Sexuality Education

Goldfarb, Eva S.; Constantine, Norman A.

doi:10.1016/b978-0-12-373951-3.00086-7

Cited by 26 publications

(30 citation statements)

References 3 publications

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“…In addition, these programs are often designed to develop skills in critical thinking, media literacy, and communication. One example of a guiding paradigm for comprehensive sexuality education is the Circles of Sexuality model, developed by Dailey (1981) and adapted by Goldfarb and Constantine (2011). This model identifies five overlapping components of human experience -sensuality, intimacy, sexual identity, sexual health and reproduction, and sexualization -that combine to create the totality of human sexuality.…”

Section: Comprehensive Sexuality Educationmentioning

confidence: 99%

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Sexuality Education

Marques¹,

Constantine²,

Goldfarb³

et al. 2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

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This article provides an overview of the different forms of formal sexuality education. It includes definitions of key terminologies used in this field, a review of the standards and frameworks developed to guide sexuality education programs, and a brief critical review of the evidence of effectiveness for different approaches to sexuality education. It also discusses the current public policy landscape for sexuality education.

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Section: Comprehensive Sexuality Educationmentioning

confidence: 99%

“…Sexuality education is a lifelong intentional process by which people learn about themselves and others as sexual, gendered beings from biological, psychological, and sociocultural perspectives (Goldfarb and Constantine, 2011). Sexuality education exists in some form in every country and culture.…”

Section: Introductionmentioning

confidence: 99%

Sexuality Education

Marques¹,

Constantine²,

Goldfarb³

et al. 2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

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“…Thus, truly comprehensive sexuality education expands to incorporate topics related to sexual development, interpersonal relationships, body image, intimacy, and gender roles (Goldfarb & Constantine, 2011;SIECUS, 2012).…”

Section: Using Evidence To Drive Sex Education Policy and Practicementioning

confidence: 99%

Adolescent School-Based Sex Education: Using Developmental Neuroscience to Guide New Directions for Policy and Practice

Suleiman

Brindis²

2014

Sex Res Soc Policy

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While school-based sex education is one of the key program and policy solutions to improve adolescent sexual health outcomes, new efforts are needed to strengthen its overall impact. The cognitive, hormonal, emotional, and physical changes that accompany the onset of puberty and occur throughout the teenage years play a significant role in aspects of adolescent sexual risk taking. Thus, one approach to advancing current understanding of these complex issues is to leverage emerging knowledge in developmental affective neuroscience over the past 15 years, which suggests some potentially promising innovations that may inform new educational directions to improve adolescent sexual health. Exploring the conceptual and empirical advances in understanding adolescent brain development through the lens of the conceptualization, implementation, and evaluation of sex education, this article provides new perspectives that encourage the testing of innovative approaches to sex education policy and practice.

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“…Despite mixed findings on its relationship to sexual behaviors, parent communication is an important part of child and adolescent sexuality education and sexual socialization (Eisenberg et al, 2006;Goldfarb & Constantine, 2011;Shtarkshall, Santelli, & Hirsch, 2007).…”

mentioning

confidence: 99%