Pub Date : 2022-05-27DOI: 10.1080/15546128.2022.2080141
Michele J. Moore, Elissa Barr, Carrigan Hayes, Michael Binder
Abstract
School-based health clinics (SBHCs) offer convenient, free, and much-needed health services to adolescents who have been shown to lack access to preventative care and treatment. With high rates of risky sexual behavior and associated negative health outcomes, SBHCs are particularly effective in providing sexual health services. This article presents results of a survey assessing support for such services through SBHCs. Data were collected using computer-assisted telephone interviewing (CATI) software. With significant differences found for each demographic variable assessed, findings document that the majority of participants supported offering all four sexual health services in both middle and high schools: STI/HIV testing, STI/HIV treatment, pregnancy testing, and providing condoms. These findings may be used to reduce barriers in providing SBHCs, advocate for policy change regarding SBHCs, add or expand current SBHCs, and support others in conducting similar studies hoping to document local support to implement these and other sexual health services. Although limited research shows that using local data can impact policy and facilitate local change, more studies are needed to explore the impact of using local data to implement change and further evaluate the impact of sexual health services through SBHCs.
{"title":"Voter Support for Offering Sexual Health Services through School-Based Health Clinics","authors":"Michele J. Moore, Elissa Barr, Carrigan Hayes, Michael Binder","doi":"10.1080/15546128.2022.2080141","DOIUrl":"https://doi.org/10.1080/15546128.2022.2080141","url":null,"abstract":"<p><b>Abstract</b></p><p>School-based health clinics (SBHCs) offer convenient, free, and much-needed health services to adolescents who have been shown to lack access to preventative care and treatment. With high rates of risky sexual behavior and associated negative health outcomes, SBHCs are particularly effective in providing sexual health services. This article presents results of a survey assessing support for such services through SBHCs. Data were collected using computer-assisted telephone interviewing (CATI) software. With significant differences found for each demographic variable assessed, findings document that the majority of participants supported offering all four sexual health services in both middle and high schools: STI/HIV testing, STI/HIV treatment, pregnancy testing, and providing condoms. These findings may be used to reduce barriers in providing SBHCs, advocate for policy change regarding SBHCs, add or expand current SBHCs, and support others in conducting similar studies hoping to document local support to implement these and other sexual health services. Although limited research shows that using local data can impact policy and facilitate local change, more studies are needed to explore the impact of using local data to implement change and further evaluate the impact of sexual health services through SBHCs.</p>","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"229 ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-23DOI: 10.1080/15546128.2022.2076758
Leslie Massicotte
Abstract Many sexuality educators in the United States have noted that current sex education models do not meet the needs of an increasingly diverse student body, and they have begun advocating for anti-racist sex education. Many sexuality instructors, however, work in public schools that require the use of prevention-focused, evidence-based sexuality curricula. This article explores the unique challenges for sexuality instructors in incorporating anti-racist content into the public school classroom. It outlines the intersections of racism and sexuality to manifest the need for anti-racist sex education and offers five strategies for sexuality instructors wishing to incorporate anti-racist frameworks into the evidence-based sex education classroom.
{"title":"Implementing anti-Racist Strategies in the Evidence-Based Sexuality Education Classroom","authors":"Leslie Massicotte","doi":"10.1080/15546128.2022.2076758","DOIUrl":"https://doi.org/10.1080/15546128.2022.2076758","url":null,"abstract":"Abstract Many sexuality educators in the United States have noted that current sex education models do not meet the needs of an increasingly diverse student body, and they have begun advocating for anti-racist sex education. Many sexuality instructors, however, work in public schools that require the use of prevention-focused, evidence-based sexuality curricula. This article explores the unique challenges for sexuality instructors in incorporating anti-racist content into the public school classroom. It outlines the intersections of racism and sexuality to manifest the need for anti-racist sex education and offers five strategies for sexuality instructors wishing to incorporate anti-racist frameworks into the evidence-based sex education classroom.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"18 1","pages":"149 - 169"},"PeriodicalIF":1.2,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41946709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1080/15546128.2022.2070566
Rebecca E. Sanchez, Megan M. Ringel, Katherine L. Goldey
Abstract This study tested how an STI diagnosis influences perceptions of hypothetical romantic/sexual partners. In an online experiment, participants (n = 189) were randomly assigned to one of five vignette conditions, which varied in how a potential partner’s STI status was described. HSV or HIV-positive status (with treatment) decreased the likelihood that participants would have sex or a relationship with the target. However, LGBTQ participants were less likely to consider an STI diagnosis a deal-breaker relative to cisgender, heterosexual participants. Results highlight a need for accurate sex education content about living with treatable but incurable STIs.
