Healthy relationship education programmes for young people: systematic review of outcomes

Benham‐Clarke, Simon; Roberts, Georgina; Janssens, Astrid; Newlove‐Delgado, Tamsin

doi:10.1080/02643944.2022.2054024

Cited by 7 publications

(6 citation statements)

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“…This and other studies also suggest that relationship education programmes in schools need to be created with young people at the forefront of the design and delivery, along with relationship and mental health experts supporting young people to become more knowledgeable and empowered experts in their own relationships and lives (Benham-Clarke et al, 2022;Hielscher et al, 2021).…”

Section: A Case For Better Relationship Education To Empower Young Pe...mentioning

confidence: 82%

Speaking the Unspoken: Abuse and Help Seeking Experiences of Bisexual Young Women in an Intimate Relationship With a Man

Janislawski¹

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Binegativity is a term used to refer to the negative stereotypes attributed to bisexual people. Examples include promiscuity, attention seeking, and/or going through a phase. Despite the success of the LGBTQ+ movement in improving social equality for gay and lesbian individuals, bisexual negative stereotypes and stigma are prevalent in both heterosexual and LGBTQ+ communities. They are problematic because they erase bisexual identities, rendering bisexual people voiceless, feeling rejected and alone in their experiences. This isolation impacts the magnitude of the social problems that this group disproportionally face. Indeed, figures in Aotearoa New Zealand and worldwide indicate that intimate partner abuse (IPA) is more prevalent amongst bisexual women and young people in comparison to any other sexual orientation, age or gender. The limited research with bisexual women shows that bi-erasure and young age impacts women’s experiences of IPA from a male intimate partner and their help seeking behaviour. However, the mechanisms involved are not understood by society or support services, and require further research. This qualitative study aimed to address this gap by exploring the role of bisexuality and young age on the abuse and helpseeking experiences of six bisexual young women who were in an intimate relationship with a man. The transcripts of six semi-structured interviews with women were analysed. All identified as bisexual and were aged between 15 to 20 years when they first entered into an intimate relationship with their male partner. Interpretative Phenomenological Analysis (IPAN) was used to understand how the women made sense and meaning of their experiences, as interpreted by the current researcher. Four themes were identified: 1) Developing Relationship IQ; 2) Progression of Control and Abuse; 3) Unspoken Bisexuality; and 4) Help Seeking Barriers. Collectively, the themes encapsulate the unspoken nature of bisexuality and bi-erasure in society showing how it exacerbates control and abuse in IPA, and adding further barriers to helpseeking for bisexual people. Furthermore, it is clear that young people’s knowledge of IPA and available support services impacts their ability to helpseek, as does the lack of understanding of bisexuality by services and service workers. Findings suggest an urgent need for policy and practice to implement robust relationship education in schools and for research to further explore the role of bisexuality in IPA, drawing out bisexuality from under the LGBTQ+ umbrella. “I call myself bisexual because I acknowledge that I have in myself the potential to be attracted romantically and/or sexually to people of more than one sex and/or gender not necessarily at the same time not necessarily in the same way and not necessarily to the same degree” – Robyn Ochs

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Section: A Case For Better Relationship Education To Empower Young Pe...mentioning

confidence: 82%

Speaking the Unspoken: Abuse and Help Seeking Experiences of Bisexual Young Women in an Intimate Relationship With a Man

Janislawski¹

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“…To engage YP in meaningful development and reflection during Relationship Education, the curriculum should reflect the content and skills that are relevant to them. Previous research has noted YP’s desire to be involved in future programme design [ 20 ], there was also support from the relationship professionals for Relationship Education to be co-created with YP, echoing the calls in the ‘Young People’s Manifesto’ [ 15 ].…”

Section: Discussionmentioning

confidence: 99%

“…Available research is predominantly focussed on programmes developed to improve sexual health or reduce violence and abuse. Recent reviews by the authors [ 19 , 20 ] have found few programmes focussing on healthy relationships, with a limited evidence base. However, as above, surveys suggest that most English schools do not use formal ‘programmes’ in any case.…”

