Comprehensive Sex Education

The International Guidelines on Sexuality Education (UNESCO, 2009) defines sexuality education as “an age-appropriate, culturally sensitive and comprehensive approach to sexuality education that includes programme providing scientifically accurate, realistic and non-judgmental information. Comprehensive sexuality education provides opportunities to explore one’s own values and attitudes and to build decision-making, communication and risk reduction skills about all aspects of sexuality. Comprehensive sexuality education promotes critical thinking, self-actualisation, and behavioural change through gaining knowledge about the body; healthy sexuality; relationships; sex abuse, pregnancy, HIV and sexually transmitted infection prevention; and

This section will briefly present theories related to health behaviour change which are relevant to sex education. Theoretical models derived from research enable programme planners to determine the teaching methods that most effectively result in behaviours that will enhance sexual health (UNESCO, 2009). Theoretical models serves as a compass for research and intervention developments and as a guide of current and future understanding of health behaviour (Redding, Rossi, Rossi, Velicer, & Prochaska, 2000). Kirby, Laris and Rolleri (2006) in their study of 83 sex and HIV education programme identified the use of theories such as Social Learning Theory, Social Cognitive Theory, Theory of Reasoned Action, Health Belief Model, Theory of Planned Behaviour and Information, Motivation and Behavioral Skills Model, on which various programme in their study were based. Glantz, Lewis, & Rimer (1997) in their review found that there are four most commonly used models of individual health behaviour change: Health Belief Model, Theory of Reasoned Action/Planned Behaviour, Social Cognitive Theory and Transtheoretical Model. The characteristic features of these models and its application in sex education will be highlighted in this

The model’s four core constructs are perceived susceptibility, severity, effectiveness and cost to the individual (Redding et al., 2000). Perceived susceptibility or vulnerability which is the individual’s perceived risk of contracting the disease, is of relevance in this study as Weinstein (1980) described the ‘popular belief’ that people are inclined to think that they are invulnerable and safe from diseases. Youth, especially adolescents display the personal fable, a type of egocentrism identified by Elkind (1984, 1998). The personal fable is a belief that one thinks of oneself as unique, takes risks and believe that one is not susceptible to diseases. Therefore, the first construct of this model is especially applicable to youth. While designing a sex education intervention, it is necessary to help them evaluate their chances of getting an unwanted pregnancy or an STI through unprotected sexual intercourse. G/selassie, Deyessa, & Tesfaye (2013) in their study on intention to use condoms found that students who high had perceived susceptibility and high self- efficacy were more likely to have intentions to use