space.template.Sex+Education+-+Make+Kids+think+twice

Joanna Kelly n6336566 Michelle Cornford

=SEX EDUCATION - HELP KIDS THINK TWICE=

media type="custom" key="24293800" []

**PRESENT YOUR ARTEFACT **
The artefact chosen is a section from the film Monty Python where John Cleese teaches the class about the meaning of life –with respect to sex education. In this part of the film we see John Cleese not only talk to the boys in the class about the issue of sex but also demonstrate how sexual intercourse is done. The reaction of the boys within the class shows the uncomfortable nature of this topic which is still relevant today.

**NAME THE PUBLIC HEALTH ISSUE CENTRAL TO YOUR ANALYSIS **
The major public health issue, which is represented in the above clip, is the importance of having the appropriate sexual health education. In denying the youth of today the appropriate information about sexual health, we are allowing them to become vulnerable to illness, manipulation and dysfunctional relationships. Major issues or questions that may arise are who is responsible for educating? What type of information should be taught and discussed? When is the appropriate time for these discussion and programs to be taught? And where should they take place? All these questions are due to the fact that different social circles and even cultures have different values, attitudes and beliefs with respect to sexual health. This wiki will look at the current status of sexual health in Australian adolescents, the current flaws in Australia’s sexual health education, and current social and cultural resistances that are hindering the improvement of Australia’s sexual health education.

**LITERATURE REVIEW **
Sexual health education has been described as an age appropriate, culturally relevant approach to teaching about sex and relationships by providing scientifically accurate, realistic and non-judgemental information (Hillier et al 2012). It is seen that sex between young people is inevitable and that sexual responsibility is about ensuring that sexual activity is free from disease, unwanted pregnancies and any other consequence. Kippax et al have stated that schools are a vital and effective resource for providing adolescents with the knowledge and skills that are needed to make healthy decisions and to reduce the amounts of sexually transmitted diseases. The recent National survey has shown that 50% of adolescents have had their first experience of sexual intercourse by the age of 16, not only this but we also see that 40% of Indigenous adolescents have had sexual intercourse before the age of 15 (Australian Government of health and Ageing, (2010)). A national surveillance survey was conducted in 2008 and it showed that 75% of adolescents aged between 15-19 had reported having contracted a sexual transmitted disease (Australian Government of health and Ageing, (2010)). Not only this but these statistics lead to the assumption that the rates of Sexual transmitted Infections are higher in indigenous adolescents then those non-indigenous. In saying this there are some gaps within the data and it therefore shows the extent of the problem instead of the complete facts. The occurrence of this data maybe in fact actually is higher than has been reported as there are instances that have remained untested. This inadequate sexual health education has been labelled one of the key reasons for the rise in the current sexual health trends (Weaver et al 2005). The burden of disease in Australia is due to factors such as physical and psychological morbidity which are related with Sexual transmitted infection, teen pregnancy, absorption rates and the unwanted sexual encounters (Australian Government of health and Ageing, (2010)). Therefore it can be seen that sexual health education is a major public health issue that needs to be of concern. Sexual Health education is not mandatory in Australia and therefore there is no comprehensive sex education syllabus (Smith et al 2011). This means even though there is broad policies that set the curriculum standards, it is up to the individual school on what they are going to teach and therefore giving them the freedom to teach whatever they believe is relevant. This has allowed for many inconsistencies in sexual health education across Australia (Smith et al 2011).A flaw with these policies are they don’t state the requirement of when and at what age adolescents should receive sex education (VIC government 2011). Not only this but research has shown that there is not enough time put aside to deal with these important subjects and others seem to be relieved to be able to sidestep these issues (VIC Government, 2011). Weaver, Smith and Kippax (2005), study looks at the differences of sex education program policies in different countries. The study was produced to show the relationship between the policies regarding school-based sexual education and the sexual health of the youth within the Netherlands, France, Australia and United States of America. These countries have all implemented a sex education program which highlights educating adolescents in pregnancy, biological reproduction, sexual health, sexual orientation and HIV and STDs prevention, however the program structure differs from each other. The implementation of the programs came about when there was an increase in Sexually Transmitted Infection, unwanted teen pregnancies and the HIV/AIDS epidemic (which was in 1980). Since then we have seen the public schools incorporating sex education into the curriculum. However in the catholic schooling system it is believed that sexual education is not needed and this is also the case with many other cultural groups ( Dolan (1994). ). This has meant that there are students at risk of being misinformed and lead to the constant public debate about what should be taught in schools. As Australia is a multicultural country it has been suggested schools be it public, private or catholic will be faced with a variety of cultural and religious backgrounds. It is therefore imperative that the information that is given to the students meets their needs but also that it is culturally diverse and respectfully appropriate to these cultures and religions. (Almahbobi 2012) With schools already having a full syllabus, they have limited time to included sexual health education; however some schools have managed to overcome this problem with running sequential sex education programs over a four year period that repeats the fundamental concepts at incremental periods that are age appropriate. However there is still an over whelming number of schools that only do one off sessions. (Skinner et al 2003) Stammers review backs up the need for education in all schools as it stated that the failure to inform adolescents on matters of sexual health excludes them from this gaining this knowledge and inevitably means that they are not being protected against these unwanted pregnancies and sexually transmitted infections. As sexual health is becoming a widespread and risky issue, school-based education is one of the ways to ensure that sexual health education is cover all the essential issues for days adolescents (Smith et al 2011). There were several different methodologies that were used throughout all the literature and the limitations as stated before are the necessity for cultural and religious awareness of children and adolescents from different backgrounds that are within the school. Sexual health education can still be implemented and include all essential information and concepts through adjusting the information so that it does not break any religious and cultural beliefs. Although it is obviously important to be respectful of the different cultures and religions, the health and well-being of Australians adolescents today is of more significant with the current rise in trends of sexual activity.