{"title":"STIs and Stigma: Effects of STI Diagnoses and Sexual/Gender Minority Identity on Perceptions of Potential Partners","authors":"Rebecca E. Sanchez, Megan M. Ringel, Katherine L. Goldey","doi":"10.1080/15546128.2022.2070566","DOIUrl":"https://doi.org/10.1080/15546128.2022.2070566","url":null,"abstract":"Abstract This study tested how an STI diagnosis influences perceptions of hypothetical romantic/sexual partners. In an online experiment, participants (n = 189) were randomly assigned to one of five vignette conditions, which varied in how a potential partner’s STI status was described. HSV or HIV-positive status (with treatment) decreased the likelihood that participants would have sex or a relationship with the target. However, LGBTQ participants were less likely to consider an STI diagnosis a deal-breaker relative to cisgender, heterosexual participants. Results highlight a need for accurate sex education content about living with treatable but incurable STIs.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"18 1","pages":"84 - 114"},"PeriodicalIF":1.2,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46717944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-21DOI: 10.1080/15546128.2022.2064952
M. Kaidbey, Sui Zhen, Sylvia Wong, S. Navchaa, Gaoshan Junjian
Abstract Live streaming comprehensive sexuality education (CSE) to rural schools in China’s western region is an innovative program that was implemented by the United Nations Population Fund (UNFPA), Marie Stopes International of China (MSIC), and the Chinese Family Planning Association (CFPA) between September and December 2020. An 8-week CSE course was delivered to 418 Students, grades 7–9, in five middle schools in Western China. The course curriculum applied internationally approved technical standards and was delivered by trained online tutors. An independent research team undertook a curriculum content analysis to evaluate course effectiveness, administered a pre-post students survey, and conducted interviews with students, teachers, and principals. The findings revealed statistically significant positive changes in students’ reproductive and sexual health knowledge (SRH), attitudes, and self-efficacy to make decisions, negotiate, and communicate about sexual matters. Multivariable analysis indicated that the school, gender, and students’ living arrangement were important predictors of outcomes. The study concluded that the pairing of live streaming technology with a comprehensive CSE curriculum is an effective teaching strategy to expand access to CSE to students in remote areas of the country.
{"title":"The Effectiveness of Delivering Comprehensive Sexuality Education Through Live Streaming to Schools in Western China","authors":"M. Kaidbey, Sui Zhen, Sylvia Wong, S. Navchaa, Gaoshan Junjian","doi":"10.1080/15546128.2022.2064952","DOIUrl":"https://doi.org/10.1080/15546128.2022.2064952","url":null,"abstract":"Abstract Live streaming comprehensive sexuality education (CSE) to rural schools in China’s western region is an innovative program that was implemented by the United Nations Population Fund (UNFPA), Marie Stopes International of China (MSIC), and the Chinese Family Planning Association (CFPA) between September and December 2020. An 8-week CSE course was delivered to 418 Students, grades 7–9, in five middle schools in Western China. The course curriculum applied internationally approved technical standards and was delivered by trained online tutors. An independent research team undertook a curriculum content analysis to evaluate course effectiveness, administered a pre-post students survey, and conducted interviews with students, teachers, and principals. The findings revealed statistically significant positive changes in students’ reproductive and sexual health knowledge (SRH), attitudes, and self-efficacy to make decisions, negotiate, and communicate about sexual matters. Multivariable analysis indicated that the school, gender, and students’ living arrangement were important predictors of outcomes. The study concluded that the pairing of live streaming technology with a comprehensive CSE curriculum is an effective teaching strategy to expand access to CSE to students in remote areas of the country.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"18 1","pages":"115 - 148"},"PeriodicalIF":1.2,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49616223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-07DOI: 10.1080/15546128.2022.2060888
Tanya M. Bass, J. Coleman
Abstract This article critiques the History of Sex Education, a publication by SIECUS: Sex Ed for Social Change (SIECUS). This document identifies the foundations of sex education in the United States. It recognizes the white middle class's centering within the historically racist, classist, and fear-based sex education. SIECUS utilizes this publication to explore the organization’s history and its impact on the progress of sex education. Still, this history is missing recounts of the intersection of gender, race, and sex, including reproductive justice and notable organizations, works, and people.
