This document discusses adolescent sex education and outlines different approaches to sex education. It describes abstinence-only, abstinence-plus, and comprehensive sex education. Adolescent sex education aims to provide accurate information, develop healthy attitudes, and teach relationship and decision-making skills. It should begin before puberty, be provided separately to boys and girls, and involve parents and a graded approach. The goals are to promote responsibility and prevent unintended pregnancy and disease.

1. DEBRE MARKOS UNIVERSITY
COLLEGE OF MEDICINE AND HEALTH
SCIENCE
DEPARTMENT OF ENVIRONMENTAL HEALTH
ASSIGNMENT OF FAMILY HEALTH
GROUP 1
Submitted to Abebe H.
Submission date 21/06/2015E.C
Debre Markos, Ethiopia
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2. Adolescent Sex education
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3. Sex Education
 Sexuality education aims to develop and strengthen the
ability of children and young people to make conscious,
satisfying, healthy and respectful choices regarding
relationships, sexuality and emotional and physical health.
 Sexuality education does not encourage children and young
people to have sex.
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4. The three main types of sex education are
A. the abstinence-only approach,
B. the abstinence-plus approach and
C. the comprehensive approach.
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5. Abstinence-Only Sex Education
The abstinence-only approach (sometimes
called the abstinence-centered approach) to
sex education is the most extreme of all the
options (apart from, perhaps, having no sex
education at all).
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6. Definition
 Abstinence is the noun used to refer to the act of
abstaining from something, which is the choice
not to do something.
 In the context of sex, abstinence refers to the
choice not to have sex, usually until marriage.
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7. Abstinence-Plus Sex Education
 The abstinence-plus approach to sex education is a more
moderate version of the abstinence-only approach.
 While proponents of this approach also advocate for
abstinence until marriage, they also provide some
information on practicing safe sex.
 The main aim of this approach is to offer practical decision-
making skills to students on how to navigate their sexual
expression and health.
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8. Comprehensive Sex Education
 The comprehensive approach to sex education is often
cited as the most effective for causing safe sexual practices,
reducing STI prevalence, and lowering the risk of
unintended pregnancy.
 Unlike the other two approaches, the comprehensive
approach teaches students that sex and sexuality are a
normal part of human life - as are other 'taboo' occurrences,
such as sexual diversity, abortion, and masturbation
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9. The key benefits of sex education
include:
- better understanding of sexual diversity,
- the development of healthy relationships,
- increased media literacy,
- fewer unintended pregnancies,
- lower likelihood of contracting sexually transmitted
infections, and
- preventing intimate partner violence and child sex abuse.
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10. Adolescent Sex Education
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11. Adolescent sex education
 Adolescent is the ultimate phase of development, the last stage
of the individual during his/her course towards maturity.
 Adolescence is the evolutionary process of human development
which commences biologically with changes at the physiology
of the pubis and completes psychologically with the ultimate
organization of sexuality.
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12. • Adolescence is the time in life when we move from being a child to
becoming an adult.
• Adolescence is both challenging and exciting.
• Adolescence can be confusing because sometimes you feel or are treated
more like an adult and sometimes you feel or are treated more like a child.
- Why to Adolescents?
 Sex education should be provided to all. However, our resources are
limited.
 Priority is given to adolescents because:
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13. 1. They have a maximum sex drive.
2. They form a high risk group.
3. They are eager to get information because of the
physical and physiological changes.
4. Their common sources of information (misinformation)
are their friends, blue films and pornographic literature.
5. They are easily influenced and therefore likely to go
astray and land in problems of unmarried motherhood,
abortions, STD/HIV infections, sexual abuse.
6. They are going to be the responsible citizens of
tomorrow. 21/6/2015
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14.  Adolescents gather information about sexuality from friends and
through the print and electronic media. Often this information is wrong
and unscientific.
 They have a great curiosity and concern about the sexuality of their own
and of the opposite sex.
 Adolescents often have neither access to accurate information on the
issues related to sexuality and sexual health, nor solutions for their
problems, due to socio-cultural barriers.
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15.  There is a rising rate of morbidity associated with sexual
ignorance, poor decision making and inadequate sexuality
education.
 The studies on the effects of sex education in schools show that
sex and AIDS education often encourages young people to delay
sexual activity and to practice safer sex, once they are active.
 This is contrary to the popular belief that teaching young people
about sexuality and contraception encourages sexual
experimentation.
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16.  To help children understand that each part of the body and each
phase of growth is good and purposeful.
1. To understand the process of reproduction.
2. To prepare children for the changes of developments which come
with growing up.
3. To help young people see that sexual conduct involving other
persons needs to be based upon a sincere regard for the welfare
of the other.
4. To make children proud of their own sex and appreciate attributes
and capacities of the other sex.
5. Responsible sex behavior.
6. Building up of healthy attitudes to sex.
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17.  The aim is of prepare the adolescents of today to be
productive, to have responsible and positive social-sexual
behavior, and to be caring and healthy adults of tomorrow.
 The need for this is knowledge, attitudes and skill gained
through sequential sexuality education programme.
 Sex Education is:
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18. 1. Information: To provide accurate information about human
sexuality, including growth and development, human reproduction,
anatomy and physiology of genital organs, pregnancy, child birth,
parenthood, contraception, abortion, sexual abuse, HIV/AIDS and
sexually transmitted diseases (STD).
