From psycho-social theory to sustainable classroom practice: developing a research-based teacher-delivered sex education programme

Abstract

This paper describes the development of a theoretically based sex education programme currently undergoing a randomized controlled trial in the UK. It considers some of the practical difficulties involved in translating research-based conclusions into acceptable, replicable and potentially effective classroom lessons. The discussion acknowledges that the implications of social psychological research and the requirements of rigorous evaluation may conflict with accepted principles inherent in current sex education practice. It also emphasizes that theoretical ideas must be carefully embedded in lessons which are informed by an awareness of classroom culture, and the needs and skills of teachers. For example, the use of same-sex student groups to reflect on the gendered construction of sexuality may be problematic. Materials must be tailored to recipients' circumstances, which may require substituting for limited experience with the use of detailed scripts and scenarios. Furthermore, role-play techniques for sexual negotiation that work elsewhere may not be effective in the UK. The use of trigger video sessions and other techniques are recommended. Finally, the problems involved in promoting condom-related skills are discussed. The paper concludes that, if an intervention is to be sustainable beyond the research stage, it must be designed to overcome such problems while remaining theoretically informed.

PIP: This paper describes key aspects of the development of a theoretically based sex education program, which is currently undergoing a randomized controlled trial in the UK. It highlights some of the practical difficulties involved in translating psychosocial theory into acceptable, replicable, and potentially effective classroom lessons. The Sexual Health and Relationship--Safe, Happy, and Responsible Program included a teacher's resource pack of 20 lessons, to be delivered over 2 school years, and a 5-day teacher training course for those using the teacher¿s resources pack. The discussion acknowledges the significance of social psychological research and the requirements of rigorous evaluation may oppose with the accepted principles inherent in current sex education practice. It also emphasizes that theoretical ideas must be carefully embedded in the lessons which are informed by an awareness of classroom culture, and the needs and skills of teachers. Materials must be tailored to recipients' circumstances, which may require substituting for limited experience with the use of detailed scripts and scenarios. In UK, use of trigger video sessions and other techniques are recommended, since role-playing techniques for sexual negotiations is not effective. This paper concludes that it is possible to develop a potentially effective, research-based, teacher-led sex education program, which could be disseminated throughout schools in the UK.