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Adolescents’ conceptions of learning and education about sex and relationships
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).ORCID iD: 0000-0002-2102-324X
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).ORCID iD: 0000-0001-5955-1374
2019 (English)In: American Journal of Sexuality Education, ISSN 1554-6128Article in journal (Refereed) Epub ahead of print
Abstract [en]

In order for adolescents to learn about sex and relationships, the education must be of significance and meet their needs and interests. The study investigated adolescents’ conceptions of learning and education about sex and relationships. A phenomenographic approach was used. Six focus group interviews were conducted with adolescents ages 18–19 in Sweden. The results showed that stable ground for learning implies select issues of importance, that is, values and prejudices, up-to-date knowledge, and practical skills. These issues should be dispersed throughout the school years in relation to the students’ own maturity. This seemed to enable internalization of different aspects of sex and relationships. Learning about sex and relationships can create meaning for youth and generate progress by fostering autonomy and identity, correcting misconceptions, counteract prejudices, not in isolation rather in society in a defined culture.

Place, publisher, year, edition, pages
Routledge , 2019.
Keywords [en]
Adolescents, education, phenomenography, sexual health, sexuality
Identifiers
URN: urn:nbn:se:kau:diva-73353DOI: 10.1080/15546128.2019.1617816Scopus ID: 2-s2.0-85066989907OAI: oai:DiVA.org:kau-73353DiVA, id: diva2:1334230
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-08-15

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Unis, BrianSällström, Christina

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  • apa
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