**CULTURAL AND SOCIAL ANALYSIS **
The youth of today are at the stage of their life where they are mostly influenced by socializing agents such as friends and the media. This is illustrated by social psychologist Piaget whose theory is based on cognitive development in which individuals pass through stages as they mature, stating that this development occurs through the interaction with the environment (Fischer 1980). The content of what is learnt within these environments at each stage of development is dependent upon the individuals culture as that often defines the individual’s way of life. In Piagets theory adolescents is seen as the last stage before maturity and it is therefore at this stage the individual is able to think logically and be able to problem solve with respect to social situation (sexual activity and behaviour). This suggests that as an individual grows up the learning from early child hood, the cultural background and environment they are exposed to and the socialization process that occurs will essentially influence the individuals decision making (with respect to sexual activity and behaviour). <span style="font-family: 'Times New Roman','serif';">Most of today’s youth will at some stage be exposed to images or stories about sex through the media and friends. This means that individuals are becoming curious and engaging in sexual behaviour in different ways, at different ages and for different reasons and therefore it is imperative that these reason, be understood with respect to their values, attitudes and beliefs. As Australia is a multi cultural country this issue not only effects the youth but also has a huge impact on the Indigenous and Torres Strait Islander, same sex attracted adolescents and the diverse immigrant groups and refugees who have been shown to have persistently and disproportionately poor health outcomes. As a result, if these key social and cultural issues are not are not meet effectively it will worsen the vulnerability of the individual in the relevant subgroups – adolescents and indigenous and Torres Strait islanders. <span style="font-family: 'Times New Roman','serif';">Due to the fact that Sexual Health education is becoming a widespread and risky issue public health expert need to focus on not only adolescents but also the social and cultural subgroups. This is evident in accordance to Piaget theory of cognitive development- in which individuals pass through different stages which are influenced by the environment and interaction with those around them. As schools are widely recognised as a key place for adolescents to be educated and are required to attend school up to year ten means that school-based sexual health education is an effective way to reach all adolescents with relevant information. Not only this but in using Piaget theory of cognitive development, each topic can be implemented incrementally with respect to the stages that Piaget has described in his theory.

**<span style="color: #000000; font-family: 'Times New Roman','serif';">ANALYSIS OF THE ARTEFACT AND YOUR OWN LEARNING REFLECTIONS **
<span style="color: #000000; font-family: 'Times New Roman','serif';">Monty Python is known for its skits that are surreal and sarcastic, however this particular artefact demonstrates the fundamental flaws of sexual health education. Although this is a obviously a major exaggeration of how sexual health education is taught in the classroom today in that teachers would not personally demonstrate sex to their students, it does however shows that such complex and socially involved interactions need to be discussed. <span style="color: #000000; font-family: 'Times New Roman','serif';">I choose this particular artefact because it shows as mentioned previously the fundamental flaws of sexual health education but also demonstrates the fact that we as human beings are uncomfortable talking about or teaching sexual health even though it is a natural part of life and growing up. In researching this topic it has forced me to review my own sexual health and sexuality and how I came to learning about these issues. It has opened my eyes to how widespread and risky the issue of sexual health has become and the fact that today’s adolescents are growing up and becoming sexually active earlier then previous generations and that school-based sexual health programs need to be implemented and covering current and relevant issues to today’s teens, so that they are informed and are able to make well educated decisions about there future with regards to their sexual health.

**<span style="color: #000000; font-family: 'Times New Roman','serif';">REFERENCE LIST **
<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Australian Government of health and Ageing, (2010). //Secondary National Survey of Sexually Transmitted Infections Stratergy 2010-2013q.// Barton, ACT: Commonwealth of Australia. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Almahbobi, G. (2012). Multiculturalism and inconsistency in the perception of sex education in Australian society. //Australian Medical Journal//, 623-626.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anthony Smith, Marisa Schlichtrhirst et al. (2011). //Sexuality Education In Australian Secondary Schools 2010: Results of the 1st National Survey of Australian Secondary Teachers of Sexuality Education.// Melbourne: La Trobe University.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Dolan. T.(1994). Sex Education and Catholic schools, Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hillier & Jones (2012). Sexuality education school policy for Australian GLBTIQ students. //Sex Education: Sexuality, Society and Learning//, 437-454.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kurt Fischer (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review. p477-531

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Skinner, R., & Hickey, M. (2003). Current priorities for adolescent sexual and reproductive health in Australia. //The Medical Journal of Australia//, 179 (3), 158-161. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Stammers, T. (2003). Abstinence under fire. //Post Medical Journal//, //79//, 365-366.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Victoria government.(2011). Sexual Education for primary school children, Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">, <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Weaver, Smith and Kippax <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (2005). School-baased sex education policies and indicators of sexual health amoinf younf people: a comparison of the Netherlands, France, Australia and the United States. //Sex Education: Sexuality, Society and Learning//, 171-188.