Assessing Quality of Sexual Education
Stacy White
Dr. G. Lee Griffith
Abnormal Psychology (PSYC 3120)
Assessing Quality of Sexual Education
One characteristic that
all humans share is that we are sexual beings.
Most of us will, at some point, be involved in some kind of sexual
relationship. We all learn about sex in
different ways from a variety of sources; how, then, do we determine whether a
person has had an adequate sexual education?
Given the assumption that the nature of one’s sexual education has an
influence on future sexual behaviour, this is an important question to be
answered. Therefore, I have developed
two diagnostic systems to determine the quality of one’s sexual education.
Diagnostic system 1
examines the nature of the sexual education itself, specifically in regards to
the source of the information and the frequency with which it was presented
during late childhood and/or early adolescence.
This system was designed based on the view that the most accurate
sources of information about sexuality are one’s parents, combined with the
factual information presented in academic sexual education classes. Furthermore, the timing of one’s sexual
education is also of importance, in that it is likely to be most effective if
it is presented when such information is relevant to the child (for example,
around the onset of puberty.) The categories
and their criteria are as follows:
|
|
Diagnostic System 1:
Source and Frequency of Sexual Education |
|
Good |
-
discussed sexuality
with parent(s) on several occasions -
participated in
2 or more sexual education courses in an academic setting, at least one of
which was after the onset of puberty (ie. high school and/or college courses)
|
|
Average |
-
discussed sex
with parent(s) on one or two occasions -
participated in
1 sexual education class in an academic setting after the onset of puberty |
|
Poor |
-
did not discuss
sex with parent(s) -
did not
participate in sexual education classes in an academic setting or participated in 1 sexual education
class in an academic setting prior to the onset of puberty |
Diagnostic system 2 focuses on the sexual
behaviour of the participant during adolescence and young adulthood,
identifying specific types of behaviour that reflect the quality of one’s
sexual education. The design is based on
the view that such behaviours directly reflect a person’s level of sexual
education, in that well-educated subjects will make responsible sexual choices
(examples of which are outlined in the diagnostic criteria). The categories and their criteria are as
follows:
|
|
Diagnostic System 2:
Sexual Behaviour |
|
Good |
-
is comfortable
discussing sexuality with others, using correct and appropriate terminology -
practices
abstinence or practices safe sex
only within the context of an exclusive relationship -
has had fewer
than 3 sexual partners in total -
actively
participates in monitoring and maintaining his/her sexual health through regular consultations with a medical
professional |
|
Average |
-
is comfortable discussing sexuality with close peers in
private setting only, using both correct and incorrect terminology -
practices safe sex both inside and outside of an
exclusive relationship or practices
unsafe sex with fewer than 3 partners -
has had 3 to 7 sexual partners in total -
monitors his/her sexual health on a limited basis;
occasionally visits medical health professional |
|
Poor |
-
is uncomfortable discussing sexuality, with the exception
of sexual jokes; uses incorrect terminology -
practices unsafe sex, primarily outside of an exclusive
relationship -
has had more than 7 sexual partners in total -
does not monitor or maintain personal sexual health; does
not visit medical health professional except in cases of emergency |
For the purpose of these diagnoses,
“sexual partner” is defined as one with whom the subject has had sexual
intercourse. “Safe sex” is defined as
intercourse with the use of a contraceptive device and/or a device to protect
against sexually transmitted diseases and infections.
Method
Ten
diagnosticians were given 4 case studies each, and were asked to determine
whether or not the subject had had a “good,” “average” or “poor” sexual
education according to Diagnostic Systems 1 and 2 (see Appendix for case
studies). Diagnosticians were chosen at
random from a group of students in an undergraduate Abnormal Psychology
class. To determine the validity of the
diagnostic systems, the case studies were presented to Lisa Pay, Professor of
Human Sexuality at
Results
The
diagnosticians’ responses for each system were compiled, and the reliability
and validity of each system were calculated (see Table 1). System 1 was 97.5% reliable and 77.5%
valid. Although all of the
diagnosticians’ responses for case studies 1, 2 and 4 were congruent with the
expert’s response, only 1 out of the 10 diagnosticians gave the same response
as the expert for case study 3.
Diagnostic system 2 was both 100% reliable and 100% valid, suggesting
that the criteria involved in this system were more precisely measured the
quality of sexual education (assuming that the expert’s diagnosis is indeed
correct).
Table 1. Tabulation of Diagnostician’s Responses for
Diagnostic Systems 1 and 2.
|
Case # |
1 |
2 |
3 |
4 |
|
|
Diagnostic System 1 |
|||||
|
Good |
0 |
0 |
9 |
10* |
R=39/40 V=31/40 |
|
Average |
0 |
10* |
0 |
0 |
|
|
Poor |
10* |
0 |
1* |
0 |
|
|
|
|||||
|
Diagnostic System 2 |
|||||
|
Good |
0 |
0 |
0 |
10* |
R=40/40 V=40/40 |
|
Average |
0 |
10* |
0 |
0 |
|
|
Poor |
10* |
0 |
10* |
0 |
|
|
|
R=20/20 V=20/20 |
R=20/20 V=20/20 |
R=19/20 V=11/20 |
R=20/20 V=20/20 |
|
* denotes the answer
given by the expert
R=reliability,
V=validity
I
believe that the high rates of interjudge reliability were largely due to the
fact that the systems were intentionally designed so that the categories for
each system were mutually exclusive, and the subjects in the case studies had
clearly stated characteristics that were reflected in the diagnostic
systems. Case studies 1, 2 and 4 each
yielded 100% reliability and validity, most likely because in these case
studies, the characteristics of each subject’s sexual education and sexual
behaviour fit into the same category in both diagnostic systems (ie. a subject
with a “good” sexual education also displayed “good” sexual behaviour). Case study 3, however, was designed such that
the subject’s sexual education did not correspond with his sexual behaviour,
and this discrepancy yielded a difference in validity for the two diagnostic
systems.
