CHAPTER 2 : GENERAL REVIEW OF RELATED LITERATURE AND RESEARCH

Sex Education : Definition and Goals

In the educational field, sex education programs are not a new trend. These
are the programs that are available. In the United States, they've been
around since the turn of the century. Contents, goals, and objectives The
definition of sex education has evolved over time, as has the methodology.

There is a significant increase in adolescent sexual activity before the age of

consent, as well as in adolescent sexual activity before the age of
Pregnancies, STDs, abortions, and AIDS are all examples of sexually
transmitted diseases. Educators are affected by these events. Worry about
the best way to help adolescents make appropriate judgments that will
benefit them in the long run. Assist them in avoiding dangerous sexual
conduct. As a result, the National Education Act defines sex education. Task
Force on Guidelines

...a lifelong process of acquiring information and forming

attitudes, beliefs, and values about identity, relationships, and intimacy.
It encompasses sexual development, reproductive health, interpersonal
relationships, affection, intimacy, body image, and gender roles. Sexuality
education addresses the biological, sociocultural, psychological, and spiritual
dimensions of sexuality from the cognitive domain, the affective domain, and
the behavioral domain... (1991, p.3).

Many authors ("Sexuality Education in Schools: Issued and

Answers", 1996; Leepson, 1993; Haffner, 1995; & Baird, 1993) The main goals of
a sex education program were agreed to be: (a) to provide adolescents with
enough and correct sexuality knowledge to help them have a positive
attitude about their own sexuality and take care of their sexual health, (b) to
help them acquire skills to aid them in making responsible decisions about
their sex life now and in the future, and (c) to provide knowledge related to
human reproduction, contraception, sexual relationships, pregnancy,
sexuality, and sexuality. These will help to reduce the high incidence of
adolescent pregnancy, sexually transmitted illnesses, and other sexually
transmitted occurrences.

Sex Education History

 Sex education evolved quickly since the first programs created at
the beginning of the century. The sex education programs of the 1900's
focused on giving the student the correct information about sex
reproduction, biology, and stressed the importance of values as selfcontrol
and restraint. Their purpose was to prevent the youth from falling "prey to
the immorality which might be advocated by their peers and other
undesirable elements..." (Penland, 1981, p. 305). They attempted to inform
only those pupils who were capable of properly applying the material, and
girls were not explicitly taught sex-related themes. The teaching technique
was purely lecture-based, with little opportunity for student engagement or
interaction.

In the 1940s, the general public, including educators, began to see

the need for updated modern sex education programs in schools that were
responsive to societal developments since the 1900s. The sex education
program later expanded to encompass "understanding one's own sexuality as
well as learning to be sensitive to the sexuality of others." (Moseley, 1992, p.
1209). The purpose of sex education was to promote a healthy sexual life by
enhancing knowledge about psychosexual development and human sexual
functioning. Lectures, discussion, and visual aids were used in the
approaches, which were intended towards same-sex classrooms. The primary
goal was to avoid pregnancies and illnesses.

Great changes occurred in the 1950s and 1960s, causing individuals to

be more open about sex-related issues. These factors influenced sex
education in the 1980s to include a wide range of challenging themes,
including sexual relationships, contraception, individual sexuality and values,
and not only reproduction. In mixed-gender classrooms, methodology began
to involve student engagement, role acting, visual aids, and discussion.

Hundreds of sex education curricula were designed and implemented

in junior and senior high schools during the 1970s and 1990s. (Kirby, 1992).
These initiatives have progressed from their beginnings in the 1940s to their
current status as needs. The initial groups attempted to raise their
understanding of the risks and implications of early sexual intercourse and
pregnancy, assuming that if they had adequate and accurate information,
they would avoid making dangerous sexual decisions. Although these
programs boosted students' awareness, they had no effect on the prevalence
of teen sex intercourse or pregnancy. (Kirby, 1992).

After that, another group of sex educators opted to include values in

the information providing. programs. As a consequence, adolescents would
be able to define their sexual ideals and evolve. They require decision-making
skills to help them avoid risky sexual practices. The study, titled "Sexuality
Education: An Evaluation of Programs and Their Effects," found that the
treatments had no effect on sexual behavior. (cited in Kirby, 1992).

Another group of sex educators offered a different strategy as a result

of these endeavors. program. They just talked about abstinence and didn't
mention contraception. The goal to avoid HIV infection myths fueled the need
for HIV/AIDS interventions. Preventing early sexual intercourse and using safe
sex practices are all important factors in preventing transmission.

Other programs focused on the development of skills that would assist

children in dealing with peer pressure. sex-related sex-related sex-related
sex-related sex-related sex-related sex-related sex-related sex-related sex-
related sex-related sex-related sex-related sex-related sex-related It was
stressed the necessity of putting what you've learned into practice. These
methods have been proven to be more successful than the ones before them.
others.

