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| Motivates teens to not become sexually active until they are older or married. Does not include information on birth control or safer sex practises. Proponents of this approach suggest that abstinence allows teens to grow up without burden of potential emotional turmoil that may be part of sexual relationships. When schools are associated with religious institutions, school administrators may feel obliged to instruct teachers to stress abstinence. Programs receive large amounts of funding in the USA, but are less popular in Canada. Evaluations find that these programs are generally ineffective. Criticized as being unethical for not providing critical information. |
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| Often the most credible and accessible source of sex information for adults is their physicians. Many patients are reluctant to ask their doctors about sexual concerns. Many doctors do not proactively bring up sexual health issues. Research indicates that physicians receive inadequate training in discussing sexuality with patients. This appears to be improving. Greater awareness of sexual function issues combined with greater emphasis on sexual issues in the medical community resulted in literature growth advising physicians. Controversy regarding the extent to which sexuality is medicalized. Accessing sexually relevant health care may be challenging for LGBTQ adults. |
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| There is lack of specific training in the area of sexuality for educators and health professionals; a major limitation in the effectiveness of programs. Many Canadian universities offer undergraduate courses in sexuality. Some offer degree programs in human sexuality, such as University of Waterloo. Others offer specializations. The Guelph Sexuality Conference is the largest annual conference on human sexuality in Canada. |
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| The first step of development of sexual health education programs suggested in the Canadian Guidelines for Sexual Health Education. Educators assess a target group's sexual health education needs, and plan the education program accordingly. |
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| Directs the undergraduate program in sexuality, marriage, and family studies at St. Jerome's University at the University of Waterloo. Led a group which developed and tested Girl Time: Grade 7/8 Healthy Sexuality Program, which was based on the IMB model. Objectives were to encourage young girls to delay sexual intercourse until they were mature enough for it, and to practice safer sex when they were ready. Girls who participated were more likely than non-participants to discuss sexual topics with parents, feel confident about their ability to have safer sex, and plan to engage in safer-sex practises such as abstinence. |
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Comprehensive sex education
Incorporates a wide range of objectives and ideas. Goes beyond biology, pregnancy, and STI prevention. Includes information on mutually satisfying relationships, sexual orientation, gender role stereotyping, and gender identity. Allows space for students to use information they have learned to make decisions for themselves. Research indicates that these programs do not encourage young people to become sexually active at an earlier age. Have a positive impact on behaviour, including: delaying first intercourse, using condoms, and reducing sexual risk behaviour. |
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| Includes: Girl Time: Grade 7/8 Healthy Sexuality Program: I Heart it 'Round the Internet: Sexual Health Education and Authenticating Online Information; Sex? A Healthy Sexuality Resource; Are We There Yet?; TeachingSexualHealth.ca; SexualityAndU.ca; and WeKnowSex.ca. |
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| Canadian Guidelines for Sexual Health Education |
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Definition
States that the goals of sexual health education are to help people achieve positive outcomes, and to avoid negative outcomes. In 2010, revised version was withdrawn by the provincial government in response to political and media controversy. Designed to guide and unify professionals who provide sexual health education in Canada. A basic guide for initiation, development, implementation, and evaluation of sexual health education programs in schools and communities. First edition was published in 1994, and the most recent in 2008. Uses the IMB model. Suggests a three-step process for the development of sexual health education programs:
1. Assessment and planning
2. Intervention
3. Evaluation |
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| From University of Ottawa. Did extensive research on twentieth-century forms of sex education for youth. At the time, instruction related to sexuality often took the form of "purity education" or "nature study". Documented how such teaching arose primarily out of concern about the spread of STIs, which increased during WWI. |
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| The third step of development of sexual health education programs suggested in the Canadian Guidelines for Sexual Health Education. Educators attempt to measure the extent to which the educational program or intervention has been effective in reaching its objectives. |
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| From University of Ottawa. Noted that the five principles of effective sexual health education outlined in Canadian Guidelines for Sexual Health Education can be applied to the development and delivery of education specific for the needs of people with physical and developmental disabilities. |
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| Developed a series of professional-development workshops for teachers to help them address sexual minority issues in schools. |
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| Information-Motivation-Behavioural (IMB) skills model |
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| Used by the Canadian Guidelines for Sexual Health Education. Teaches information related to sexual health education. Addresses motivation factors. Teaches specific behavioural skills. Just one of many key ingredients of effective sexual health education programming. |
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| Has become a key source of information about sexuality and sexual health. Advantages include: can be accessed anonymously, in private, at any time; and can be a good source for people who may feel isolated or stigmatized with respect to their sexuality. Disadvantages include: difficulty verifying if information is credible; and concern about how online pornography might affect young people. There is not enough research on this yet. |
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| The second step of development of sexual health education programs suggested in the Canadian Guidelines for Sexual Health Education. Educators implement an educational program or intervention specifically designed to address the educational needs of the group identified in assessment and planning. |
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| Kirby, Laris, and Rolleri |
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Definition
| Reviewed 83 sexual health and HIV program evaluations. Found that 67% of the programs had positive behavioural effects on youth. Showed that sexual health education can effectively equip youth to delay first intercourse, or to use condoms if they are sexually active. |
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| A researcher from University of Alberta. Analyzed many of the difficulties LGBTQ people face, including feelings of isolation, fear of humiliation, and lack of social support. Wrote a Gay-Straight Student Alliance Handbook, published by the Canadian Teacher's Federation. Its primary objective is to help Canadian educators create safe, inclusive, welcoming spaces for LGBTQ youth. Gay-straight student alliances are an important means of achieving this objective. |
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| Lauri East and Treena Orchard |
