Comprehensive Sexuality Education

1. Comprehensive Sexuality Education WHRAP-SEA Partners Capacity Building Workshop on Advocacy And Mid Term Progress Meeting 4-7 April 2011 Hanoi, Vietnam

2. What is ‘Comprehensive’ Sexuality Education?

3. What is CSE • The International Planned Parenthood states that the term comprehensive indicates an approach to sexuality education that encompasses the full range of information, skills and values to enable young people to exercise their sexual and reproductive rights and to make decisions about their health and sexuality. Comprehensive sexuality education offers the full range of possibilities for young people to practice safer sex and does not just promote messages about abstinence. • Contrary to what is often argued, comprehensive sexual and reproductive health education does not attempt to replace traditional family values; its role is to help young people to identify their own values, and to increase their awareness of all the available choices that are appropriate to their needs.

4. What is CSE? • Comprehensive Sexuality Education promotes an affirmative approach to sexuality • It is not based on a protectionist or fear-based model • It seeks to empower adolescents and young people to make informed decisions bout their bodies, sexuality and health • It is inclusive of the diversity of young people’s identities and expression

5. What is CSE? Various approaches have been used to understand and provide sexuality education. These include a morality-based approach, a health based approach and rights based approach. Comprehensive sexuality education seeks to inter-marry the three so as to provide education that is holistic and culturally appropriate. Studies have proven that effective CSE programmes can • Reduce misinformation. • Increase correct knowledge. • Clarify and strengthen positive values and attitudes; decision making, communication and risk reduction skills about many aspects of sexuality. • Increase skills to make informed decisions and act upon them. • Improve perceptions about peer groups and social norms; and increase communication with parents or other trusted adults.  • International Technical Guidance on Sexuality Education, An evidence-informed approach for schools, teachers and health educators,2009 • 2DoortjeBraken, MD, Melissa Cardinal, Msc,Bsc, Comprehensive Sexuality Education as a Means of Promoting Sexual Health, International Journal of Sexual Health(Vol20(1-2),2008

6. Exercise Create your own CSE Curriculum Contents page-What works in your context? 2 examples of methodology Implementation Guidelines

7. IPPF Framework for Comprehensive Sexuality Education • Seven agreed elements: • Gender • SRH and HIV • Sexual Citizenship Rights • Pleasure • Violence • Diversity • Relationships

8. Seven Essential Components of ComprehensiveSexuality Education 1. Gender – exploring gender roles and attributes; understanding perceptions of masculinity and femininity within the family and across the life cycle; society’s changing norms and values; manifestations and consequences of gender bias, stereotypes and inequality

9. 2. Sexual and reproductive health – understanding STIs and HIV, what they are and how to prevent them; pregnancy options and information; sexual response; living with HIV; how to use condoms; anatomy; sexuality and the life cycle (i.e., puberty, menopause, sexual problems)

10. 3. Sexual citizenship – knowledge of international human rights and national policies, laws and structures; understanding that culture is dynamic; available services and resources and how to access them; participation; practices and norms; advocacy; choice; protection; consent and the right to have sex only when you are ready

11. 4. Pleasure – understanding that sex should be enjoyable and not forced; that it is much more than intercourse; sexuality as part of everybody’s life; the biology and emotions behind the human sexual response; gender and pleasure; masturbation; love, lust and relationships; interpersonal communication; the diversity of sexuality; the first sexual experience; consent; alcohol and drugs and the implications of their use

12. 5. Violence – exploring the various types of violence towards men and women, and how they manifest; rights and laws; support options available and seeking help; community norms (power, gender) and myths; prevention, including personal safety plans; self-defence techniques; understanding the dynamics of victims and abusers; appropriate referral mechanisms for survivors

13. 6. Diversity – recognizing and understanding the range of diversity in our lives (e.g., faith, culture, ethnicity, socio-economic status, ability/disability, HIV status and sexual orientation); a positive view of diversity; recognizing discrimination, its damaging effects and being able to deal with it; developing a belief in equality; supporting young people to move beyond just tolerance

14. 7. Relationships – different types of relationships (e.g., family, friends, sexual, romantic, etc.), emotions, intimacy (emotional and physical), rights and responsibilities, power dynamics, and recognizing healthy and unhealthy or coercive relationships.

15. Basic principles developed by TYPF for KYBKYR • It is important to talk about sexuality. • Sexuality and expression of sexuality are intrinsic to each individual. • Sexuality is a normal and important part of all people’s lives and while different people have different understandings and ways of expressing it, all people should experience their bodies and sexuality in a positive and fulfilling manner. • Every person has the right to access information services relating to sexual rights and health irrespective of any other considerations.

16. Basic principles developed by TYPF for KYBKYR • Gender is a fluid concept and gender roles are based on narrow societal constructs. Every individual has the right to choose and ascribe to different gender and/or sexual identities. • Respect, and not violation of other people’s bodies and personal spaces, is vital. There is also a strong emphasis on consent in relationships. • Different people have different body types and there is a need to question existing stereotypes about body types, sexuality and notions of what is attractive. • Respect and proper care for one’s body is important with focus on nutrition, exercise, sexual health and regular health checkups. • It is imperative to access correct information from reliable sources for informed decision-making.

17. Ideas and values we want to promote in sexuality education (IPPF)

18. Challeges • Sexual Rights are not seen as Human Rights. • Supporting vertical approaches vis-à-vis comprehensive. Reproductive Rights and Health versus Sexual Rights and health. • Recognizing gender and sexual identities as fluid. • Recognizing young people as At Risk. • Empowering young people’s agency – the access to informed choice. • Infantilizing young people, involving them in developing indicators of success – outcomes and impact. • Sexuality and Rights for young people living with HIV, addressing substance use and drug education. • Sexuality Education and Morality Education – who decides what’s good for young people. Framing the argument correctly. • Empowering young people versus protecting them. Sexuality Education is about more than HIV prevention.

19. Hot Button Issues • Abortion • Same Sex Relationships • Age Appropriateness • Cultural Relevance • Sexual Pleasure • Access to contraception • Age of Consent

20. Exercise 2: Mapping the Terrain Stakeholders-Spaces of Access Curriculum Developers and support providers Curriculum Implementers

21. Implementing CSE- The ‘Where’ • Providing Comprehensive Sexuality Education CSE can complement an existing curriculum in and out of school. There are many opportunities for delivering sexuality education in addition to the formal classroom and health service settings. These include delivering sexuality education in waiting areas and youth clubs, through hairdressing salons and taxi drivers, through community drama and media events and by incorporating them into traditional rituals

22. Implementing CSE-the ‘How’ • Use goals, teaching methods and materials that are appropriate to age, sexual experience and culture of the students • Select teachers or educators who believe in the program and then provide them with adequate training. • Give sufficient length of time (i.e. more than a few hours)

23. Implementing CSE/Process • Removal of policy barriers to communicating consistent and explicit messages: support of the authorities • Involve people with different background to develop curriculum • Create safe environment for youth to participate: ‘healthy school’ • Use effective teaching methods • Pilot test the program • Linking information and skills development to health service provision

24. What are your negotiable and non-negotiables?