A review of the international literature on the role of outside facilitators in the delivery of school-based sex education
| dc.contributor.author | de Vries, Jan | |
| dc.contributor.author | Mayock, Paula | |
| dc.contributor.author | Higgins, Agnes | |
| dc.contributor.author | Sherlock, Leslie | |
| dc.contributor.author | Doyle, Louise | |
| dc.contributor.author | Andrews, Lorraine | |
| dc.contributor.author | Sheaf, Greg | |
| dc.date.accessioned | 2010-08-13T10:50:39Z | |
| dc.date.available | 2010-08-13T10:50:39Z | |
| dc.date.issued | 2009-12 | |
| dc.identifier.isbn | 9781905199020 | |
| dc.identifier.uri | http://hdl.handle.net/10147/109574 | |
| dc.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. | en |
| dc.language.iso | en | en |
| dc.publisher | Crisis Pregnancy Agency | en |
| dc.relation.ispartofseries | Crisis Pregnancy Agency Report | en |
| dc.relation.ispartofseries | 22 | en |
| dc.relation.url | http://www.crisispregnancy.ie/pub/Report_22.pdf | en |
| dc.subject | SEX EDUCATION | en |
| dc.subject | HEALTH PROMOTION | en |
| dc.subject | TEENAGE PREGNANCY | en |
| dc.subject | TEENAGE PARENT | en |
| dc.subject.other | TEENAGE MOTHERS | en |
| dc.title | A review of the international literature on the role of outside facilitators in the delivery of school-based sex education | en |
| dc.type | Report | en |
| dc.contributor.department | Trinity College Dublin (TCD) | en |
| refterms.dateFOA | 2018-08-22T08:53:54Z |
