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Sex Education (sex + education)
Selected AbstractsSexuality, Difference, and the Ethics of Sex EducationJOURNAL OF SOCIAL PHILOSOPHY, Issue 3 2001Joseph A. Diorio First page of article [source] Changes in Formal Sex Education: 1995,2002PERSPECTIVES ON SEXUAL AND REPRODUCTIVE HEALTH, Issue 4 2006Laura Duberstein Lindberg CONTEXT: Although comprehensive sex education is broadly supported by health professionals, funding for abstinence-only education has increased. METHODS: Using data from the 1995 National Survey of Adolescent Males, the 1995 National Survey of Family Growth (NSFG) and the 2002 NSFG, changes in male and female adolescents'reports of the sex education they have received from formal sources were examined. Life-table methods were used to measure the timing of instruction, and t tests were used for changes over time. RESULTS: From 1995 to 2002, reports of formal instruction about birth control methods declined among both genders (males, from 81% to 66%; females, from 87% to 70%). This, combined with increases in reports of abstinence education among males (from 74% to 83%), resulted in a lower proportion of teenagers'overall receiving formal instruction about both abstinence and birth control methods (males, 65% to 59%; females, 84% to 65%), and a higher proportion of teenagers'receiving instruction only about abstinence (males, 9% to 24%; females, 8% to 21%). Teenagers in 2002 had received abstinence education about two years earlier (median age, 11.4 for males, 11.8 for females) than they had received birth control instruction (median age, 13.5 for both males and females). Among sexually experienced adolescents, 62% of females and 54% of males had received instruction about birth control methods prior to first sex. CONCLUSIONS: A substantial retreat from formal instruction about birth control methods has left increasing proportions of adolescents receiving only abstinence education. Efforts are needed to expand teenagers'access to medically accurate and comprehensive reproductive health information. [source] ORIGINAL RESEARCH,WOMEN'S SEXUAL HEALTH: Vaginal Orgasm Is Associated with Vaginal (Not Clitoral) Sex Education, Focusing Mental Attention on Vaginal Sensations, Intercourse Duration, and a Preference for a Longer PenisTHE JOURNAL OF SEXUAL MEDICINE, Issue 8 2010Stuart Brody PhD ABSTRACT Introduction., Evidence was recently provided for vaginal orgasm, orgasm triggered purely by penile,vaginal intercourse (PVI), being associated with better psychological functioning. Common sex education and sexual medicine approaches might undermine vaginal orgasm benefits. Aims., To examine the extent to which women's vaginal orgasm consistency is associated with (i) being told in childhood or adolescence that the vagina was the important zone for inducing female orgasm; (ii) how well they focus mentally on vaginal sensations during PVI; (iii) greater PVI duration; and (iv) preference for above-average penis length. Methods., In a representative sample of the Czech population, 1,000 women reported their vaginal orgasm consistency (from never to almost every time; only 21.9% never had a vaginal orgasm), estimates of their typical foreplay and PVI durations, what they were told in childhood and adolescence was the important zone for inducing female orgasm, their degree of focus on vaginal sensations during PVI, and whether they were more likely to orgasm with a longer than average penis. Main Outcome Measures., The association of vaginal orgasm consistency with the predictors noted above. Results., Vaginal orgasm consistency was associated with all hypothesized correlates. Multivariate analysis indicated the most important predictors were being educated that the vagina is important for female orgasm, being mentally focused on vaginal sensations during PVI, and in some analyses duration of PVI (but not foreplay) and preferring a longer than average penis. Conclusions., Focusing attention on penile,vaginal sensation supports vaginal orgasm and the myriad benefits thereof. Brody S, and Weiss P. Vaginal orgasm is associated with vaginal (not clitoral) sex education, focusing mental attention on vaginal sensations, intercourse duration, and a preference for a longer penis. J Sex Med 2010;7:2774,2781. [source] Pregnancy and contraceptive use in a national representative sample of Australian secondary school studentsAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 6 2006Paul Agius Objective: To determine rate of pregnancy and use of contraception in a nationally representative sample of school students. Methods: Year 10 and 12 students from a representative random sample of schools throughout Australia completed a survey concerning health and sexual behaviour. Results: Thirty-five per cent of students had experienced sexual intercourse. Of these, 6.1% (males 4.1%, females 7.8%) reported they had experienced sex that resulted in pregnancy, and a further 7.5% were unsure. Most sexually active students reported using a condom (65%), and a further 36.8% reported using the pill for contraception the last time they had sex. Relatively few students (17.2%) used a dual contraceptive (female method and condom). Conclusions: Rates of reported pregnancy among Year 10 and 12 students are relatively high. Although the majority of students used some form of contraception when they had sex, a significant minority practised unprotected and unsafe sex. Implications for public