WEEK 6: Lecture 6 - Vanwesenbeeck - Liang et al.

Question 1

L6: Q: What are the distinct stages of development for adolescents and young people as defined in the lecture?

Answer 1

• Adolescents: 10-19 years
• Youth: 15-24 years
• Young people: 10-24 years
  These stages mark a distinct phase in life characterized by rapid development and expanding social spheres, with varying needs and circumstances.

Question 2

L6: Q: What are the key elements adolescents need to grow and develop in good health, as discussed in the lecture?

Answer 2

A: Adolescents need:

A safe and supportive environment
Information and skills
Counseling and health services
Additionally, to reach their full potential, they need competence, confidence, connection, character, and caring.

Question 3

L6: Q: What is the definition and aim of Comprehensive Sexuality Education (CSE) according to the lecture?

Answer 3

A: CSE is a curriculum-based process teaching the cognitive, emotional, physical, and social aspects of sexuality. Its aim is to equip youth with knowledge, skills, attitudes, and values to realize health, well-being, dignity, develop respectful relationships, consider their choices’ impact on well-being, and understand/protect their rights.

Question 4

L6: Q: What are the common challenges in implementing CSE in schools as highlighted in the lecture?

Answer 4

A: Challenges include:

• Inadequately prepared and supported teachers
• Curricular and teaching resources omitting key topics
• Complex planning and implementation of CSE programs
• Insufficient and piecemeal funding
• Monitoring difficulties
• Varied adoption and implementation of CSE

Question 5

L6: Q: What factors enabled certain countries to place nationwide scale-up of SE programs on their political agendas?

Answer 5

• Getting help from other countries with money and technical support.
• Advocating for changes within the country, sometimes secretly or openly with help from outside partners.
• Taking advantage of moments when political change is possible.
• Collecting information about teenagers’ needs and issues.
• Showing that comprehensive sex education (CSE) can be done without causing social problems.

Question 6

L6: Q: What strategies did the countries use to build support and overcome resistance to SE programs?

Answer 6

• Building support involved reaching out to various stakeholders, making compromises, and targeting undecided groups.
• Overcoming resistance involved proactive media sensitization, directly confronting misinformation, and preparing to respond calmly and purposefully to opposition.

Question 7

L6: Q: What does the term “positive deviant” countries refer to in the context of SE programs?

Answer 7

A: Positive deviant countries are those that:

• Achieved nationwide or substantial sub-national coverage of SE programs
• Sustained these programs for at least three years
• Demonstrated programmatic results at both the output and individual outcome levels

Question 8

L6: Q: What lessons were learned from the Family Life and HIV Education (FLHE) initiative in Nigeria about addressing resistance to SE programs?

Answer 8

Key lessons include:
* Adjusting curricula to respect cultural differences
* Building diverse groups of supporters
* Working with key influencers to create a good public image
* Using data to make adjustments and show progress
* Making compromises and informing the media to address false information

Question 9

Vanwesenbeeck: Q: What are the primary goals of comprehensive sexuality education (CSE)?

Answer 9

A: The primary goals of CSE are to equip children and young people with the knowledge, skills, attitudes, and values to realize their health, well-being, and dignity, develop respectful sexual and social relationships, and make informed decisions affecting themselves and others.

Question 10

Vanwesenbeeck: Q: How does CSE differ from abstinence-only until marriage (AOUM) models?

Answer 10

A: CSE differs from AOUM models by focusing on enhancing young people’s capacity for informed, satisfactory, healthy, and respectful choices regarding sexuality, whereas AOUM primarily aims to discourage sexual intercourse until marriage.

Question 11

Vanwesenbeeck: Q: What are the potential societal benefits of implementing CSE beyond individual sexual health?

Answer 11

A: Beyond individual sexual health, CSE can contribute to a positive and safer school environment, support socioeconomic development, improve self-esteem, assertiveness, and overall well-being of students, enhance teacher-student relationships, and reduce school drop-out rates.

Question 12

Vanwesenbeeck: Q: What are the key principles for delivering CSE effectively?

Answer 12

A: Key principles for delivering CSE effectively include
- age-appropriateness
- being incremental (stapsgewijs)
- learner-centered
- facilitated by well-trained educators
- embedded within a supportive school environment.

Question 13

Vanwesenbeeck: Q: What distinguishes a rights-based, empowerment approach in CSE?

Answer 13

A: A rights-based, empowerment approach in CSE accepts young people as sexual beings with feelings and desires, emphasizes sexual health as reliant on the fulfillment of sexual rights, and aims to empower individuals to achieve consensual, egalitarian, and mutually satisfying relationships.

Question 14

Vanwesenbeeck: Q: What is the significance of addressing gender and power in CSE programs?

Answer 14

A: Addressing gender and power in CSE programs is crucial as it enhances the effectiveness of reducing pregnancy rates, fosters critical thinking about gender norms, and promotes equitable and respectful relationships.

Question 15

Vanwesenbeeck: Q: What are the main challenges to the successful implementation of CSE?

Answer 15

A: Main challenges include
- opposition from religion-based morality politics
- the need for equitable international cooperation
- the requirement for ongoing innovation to adapt to progressive insights and societal developments.