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| Interviewed youth with physical disabilities, parents, and health care providers regarding sexuality attitudes and sexuality education experiences. Youth highlighted the need to discuss disability-related issues in general sexual health education classes, to counteract myths around disabilities and sexuality. Expressed need for more sex positive discussions, with less emphasis on protection and prevention. Parents did not feel competent to deliver sexual health education to children, and preferred to pass the responsibility to schools and health care providers. Health care providers sometimes lacked relevant information or sufficient time. There were privacy concerns, and some sensed parental and social disapproval related to provision of sexual health education to children with disabilities. |
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| Suggested that those who argue strenuously that sexual health education does not belong in schools, or that programs should adopt an abstinence-only approach hold a restrictive sexual ideology that is based on traditional moral standards for sexual behaviour. This ideology stipulates that sexual behaviour should be limited to procreative heterosexual intercourse within marriage. On the other side of sexual health education conflicts are those who hold permissive sexual ideologies, based on the premise that sexual behaviour should be guided by sexual moral principles such as honesty, equality, responsibility, and informed consent. These ideologies support broadly-based sexual health education, in which young people are provided with a broad range of information that they can use to make decisions about their sexual health. |
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| Canada's ethnocultural diversity presents a challenge to sexual health educators and providers. An inclusive practise: emphasizes importance of self-determination; acknowledges cultural uniqueness; builds the capacity to advocate for and access sexual health services; and includes First Nations, Inuit, and Métis cultures. |
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| Ophea: Healthy Schools, Healthy Communities |
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| An organization which reviewed provincial sexual health documents, in response to the withdrawal of the Canadian Guidelines for Sexual Health Education in 2010. Found that almost all provinces recommend that children learn proper names for body parts by grade 1. All provinces recommend that children be taught about physical changes of puberty by grade 5, with many provinces including psychological, social, and interpersonal changes. |
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| Research suggests that parents in several parts of Canada have favourable attitudes towards the provision of sexual health education in schools. Parents also agreed with providing youth with information on a range of topics. |
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| Permissive sexual ideology |
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Definition
| Sexual behaviour should be guided by honesty, equality, responsibility, and informed consent. |
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| Restrictive sexual ideology |
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| Traditional moral standards for sexual beahviour. Limited to procreative heterosexual intercourse within marriage. |
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| The World Health Organization defines it as a state of physical, emotional, mental, and social well-being in relation to sexuality. Not merely the absence of disease, dysfunction, or infirmity. Requires a positive and respectful approach to sexuality and sexual relationships. Possibility of having safe sexual experiences, free of coercion, discrimination, and violence. To be attained and maintained, sexual rights of all persons must be respected, protected, and fulfilled. |
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| Used to be called "sex education", but school-based programs regarding sexuality were more controversial. "Sexual health education" implies a more specific focus on health-related aspects of sexuality. Often thought of as a mechanism for preventing problems such as STIs and unwanted pregnancies. A broadly-based conceptualization balances problem prevention with positive aspects of personal health and well-being. In the 20th century, included purity education and nature study. In the 1960s - 70s, there was little, if any, sexual health education. In the 1980s - 90s, alarm over HIV/AIDS promoted most secondary schools to introduce some form of sexuality education. By the mid-90s, every province/territory mandated or strongly recommended some form of sexuality health education be taught in schools. In elementary grades, includes biological development and changes associated with puberty. In secondary schools, includes information on STIs and methods of prevention. Extent and quality of education varies by province, school board, school, and classroom. Usually part of a broader health curriculum, receiving limited time and attention. Importance school administrators place on sexual health education and the sense of community support can greatly influence the quality of this education. Most children are curious about where babies come from. Parents who avoid discussing these matters may inadvertently teach children that sex is something they should be ashamed of. Consider the following when answering children's questions: be approachable; use appropriate language; give advice in the form of information; share information in small doses; encourage the child to talk about sex; respect the child's privacy; and know that by puberty, most children have seen some form of sexual imagery. In order for a program to be effective, it is necessary that it incorporates an appropriate theoretical model. Conflicts are often rooted in opposing ideological perspectives related to human sexuality. |
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| Many sex education programs do not address LGBTQ youth. The PHAC has created resources that provide teachers and school personnel with guidance on supporting sexual minority youth. Sexual minority high school students play important activist roles in challenging heterosexism and homophobia in schools. Teacher's organizations in Canada have adopted policies that support LGBTQ youth, such as gay-straight alliances. |
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| Recommend a more proactive approach to sexual health education for adolescents with autism spectrum disorders. Suggest that in some instances, standard sexual health curricula can be adapted to the specific needs of ASD youth. |
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| Surveys indicate that youth want sexual health education in schools. Rate a range of topics as being very important, such as puberty, sexual coercion, and STIs. Many students are disappointed with the quality of sex education they received. Students report dissatisfaction because programs neglect the emotional and positive aspects of sex. A survey of Toronto teens found that 92% reported receiving some form of sexual health education. Most common topics were HIV/AIDS, STIs, pregnancy, and birth control options. Fewer learned about communication (61%), relationships (61%), sexual assault (58%), sexual orientation (51%), and sexual pleasure (42%). Youth identify a range of sources of sexual health information: school (80%), friends (76%), parents (63%), television (54%), books (52%), internet (44%), magazines (39%), doctors (37%), chat lines (20%), and nurses (19%). Rank parents and schools as the most useful and most valuable sources of information about sexuality. |
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| The sexual health education needs of young people with disabilities are often ignored. The five principles in the Canadian Guidelines for Sexual Health Education can be applied to education specific to the needs of people with physical and developmental disabilities. There is growing awareness of the need for sexual health education programs specific to the needs of youth with autism spectrum disorders (ASD). |
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