{"title":"A Review of History of Sex Education by SIECUS","authors":"Tanya M. Bass, J. Coleman","doi":"10.1080/15546128.2022.2060888","DOIUrl":"https://doi.org/10.1080/15546128.2022.2060888","url":null,"abstract":"Abstract This article critiques the History of Sex Education, a publication by SIECUS: Sex Ed for Social Change (SIECUS). This document identifies the foundations of sex education in the United States. It recognizes the white middle class's centering within the historically racist, classist, and fear-based sex education. SIECUS utilizes this publication to explore the organization’s history and its impact on the progress of sex education. Still, this history is missing recounts of the intersection of gender, race, and sex, including reproductive justice and notable organizations, works, and people.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"548 - 556"},"PeriodicalIF":1.2,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49627661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.1080/15546128.2022.2053259
M. Poran
Abstract The following article presents a paradigm shift in order to engage in more expansive pedagogy in the teaching of puberty; specifically, to create a more inclusive and affirming space for LGBTIQA + youth. Attention to LGBTQIA + populations has slowly been integrated into many areas of research, theory, and teaching in psychology and related disciplines. While positive strides have been made, lessons on adolescent psychology, and puberty specifically, remain stuck in older binary models. The following is an examination of the dominant approach utilized for teaching puberty in senior-level high school and early undergraduate adolescent psychology courses, a critique of that model, as well as a presentation of a new model for teaching pubertal development. A proposed Model of Expansive Pubertal Understanding is shared here, and allows for a fuller, more accurate, and more positive, approach to pubertal development. It is further proposed that the information shared in this model be infused much earlier in youth education, and through a breadth of disciplines, to effectively promote psychological and physical wellbeing among children and youth of diverse genders, sexes, and sexualities.
{"title":"Teaching Puberty for LGBTQIA + Diversity, Inclusion, and Beyond: A New Model of Expansive Pubertal Understanding","authors":"M. Poran","doi":"10.1080/15546128.2022.2053259","DOIUrl":"https://doi.org/10.1080/15546128.2022.2053259","url":null,"abstract":"Abstract The following article presents a paradigm shift in order to engage in more expansive pedagogy in the teaching of puberty; specifically, to create a more inclusive and affirming space for LGBTIQA + youth. Attention to LGBTQIA + populations has slowly been integrated into many areas of research, theory, and teaching in psychology and related disciplines. While positive strides have been made, lessons on adolescent psychology, and puberty specifically, remain stuck in older binary models. The following is an examination of the dominant approach utilized for teaching puberty in senior-level high school and early undergraduate adolescent psychology courses, a critique of that model, as well as a presentation of a new model for teaching pubertal development. A proposed Model of Expansive Pubertal Understanding is shared here, and allows for a fuller, more accurate, and more positive, approach to pubertal development. It is further proposed that the information shared in this model be infused much earlier in youth education, and through a breadth of disciplines, to effectively promote psychological and physical wellbeing among children and youth of diverse genders, sexes, and sexualities.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"415 - 434"},"PeriodicalIF":1.2,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41978137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-26DOI: 10.1080/15546128.2022.2056101
S. Panjwani, W. Garney, Kathy Harms, S. Rodine, Kobi M. Ajayi, Shelby C Lautner, K. Wilson
Abstract The Sexual Health And Peer Education (SHAPE) program implemented in middle schools in Oklahoma County utilizes a hybrid adult and peer educator model to deliver sexual health programming. While peer educators have been incorporated into school-based sexual health programs in the past, this program is unique in its approach to preparing and engaging peer educators. Researchers synthesized data from interviews with program implementers and focus group discussions with teenage peer educators and middle school students who recently participated in the program to understand the process elements that contribute to the benefit of the SHAPE program model. Interviews with program implementers described the thorough peer educator recruitment and training process. Teenage peer educators felt well-prepared to deliver lessons, and through this program, they developed leadership skills, confidence, and grew personally. Middle school students revealed that peer educators were relatable and provided a positive experience where they could engage and ask questions. The application of a hybrid adult and teenage peer educator model proved useful for delivering sexual health topics and benefited students and teenage peer educators. This study’s findings highlight elements that can be utilized in future sexual health programming to prepare and engage teenage peer educators in more meaningful ways.