health practice: Sex education concerning pregnancy and sexually transmitted infection risks must be delivered early enough to influence first and early sexual activity. [source] Expressing the Not-Said: Art and Design and the Formation of Sexual IdentitiesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2005Nicholas Addison Central to this paper is an analysis of the work produced by a year 10 student in response to the ,Expressive Study' of the art and design GCSE (AQA 2001). I begin by examining expressivism within art education and turn to the student's work partly to understand whether the semi-confessional mode she chose to deploy is encouraged within this tradition. The tenets of expressivism presuppose the possibility that through the practice of art young people might develop the expressive means to give ,voice' to their feelings and come to some understanding of self. I therefore look at the way she took ownership of the ,expressive' imperative of the title by choosing to explore her emerging lesbian identity and its position within the normative, binary discourses on sex and sexual identity that predominate in secondary schools. Within schooling there is an absence of formal discussion around sex, sexual identity and sexuality other than in the context of health and moral education and, to some extent, English. This is surprising given the emphasis on self-exploration that an art and design expressive study would seem to invite. In order to consider the student's actions as a situated practice I examine the social and cultural contexts in which she was studying. With reference to visual semiotics and the theoretical work of Judith Butler, I interpret the way she uses visual resources not only to represent her emerging sexual identity but to counter dominant discourses around homosexuality in schools. I claim that through her art practice she enacts the ,name of the law' to refute the binary oppositions that underpin sex education in schools. This act questions the assumptions about the purpose of expressive activities in art education with its psychologically inflected rhetoric of growth and selfhood and offers a mode of expressive practice that is more socially engaged and communicative. [source] Sex in Health Education: Official Guidance for Schools in England, 1928,1977JOURNAL OF HISTORICAL SOCIOLOGY, Issue 2-3 2004Jane Pilcher The article begins with an account of the origins of sex education in schools, and of why, in the early twentieth century, its inclusion in the health education curriculum was problematical. In the main section, the article examines the content of consecutive editions of the government published "handbooks of health education", and of an important supplementary guidance pamphlet, published during the Second World War. It traces the gradual shifts over time in official discourses of "sex education", and in the sets of understandings about children, sexuality and the role of parents, for example, which underlay them. The shifts in official guidance discourses on sex within the health education curriculum of schools are explained through locating changes in their broader social and political contexts, especially the impact of the Second World War on sexual morality and the post-war emergence of youth as a significant social grouping. The article concludes by evaluating the handbooks as a source for the history of school-based health and sex education and by drawing attention to the wider historical and sociological significance of official discourses on sex education. [source] Sexuality and personal relationships for people with an intellectual disability.JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 11 2009Part I: service-user perspectives Abstract Background Despite a recent ideological shift towards the recognition of sexual autonomy for people with an intellectual disability (ID), there are continuing social and cultural barriers to sexual expression. Part I of the current two-part study assessed the sexual knowledge, experiences and aspirations of service users through focus groups and also examined their perceptions of impediments to achieving sexual autonomy. Method Thirty-two participants (20 male, 12 female) attending an ID service participated in focus groups delineated by gender and age group (13,17 years; 18,30 years; 31+ years). Results Analysis of the focus groups showed that service users, especially those over the age of 18 years, had an understanding of their sexual rights but also identified a number of social and cultural barriers that they felt prevent them from achieving sexual autonomy. Those under the age of 18 years had only rudimentary knowledge of sexuality issues, for example pregnancy and sexual anatomy, but aspired to relationships and marriage similar to those over the age of 18 years. Family and staff attitudes appeared to be very influential in the views of respondents. All service users had received some form of sex education, although the benefits of such education appeared most enduring for those over 18 years. Conclusion Service users had an understanding of their sexual rights and the social and environmental barriers that prevent them from fulfilling their rights. The provision of sex education training and promotion of positive attitudes towards appropriate sexual expression is critical to the realization of sexual autonomy for people with an ID. [source] Does sex education affect adolescent sexual behaviors and