2.2. Attitude, values and insight: Opportunity to
question, explore and assess their sexual attitudes in order to develop
their own values, increase self-esteem, develop insights concerning
relationships with members of both genders, and understand their
obligation and responsibilities to others.
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19. 3. Relationships and interpersonal skills: Help them develop skills like
communication, decision making, assertiveness, peer refusal skills and
ability to create satisfactory relationships.
 Develop capacity for caring, supportive, non-coercive and mutually
pleasurable intimate relationships.
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20. 4. Responsibility: To help young people exercise
responsibility regarding sexual relationships, including
abstinence; resist pressure to prematurely involve in sexual
intercourse and encourage the use of contraception and other
health measures.
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21.  To avoid teenage pregnancy, STD and HIV infection and sexual abuse.
When to Begin?
 There is little value in giving anyone information after the moment when
they need it.
 Girls need to know about menstruation before it happens to them.
 Boys need to know about masturbation before they are experiencing
the desire to masturbate.
 Boys experience nocturnal emissions from the age of about 14 years
and girls attain menarche at the age of about 13 years.
 Some boys and girls experience these events even a year of two earlier.
It is felt that the adolescent sex education should begin before these
events take place.
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22.  Some aspects of sex education are gender specific and hence gender
relevant.
 Therefore, separate sessions for boys and girls give opportunity to discuss
the concerned topics at length, avoid embarrassment while discussing the
subject and overcome shyness and anxiety while listening and enable them
to share their doubts and views openly.
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23.  Girls feel shy, embarrassed and uncomfortable in the presence of
boys and hence non-communicative.
 Therefore, - they do not participate in the open discussion.
- Girls and boys have different problems. If the sex education
programmes are to be made acceptable, girls and boys should be
given sex education separately.
- The general topics of sexuality and health could be discussed in a
male-female mixed group, while specific issues related to different
sexes should be discussed separately in the respective groups.
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24.  The advantages of combined sessions are saving of time and
repetition, fostering healthy interpersonal relationship between
boys and girls, developing mutual respect and reducing
inhibitions and anxiety about the subject in the presence of the
opposite sex.
 The girls and boys feel more comfortable if the resource person
is of the same sex as theirs. Girls ask questions related to
menstruation and gynecological disorders. Boys ask questions
related to virility, masturbation, wet dreams, size of penis and
coitus. 21/6/2015
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25.  Teachers and students will feel more comfortable if they both are
of the same gender.
 Therefore, it is preferable that the girls are given sex education
by female teacher and boys by male teacher.
-There will be a necessity of having one male and one female
educator in the school. These teachers should be trained by
social workers, doctors, sexologists and psychologists.
Recommendations:
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26. 1. Sex education should be commenced before the onset of puberty.
2. It should be provided in a graded manner and should be spread
over a period of 8 to 10 years.
3. It should be optional. This would help overall acceptance of the
concept in the long run.
4. Parent's permission should be obtained and their cooperation
should be solicited.
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27. 5. Sex education may be a part of the curricular or
extracurricular activity.
6. An evaluation of the programme should be done, feed- back
received, review and analysis done, and the programme
should be modified from time to time.
7. Teaching should have a social perspective.
8. Answers be given truthfully.
9. Use correct names for various organs.
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28. 10. Parents/teachers should not be panic stricken or shocked
if the child asks questions or indulges in sex play.
- Curiosity is normal. Such situation should be handled without
rebuke, punishment or creating guilt feelings.
11. Parents and teachers should inculcate a sound sense of
values and ideals.
- They should help young people capture the vision that sex is not a
grimy secret between two ashamed individuals but divine impulse of
life and love. 21/6/2015
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29. Teaching at school:
(Sex education in the school can best be extension of the sex education
provided at home.)
1. Teaching should be scientifically correct.
2. It should be a two way dialogue.
3. The subject being emotionally charged, the language used and the
manner of conducting of the programme should be socially acceptable.
4. The groups of students should be homogeneous in age and in cultural
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30. 5. If the teaching is round the year, 45 minutes to 1
hour session once a week should be adequate. Half
a day or full day worship periodically 4 times a year
would serve as an alternative.
6. Talks should be supported by audio-visual aids.
7. Group should not be over 50. Otherwise two way
communication is difficult to establish.
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31. 8. Should begin as a pilot project.
A. At least one trained teacher
B. Support of administration
C. Support of parents and teachers. A talk should be arranged
for them so as to give an idea of the contents of the programme. Prior
permission of the parents of participating students would be obligatory.
D. Informal experimental programme should be undertaken on a
modest scale and carefully planned to avoid culture-based sensational
and needlessly controversial topics.
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32. Implementation of programme:
The method and contents will depend upon:
a) Availability of human resources
b) Availability of time
c) Availability of audio-visual aids
d) Age, educational level, sex and cultural background of the group.
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33. Strategy of Adolescent sex education
1. Awareness building and advocacy to gain support from the
community.
2. Use of socio-cultural research findings to ensure relevance.
3. Linking in-school and out-of-school programmes and activities.
4. Grounding programmes in social learning theory and social
constructions.
5. Highlighting gender equity issues and more male participation
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34. 21/6/2015
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35. Group member
Name ID
1. Habtamu Gezahegn...............................1402733
2. Yinges Tsilfe...........................................1307276
3. Absalat Abrham.....................................1304852
4. Kaklidan Daniel.....................................130
5. Tesfanesh Gizatu...................................130
6. Mekdes Esubalew..................................130
7. Mekdes Abineh......................................130
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