A Study of the Effectiveness on Parental Sexuality Education

By Lin, Yen-Chin; Chu, Yuan-Hsiang et al. | Education, Fall 2006 | Go to article overview

A Study of the Effectiveness on Parental Sexuality Education


Lin, Yen-Chin, Chu, Yuan-Hsiang, Lin, Helene H., Education


Introduction

With the media' reports in both language and pictures on open sex today, and people's going after happiness, self-content and self-actualization with the belief in individualism, remarks on sex and lust are very commonly heard everywhere. Adolescents curiosity and exploration of sex is increasingly apparent. Due to their open attitude towards sex, it is possible that then sexual activities are rapidly increased. (Gagnon & Simon, 1972).

Also, many parents never talked about sex issues with the members of their family of origin. Although they are anxious to do better, they encounter communication barriers with children such as tension during parent-child interaction, lack of sexuality education, holding attitude of disapproval(Yen, 1977), the embarrassment of talking about sex, different sex values and arguments(Bonnell & Caillouet, 1991). Even though there is communication, physical contact and the communication rate of related themes such as "Physicial aspect of adolescence". Pregnancy contraception, and sexual behavior and every low. (Chang and Yen, 1995)

According to Geasler, Dannison, Edlund (1995), if parents do not lie to children about the answers to their sex questions when they are little, the adolescents will feel more comfortable talking to their parents about sex issues and are more likely to make personal decisions on sex behavior, and also able to reflect parents' values and moral system. Therefore, no matter parents actively or passively participate in sexuality education, their sex concepts and attitudes are inevitably conveyed to children through parent-child interaction.

However, the communication on sex issues between parents and adolescents have potentially positive influence on their sex attitude and behavior. Adolescents will thus keep a more conservative attitude towards sex and postpone the first intercourse, or will use contraceptive methods (Nolin & Peterson, 1992). Accordingly, it is apparent to know that the effect of the family sexuality education reflects on the children's application of contraception. In Furstenberg's study (1976) the girls who talk about contraceptive topics with mothers use contraceptive methods twice than those who don't talk. Contrarily, if there is poor communication between parents and the adolescents, the children tend to have more sexual intercourses (Jaccard & Dittues, 1998).

Furthermore, the harmony of parent-child relationship in the family is the important index of children's future development of their intimate relationship. The earlier the parent-child relationship loses its harmony, the earlier the children plunge themselves into boy-girl relationship. Before understanding much about the opoosite sex and mistaking love and sex for family affection, children will easily fall in love and have sexual behavior(Rebecca O'Neill, 2002)

Because of the adolescent's performance thinking and inability to plan on future, they do not realize the benefits of preventive behavior. Besides, adventurous behavior is usually reinforced by one of their cognitive characteristics, miracle thinking, which means that one can miraculously be freed from danger (Zigler & Stevenson-Finn, 1987). Therefore, when there are more and more sexual stimulation in the social environment, the behavior of the adolescents, who are unable to tell right from wrong and take one's responsibility on this aspect, may result in great burdens on the society, such as unexpected pregnancy, abortion, sexual assault, sexual harassment, and sex trade, etc.

Although parents are not much involved in talking about sex-related issues, adolescents strongly express the wish that their parents could be the guide to sex knowledge (Davis & Harris, 1982; Fisher, 1986; Warren & Neer, 1986). Parents do understand this situation, and are aware of their limitations, so they hope to obtain assistance from the professionals in order to possess the ability to engage in parental sexuality education (Alter, Baxter, Kirby & Wilson, 1982). …

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