Key factors influencing comfort in delivering and receiving sexual health education: Middle school student and teacher perspectives.

Autor:	Rose ID; ICF, Health, Research, Informatics, and Technology Division, Atlanta, GA., Boyce L; ICF, Health, Research, Informatics, and Technology Division, Atlanta, GA., Murray CC; ICF, Health, Research, Informatics, and Technology Division, Atlanta, GA., Lesesne CA; ICF, Health, Research, Informatics, and Technology Division, Atlanta, GA., Szucs LE; Oak Ridge Institute for Science and Education, Oak Ridge, TN., Rasberry CN; Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, GA., Parker JT; Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, GA., Roberts G; Fort Worth Independent School District, Department of Health and Physical Education, Fort Worth, TX.
Jazyk:	angličtina
Zdroj:	American journal of sexuality education [Am J Sex Educ] 2018; Vol. 14 (4), pp. 466-489.
DOI:	10.1080/15546128.2019.1626311
Abstrakt:	Sexual health education (SHE) provides students with knowledge and skills to establish healthy relationships, understand sexual development, and prevent risk behaviors; therefore, it is critical to understand how to optimize the delivery and receipt of this education. Using a grounded theory approach, interviews with middle school health education teachers (n=13) and focus groups with students (n=41) were conducted to examine factors that influence perceived comfort delivering and receiving SHE in a public school district. Findings identified key barriers including disruptive behavior, insufficient time, and lack of dedicated classrooms. Some key facilitators to comfort included professional development and establishing ground rules. Competing Interests: Conflicting Interests: The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Databáze:	MEDLINE
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