No abstract

The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

No abstract

Peer education — where people are equipped to educate their contemporaries — is an increasingly popular strategy amongst providers of personal and health education in the UK, especially amongst those who work with teenagers and young adults. This article takes an irreverent look at the premises on which peer education has been founded and considers whether the approach is the panacea that so many claim.

In 1997 Salford Community Healthcare Trust embarked on a research project (funded by NHS Executive North West Region) to investigate how viable the Hanen Parent Programme (HPP) (Manolson 1992) was in terms of its effectiveness and suitability for an inner-city UK population in comparison with clinic-based, direct intervention. An important component of that research project involved exploring the parents' perceptions of the therapy they had undertaken. In this paper are summarised the areas in which there were marked differences between parents' experiences and perceptions of therapy as a result of the type of intervention they received. Clinical implications are discussed.

No abstract

In the journal Sexualities, Jackson and Scott (2004, ‘Sexual Antimonies in Late Modernity’, Sexualities 7[2]: 233-48) express scepticism that current mores in relation to sexuality are increasingly liberal and ‘open’; instead, they suggest there are a number of antimonies or contradictions evident. One of the themes they raise relates to parental intentions (and ‘failures’) to be ‘open’ about sex with their children. I explore this antimony via data collected from parents about the sex education of their young children. I first describe responses to young children’s verbal questions about sex; the second section considers parental responses to questions raised by ‘protosexual play’. As the negotiations that take place between parents and children reveal, many interventions in this area are actually interesting inversions of a straightforward educational endeavour. Instead of ‘openness’, the forms of parental disclosure and foreclosure of sexual information enact a series of closures or enclosures in relation to the exchange of sexual information in the family. The article goes on to consider possible explanations and effects of these antimonies.

No abstract