Australians+-+Unsatisfied+with+sex+in+the+classroom

Student Number: 08300011 Tutor: Sarah Jordan

Sexual health is a state of physical, emotional, mental and social well-being related to sexuality; it is not merely the absence of disease, dysfunction or infirmity. Sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled - World Health Organisation, 2006

**Introduction** Sexual and reproductive health education presents one of the most fiercely controversial and emotive challenges faced by teachers, politicians and public health planners today. Great dispute has erupted over the nature of sexual and reproductive health education, namely, the depth and breadth of curricula, the frequency at which it is taught, and at what age it should be initiated. (Grunseit & Kippax, 1997) The continuum of attitudes on these matters ranges vastly. At one extreme, beyond abstinence, patriarchal prudes adamantly oppose teachings of sexuality and sexual health, deeming them ‘vulgar’ and ‘dangerous’. On the other hand egalitarians promote a candid, explicit and all-inclusive approach that is practical in its assumptions about the attitudes, life skills and behaviours of adolescents. (Peppard, 2008) While the battle continues to rage, rates of sexually transmitted infections, unplanned pregnancy, abortions, and sexual coercion are on a tangible rise. (ARCS, 2009) It seems there is more argument than action and the ramifications for our nation's youth are grave.

**Cultural Artefact **

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The cultural artefact I have chosen to demonstrate the issue is an excerpt from the classic 1983 Monty Python film //The Meaning of Life.// In this particular scene John Cleese plays an archetypal authoritarian educator, giving a lesson in sexual education. At the outset of the clip we see a classroom of studious adolescent boys listening to a hymn, who as Cleese enters the room, transform into a bunch of rowdy hooligans. Cleese begins to discuss the issue of sex to the apparently clueless boys. He recaps on the previous lesson on foreplay before continuing to give a live demonstration of intercourse with his wife. The boys reaction to this is one of complete indifference and nonchalance.

**Public Health Issue ** Positive health outcomes are underpinned by knowledge and education. (Wellings, et al., 2006) This is especially pertinent to sexual and reproductive matters. By denying adolescents appropriate sexual health education, we are denying them the liberty to optimize their sexual health and are ultimately shaping a generation vulnerable to illness, exploitation and dysfunctional relationships. (Skinner & Hickey, 2003) This wiki will establish a platform to support legislative reform which mandates //**comprehensive**// sexual and reproductive health education in Australian schools. Main themes will include the extent of poor sexual health in Australian adolescents, the fundamental flaws of contemporary sexual health education and the undercurrent of social resistance which hinders necessary redress.

**Literature Review**

Over 25% of Australian adolescents are sexually active by the age of 14 and 50% by the age of 16. (ARCH, 2009) This represents a considerably younger sexual debut than that of prior cohorts. (Australian Government Department of Health & Ageing, 2010) Rates of sexually transmitted infections are disproportionately concentrated within this group. In 2008, national surveillance identified that 75% of all reported sexually transmitted infections were diagnosed in people aged between 15 and 29. Due to gaps in data, this figure must be taken as an indication of the extent of the problem rather than absolute fact. (Australian Government Department of Health & Ageing, 2010) The true prevalence may in fact be much higher as it is presumed that there are many instances that remain untested. (Australian Government Department of Health & Ageing, 2010) The rate of abortion is at an all time high having shifted from 21% of teen pregnancies during the 1970s to over 50% in 2000. (Chan & Bradford, 2004) Teen pregnancies while lower than in previous decades continue to be a major public health challenge. Furthermore, 20% of female adolescents and 5% of male adolescents have reported that they were coerced into unwanted sexual activity, most before the age of 16. (ARCH, 2009) Inadequate sexual and reproductive health education has been branded a major contributor to the rise of these appalling sexual health trends. (Skinner & Hickey, 2003) The physical and psychological morbidity associated with sexually transmitted infections, teen pregnancy and abortion, and unwanted sexual interaction all contribute significantly to the burden of disease in Australia. (Australian Government Department of Health & Ageing, 2010) Thus this issue must be viewed as a critical public health issue in need of attention.

