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Pelvic Inflammatory Disease: An Underestimated Serious Health Problem
Published in Botros Rizk, A. Mostafa Borahay, Abdel Maguid Ramzy, Clinical Diagnosis and Management of Gynecologic Emergencies, 2020
PID is a major health problem in developed and developing countries of the world [3] and carries high morbidity. A significant problem is the fact that most cases of PID may be asymptomatic or subclinical. For instance, Chlamydia trachomatis (CT) infection is known to be the most frequently diagnosed STI observed in 15- to 24-year-old women and in 25- to 34-year-old men. Unfortunately, most CT patients are asymptomatic. Thus, diagnosis is difficult, with subsequent missed proper treatment leading to complications such as infertility, ectopic pregnancy, or pelvic adhesions [14]. In addition, even in the United States, comprehensive sex education is not typically offered to adolescents in public or private schools. Adolescents are unlikely to recognize the symptoms of PID and seek medical treatment [15]. Lack of awareness about PID and preventive measures is one significant reason for the insidious progression of PID culminating in serious complications. This problem is more pronounced in low-resource countries with limited awareness facilities. Attention should focus on the identification of milder forms of infection, recognizing that subclinical or atypical cases of PID are common [4].
Sexuality and Sexual Dysfunctions
Published in Jane M. Ussher, Joan C. Chrisler, Janette Perz, Routledge International Handbook of Women’s Sexual and Reproductive Health, 2019
Peggy J. Kleinplatz, Lianne A. Rosen, Maxime Charest, Alyson K. Spurgas
Where do we go from here? Who are “we,” who even have the luxury to pose such a question? So many of the problems we have described throughout this chapter could be averted with comprehensive sex education for women, men, children, and health care providers, who might truly – rather than merely ideally and fancifully – work together to improve sexual health and sexual satisfaction. Women’s agency in determining their own sexual health care and their sexual wishes must be promoted. To put it succinctly, women’s voices are often absent from narratives of “female sexual dysfunction” and its “treatment.” By broadening perspectives to include intersectional voices in research, teaching, and clinical practice, we can hope to create a future that we cannot yet even foresee.
Family and cultural factors in pediatric gynecology
Published in Joseph S. Sanfilippo, Eduardo Lara-Torre, Veronica Gomez-Lobo, Sanfilippo's Textbook of Pediatric and Adolescent GynecologySecond Edition, 2019
Although the primary responsibility of PAGs is to their patients, successful practice in this complex field requires an awareness of parenting practices that promote healthy sexual development for their patients. This begins with an understanding of the challenges that families face in addressing sexuality with their children and adolescents. It is a nearly universal truth that both parents and their children find the topic of sexual development and sexual behavior to be an uncomfortable one to discuss, and thus, they may avoid these conversations.2,3 Despite public controversy around school-based sexual education, targeted studies of parent opinions indicate that the majority of parents favor comprehensive sex education in schools4,5 and are also eager for pediatric providers to discuss sexual health topics with their children,6 perhaps due in part to their own discomfort with these discussions. Studies of parent-adolescent communication about sexuality indicate that several factors contribute to parental discomfort with discussing sexuality with their children, including concerns about their own lack of knowledge about sexuality, difficulties communicating with their children overall, and concerns about adjusting the topic to their child's developmental level, including fears of encouraging sexual activity.7–10
A Review of History of Sex Education by SIECUS
Published in American Journal of Sexuality Education, 2022
As of 2021, there is still debate about the necessity for comprehensive sex education in K-12 curricula. Simultaneously, protests are occurring against the inclusion of critical race theory in schools. These protests are set on the premise of excluding vital aspects of United States history as it factually occurred and the implications that still exist and impact everyone currently. Ironically, socially just, inclusive, and comprehensive sexuality education is an area in which the true history of the United States can be shared. Additionally, evidence shows that comprehensive sex education is essential for the health and well-being of young people despite efforts against it (Goldfarb & Lieberman, 2021). The History of Sex Education, a publication by SIECUS: Sex Ed for Social Change (SIECUS),1 provides a perspective of the history of sex education in the United States. The SIECUS document authors, whose specific names are not included in the publication, address six critical areas within the history of sex education, (1) The social hygiene movement, (2) Moving beyond disease prevention, (3) The sexual revolution and culture wars, (4) AIDS changes the debate, (5) The fight between abstinence-only and comprehensive sexuality education, and (6) Looking forward: sex ed as a vehicle for social change. They propose that sex education can be a vehicle for greater social change rather than its historical use as a solution for society’s sex and relationship problems.
Home-Based Sexuality Education in Ghana: The Perspectives of Adolescents and Parents
Published in International Journal of Sexual Health, 2022
Jessica Osei Owusu, Joana Salifu Yendork, Joseph Osafo
This course of sexual discovery and exploration does not occur in a vacuum. Thus, these adolescents happen to use signals from their previous experiences to develop sexual scripts as a guide for future sexual behavior (Simon & Daneback, 2013). Education on sexuality, therefore, provides a benchmark for adolescents to explore their sexuality. In the literature, the terms ‘sex education’ and ‘sexuality education’ are used interchangeably, however, the two terms are different although interrelated. Sex education is structured to help adolescents gain detailed information, skills, and motivation about a broad variety of topics related to sex, to help them make better decisions (Planned Parenthood, 2020). Magoon (2010) postulates that there are three approaches to sex education, namely, abstinence-only sex education, health and safety-oriented sex education, and comprehensive sex education. Comprehensive sex education is considered the best approach as it goes beyond abstinence to include preventive strategies from contraception to prevention of sexually transmitted diseases and unwanted pregnancy (Leung et al., 2019), thus allowing learners to construct their understanding of the information and material by critically engaging with personal experiences. Although there is little evidence concerning the impact of the learner-centered approach on comprehensive sex education, research by Kontula (2010) shows that there is a positive effect of sex education whenever participatory teaching techniques are employed.
Responsible Behavior with Younger Children: Examining the Feasibility of a Classroom-Based Program to Prevent Child Sexual Abuse Perpetration by Adolescents
Published in Journal of Child Sexual Abuse, 2021
Amanda E. Ruzicka, Luciana C. Assini-Meytin, Cindy M. Schaeffer, Catherine P. Bradshaw, Elizabeth J. Letourneau
Even when comprehensive sex education is available, the focus is on peer interactions; sex education curricula are unlikely to address the risk of young adolescents engaging younger children in sexual behavior. Even sexual abuse prevention interventions that target teens focus on peer interactions. For example, the curricula of evidence-based peer-focused sexual abuse prevention programs such as Safe Dates (Foshee et al., 2004, 1998) and Shifting Boundaries (Taylor et al., 2012) make no mention of the risk posed by adolescents to younger children. Collectively, adults seem to assume that adolescents will intuitively know not to experiment with younger relatives, friends, or acquaintances. Adolescents do, eventually, figure this out on their own. Juvenile arrest data show that offenses against prepubescent children are most often committed by children ages 12 to 14 and far less likely to be committed by children ages 15 and older (Finkelhor et al., 2009). This pattern is consistent with a classic learning curve: teens eventually do intuit that prepubescent children are off limits when it comes to sex.