality Education Curricula Additional Materials Facts and Information Many organizations collect data on adolescent
sexual behavior and pregnancy such as pregnancy, birth, and http://www.siecus.org/school/preg/preg0001.html
Publications ... But Does It Work? Improving Evaluations of Sexuality Education. Recommendations from prominent
researchers on improving sexuality education evaluations. (1997) Community Action Kit to Support Comprehensive
Education. Help for ...http://www.siecus.org/pubs/pubs0004.html
Fact Sheet: Sexuality Education in the Schools - Issues and Answers. Answer: Numerous studies and
evaluations published in peer-reviewed literature suggest that comprehensive sexuality education is an effective
strategy to help young people delay their involvement in sexual intercourse. Research has
...http://www.siecus.org/pubs/fact/fact0007.html
L- Frequently asked questions (FAQ)
Hundreds of FAQ that are displayed on over a dozen educational websites were reviewed. Target
audience include the adult public (mainly women) and teens.
FAQ are grouped under several topics including:
• Dating and sex,
• HIV/AIDS,
• Relationships,
• Sexuality,
• Sexuality/reproductive health,
• Sexual health,
• sexual intercourse,
• STD etc.

42
Few examples of frequently asked questions (FAQs) designed for teens (source: Planned Parenthood Federation of
Canada)
1. Help! I think I’m pregnant. What do I do?
2. The condom broke - what should I do?
3. I forgot to take my pill today. Can I get pregnant?
4. At what part of my cycle can I get pregnant most easily?
5. Is it OK to masturbate?
6. My boyfriend/girlfriend wants me to have sex. I don’t know what to say.
7. Can I get infected by anything through oral sex?
8. Where can I get emergency contraception (the "morning-after" pill)?
9. How do I know if I have a Sexually Transmitted Infection?
10. I recently had unprotected sex and am worried about becoming pregnant. Is there anything I can do?
Samples of Educational web-sites surfed for FAQ include :
• American Social Health Association (www.iwannaknow.org),
• Advocates for Youth ( www.advocatesforyouth.org) ,
• Canadian Health Network (www.hc-sc.gc.ca) ,
• Center for Disease Control and Prevention ( www.cdc.gov) ,
• Go Ask Alice (www.goaskakice.columbia.edu),
• Mayo Clinic (www.mayoclinic.com) ,
• New She (www.newshe.com),
• Planned Parenthood Federation of Canada ( www.ppfc.ca/faqs ),
• SIECCAN (www.sieccan.org ) ,
• Sinclair Intimacy Institute ( www.sexualitydata.com),
• Women’s Health ( www.womensexualhealth.com),
• woman’s diagnostic cyber ( www.wdxcyber.com) etc.

43
M- Groups and Links
Dozens of on-line resources have been visited in this research. This list reviews selected groups and
links that have been reviewed in depth during the research:
Advocates for Youth is dedicated to creating programs and advocating for policies that help young people make
informed and responsible decisions about their reproductive and sexual health. Advocates provides information, training,
and strategic assistance to youth-serving organizations, policy makers, youth activists, and the media in the United States
and the developing world. www.advocatesforyouth.org
The Alan Guttmacher Institute (AGI) is a non-profit organization focused on sexual and reproductive health
research, policy analysis and public education. The Institute's mission is to protect the reproductive choices of all women
and men in the United States and throughout the world. It is to support their ability to obtain the information and services
needed to achieve their full human rights, safeguard their health and exercise their individual responsibilities in regard to
sexual behavior and relationships, reproduction and family formation. www.agi-usa.org
The American Social health Association (ASHA) aims at stopping STDs and their harmful consequences to
individuals, families and communities. Based in N. Carolina. www.ashast.org, www.iwannaknow.org
Center for Disease Control www.cdcnac.org
Family Health International (FHI) works to improve reproductive and family health around the world through
biomedical and social science research, innovative health service delivery interventions, training and information
programs. We work in partnership with universities, ministries of health and non-governmental organizations, conducting
ongoing projects in the U.S. and more than 40 developing countries. http://www.fhi.org/.
Johns Hopkinns Center for Communications Programs www.jhuccp.org