Sex Education Programs

Content

There were differing views on what should be included in a sex

education program.curriculum. According to Leepson (1993), Abortion,
promiscuity, contraception, homosexuality, rape, and other difficult themes
are commonly discussed in sex education classes, as are responsible sex, sex,
and dating decisions.

According to Haffner (1995), Dating, sex education, and sex education

were all topics included in a standard sex education program. Themes
covered include AIDS, AIDS, AIDS, AIDS, AIDS, AIDS, AIDS, AIDS, AIDS, AIDS,
AIDS, AIDS, AIDS, AIDS, AIDS, AIDS, STDs, abstinence, and sexual relationship
responsibilities are among the themes discussed.
 Six important ideas defined by the National Guidelines Task Force
should be included in each sex education curriculum. "Human development,
relationships, personal skills, sexual behavior, sexual health, and society and
culture" were the important ideas. (1991, p. 9).

"Sexuality Education in Schools: Issues and Answers" (1996) added that

topics like self-esteem, family relationships, parenting, friendships, values,
communication techniques, dating, and decision-making skills are included in
the main six key concepts mentioned before.

Sex Education Programs Effectiveness

Many authors criticized and evaluated different sex education

programs and their effectiveness in preventing early sexual intercourse,
pregnancy, STD's, etc. There seemed to be two opposing viewpoints related to
this.

On one side were those who consider certain sex education programs
as ineffective and unsuccessful. Genuis and Genuis (1995, p. 240)
"Contraceptive-based sex education programs have shown minimal evidence
of decreased sexual activity, decreased adolescent pregnancy rates, or
increased contraceptive usage," according to the study. They proposed that
these programs take a different approach, such as concentrating on
behavioral difficulties and advocating sexual deferral. "Abstinence-only
programs have not been proven to be beneficial in helping young people
postpone sexual participation," according to other writers. ("Sexuality
Education in Schools: Issued and Answers", 1996, p 4). There is insufficient
data or study to establish the effectiveness of these types of programs in
delaying sexual intercourse.

Others, on the other hand, consider certain sex education programs to

be beneficial if they focus on a certain topic or age range. "Adolescence and
Abstinence" (1996, p.2) "Effective programs incorporate a strong abstinence
message, as well as information about contraception and safer sex,"
according to the researchers. Adolescents, according to Kirby, should be
exposed to these programs before beginning sexual interactions. (cited in
"Adolescence and abstinence", 1996).

Another study (Grunseit & Kippax, cited in "Adolescence and

Abstinence", 1996) discovered that an effective sex education program has
almost the same prerequisites as a successful sex education program. They
discovered that the program had the best benefits when the material was
delivered to the teens before they began sexual activity, and that the subjects
covered included abstinence, contraception, and STD prevention.

Haffner (1995) suggested that sex education was more effective when
students knew about both their bodies and their sexuality. Rather than being
taught about sexuality, students were given the chance to research and
evaluate their own sexuality. It's important to think about your beliefs,
values, attitudes, and social skills. A study paper was given by ETR Associates
(cited). Terrell (1995) discovered that successful programs shared the
following characteristics: (a) adolescent participants; (b) adolescent
participants; (c) adolescent participants; (a) programs aimed at raising
awareness of the benefits of avoiding pregnancy, and (b) programs aimed at
raising awareness of the benefits of preventing pregnancy. Role playing and
teacher training are two approaches to increase abilities and self-esteem by
decreasing particular actions rather than more broad aims.

Oppents and Proponents

Some people evaluated sex education programs as successful or

unsuccessful, some people opposed or proposed sex education being taught
in schools. Those opposed claim that the responsibility of teaching sex
education should be left to the parents or religious ministers. They said that
classroom instruction may unintendedly encourage teenagers into sexual
activity (Leepson, 1993).

However, research found that "sexuality education doesn't seem to

increase the probability that teenagers will engage in sexual intercourse"
(Lagana & Hayes, p. 356). The World Health Organization performed two
studies based on research reports and determined that sex education did not
promote teenage sexual engagement. They did, in fact, reduce or postpone
teenage sexual activity. (Terrell, 1995).

Those in support of sex education in schools saw it as a means to

reduce adolescent pregnancy by increasing awareness of pregnancy risks and
teaching skills to help youth make better decisions. (Leepson, 1993). In fact,
"Adolescence and Abstinence ". (1996) According to the study, the majority of
parents were in favor of sexuality education and HIV/AIDS education
programs. Many groups have united to support sexuality education,
according to the article.

