Value Added Research Project

Value Added Research Project

Abstract

Increasing demands for sex education have been coupled with an overabundance of recommendations, system and resources with resulting unpredictability of content, policy, quality and result. While several studies prove that the health behavior of teenagers is not changed by the teaching of facts alone, other data suggest that admiration of personal risk and learned assertiveness skills are associated with changes in people behaviors. Peer led teaching is a powerful and probably essential component of school health and sex education. Evaluated interventions with decided purpose and suitable methodologies are essential if there is to be any real hope of health benefit from sex education.

Thesis Statement

Knowledge solely is not sufficient to change young children and juvenile adult's behaviors. Programs that rely mostly on expressing data about sex or lesson precepts-how the body's sexual system functions, what teens should and shouldn't manage, have failed. However, programs that focus on assisting teenagers to change their demeanour using function playing, games and exercises that strengthen social skills have shown signs of success.

Introduction

People especially parents marvel what sort of education their children must have when it comes to sexual education been educated in schools. A new sample by NPR, the Kaiser Family Foundation, and Harvard's Kennedy School of Government finds that only 7 percent of Americans say sex education should not be educated in schools but in most places there is even little argument about what kind of sex education should be educated, whereas there are still pockets of controversy. There have been no discussions or debates as to what should be educated about sex education (Kaiser: 2004).

However, this does not signify that all Americans acquiesce on what kind of sex education is best. There are foremost differences over the issue of self-discipline. 15 percent of Americans accept as factual that schools should teach only about self-control from sexual intercourse and should not supply data on how to get and use condoms and other contraception. Most of them accept as factual that the most befitting approach is one that might be called "abstinence-plus" that while abstinence is best, some teens manage not abstain, so schools also should teach about condoms and contraception. 36 percent accept as factual that abstinence is not the most significant thing, and that sex education should focus on teaching teens how to make responsible decisions about sex. Only 15 percent of Americans say they desire abstinence-only sex education in the schools, 30 percent of the principals of public middle schools and high schools where sex education is educated report that their schools teach abstinence only. 47 percent of their schools educated abstinence-plus, while 20 percent educated that producing responsible decisions about sex was more significant than abstinence. Middle schools were more probable to teach abstinence-only than high schools while High schools considered that to teach abstinence is not the most significant thing (Kaiser: 2004).

Explication

Based on a survey conducted by the teachers of Clear River public school, CA; shows that since the late 1980s, sexuality education ...