It may come of no surprise that researchers have identified significant gaps in adolescent knowledge of sexually transmitted infections and safe sexual practices. While knowledge of HIV was reasonable, that of sexually transmitted infections, hepatitis and cervical cancer was very limited. (ARCH, 2009) Also, dangerous misconceptions including; condoms being reusable, the withdrawal method being reliable and that it isn’t possible to contract herpes when using a condom were rife. (Skinner & Hickey, 2003)

In spite of this, The Australian Government has thus far failed to implement a comprehensive sexual health education curriculum. (Williams & Davidson, 2004) This inaction is likely intentional, based upon the ill-founded but resounding notion that educating adolescents on matters of safe sex and contraception encourages precocious sexual involvement. (Skinner & Hickey, 2003) The overwhelming majority of research has found that sexual education results in delayed engagement in sexual activities and safer sex practices, such as monogamy and reliable condom use. (Grunseit & Kippax, 1997)

Although broad guidelines have been issued that set syllabus standards; individual schools have been given the latitude to teach whatever they deem appropriate. It has been contended that where the mode and matter of sexual education may be guided by moral and religious agendas rather than empirical research, the potential for harm is great. (Wellings, et al., 2006) This has been clearly evidenced in faith-based schools that subscribe to abstinence-only sexual health education programs. Abstinence-only syllabus exclusively features information regarding ‘the social, psychological, and health gains to be realized by abstaining from sexual activity’ (Young & Bailey, 1998). Mayo (2004), insists that education based on the absence of information does not engender confidence in students or teachers. Of great concern, many faith-based schools are dedicated to segregation and modesty customs, and to destructive anti contraception, abortion and homosexuality sentiments. (Jeffreys, 2011) These types of institutions absolutely neglect the requirements of sexually active heterosexual and sexual minority adolescents. (Bay-Cheng, 2003) In fact, it has been contended that sexual prohibitions may actually incite more negative health outcomes than they prevent. When certain acts are forbidden, they are more likely to be engaged in a clandestine manner wherein the opportunities for protection are reduced. (Wellings, et al., 2006) In 2007, Underhill, Operio and Montgomery undertook a systematic review of all relevant studies and concluded that abstinence-only programs do not appear to decrease risk among participants in developed nations and are essentially ineffective. They did however highlight the lack of robust data as a weakness and emphasised the need for more rigorous trials. They also acknowledged that as most studies were conducted among American adolescents, the generalisability of their findings may be limited. Another review asserted that the failure to inform adolescents on matters of safe sex practices and contraception excludes them from the knowledge, which has the greatest potential to protect them against pregnancy, and sexually transmitted infections. (Stammers, 2003) In contrast abstinence-based sexual education includes discussion of disease prevention and contraception, albeit while encouraging abstinence. (Peppard, 2008) This approach is founded primarily on biomedical concepts such as anatomy and illness, with social context downgraded to a supplemental role rather than a central one. (Bay-Cheng, 2003) In many regards this approach is fundamentally flawed. The most common criticism being that sexual health curriculum offers little association to the difficult choices and pressures that confront adolescents in a real life setting. (Grunseit & Kippax, 1997) The result, individuals are denied the skills to navigate safely through our nation’s increasingly sexualized social terrain.

There are no regulatory mechanisms at present to dictate the age at which sexual health education is initiated. Considering that numerous types of sexual activity usually take place before the first experience of penetrative vaginal sex, the decreasing age of sexual debut emphasizes a pressing need to implement sexual education programs as early as possible. (ARCH, 2009) It has been suggested that it is favourable to establish responsible patterns of behaviour prior to sexual involvement, rather than attempting to alter pre-existing habits. (Grunseit & Kippax, 1997) Similarly, the frequency and duration of sexual health care education is not appropriately governed (where at all). Geiger and Willis (1994) found single, isolated interventions to be ineffective and have stressed the importance of sustained sexual education with a minimum of 12 sessions. Already teachers have a crowded syllabus and imposing time limits. As such finding opportunity to run these educational sessions is highly problematic, especially in an extended sequential fashion. A few Australian schools have managed to achieve this, running sequential sex education sessions over four years that reiterate fundamental concepts and incrementally introduce age appropriate content. (Skinner & Hickey, 2003) Unfortunately, the overwhelming majority of schools provide only one session in either grade 9 or 10. (Skinner & Hickey, 2003)