{"title":"Peer Educators as Partners in Sexual Health Programming: A Case Study","authors":"S. Panjwani, W. Garney, Kathy Harms, S. Rodine, Kobi M. Ajayi, Shelby C Lautner, K. Wilson","doi":"10.1080/15546128.2022.2056101","DOIUrl":"https://doi.org/10.1080/15546128.2022.2056101","url":null,"abstract":"Abstract The Sexual Health And Peer Education (SHAPE) program implemented in middle schools in Oklahoma County utilizes a hybrid adult and peer educator model to deliver sexual health programming. While peer educators have been incorporated into school-based sexual health programs in the past, this program is unique in its approach to preparing and engaging peer educators. Researchers synthesized data from interviews with program implementers and focus group discussions with teenage peer educators and middle school students who recently participated in the program to understand the process elements that contribute to the benefit of the SHAPE program model. Interviews with program implementers described the thorough peer educator recruitment and training process. Teenage peer educators felt well-prepared to deliver lessons, and through this program, they developed leadership skills, confidence, and grew personally. Middle school students revealed that peer educators were relatable and provided a positive experience where they could engage and ask questions. The application of a hybrid adult and teenage peer educator model proved useful for delivering sexual health topics and benefited students and teenage peer educators. This study’s findings highlight elements that can be utilized in future sexual health programming to prepare and engage teenage peer educators in more meaningful ways.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"458 - 473"},"PeriodicalIF":1.2,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47727443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1080/15546128.2022.2052217
D. Morrison-Beedy, Abigail Ewart, Samiha Ross, R. Wegener, A. Spitz
Abstract Due to limited knowledge and exposure to sexual health information, refugee adolescent girls need health education programming and research studies that oftentimes require parental consent. We sought to understand the parental consent decision-making process of thirteen refugee parents from eight different countries who consented for their 15–17-year-old daughters to participate in a sexual health promotion program. Interviews with eight mothers and five fathers provided insight into motivations and concerns driving their decision, as well as barriers and facilitators for obtaining consent. In-depth qualitative thematic analysis revealed five predominant themes: (1) Protecting our daughters with knowledge; (2) A different country, a different approach to protection; (3) Consent and understanding can be different; (4) Parents cannot do it all; and (5) My daughter gained a voice. These findings are useful for developing consent protocols and tailored programming to meet the needs of this understudied population.
{"title":"Protecting Their Daughters with Knowledge: Understanding Refugee Parental Consent for a U.S.-Based Teen Sexual Health Program","authors":"D. Morrison-Beedy, Abigail Ewart, Samiha Ross, R. Wegener, A. Spitz","doi":"10.1080/15546128.2022.2052217","DOIUrl":"https://doi.org/10.1080/15546128.2022.2052217","url":null,"abstract":"Abstract Due to limited knowledge and exposure to sexual health information, refugee adolescent girls need health education programming and research studies that oftentimes require parental consent. We sought to understand the parental consent decision-making process of thirteen refugee parents from eight different countries who consented for their 15–17-year-old daughters to participate in a sexual health promotion program. Interviews with eight mothers and five fathers provided insight into motivations and concerns driving their decision, as well as barriers and facilitators for obtaining consent. In-depth qualitative thematic analysis revealed five predominant themes: (1) Protecting our daughters with knowledge; (2) A different country, a different approach to protection; (3) Consent and understanding can be different; (4) Parents cannot do it all; and (5) My daughter gained a voice. These findings are useful for developing consent protocols and tailored programming to meet the needs of this understudied population.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"474 - 489"},"PeriodicalIF":1.2,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44316885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-24DOI: 10.1080/15546128.2022.2033662
Brittnie E. Bloom, Talia Kieu, Jennifer A. Wagman, Emilio C. Ulloa, Elizabeth Reed
Abstract Exposure to comprehensive sex education shows promise in preventing sexual violence and sexual harassment (SVSH) perpetration and victimization and supporting survivors. Determining if these benefits are also found in communities experiencing high levels of SVSH, such as lesbian, gay, bisexual, transgender and queer (LGBTQ+) communities, is needed. Utilizing a sequential explanatory mixed-methods study design, we assessed LGBTQ + undergraduates’ exposure to sex education (SE), what SE sources they relied on, and SE’s perceived usefulness and responsivity to LGBTQ + needs. Compared to their non-LGBTQ + peers, LGBTQ + students perceived SE as less helpful in navigating personal desires (t294 = 2.08, p < .05) and sexual consent (t295= 2.15, p < .05). LGBTQ + students were more likely to use media (e.g., internet, pornography) as their primary source of SE on topics such as violence in relationships and consent. In-depth interviews substantiated quantitative findings, highlighting the non-responsiveness of SE among LGBTQ + students and further revealed that having to supplement SE through media increased LGBTQ + students’ vulnerability to SVSH (including online sexual coercion). Via interviews, LGBTQ + students reported formal SE to be non-inclusive, led to experiences of othering, silencing, erasure, and made them more vulnerable to SVSH and related outcomes. SE policy and education must be modified to be more inclusive and helpful for LGBTQ + students, especially relating to SVSH prevention.