44
The Kinsey Institute for Research in Sex, Gender, and Reproduction is a private, not-for-profit corporation
affiliated with Indiana University. The mission of The Kinsey Institute is to promote interdisciplinary research and
scholarship in the fields of human sexuality, gender, and reproduction. http://www.indiana.edu/~kinsey
Medem www.medem.com
The Network for Excellence in Women’s Sexual Health ( Newshe) is a non-profit network based in Bowie,
Maryland. The network is committed to helping set standards of care for treating female sexual function complaints and
providing crucial information, education, support to women who suffer from sexual function complaints and the health
professionals who treat them. www.newshe.com
Oregon Health and Science University: Young Women’s Health Site www.ohsu.edu/women/teen/sexual
The Planned Parenthood Federation of Canada is a volunteer organization dedicated to promoting sexual and
reproductive health and rights in Canada and in developing countries. www.ppfc.ca
SIECCAN: Sex Information and Education Council of Canada is a national non-profit organization established in 1964 to
foster public and professional education about human sexuality. SIECCAN is based in Toronto, Ontario. www.sieccan.org
SIECUS: The Sexuality Information and Education Council of the US is a national non-profit organization which affirms
that sexuality is a natural and healthy part of living. Incorporated in 1964, SIECUS develops , collects, and disseminates
information, promotes comprehensive education about sexuality, and advocates the right of individuals to make
responsible sexual choices. SIECUS is based in New York, NY. www.siecus.org

45
Sex Education Forum is a national authority on sex and relationships education (SRE) in United Kingdom . The forum
believes that good quality SRE is an entitlement for all children and young people. The forum works with 49 member
organisations to achieve this. www.ncb.org.uk
The Sex Education Coalition is composed of educators, health care professionals, trainers, and legislators dedicated to
providing information and supporting informed discussion concerning sexuality education. The Coalition plans to use this
site in a variety of ways: to offer educational materials to sexuality and family life educators, to provide a forum for
discussion (between clinicians, legislators, parents and youth), to provide up-to-date information from the CDC and the
NIH (as well as other reputable scientific agencies), and to present a variety of materials and resources to the general
community concerning sexuality education. www.sexeducationcoalition.org
The Sex Positive Resource Center (SPRC) believes that all people are sexual and therefore deserve a sexuality which
is safe and pleasurable to them, regardless of age, gender, sexual orientation, disability or ethnicity. SPRC strives to
create a new language for discussing sex which promotes not only healthy behaviors, but a better understanding of what
sex is and how it fits within one's life. The emphasis of SPRC is that sex is a positive experience that does not have to
result in harm, transmission of disease, or preclude some people from enjoying it. www.twinstatesnetwork.org
Sexuality Database: Sexual Health Encyclopedia from Sinclair Institute located in Chapel Hill, North Carolina.
www.sexualitydata.com
The Society for the Scientific Study for Sexuality (SSSS) is an international organization dedicated to the
advancement of knowledge about sexuality. It is the oldest organization of professionals interested in the study of
sexuality in the United States. SSSS brings together an interdisciplinary group of professionals who believe in the
importance of both the production of quality research and the clinical, educational, and social applications of research
related to all aspects of sexuality. www.wisc.edu
WomensSexualHealth.com is an information and educational site designated for women, their parents and healthcare
professionals. The site is located in St. Paul, Minnesota www.womenssexualhealth.com

46
International Gay and Lesbian Human Rights Commission www.iglhrc.org
International Planned Parenthood Federation (IPPF) www.ippf.org
United Nations Joint Programme on AIDS (UNAIDS) www.unaids.org
United Nations Population Fund (UNFPA) www.unfpa.org
World Association of Sexology (WAS) University of Minnesota Medical School.
World Health Organization (WHO) Web site: www.who.ch

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