Discussion
By using System 1, the diagnostician gains
specific information about the sexual education to which the subject was
exposed earlier in life. One learns who
presented the information, how frequently it was presented, and at what point
in the subject’s development he or she was taught about sexuality. However, one does not gain any information on
the specific content of the subject’s sexual education or the method of
presentation, which may both have significant effects on sexual behaviour. This system also does not yield any
information about the subject’s future sexual behaviour, so one does not know
what effect, if any, sexual education has had in influencing the subject to
make responsible decisions regarding his or her sexuality.
Diagnostic System 2 yields specific
information about the subject’s sexual behaviours during adolescence and young
adulthood, including the subject’s number of sexual partners and the frequency
with which he or she consults with a professional about sexual health. It also addresses behaviours which may be
indicative of the subject’s attitude toward sexuality (ie. comfort level in
discussing sex) as well as how much importance the subject places on ensuring
his or her sexual health (ie. frequency of visits to a medical
professional). However, in using this
system, the diagnostician looses information regarding the factors that may
have influenced the subject’s decisions regarding his or her sexuality. It is highly likely that other factors, such
as personality, peer influences, and religious and moral beliefs have much more
influence over one’s sexual decisions than does sexual education.
Based on the results of this study,
one can conclude that regardless of the nature of the sexual education during
childhood, it is one’s sexual behaviours later in life that truly reflect
whether or not a person is in fact “well educated” about sexuality. I learned a great deal through this
assignment, both from my own efforts to construct diagnostic systems and in
using the systems that others had designed.
While designing my systems, I quickly realized the importance of
providing clear instructions for evaluating each case study. I tried to make the process as
straightforward as possible for the diagnosticians, particularly by ensuring
that most, if not all, of the criteria in the diagnostic systems were reflected
in the characteristics I described in each case study. While I do feel that my efforts were
successful (given the high reliability rates), it was somewhat problematic for
me to design my study this way, since in reality, life is not this simplistic.
Appendix
Case Study 1
Julie is a 20 year old college
student. She and her 2 older sisters
were raised by their father, who never talked to them about relationships or
sex. She vaguely remembers sexual
education classes in elementary school, but learned the most from her sisters,
who would often tell her their stories of betrayal by their male companions and
would teach her to use her sexuality to manipulate others. Julie remained a virgin until she came to
college, when she got involved in a long relationship with an older man. The relationship has ended, and Julie since
has had sex with more than 10 men, most of whom were already involved in
relationships with other women. She has
never visited the gynecologist, nor does she pay much attention to her sexual
health. In fact, she recently suffered a
miscarriage, prior to which she was completely unaware that she was almost two
months pregnant. At the suggestion of a
close friend, Julie started seeing a counsellor after her miscarriage, but she
felt so uncomfortable talking with the counselor that she stopped attending her
sessions after two weeks.
Case Study 2
James is a 24 year old college
student. An only child raised by both of
his parents, he has participated in sexual education classes in elementary and
high school. The only discussion he
remembers having with his parents about sexuality was around the age of 13,
when his mother gave him a book about puberty and his father talked to him
about the anatomical differences between boys and girls. During adolescence, James had 4 serious girlfriends
and had intercourse (usually protected) with all of them. He once also slept with a close female friend
just after a painful breakup. He is now
engaged, and he and his fiancée have discussed their sexual histories in detail
with the help of a counsellor. James has
also visited the doctor and was tested for STDs to be sure he had a clean bill
of health prior to getting married.
Case Study 3
19 year old Jack grew up in a home where
sexuality was always an open topic for discussion. For as long as he can remember, his parents
and extended family were always willing to answer his questions about
reproduction, anatomy and any other sexual topics. Because he was more knowledgeable than his
friends, he could always spot the discrepancies in their exaggerated stories,
leading them to avoid talking to him about sex unless they wanted advice. He participated in sexual education classes
until high school, but never paid much attention. Jack learned very quickly that he could use
his knowledge of sex and relationships (along with his good looks) to his
advantage, and succeeded in dating and sleeping with the most popular girls in
his high school class. Now a college
sophomore, Jack frequently has unprotected sex with women he meets at clubs and
parties. He does not view his
promiscuity as potentially harmful to his sexual health, however, as he
believes he can tell almost immediately whether or not a person has an STD and
avoids those who do. Therefore, he does
not see the need to be tested for infections and does not plan to anytime
soon.
Case Study 4
22 year old Jana is a college
graduate. She recently moved back home
to live with her mother, with whom she shares a very close relationship. As she was growing up, she remembers her
mother talking to her about sex many times, usually at important milestones in
Jana’s life (ie. when she began menstruating, when she first got into an
exclusive relationship). Since high
school, Jana has been in 3 serious relationships but has never had
intercourse. She participated in sexual
education classes through elementary and high school, but as she has gotten
older, she felt that it was necessary to update her knowledge of sexuality to
better understand herself and to prepare for future relationships. In addition to taking college courses on
sexuality, she continues to communicate with her mother and a few adult
relatives about the topic as well. Jana
began seeing a gynaecologist 4 years ago and continues to keep her yearly
appointments.