Sexuality Education for Early Adolescents: A Review of Literature

Abstract

This article analyses characteristics and outcomes of a sexuality education programme
for early adolescents in Thailand. Using the PICO framework to conduct a search through
the Thai Journal Citation Index Centre, ScienceDirect, PubMed, and Google Scholar,
the researcher obtained ten experimental studies that met the criteria. An analysis of
these studies led to the following fndings.
First, the sample population consisted of early adolescents aged 13-15 years,
living with their parents and having moderate study results.
Second, most sexuality education programmes were school-based. These programmes
were intended for early adolescents, took place from 1 to 8 times, and involved a variety
of media, such as lectures, discussions, role-playing, games, videos, and contraceptive devices.
With an aim to prevent risky sexual behaviours, these programmes focused on developing
a thinking process and life skills through three major activities: 1) providing sex education,
whose contents included physical change and sexual development in adolescents; risky
sexual behaviours and situations; sexually transmitted diseases; pregnancy; use of condoms;
refusal techniques; abortions; and sexual rights and equality; 2) peer-inspired creation of
proper attitudes towards safe sex; and 3) building life skills, which included critical and
creative thinking skills; awareness or perception of self-capacity; relationship building;
refusal techniques; problem-solving skill; critical decision-making skill; brainstorming
skill; and practical simulations.
Third, empirical evidence obtained through the literature review concerned sex
education assessment; attitudes towards safe sex and avoidance of risky situations; and
lack of assessment of risky sexual behaviours and sexual health, such as postponement of
sexual intercourses or avoidance of unplanned pregnancy. In most studies, evaluation
was performed at the end of experiments, without follow-ups or long-term evaluation.
It is recommended that sexuality education programmes be adjusted to include all
aspects of sexuality and provide enough information for adolescents to acquire through social
medias. In addition, assessment methods should be designed to focus on knowledge needed
for maximum prevention of risky sexual behaviours. Lastly, post-experimental follow-ups
and evaluation of sexual behaviour should be extended to at least three to six months.