Teenagers need sex education, not just abstinence advice

Sex education to children is one of the highly debated subjects with
regards to the content, means and its expected end. Opinions are varied on
the appropriate treatment warranted by this subject in terms of biomedical
or socio-cultural paradigm.

Being a health professional, I was frequently called upon to handle a
class on sex education. Very often such sex education is inappropriately
equated to educating children about human reproductive system. My personal
interest in the subject of Human sexuality began while dealing with the
issue with rehabilitated adolescent children. I discovered that they were
least interested in the anatomy of genital organs or details of the
reproductive system, or process of fertilization or menstruation. I
observed that the group I was handling was obsessed with the idea of sex.
They were obsessed with abstractness of sex. The mere utterance of the
world “sex” was scintillating to them. Hence innovation in the approach to
the subject was necessitated.

Undisputedly, the subject of ‘sexuality’ is one of the most
stigmatized and the most misunderstood topics of all the issues concerned
to the human behavior. Part of the reason being, absence of culture of
discourse on the issues related to sexuality in an open, frank and
informed discussion over the subject. Consequently subject of sexuality
is fret with myths and misconceptions. I decided to change my approach in
handling this very sensitive.

Would like to share a very process oriented methodology, which
generally I adopt to handle the subject while exploring this sensitive
issue with the children. The following step-by-step approach was found to
be very helpful to set the stage for discussing human sexuality with
adolescent children.

1. Funnel approach: This approach is generally adopted in behavioral
studies while handling sensitive issues. In this process discussion is
initiated from a larger and wider topic and gradually narrowed down to the
topic of interest. e.g., start with identifying different parts of motor
bike, Tree etc

2. Activity Based Learning: Sexuality being very sensitive issue it
is important that ice should be broken before taking up such issue.
Activity based discussed are often found to be useful in forging a rapport
within the group and also with the facilitator. So once the group is
gelling together in parts identification as above, the facilitator could
lead them to human body mapping. Very often there is hesitation in
indicating genital organs. At this stage discussion is on sexuality is
initiated by asking participants the reasons for hesitation or shyness in
when it comes to sexual parts or topic

3. Thinking Man’s TV. To begin the discussion on sexuality, the
facilitators writes the word SEX in large fonts on the board and ask the
participants to close eyes for two minutes and observe various visuals
that come to their mind and types feelings they experience.

4. Free listing : Facilitator requests the participants to spell out
the visuals and the they experienced and lists it on the board.

5. Simulation: In this stage a hypothetical real life conflict
situation is enacted through a role plays e.g., reaction of the family
members on learning of their child’s teenage pregnancy etc.

6. Discussion and Wrap up: The role play generally end with the
discussion. Care should be taken by the facilitator to not to be
judgmental, but rather help the participants go through the process of
critical thinking and informed decision making processes as illustrated in
‘Life Skills’ approach.

I have tried this step-by-step approach with at least three different
street children groups and two general groups. Would feel greatly
encouraged to receive your feedback after similar trial in your respective
setting.

regards,

Rajan R Patil : email <rajanpatil@yahoo.com>

Competing interests:
None declared