health?JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 4 2006Joseph J. SabiaArticle first published online: 6 SEP 200 This study examines whether offering sex education to young teenagers affects several measures of adolescent sexual behavior and health: virginity status, contraceptive use, frequency of intercourse, likelihood of pregnancy, and probability of contracting a sexually transmitted disease. Using data from the National Longitudinal Study of Adolescent Health, I find that while sex education is associated with adverse health outcomes, there is little evidence of a causal link after controlling for unobserved heterogeneity via fixed effects and instrumental variables. These findings suggest that those on each side of the ideological debate over sex education are, in a sense, both correct and mistaken. Opponents are correct in observing that sex education is associated with adverse health outcomes, but are generally incorrect in interpreting this relationship causally. Proponents are generally correct in claiming that sex education does not encourage risky sexual activity, but are incorrect in asserting that investments in typical schoolbased sex education programs produce measurable health benefits. © 2006 by the Association for Public Policy Analysis and Management [source] Does early adolescent sex cause depressive symptoms?JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 4 2006Joseph J. Sabia A recent study by the Heritage Foundation (Rector, Johnson, & Noyes, 2003) found evidence of a positive relationship between early sexual intercourse and depressive symptoms. This finding has been used to bolster support for funding abstinenceonly sex education. However, promoting abstinence will only yield mental health benefits if there is a causal link between sexual intercourse and depression. Using the National Longitudinal Study of Adolescent Health (Add Health), I carefully examine the relationship between early teen sex and several measures of depression. Controlling for a wide set of individuallevel and familylevel observable characteristics, crosssection estimates consistently show a significant positive relationship between early sexual activity for females and three measures of adverse mental health: selfreported depression, a belief that one's life is not worth living, and serious thoughts of suicide. However, differenceindifference estimates reflect no evidence of a significant relationship between early teen sex and depressive symptoms. These findings suggest that the positive association observed by Rector et al. (2003) can be explained by unmeasured heterogeneity. Thus, promoting abstinence among adolescents is unlikely to alleviate depressive symptoms.© 2006 by the Association for Public Policy Analysis and Management. [source] Exploring sexual and relationship possibilities for people with psychosis , a review of the literatureJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 6 2003E. MCCANN msc rmn dippsi (thorn) cert ed This review examines the literature on sex and relationship issues in the context of serious and persistent mental health problems. It identifies gaps in the research and highlights key issues needing further investigation. The available published documents have been identified, which contain information, ideas, data and evidence on the topic. A critical analysis of the subject, through the examination of the various documents, is provided. The main themes that emerged included HIV/AIDS, medication and sexual dysfunction, sexuality needs, intimate relationships, family planning, policies and sex education. Several subthemes are discussed and include needs assessment, stigma and loneliness. The key findings highlight the lack of systematic studies in the UK, especially regarding the subjective views of patients in determining need and the subsequent development of appropriate plans of care. The author argues that future mental health research needs to go beyond investigating perceived ,risky' behaviours and should include potential therapeutic responses in all areas of sexuality. Further recommendations are made in terms of nurse education particularly the inclusion of psychosexual aspects in future pre- and postregistration curricula. This paper may be of interest to service users, mental health practitioners working alongside people with serious and persistent mental health problems as well as educators, researchers and policy makers. [source] Changes in Formal Sex Education: 1995,2002PERSPECTIVES ON SEXUAL AND REPRODUCTIVE HEALTH, Issue 4 2006Laura Duberstein Lindberg CONTEXT: Although comprehensive sex education is broadly supported by health professionals, funding for abstinence-only education has increased. METHODS: Using data from the 1995 National Survey of Adolescent Males, the 1995 National Survey of Family Growth (NSFG) and the 2002 NSFG, changes in male and female adolescents'reports of the sex education they have received from formal sources were examined. Life-table methods were used to measure the timing of instruction, and t tests were used for changes over time. RESULTS: From 1995 to 2002, reports of formal instruction about birth control methods declined among both genders (males, from 81% to 66%; females, from 87% to 70%). This, combined with increases in reports of abstinence education among males (from 74% to 83%), resulted in a lower proportion of teenagers'overall receiving formal instruction about both abstinence and birth control methods (males, 65% to 59%; females, 84% to 65%), and a higher proportion of teenagers'receiving instruction only about abstinence (males, 9% to 24%; females, 8% to 21%). Teenagers in 2002 had received abstinence education about two years earlier (median age, 11.4 for males, 11.8 for females) than they had received birth control instruction (median age, 13.5 for both males and females). Among sexually experienced adolescents, 62% of females and 54% of males had received instruction about birth control methods prior to first sex. CONCLUSIONS: A substantial retreat from formal instruction about birth control methods has left increasing proportions of adolescents receiving only abstinence education. Efforts are needed to expand teenagers'access to medically accurate and comprehensive reproductive health information. [source] Deliberative Democracy and "Human Nature": An Empirical ApproachPOLITICAL PSYCHOLOGY, Issue 3 2006Janusz Reykowski The idea of deliberative democracy is based upon an implicit and questionable assumption that the ability for a meaningful participation in deliberation is a common characteristic of citizens of democratic countries. This paper discusses that assumption and describes the results of empirical research aimed at finding out (1) whether ordinary people are able to solve important ideological and moral controversies by means of deliberation, (2) what factors may facilitate this process, and (3) what are the effects of the deliberation. The research consisted in studying 20 small groups of parents of school-aged children who were asked to participate in a debate about sex education in Polish schools (N = 195). The debates were conducted by a facilitator. Before and after the debate participants filled out questionnaires testing their attitudes and some psychological variables. The debates were recorded on videotapes. We found that it is possible to conduct a debate on ideologically contentious issues that meets some criteria of the deliberative functioning and such a debate may have some of the effects postulated by deliberative theorists. [source] ORIGINAL RESEARCH,WOMEN'S SEXUAL HEALTH: Vaginal Orgasm Is Associated with Vaginal (Not Clitoral) Sex Education, Focusing Mental Attention on Vaginal Sensations, Intercourse Duration, and a Preference for a Longer PenisTHE JOURNAL OF SEXUAL MEDICINE, Issue 8 2010Stuart Brody PhD ABSTRACT Introduction., Evidence was recently provided for vaginal orgasm, orgasm triggered purely by penile,vaginal intercourse (PVI), being associated with better psychological functioning. Common sex education and sexual medicine approaches might undermine vaginal orgasm benefits. Aims., To examine the extent to which women's vaginal orgasm consistency is associated with (i) being told in childhood or adolescence that the vagina was the important zone for inducing female orgasm; (ii) how well they focus mentally on vaginal sensations during PVI; (iii) greater PVI duration; and (iv) preference for above-average penis length. Methods., In a representative sample of the Czech population, 1,000 women reported their vaginal orgasm consistency (from never to almost every time; only 21.9% never had a vaginal orgasm), estimates of their typical foreplay and PVI durations, what they were told in childhood and adolescence was the important zone for inducing female orgasm, their degree of focus on vaginal sensations during PVI, and whether they were more likely to orgasm with a longer than average penis. Main Outcome Measures., The association of vaginal orgasm consistency with the predictors noted above. Results., Vaginal orgasm consistency was associated with all hypothesized correlates. Multivariate analysis indicated the most important predictors were being educated that the vagina is important for female orgasm, being mentally focused on vaginal sensations during PVI, and in some analyses duration of PVI (but not foreplay) and preferring a longer than average penis. Conclusions., Focusing attention on penile,vaginal sensation supports vaginal orgasm and the myriad benefits thereof. Brody S, and Weiss P. Vaginal orgasm is associated with vaginal (not clitoral) sex education, focusing mental attention on vaginal sensations, intercourse duration, and a preference for a longer penis. J Sex Med 2010;7:2774,2781. [source] Efficacy of sildenafil on erectile dysfunction of newly-wedsANDROLOGIA, Issue 6 2009Q. He Summary To explore the efficacy of sildenafil on erectile dysfunction (ED) of newly-weds, the author studied 60 outpatients within a month of marriage, who suffered from sexual intercourse (SI) failure caused by ED and showed no improvement after receiving sex education and psychological consultation. The patients were given oral sildenafil, 100 mg for the first and second times, 50 mg for the third and fourth times, no more than once every day, with a 1- to 3-day break between every two times. Four times of sildenafil administration formed one course of treatment. Sildenafil was taken 1 h before SI and was aided with adequate sexual stimulation. The rates of successful SI due to improved erection during and after a course of sildenafil treatment were 93.3% (56/60) and 85% (51/60), both P > 0.05. In the groups with one and more than one SI failure the successful SI rates after a sildenafil treatment course were 93.1% (27/29) and 77.4% (24/31), both P > 0.05. Oral sildenafil with psychological therapy in the treatment of ED of newly-weds proves to be effective in restoring the