Question 16

Vanwesenbeeck: Q: What role does a multicomponent approach play in the effectiveness of CSE?

Answer 16

A: A multicomponent approach enhances the effectiveness of CSE by addressing both social and cultural factors, involving various community elements, and ensuring that programs are context-specific and culturally appropriate, thereby achieving broader and more sustainable impact.

Question 17

Liang: Q: How has the adolescent population changed globally since the International Conference on Population and Development (ICPD) in 1994?

Answer 17

A: Since the ICPD in 1994, the adolescent population has increased by 163 million, reaching 1.263 billion in 2019. The most significant growth occurred in Sub-Saharan Africa, where the adolescent population nearly doubled. Conversely, Eastern and Southeastern Asia, Europe, and Northern America experienced declines in their adolescent populations.

Question 18

Liang: Q: What significant trends have emerged in adolescent sexual and reproductive health (ASRHR) over the past 25 years?

Answer 18

A: Key trends in ASRHR over the past 25 years include
- later marriages
- delayed first sexual experiences and childbirths among female adolescents
- increased contraceptive use.
However, progress has been uneven, with some regions experiencing deteriorating conditions for adolescents due to factors like population growth and persistent inequalities.

Question 19

Liang: Q: What are the “triple burdens” of health problems faced by adolescents in certain countries, and how have these burdens changed since 1990?

Answer 19

A: These adolescents face a triple burden of communicable, reproductive health-related, and nutritional diseases, along with high rates of injury, violence, and noncommunicable diseases, including mental disorders. Since 1990, 250 million more adolescents are living in countries with these multiple health burdens.

Question 20

Liang: Q: Describe the impact of educational attainment on adolescent sexual and reproductive health outcomes.

Answer 20

Education greatly affects teens’ sexual and reproductive health. When teens, especially girls, stay in school longer, they tend to start having sex later, marry later, use contraceptives more, and have lower risks of STIs and early pregnancy. Keeping teens in school is key to improving their sexual and reproductive health.

Question 21

Liang: Q: What have been the trends in child marriage and female genital mutilation (FGM) since 1994, and what challenges remain?

Answer 21

A: Since 1994, there has been a decline in child marriage and FGM in many regions. However, progress is inconsistent, with significant challenges remaining due to population growth and deeply entrenched social norms. For example, while the prevalence of child marriage has decreased, the absolute number of girls affected has increased in some areas due to population growth.

Question 22

Liang: Q: How has the prevalence of sexually transmitted infections (STIs) and HIV/AIDS changed among adolescents since 1994?

Answer 22

A: Since 1994, the prevalence of STIs has increased globally among adolescents, with genital herpes being the most common. HIV/AIDS has become a significant health burden, particularly in sub-Saharan Africa. The number of adolescents living with HIV has increased, reflecting both new infections and improved treatment availability.

Question 23

Liang: Q: What role does digital connectivity play in the lives of adolescents, and what are the associated risks and inequalities?

Answer 23

A: Digital connectivity, with about 71% of adolescents aged 15-24 being online, offers social, educational, and employment opportunities. However, it also introduces risks like cyberbullying, exploitation, and predatory behavior. Inequalities in digital access persist, particularly among those living in poverty and rural areas, creating a digital divide that impacts educational and economic opportunities.

Question 24

Liang: Q: What are the main areas of concern and data gaps in adolescent sexual and reproductive health research, according to the article?

Answer 24

A: Main concerns in adolescent SRHR research include inconsistent data collection, underreporting due to social taboos, and insufficient focus on mental and social well-being aspects such as body image and healthy relationships. There’s also a lack of data on vulnerable subgroups like LGBTQ+ adolescents, those in humanitarian contexts, and adolescents from child-headed households.

Question 25

Seminar: In the light of opposition towards CSE, what are the reasons that CSE is beneficial for people and society according to the literature?

Answer 25

• Accurate Information: Provides accurate, age-appropriate sexual knowledge, leading to safe, healthy, and positive relationships.
• Health Outcomes: Delays sexual activity, reduces unprotected sex, and increases contraceptive use, lowering rates of STIs, HIV, and unplanned pregnancies.
• Psychosocial Benefits: Reduces misinformation, shame, and anxiety; improves communication and decision-making skills.
• Gender Equality: Promotes gender equality and addresses issues like sexual coercion, violence, and consent.
• Societal Impact: Improves school climates, enhances teacher motivation, and contributes to socioeconomic development.

Question 25

Seminar: How is CSE found by the literature to be more effective than abstinence-only-until-marriage (AOUM) programs?

Answer 25

• Comprehensive Approach: Covers a broad range of topics, unlike AOUM’s focus on abstinence.
• Positive Outcomes: Leads to delayed sexual initiation, reduced unprotected sex, and increased contraceptive use.
• Realistic and Inclusive: Recognizes young people as sexual beings with rights, promoting informed choices.
• Empowerment: Focuses on rights-based empowerment and gender equality.
• Evidence-Based: Supported by ample evidence showing better sexual health outcomes compared to AOUM programs.