Section: Discussionmentioning

confidence: 99%

“…Skills for ‘healthy’ romantic relationships have also been relatively neglected both in research and practice. There are several programmes developed for YP that teach about relationships, but those that currently exist are mainly from the US, and generally focussed on sexual health or relationship violence [ 19 , 20 ]. Similarly, research with YP on their perspectives of RSE mostly focus on their views on sex education [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

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Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education

et al. 2022

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Background Relationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors. Despite increased emphasis on Relationship Education in schools, little is known about the views of relationship professionals on relationship education specifically, and how this contrasts with the views of young people (YP). This Wellcome Centre for the Cultures and Environments of Health funded Beacon project seeks to fill this gap by exploring their perspectives and inform the future development of relationship education. Methods We conducted focus groups with YP (n = 4) and interviews with relationship professionals (n = 10). The data was then thematically analysed. Results Themes from YP focus groups included: ‘Good and bad relationships’; ‘Learning about relationships’; ‘the role of schools’ and ‘Beyond Relationship Education’. Themes from interviews with relationship professionals included: ‘essential qualities of healthy relationships’; ‘how YP learn to relate’ and ‘the role of Relationship Education in schools’. Conclusions YP and relationship professionals recognised the importance of building YP’s relational capability in schools with a healthy relationship with oneself at its foundation. Relationship professionals emphasised the need for a developmental approach, stressing the need for flexibility, adaptability, commitment and resilience to maintain relationships over the life course. YP often presented dichotomous views, such as relationships being either good or bad relationships, and perceived a link between relationships and mental health. Although not the focus of current curriculum guidance, managing relationship breakdowns and relationship transitions through the life course were viewed as important with an emphasis on building relational skills. This research suggests that schools need improved Relationship Education support, including specialist expertise and resources, and guidance on signposting YP to external sources of help. There is also potential for positive relationship behaviours being modelled and integrated throughout curriculums and reflected in a school’s ethos. Future research should explore co-development, evaluation and implementation of Relationship Education programmes with a range of stakeholders.

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“…It aligns with socio-cognitive perspectives that recognize the role of implicit communication in discourse. The textbook writers may signal that expressing feelings truthfully can help children build strong and healthy relationships with others(Benham-Clarke et al, 2023;Houston & Crooks, 2022).…”

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confidence: 99%

Moral Values Representation through Speech Acts in Indonesian EFL Textbooks: A Critical Discourse Analysis

Arwanto,

Djatmika,

Drajati

et al. 2024

JEELS

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In the last ten years, studies of the representation of moral values in English textbooks have been growing. However, little empirical evidence reveals the use of speech acts to represent moral values through utterances. This study aims to investigate the representation of moral values depicted through utterances in English textbooks for elementary school grades 2 and 5 in Indonesia. By adopting a socio-cognitive critical discourse analysis (Van Dijk, 2015) framework integrated with Searle’s (1969) speech acts, this qualitative study elucidates the representation of moral values only in the verbal text. The data were analyzed by applying several steps, including unitizing, sampling, recording/coding, reducing, inferring, and narrating. The findings of this study showed that curiosity, honesty, and friendliness are the most dominant moral values depicted in two English textbooks for elementary schools in Indonesia. Dialogue/conversation, chapter cover, and instruction for students’ activity are the strategies to promote moral values in the textbooks. This study implies that teachers and textbook writers should provide students with more examples of moral values, particularly those related to daily life communication.

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Healthy relationship education programmes for young people: systematic review of outcomes

Cited by 7 publications

References 50 publications

Speaking the Unspoken: Abuse and Help Seeking Experiences of Bisexual Young Women in an Intimate Relationship With a Man

Speaking the Unspoken: Abuse and Help Seeking Experiences of Bisexual Young Women in an Intimate Relationship With a Man

Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education

Moral Values Representation through Speech Acts in Indonesian EFL Textbooks: A Critical Discourse Analysis

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