The development of health promotion is typically viewed as a reaction against both the excessive responsibility placed on individuals concerning their health-related choices and the absence of recognition of environmental factors associated with personal decision making.
Drawing upon critical reflections of staff and student experiences of teaching, learning and assessment on an undergraduate module entitled Key Issues in Sex Education, we discuss the strategies used to engage students in debates around sex and relationships education (SRE).
This study aimed to gain more insight into young Rwandans' perceptions on sex and relationships, which is essential for formulating effective sexual and reproductive health (SRH) promotion interventions.
Objective: This qualitative study explored the views and experiences of adolescents with perinatally acquired HIV in Kigali, Rwanda, regarding sex, love, marriage, children and hope for the future.
Education about sex, relationships and HIV and AIDS in African contexts is riddled with socio-cultural complexity.
BACKGROUND: Teaching sexuality education to support young people’s sexual development and overall sexual health is both needed and supported.
Implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions.
In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing.
This article presents the results of a research about the implementation of sex education in the public schools of Novo Hamburgo, Rio Grande do Sul, Brazil. Quantitative and qualitative methods were used and semi-structured interviews were conducted with 124 teachers from 56 public schools.
Numerous definitions of sexual health have been developed over the past few years. Perhaps the best known and most widely accepted of them is the World Health Organization’s (WHO) working definition, which reads as follows: ". . .