Prof. K. Sivapalan.

1. Education of Human sexuality Prof. K. Sivapalan.

2. Sex Education • Sex education is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. • It is also about developing young people's skills so that they make informed choices about their behavior, and feel confident and competent about acting on these choices. • It is widely accepted that young people have a right to sex education, partly because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV/AIDS. Sex Education

3. Debate about Sex Education • In many countries, sexual education raises much contentious debate. • Controversial points are: • whether covering sexuality is valuable or detrimental; the use of birth control such as condoms and hormonal contraception; and the impact of such use on pregnancy outside marriage, teenage pregnancy, and the transmission of STIs. • Increasing support for abstinence-only sex education by conservative groups has been one of the primary causes of this controversy. • Countries with conservative attitudes towards sex education (including the UK and the U.S.) have a higher incidence of STIs and teenage pregnancy. Sex Education

4. Benefits of Sex Education • The existence of AIDS has given a new sense of urgency to the topic of sex education. • In many African nations, where AIDS is at epidemic levels (see HIV/AIDS in Africa), sex education is seen by most scientists as a vital public health strategy. • Some international organizations such as Planned Parenthood consider that broad sex education programs have global benefits, such as controlling the risk of overpopulation and the advancement of women's rights (reproductive rights). Sex Education

5. What skills should sex education develop? • Being able to communicate, listen, negotiate, ask for and identify sources of help and advice that can be applied in terms of sexual relationships. • Being able to recognize pressures from other people and to resist them, deal with and challenge prejudice, seek help from adults - including parents, care givers and professionals • Differentiate between accurate and inaccurate information, discuss moral and social issues and perspectives on sex and sexuality, different cultural attitudes and sensitive issues like abortion and contraception. Sex Education

6. Forming attitudes and beliefs • Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and sexuality. • These sometimes appear contradictory and confusing. • For example, some health messages emphasize the risks and dangers associated with sexual activity and some media coverage promotes the idea that being sexually active makes a person more attractive and mature. Sex Education

7. Forming attitudes and beliefs-ctd • Young people are very interested in the moral and cultural frameworks that binds sex and sexuality. • They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbian and gay issues and contraception and birth control. • Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree. Sex Education

8. Forming attitudes and beliefs- ctd • People providing sex education have attitudes and beliefs of their own about sex and sexuality and it is important not to let these influence negatively the sex education that they provide. • For example, even if a person believes that young people should not have sex until they are married, this does not imply withholding important information about safer sex and contraception. • Attempts to impose moralistic views about sex and sexuality on young people through sex education have failed. • “Virginity is lack of opportunity” Sex Education

9. Forming attitudes and beliefs- ctd • Effective sex education also provides young people with an opportunity to explore the reasons why people have sex, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. • Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence people's feelings and options. • They should be able to decide for themselves what the positive qualities of relationships are. • It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships. Sex Education

10. Information to be Given to Young People • Young people get information about sex and sexuality from each other, through the media including advertising, television and magazines, as well as leaflets, books and websites. • Some of this will be accurate and some inaccurate. • Providing information through sex education is therefore about finding out what young people already know and adding to their existing knowledge and correcting any misinformation they may have. Sex Education

11. Use of Early Education • It is important not to delay providing information to young people but to begin when they are young. • Basic information provides the foundation on which more complex knowledge is built up over time. • This also means that sex education has to be sustained. Sex Education

12. Conclusion • Reproductive function is everyone’s right and everyone’s responsibility. • But it also should reflect the social, cultural and moral identity of the community. Sex Education