patients' sexual function and relieving their mental pressure or stress. [source] Women's knowledge about human papillomavirus and their acceptance of HPV vaccineAUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 2 2009Polat DURSUN Objective: Recently, prophylactic human papillomavirus (HPV) vaccines were approved in the USA and Europe to protect against HPV-related disease. However, there is ongoing debate about the acceptance of the HPV vaccine as a part of routine vaccine scheme. The aim of this study is to determine the baseline knowledge Turkish women have about HPV and prophylactic HPV vaccines. Method:, The study included 1434 women from four different cities of Turkey who completed a 22-item questionnaire that assessed their knowledge of HPV and cervical cancer, and their acceptance of HPV vaccine for themselves and their children. Results:, The median age was 35.8 ± 10.8 years (range: 17,80 years). In all, 12% of the participants had a past history of an abnormal Pap test. Among the participants, 77% believed that sex education should be provided at school, 45% had heard of HPV and 55% had no knowledge about HPV. It was known by 43% of the women that HPV might cause genital lesions. Of the parents, 40% knew HPV is related to cervical cancer, while 34% had no opinion about the subject. Of the parents interviewed, 70% reported they would accept HPV vaccination for themselves, 64% for their daughters and 59% for their sons. Conclusion:, Although less than half of the women had knowledge about HPV, the majority of the women sampled reported that they would accept vaccination for themselves and their children. Health-care providers must focus not only on the diagnosis and treatment of cervical cancer, but must also provide information and education about HPV to women. [source] Knowledge, attitudes and behaviours in relation to safe sex, sexually transmitted infections (STI) and HIV/AIDS among remote living north Queensland youthAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 2010Patricia Fagan Abstract Objective: To assess the knowledge, attitudes and behaviours of remote Aboriginal and Torres Strait Islander youth living in far north Queensland in relation to sexually transmitted infections, HIV/AIDS and safe sex. Methods: Community consultation followed by local recruitment of a sample of young people who, in a facilitated same gender focus group setting, completed a questionnaire followed by open discussion of the issues in a range of remote locations during 2007. Results: The remote living Indigenous youth demonstrated lower levels of knowledge in relation to STI and HIV and higher levels of partner change than was demonstrated in the 2002 national secondary school survey. Despite the high rates of bacterial STI in the region, there was an extremely low level of awareness of personal risk in relation to STI and HIV. Conclusion: There is an urgent need to strengthen school-based sex education and to develop innovative approaches to sexual health promotion in addition to improving clinical sexual health service provision. [source] Rights, sexuality and relationships in Ireland: ,It'd be nice to be kind of trusted'BRITISH JOURNAL OF LEARNING DISABILITIES, Issue 4 2009Grace Kelly Accessible summary ,,This paper talks about what a group of people with intellectual disabilities in Ireland had to say about their experiences of relationships and sexuality, and the type of support they might like in this area of their lives. ,,Many people did not get enough information about sexuality. There were lots of things they did not understand properly and they wanted more information. ,,Many people wanted to have boyfriend and girlfriend relationships, but relationships were not allowed in their service. Some people had to have relationships in secret. ,,In Ireland it is against the law to have a sexual relationship with a person who cannot live without support, or protect themselves from abuse, unless you are married. ,,The law needs to be changed because some people with intellectual disabilities who need support in their lives are still capable of having sexual relationships and protecting themselves from abuse. ,,People with intellectual disabilities need better sexual information and need support to have their voices heard by government. Summary How to translate the right of people with intellectual disabilities to a full sexual and intimate life into proactive support remains a challenge for disabilities services in Ireland. Little formal research has been undertaken in this country into what people with intellectual disabilities think about these issues and what they would like to see happen in this area of their lives. This paper presents a preliminary analysis of the first author's PhD research into the views and experiences of a small group of Irish people with intellectual disabilities in the area of sexuality and relationships. Initial findings suggest that people with intellectual disabilities are getting insufficient sex education and that changes are needed at a disabilities service level to ensure that people with intellectual disabilities can express their sexuality in an open and supportive climate. At a government level, changes will need to be made to Irish legislation concerning the sexuality of vulnerable adults so that this country is meeting its obligations under the UN Convention on the Rights of Persons with Disabilities (2006). The authors argue that people with intellectual