Also critical to the success of sex education programs is the involvement of competent and motivated educators who undertake comprehensive training. Although those who volunteer for the role generally fit this description for the most part, they are unlikely to have received professional development in this arena. (Williams & Davidson, 2004) A stark example of this point in case is the current Victorian standard. ‘Comprehensive training’ takes the form of a 2-day module which costs the school $200 per person. Enrolment is at the discretion of individual teachers and schools are given no power to enforce participation. (Williams & Davidson, 2004)

In light of this information, it is quite reasonable that 69% of Australian adolescents feel that the current standard of school based sex education is deficient.(Stopes, 2008) In the wake of our schools failure to impart accurate knowledge our youth will continue to seek information from often-dubious sources. Thus the cylce of poor knowledge and poor sexual health outcomes is perpetuated.

**Social Analysis**

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: justify;">At the root of the problem is the antiquated yet deeply engrained societal construction of adolescents as hypersexual beings driven by erotic desires and impulses. (Lesko, 2006). This is well illustrated by Sigmund Freud’s structural model of the psyche which states that the Id, the personification of all hungers and desires (in this instance sex), will interminably pursue resolution of these appetites unless the pragmatic Ego and afflicting Super-ego (in this instance law and religion) intercede. (Freud, 1940) This inherent hedonistic drive constantly threatens to overpower all basic and moral judgments. This organically deterministic viewpoint permeates dominant social theory. Such a construction of adolescent sexuality strikes fear of 'society's moral deterioration' into the hearts of conservatives, and legitimates the need to suppress it.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: justify;">Subscription to this way of thinking gives rise to the popularity of fear-based programs preoccupied with the detrimental, victimizing and immoral nature of sex. It has been proposed that although important elements to discuss, exclusively focusing on disease, pregnancy and exploitation effectively reduces an educator's opportunity to provide adolescents with all necessary facts, advice and support. (Welsh, 2000)

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: justify;">Morris, (2004) a cynic of the fear-based medical approach promotes a sex-positive approach where adolescents are empowered with accurate information, and sexuality and desire are represented as a normal facet of life, which exist in diverse forms for each individual. It has been argued that this style of intervention is conducive to the development of sexual self-efficacy, defined simply as the skills to say no to unwelcome sexual advances, the agency to assert sexual desires and the aptitude to practice safe sex. (Buzwell & Rosenthal, 1996) A similar approach was employed in Australia in the 1980s in response to the HIV/AIDS epidemic with internationally acclaimed success. (Grunseit & Kippax, 1997) This approach has also been the key to success in the Netherlands, where sexual health standards are considered to be the global gold standard. (Wellings, et al., 2006)

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: justify;">Current interventions typically fail to address the social and cultural factors that influence sexual behaviour. While these are far too numerous and complex to examine in the scope of this wiki, commonly neglected themes include sexual diversity, racial and ethnic diversity, socioeconomic status and gender differences. This is problematic in that individual social positions play a huge role in shaping attitudes, values and beliefs and therefore actual behaviours. Bay-Cheng (2003, 68) has protested that ‘as an embodied product of personal, social and historical experience, sexuality is not amenable to the reductionist, decontextualised approach.’ Meaning that individuals engage in sexual behaviours at different ages, in different ways for different reasons and for these to be understood (and successfully attended to) so too must their values and life experience. Failure to address key social and cultural issues effectively exacerbates the vulnerability of individuals in relevant subgroups. This is especially relative to same-sex attracted adolescents, Indigenous and Torres Strait Islander Peoples and culturally and linguistically diverse immigrant and refugee women, who persistently and disproportionately suffer poorer sexual health outcomes than their white, heterosexual, Australian born counterparts.The overarching supposition of homogeneity and universal norms in sexual education programs stringently limits teachers’ ability to acknowledge and attend to the diverse values and sexual experiences of adolescents from different cultural backgrounds. (Irvine, 1995) Take for example, in Indigenous communities; historical events have resulted in an heir of shame surrounding sexually transmitted infections and this has become an 'indiscussable' topic. In the same vein, to raise the issue of sexually transmitted infections with a devout Muslim would be perceived as an insinuation of promiscuity and may evoke a hostile response. As such, adolescents from these backgrounds require this issue to be broached in an indirect and non-confrontational manner, preferably by an educator of the same sex as the student. (Irvine, 1995) One study actually found that while themes of homosexuality were essentially invisible in mainstream sexual health materials, the few instances homosexuals were acknowledged, exclusive pronouns such as them and they were used, as opposed to heterosexuals who were inclusively referred to as we and us, effectively placing them in a category of 'otherness'. (Whatley, 1992)