Increased awareness of sexuality was one of the outcomes that was

consistently reported in research connected to sex education. Burdyshaw and
Fowler (cited in Lagana & Hayes, 1993) I worked on an improvised theatrical
production. "Knowledge about sexuality and contraception increased
between 28 percent and 100 percent," according to their findings." (p. 348).
Kirby's research reviewed (1980) demonstrated that practically every sex
education program results in a significant increase in sexuality knowledge.

Moseley (1992) Students learned about sex education through

institutionalized instruction, according to the author. Teenagers were
assisted to make more responsible decisions by information and knowledge,
but attitudes, values, and beliefs also needed to be improved.

Who Should Participate in Sex Education Programs?

According to recent studies (Fernandez, 1996), Teenagers feel that

their parents provide them with the majority of their information. 40 percent
learned about their sexuality in sex education classes, and 40 percent learned
it from their parents (36 percent ). They feel their parents are not the best
source of sex information, despite the fact that they believe they are. Provide
them with all of the information they need. Other studies ( "Sexuality
Education in Schools: Problems and Solutions Responses ", 1996) Teenagers
feel their parents are the most significant source of information, according to
the study. Friends, school, and television were the primary sources of
knowledge, with friends, school, and television coming in second and third.
Baird (1993) She determined that 27 percent of Mexican kids obtain
knowledge from their professors, and 24 percent get information from their
parents, out of the 81 she studied. Mothers contributed 10%, dads
contributed 10%, friends contributed 15%, and physicians or health care
institutions contributed 6%.

Children and teens learn about sexuality not just from their parents at
home, but also from their classmates. Other influences, such as physicians,
teachers, neighbors, and media, all have an impact on their knowledge. As a
result, it is vital that music, literature, and other forms of media be preserved
"- - - - - - - - - - - Parents, families, schools, community groups, religious
organizations, the media, companies, and government and health-care
professionals "should be active in promoting adolescent health," according to
the report. (Haffner, 1995, p. 5) sexual well-being.

The student is a vital participant in these sex education sessions.

Reichelt (1977) Students' participation in the construction of sex education
courses is critical, according to the author. It not only provided them with
valuable experience for their development, but it also aided them. Adults
should be aware of the pupils' unique needs when it comes to this topic.

Sex Education in Mexico

In Mexico, sex education has been addressed in a variety of ways. Public

health services and orientation centers, for example, have made regular visits
to schools and given talks on sexuality. (Monroy, 1989). It's also been taught
in science classes, where it's been linked to topics like reproduction and
pregnancy.

The Mexican Ministry of Education launched a counseling course for

counselors to teach three years ago. Study skills, sports, leisure activities,
alcoholism, drug misuse, smoking, AIDS, career and job selection, and
sexuality were all covered in this course.

In this course, sexuality involved issues such as characteristics, risks

and consequences of premature sexual relationships, pregnancy, abortion,
sexually transmitted diseases and AIDS. The methodology utilized was a
combination of lecture, role playing, student participation and discussion,
with the purpose to promote the students' active participation in different
activities that can facilitate their understanding of their values related to
sexuality. This course was taught in the last secondary year.

Sex Education at The American School of Tampico

Informal conferences or speeches to students were part of the ATS's sex

education program. Sexuality and reproduction were discussed in 6th and 7th
grades. Concepts in biology were also covered. in the science classroom In 9th
grade science class, students learn about sexual reproduction and the
primary factors that influence it. biological conceptions in humans Students
in 10th grade undergo a guidance class where they learn about sexuality. was
approached in the same way that it was discussed in the preceding section.

SUBTOPIC : INADEQUATE SEX EDUCATION

One of the main factor or main cause of teenage pregnancy is inadequate sex
education, some girls do not know that having sex can result in pregnancy;
fully considered as responsibility on having children. (https://www.npr.org,
August 2020)

Because of religious beliefs or taboos, sexual matters are frequently

inadequately explained to people in need of advice, regardless of their age.
The inadequacy of children’s education in practical matters of contraception
and intercourse is frequently justified by the fear that this information will
encourage promiscuity. Doctors and hospital may provide insufficient advice
to older women and men. Contraception is prohibited in some countries,
abortion is prohibited in many others, and marturbation is generally
considered deviant.

Lack of sexual education reinforces existing taboos and leads to sex through
trial and error, possible impotence of lack of satisfaction, guilt complexes,
and, in the absence of contraceptive advice, unwanted pregnancies due to
ignorance. Sex repression can result in sexual violence and deviance. Young
people who are anti-authoritarian may be hesitant to seek for advice.

Pregnancy is not easy, especially for young people who are early in
pregnancy. They should have the guidance of parents or adults to advise and
explain to them that getting pregnant is not easy, especially at their age.
Young people should learn. . to think right or wrong it is better to be guided
by the elders

To prevent early pregnancy of minors Young people learn to think about the
consequences of what they do because getting pregnant is not easy,
especially at their age.