Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532946
Title: An evaluation of sex and relationship education taught to Year 9 pupils by teachers and external facilitators
Author: James, Marcia
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2009
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Abstract:
Teenage pregnancy is an issue which was brought into focus in the United Kingdom (UK) in the last decade because of the high incidence of live births and abortions in this age group. The negative impact associated with teenage pregnancy, including limited education options, and the impact on both the young person and their child in terms of achieving economic wellbeing, has been well documented. Due to these rates, Britain has been labelled as the country with the highest teenage pregnancy rate in Europe. The Local Authority within which this research was conducted has also been branded as having the highest rate of teenage pregnancy in Europe. This research is an original study involving Year 9 pupils aged 13 to 14 from two singlesex secondary schools in an inner London Borough. Under investigation are their perceptions of what they are taught in sex and relationship education (SRE) both internally, by teachers and externally, by Sexual Health and Relationship Team (SHARES) facilitators. Further, the study aims to determine whether pupils' knowledge of SRE increases after receiving input in Year 9 in their schools. A mixed-methods approach was used which included the use of a pre- and post-input questionnaire and the running of two focus groups, one in each school. The teachers' and facilitators' views were obtained through the use of semi-structured interviews. The research discussions are underpinned by ideas elaborated in three main theories: constructivism, communities of practice and social learning theory. The study also draws upon ideas from attachment theory. Critical psychology is referenced with regard to raising the issue of how society views young people. Past research in this area has focused on teenage pregnancy and its impact, adolescent attitudes to sexuality and sexual behaviour, and the evaluation of sex and relationship programmes. The epistemological position taken is that of a critical realist, as the research draws on data collected both quantitively and qualitatively. This thesis endeavours to provide some insight into what is actually being undertaken in schools, including a review of ongoing Government initiatives attempting to reduce teenage pregnancy. Although teenage pregnancy is not the focus of this study, it represents on area of decision making related to pupils' perceptions of what they are taught, which could have an effect on the decisions they make regarding sex and relationships. It will give some insight into pupils' views on SRE and what they would like to see included in the SRE curriculum, as well as who they think should teach it. The findings indicate that pupils' knowledge of SRE increased after input from both the teachers and the facilitators, and that they would like to be taught SRE in places other than school. This included youth centres and drop-in centres. Educational Psychologists have a contribution to make in this area, both in terms of further research and in working with young people, their parents and communities to ensure that they are supported and that their voices are heard.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Chil.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.532946  DOI: Not available
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