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Education and support for young mothers
Published in Mary L. Nolan, Parent Education for the Critical 1000 Days, 2020
Relationship education is a key feature of sessions for young mothers. Many young women may have been in abusive relationships, or still are, especially those who come from impoverished backgrounds (Roosa et al., 1997; Garwood et al., 2015). Their concept of a relationship may accommodate violence perpetrated against them so that they view being slapped or burned with cigarettes and treated contemptuously as a normal part of life with their child’s father. Discussions about what makes a good mother, and what makes a good father, and ways in which partners can work together to parent their baby may provide the educator with insights into the difficulties individuals are facing, and the opportunity, therefore, to refer them on. The group itself may provide feedback on the acceptability of incidents that members of the group describe, or beliefs about relationships they put forward. Challenges to long-held and unexplored ideas about relationships may be more acceptable when coming from peers, than from the educator.
Women With Intellectual and Developmental Impairments
Published in Jane M. Ussher, Joan C. Chrisler, Janette Perz, Routledge International Handbook of Women’s Sexual and Reproductive Health, 2019
Identified in the United Nations Convention of Rights of Persons with Disabilities is the right to access inclusive education, and this includes sex and reproductive health education (United Nation, 2006). Not only does sex and relationship education need to be of good quality, but it needs to recognise some of the differences associated with this group of girls and young women, not only in terms of making the material accessible to accommodate cognitive differences, but also related to some marked embodied differences. For example, research has continued to show that girls with intellectual impairments tend to start their menstrual cycles earlier than average (Walsh, Heller, Schupf, & Van Schrojenstein Lantman-de Valk, 2001). Hence, an important adaptation in terms of education is to ensure that girls with intellectual impairments receive education about menarche at an earlier age than usual.
Defining learning outcomes within a spiral curriculum: from sessions to curriculum
Published in Ann Wylie, Tangerine Holt, Amanda Howe, Health Promotion in Medical Education, 2018
Among its many activities, BHPT conducted a survey assessing the secondary school students’ attitudes to, and requirements from, sex education as delivered at school. There were almost 1000 respondents, aged 12 to 15, across two local secondary schools. At one school, with a 40% Asian-descent intake, the needs of these students as far as sex education was concerned, were substantially different from those at the other school. Thus, it was concluded, from the survey, that sex education must be contextualised for individual schools. And changes were made in Sex and Relationship Education (SRE) at both schools, some almost immediately.
Emotional Outcomes of Casual Sexual Relationships and Experiences: A Systematic Review
Published in The Journal of Sex Research, 2021
Rose Wesche, Shannon E. Claxton, Emily A. Waterman
It is important to understand emotional outcomes of CSREs in order to facilitate healthy relationship choices and positive emotional outcomes of sexual behavior. Knowledge, attitudes, norms, and contextual constraints all shape behavior, and all these domains are targets of interventions aimed to improve sexual health. For example, relationship education aims to build knowledge and skills for making healthy choices about relationships and sex (Hawkins, 2017; Simpson et al., 2018). Understanding whether, and under what circumstances, CSREs are related to positive and/or negative emotional outcomes will inform the inclusion of CSRE-specific material in relationship education programs. Knowledge of emotional outcomes of CSREs can also inform prevention programs, targeted primarily at college students, that aim to change norms and contextual factors (e.g., party environments) that contribute to physically and emotionally risky sexual experiences (e.g., Patrick et al., 2014; Testa et al., 2020). Understanding the emotional outcomes of CSREs can also inform clinical practice, both for adolescent and adult patients, by helping clinicians learn how these experiences may contribute to patients’ emotional health.
Interpersonal and Intrapersonal Influences on Sexual Satisfaction in Young Male Couples: Analyses of Actor-Partner Interdependence Models
Published in The Journal of Sex Research, 2021
Michael E. Newcomb, Gregory Swann, Junye Ma, David Moskowitz, Emily Bettin, Kathryn Macapagal, Sarah W. Whitton
One particularly novel contribution of these analyses is that we were able to examine the relative influence of couple-level, interpersonal and intrapersonal effects by adding all independent variables into a single multivariate model. In the full model, nearly all of the intrapersonal effects lost significance, indicating that the couple-level and interpersonal effects were more robust correlates of sexual satisfaction in the relationship. Thus, consistent with prior research linking various aspects of relationship functioning to sexual satisfaction in different-sex couples (Byers, 2005; Christopher & Sprecher, 2000; Jones et al., 2018; Mark & Jozkowski, 2013), intervening with couples (as opposed to individuals) to address aspects of relationship functioning may be key to improving sexual satisfaction. More specifically, relationship education approaches have been shown to effectively improve connectedness, communication, and general relationship satisfaction (see Hawkins et al., 2008), and these approaches will also likely improve sexual satisfaction within the dyad. In addition to these aspects of general relationship functioning, certain relationship dynamics that are unique to, or more common among, male couples are important to address in dyadic interventions, including monogamy/non-monogamy arrangements and anal sex role preferences. While these issues may add complexity to couples’ sex lives, relationships can be both high-functioning and sexually satisfying across various different arrangements and sexual preference types.
Untangling the Porn Web: Creating an Organizing Framework for Pornography Research Among Couples
Published in The Journal of Sex Research, 2020
Brian Willoughby, Nathan Leonhardt, Rachel Augustus
As a relational example of the development of such a framework, research on relationship and marriage education and enhancement began to increase throughout the late 1980’s and 1990’s with the concern over the high divorce rate. Several governments at the time also took a policy interest in marriage and divorce and began to invest in healthy marriage and relationship initiatives (Ooms, Bouchet, & Parke, 2004). As this research increased, scholars were becoming increasingly scattered in both their language, measurement, and approach to educational and intervention research. Hawkins, Carroll, Doherty, and Willoughby (2004) therefore proposed the COFRAME (Comprehensive Framework for Marriage Education) model that sought to provide a unifying framework of language and concepts for the field. This model identified dimensions of relationship education and helped scholars situate their empirical work within a common language and structure. This paper has been influential in this area, serving as the basis for much of the work that followed on relationship education for the next few decades.