{"title":"Responsiveness of Sex Education to the Needs of LGBTQ + Undergraduate Students and Its Influence on Sexual Violence and Harassment Experiences","authors":"Brittnie E. Bloom, Talia Kieu, Jennifer A. Wagman, Emilio C. Ulloa, Elizabeth Reed","doi":"10.1080/15546128.2022.2033662","DOIUrl":"https://doi.org/10.1080/15546128.2022.2033662","url":null,"abstract":"Abstract Exposure to comprehensive sex education shows promise in preventing sexual violence and sexual harassment (SVSH) perpetration and victimization and supporting survivors. Determining if these benefits are also found in communities experiencing high levels of SVSH, such as lesbian, gay, bisexual, transgender and queer (LGBTQ+) communities, is needed. Utilizing a sequential explanatory mixed-methods study design, we assessed LGBTQ + undergraduates’ exposure to sex education (SE), what SE sources they relied on, and SE’s perceived usefulness and responsivity to LGBTQ + needs. Compared to their non-LGBTQ + peers, LGBTQ + students perceived SE as less helpful in navigating personal desires (t294 = 2.08, p < .05) and sexual consent (t295= 2.15, p < .05). LGBTQ + students were more likely to use media (e.g., internet, pornography) as their primary source of SE on topics such as violence in relationships and consent. In-depth interviews substantiated quantitative findings, highlighting the non-responsiveness of SE among LGBTQ + students and further revealed that having to supplement SE through media increased LGBTQ + students’ vulnerability to SVSH (including online sexual coercion). Via interviews, LGBTQ + students reported formal SE to be non-inclusive, led to experiences of othering, silencing, erasure, and made them more vulnerable to SVSH and related outcomes. SE policy and education must be modified to be more inclusive and helpful for LGBTQ + students, especially relating to SVSH prevention.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"368 - 399"},"PeriodicalIF":1.2,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47256306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1080/15546128.2021.2002225
Samantha J. Herrick, Paul A. Datti
Abstract A common misperception of people with disabilities is that they are unable and/or disinterested in sex; however, research indicates that they express sexual desires and engage in sexual behaviors. Studies about the sexuality of people on the Autism Spectrum (ASD; on the spectrum), however, suggests they receive limited sex education and are more likely than the general population to identify as a sexual minority, making the need for inclusive sex education especially important. This selective review will present the sexual orientation/identity statistics for people on the spectrum, factors proposed that may help explain identity differences and trends, and sex education implications, particularly for those who identify as a sexual minority. Future sex education practice and research recommendations are also provided.
{"title":"Autism Spectrum Disorder and Sexual Minority Identity: Sex Education Implications","authors":"Samantha J. Herrick, Paul A. Datti","doi":"10.1080/15546128.2021.2002225","DOIUrl":"https://doi.org/10.1080/15546128.2021.2002225","url":null,"abstract":"Abstract A common misperception of people with disabilities is that they are unable and/or disinterested in sex; however, research indicates that they express sexual desires and engage in sexual behaviors. Studies about the sexuality of people on the Autism Spectrum (ASD; on the spectrum), however, suggests they receive limited sex education and are more likely than the general population to identify as a sexual minority, making the need for inclusive sex education especially important. This selective review will present the sexual orientation/identity statistics for people on the spectrum, factors proposed that may help explain identity differences and trends, and sex education implications, particularly for those who identify as a sexual minority. Future sex education practice and research recommendations are also provided.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"257 - 276"},"PeriodicalIF":1.2,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48930726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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