disabilities' views must come first in all debates concerning their sexuality. [source] The sexual lives of men with mild learning disability: a qualitative studyBRITISH JOURNAL OF LEARNING DISABILITIES, Issue 1 2009Evan Yacoub Accessible summary ,,We talked to some men with learning disability about sex and relationships. Some people lived in the community, and some people lived in hospital. ,,The men knew quite a lot about sex. Most people said they got good support from their keyworkers. ,,Some people were asked for sex when they did not want it. Some people were made to have sex that was not safe. ,,We have some ideas about how men with learning disabilities can speak up for themselves about sex and relationships. Summary We aimed to explore in detail the sexual lives and behaviour of men with mild learning disabilities living both in community and in secure hospital settings. We wanted to generate hypotheses about them and identify potential unmet needs. We used a narrative interview that focused on areas such as relationships, sex education, contraception and the attitudes of others towards the participants' sexual lives and orientation. We used the constant comparative method to analyse transcribed interviews. Several clients reported engaging in unsafe practices despite being aware of the risks. Participants generally felt that services had shifted from a paternalistic to a more supportive approach towards their sexual lives and orientation. Experiences with other men were commonly reported. Several participants reported being pressurised into sex as adults. In our sample, sexual knowledge did not lead to safe sexual practices. The good rapport with services reported by the participants may be utilised to provide further education and empowerment to improve the safety of sexual practices in this group. Other ways of improved service delivery are suggested. [source] Managing sexually abused and/or abusing children in substitute careCHILD & FAMILY SOCIAL WORK, Issue 2 2003Elaine Farmer ABSTRACT This paper reports on research on the characteristics, management and therapeutic treatment of sexually abused and/or abusing children in substitute care. Of the 40 sexually abused and/or abusing young people aged 10 or over in the interview sample, two-thirds showed sexual behaviours in the placement studied but one-third did not. The range of sexual behaviours shown by the young people is described. Analysis of the findings shows that four key components of effective management are supervision, adequate sex education, modification of inappropriate sexual behaviour and therapeutic attention to the needs that underlie such behaviour. Supervision includes planning for safe care before placement, preparing other children in the setting, teaching young people how to keep themselves safe when out on their own, and careful monitoring of contact with birth family members. The need for a proactive approach to sex education is stressed. Effective management approaches to masturbation, sexualized behaviour and sexually abusing behaviour are discussed but the processes of denial and minimization of sexual abuse and the development of high thresholds for action when looked after children are abused or at risk are shown to present obstacles to effective care. Finally, the importance of addressing children's deeper needs is emphasized, including the importance of regular review of their need for counselling. At the end of the article two case examples from the study are given. [source] Impact of a theoretically based sex education programme (SHARE) delivered by teachers on NHS registered conceptions and terminations: final results of cluster randomised trialCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2007Richard Reading Impact of a theoretically based sex education programme (SHARE) delivered by teachers on NHS registered conceptions and terminations: final results of cluster randomised trial . Henderson, M., Wight, D., Raab, G. M., Abraham, C., Parkes, A., Scott, S. & Hart, G. ( 2007 ) British Medical Journal , 334 , 133 , 6 . DOI: 10.1136/bmj.39014.503692.55. Objective To assess the impact of a theoretically based sex education programme (SHARE) delivered by teachers compared with conventional education in terms of conceptions and terminations registered by the National Health Service. Design Follow-up of cluster randomized trial 4.5 years after intervention. Setting National Health Service records of women who had attended 25 secondary schools in east Scotland. Participants A total of 4196 women (99.5% of those eligible). Intervention SHARE programme (intervention group) vs. existing sex education (control group). Main outcome measure National Health Service recorded conceptions and terminations for the achieved sample linked at age 20 years. Results In an ,intention to treat' analysis, there were no significant differences between the groups in registered conceptions per 1000 pupils (300 SHARE vs. 274 control; difference 26, 95% CI ,33 to 86) and terminations per 1000 pupils (127 vs. 112; difference 15, ,13 to 42) between ages 16 and 20 years. Conclusions This specially designed sex education programme did not reduce conceptions or terminations by age 20 years compared with conventional provision. The lack of effect was not due to quality of delivery. Enhancing teacher-led school sex education beyond conventional provision in eastern Scotland is unlikely to reduce terminations in teenagers. [source] | |||||||||||||