A review of the international literature on the role of outside facilitators in the delivery of school-based sex education

Hdl Handle:
http://hdl.handle.net/10147/109574
Title:
A review of the international literature on the role of outside facilitators in the delivery of school-based sex education
Authors:
de Vries, Jan; Mayock, Paula; Higgins, Agnes; Sherlock, Leslie; Doyle, Louise; Andrews, Lorraine; Sheaf, Greg
Affiliation:
Trinity College Dublin (TCD)
Publisher:
Crisis Pregnancy Agency
Issue Date:
Dec-2009
URI:
http://hdl.handle.net/10147/109574
Additional Links:
http://www.crisispregnancy.ie/pub/Report_22.pdf
Item Type:
Report
Language:
en
Description:
Schools are one of the main sites where knowledge can be imparted on sexuality and relationships. There is widespread parental support in the Irish context for the provision of school-based sex education (Morgan, 2000; North Western Health Board, 2004; Mayock, Kitching and Morgan, 2007), and recent research also suggests that young people strongly favour classes that deal with relationships, sexuality and sexual health (Hyde and Howlett, 2004; Mayock and Byrne, 2004). However, school-based sex education is a challenging area of curricular provision and one with which many schools continue to struggle. Different approaches to provision and delivery exist: for example, relationships and sexuality education can be delivered by teachers, peers and/or outside agencies, health professionals, and some models incorporate all three modes of delivery (Young, 2004). The practice of involving outside agencies/professionals in the delivery of school-based RSE is a relatively common practice in Ireland (Mayock et al., 2007), yet there are gaps in knowledge and understanding of the potential role these professionals play in supporting schools and teachers in the delivery of sex education. The introductory section provides a background and context for an international literature review of external supports for school-based sex education, with specific reference to Relationships and Sexuality Education (RSE) in Ireland. The section begins by briefly outlining the main features of RSE policy and comments on the place of outside facilitators within this policy (Section 1.1). Attention is then drawn to dimensions of RSE policy (and existing policy guidelines) that have potential implications for schools’ use of outside facilitators (Section 1.2). Section 1.3 reviews the current state of knowledge about outside facilitators to RSE in the Irish context. The final section outlines the scope and method of this international review of literature on external supports for school-based sex education.
Keywords:
SEX EDUCATION; HEALTH PROMOTION; TEENAGE PREGNANCY; TEENAGE PARENT
Local subject classification:
TEENAGE MOTHERS
Series/Report no.:
Crisis Pregnancy Agency Report; 22
ISBN:
9781905199020

Full metadata record

DC FieldValue Language
dc.contributor.authorde Vries, Janen
dc.contributor.authorMayock, Paulaen
dc.contributor.authorHiggins, Agnesen
dc.contributor.authorSherlock, Leslieen
dc.contributor.authorDoyle, Louiseen
dc.contributor.authorAndrews, Lorraineen
dc.contributor.authorSheaf, Gregen
dc.date.accessioned2010-08-13T10:50:39Z-
dc.date.available2010-08-13T10:50:39Z-
dc.date.issued2009-12-
dc.identifier.isbn9781905199020-
dc.identifier.urihttp://hdl.handle.net/10147/109574-
dc.descriptionSchools are one of the main sites where knowledge can be imparted on sexuality and relationships. There is widespread parental support in the Irish context for the provision of school-based sex education (Morgan, 2000; North Western Health Board, 2004; Mayock, Kitching and Morgan, 2007), and recent research also suggests that young people strongly favour classes that deal with relationships, sexuality and sexual health (Hyde and Howlett, 2004; Mayock and Byrne, 2004). However, school-based sex education is a challenging area of curricular provision and one with which many schools continue to struggle. Different approaches to provision and delivery exist: for example, relationships and sexuality education can be delivered by teachers, peers and/or outside agencies, health professionals, and some models incorporate all three modes of delivery (Young, 2004). The practice of involving outside agencies/professionals in the delivery of school-based RSE is a relatively common practice in Ireland (Mayock et al., 2007), yet there are gaps in knowledge and understanding of the potential role these professionals play in supporting schools and teachers in the delivery of sex education. The introductory section provides a background and context for an international literature review of external supports for school-based sex education, with specific reference to Relationships and Sexuality Education (RSE) in Ireland. The section begins by briefly outlining the main features of RSE policy and comments on the place of outside facilitators within this policy (Section 1.1). Attention is then drawn to dimensions of RSE policy (and existing policy guidelines) that have potential implications for schools’ use of outside facilitators (Section 1.2). Section 1.3 reviews the current state of knowledge about outside facilitators to RSE in the Irish context. The final section outlines the scope and method of this international review of literature on external supports for school-based sex education.en
dc.language.isoenen
dc.publisherCrisis Pregnancy Agencyen
dc.relation.ispartofseriesCrisis Pregnancy Agency Reporten
dc.relation.ispartofseries22en
dc.relation.urlhttp://www.crisispregnancy.ie/pub/Report_22.pdfen
dc.subjectSEX EDUCATIONen
dc.subjectHEALTH PROMOTIONen
dc.subjectTEENAGE PREGNANCYen
dc.subjectTEENAGE PARENTen
dc.subject.otherTEENAGE MOTHERSen
dc.titleA review of the international literature on the role of outside facilitators in the delivery of school-based sex educationen
dc.typeReporten
dc.contributor.departmentTrinity College Dublin (TCD)en
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