Sex education in the United Sex eduation is taught in two main forms: comprehensive sex education and abstinence-only. Comprehensive sex education is also called abstinence-based, abstinence-plus, abstinence-plus-risk-reduction, and sexual risk reduction sex education. Criticism of abstinence-only sex education in the U.
Sex education programs in the United States teach students about sexual health as well as ways to avoid sexually transmitted diseases and unwanted teenage pregnancy. The three main types of programs are abstinence-only, abstinence-plus, and comprehensive sex education. Common curriculum in American schools’ sex education classes include “instruction on sexual health topics including human sexuality. HIV or STD prevention and pregnancy prevention are more commonly required in high school than in middle or elementary school.
Traditionally, schools have begun teaching sex education in fifth and sixth grade, focusing primarily on puberty and reproductive anatomy and physiology. Sex education in these grades is often referred to as puberty education in order to reflect the emphasis on preparing children for the changes that all humans experience as they develop into adults. There have been numerous studies on the effectiveness of both approaches, and conflicting data on American public opinion. Public opinion polls conducted over the years have found that the majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the opposite conclusion. Experts at University of California, San Francisco also encourage sex educators to include oral sex and emotional concerns as part of their curriculum. Prevention programs rarely discuss adolescents’ social and emotional concerns regarding sex.
Sex education is still a debate in the United States to this day. Some parents believe that their children’s school programs encourage sexual activity, and the schools believe that there are many students that don’t get any sex education at home. The goal for the parents is for their children to follow their family values. This section may require cleanup to meet Wikipedia’s quality standards. In a standard classroom, you have a teacher passing on health information to their students. The near peer teaching model differs from that of a regular teaching curricula. Near-peer model has been deemed effective due to its high levels of effect communication between the peer educators and the students, thus is often used to teach health education and bio-sciences.
Additionally, it has been used as tool for peer educators to enhance their teaching and leadership skills. Unlike other TPP programs, Teen PEP’s main focus is implementing the peer education component, 11th and 12th-grade students are peer educators teaching sexual health to ninth grade students in their second semester. In 1999, six Yale undergraduate students began teaching health workshops in New Haven public schools to bridge the funding gap in health programs. 9th grade students in Title I schools. Peer education has seemed to improve sexual health outcomes by having positive effects on sexual health knowledge, intentions, and attitudes.
This study aimed to analyze the effectiveness of peers intervening via text messaging to promote sexual health. Peer Helpers peer education program which 250 peer students serve 7 middle and high schools to deliver comprehensive health education. It is run by the PPWP Education Department an their main goal is pregnancy prevention. It started to become less effective due to overcrowding and students not wanting to ask their questions in person. There are also some drawbacks with near-peer teaching. It is hard to sustain due to the time commitment it requires of peers.
This time commitment requires the peer to become experts in health knowledge which is impractical. 30 students in the 9th grade. The results showed that 9th grade students did not perceive educators as having the same authority as teachers, therefore it was difficult for peer educators to have control over the classroom. The timing of the lessons were another problem. Educators reported that when they taught at the end of the day, students were tired and not engaged. Additionally, the constraints of the school schedule also made it difficult.
Sometimes teachers were not supportive of the work that peer educators were doing. Peer educators stated they would have appreciated some affirmations for their contributions. Others noted that they did not receive help in finding resources such as writing materials. Below are 6 six recommendations one should consider in order to have an effect near peer teaching program and avoid common drawbacks. Identify what type of interaction you wish your peer educators and students have. Then develop a training for peer educators that include classroom management skills such as how to deal with bullring and how to address comments.
The peer educator’s training and student lessons should have clear objectives, be engaging and fun, have relevance to the students, be practical, and should involve learning something new. Reassure peer educators that even the most difficult students are able to engage well with peers. This can be done through creating relationships by using humor. Do not let more than a few weeks elapse between lessons nor the period between the peer educator’s training and delivery of lessons. Make sure there is an adequate amount of space to teach the lesson and that the lessons are not taught at the end of the day.