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: justify;">The World Health Organisation asserts that in attempting to rectify the issue ‘diversity needs to be respected in a range of approaches tailored to whole societies, and to particular groups and individuals within them’. (2006) Undoubtedly, the most significant obstacle to achieving sexual and reproductive health education reform is the resistance of conservative forces who interpret what should be seen as progress as society’s moral decay. (Peppard, 2008) Governments actively seek to avoid controversy, thus when faced by a chorus of objection from groups with a strong moral agenda, are highly reluctant to back programs that deviate from conventional methods. (Wellings, et al., 2006) This was exemplified recently in South Australia when the trial of a sexual health program, which recognized sexual minorities, incited protest amongst a Christian Rights group. During question time of a parliamentary debate, one member of the conservative group asserted that the sexual health program was 'using schools to 'recruit' for the gay and lesbian cause and the gay and lesbian rights lobby was likened to a dictatorship in Nazi Germany.' (Peppard, 2008) Irvine, (2005) argues that vitriolic rhetoric such as this can have dangerous impacts on societal thought which may be difficult to control. Furthermore, on several occasions members of this particular conservative group were known to harass and be physically violent towards sexual health educators and politicians. (Peppard, 2008). As these few instances illustrate, conservative movements continue to be a significant obstacle to the introduction of comprehensive sexual health programs. In countering this, both policy-makers and program planners must provide solid evidence as to the beneficial effect of addressing groups who do not fit the hegemonic heterosexual ethos. (Wellings, et al., 2006)

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: justify;">Sexual education programs need to be comprehensive and inclusive, and adolescents need to be viewed as complex social and emotional beings not just at the mercy of the Id, as Freud ’s structural model of the psyche would intimate. While Freud remains (and will always remain) highly revered as a theorist, his ideas are superseded and misrepresentative of adolescent sexuality. It is therefore misguided to take an intransigent approach to adolescents as a group who need to be locked in and protected from themselves. Most importantly, the silent discrimination that marginalizes and stigmatizes diverse cultural groups must cease. Where such vulnerable groups have greater needs, these needs must be met with highly tailored, culturally appropriate programs. In the matter of sexual health education programs, government action is required and now. This must be evidence based and not influenced by moral or religious agenda as seen throughout history.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 20.8px; text-align: center;">**Analysis of Cultural Artefact** <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: justify;"> While essentially a satirical clip, my cultural artefact serves to effectively demonstrate the fundamentally flawed nature of sexual health education. Although it is evidentally an overexaggeration, as sexual health educators (who hope to retain their blue cards) do not demonstrate intercourse for their students, the clip represents the way something as complex and socially involved as sex is reduced by these interventions to a mere biological and mechanical phenomenon. It also highlights the narrow definition of sexuality constituted by penile-vaginal intercourse. Furthermore, the boys abrupt change in behaviour as the teacher enters the room, symbolizes the way stereotypes may actually provoke otherwise absent behaviours. Plainly, students will behave the way they are expected to. Of course the cohort is comprised purely of white, middle-class males excluding mention or consideration of diversity which is analagous to the mentality of contemporary sexual health education.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: justify;">I must admit that prior to this task, I myself have been guilty of placing the onus of poor sexual health outcomes on individual values and actions rather than societal structures and attitudes. My research has really forced me to review my previously narrow-minded notions on sexual health and for that matter sexuality. I have always thought of Australia as a multicultural epicentre that embraced and valued social and cultural diversity. However, it seems that while we may boast the 'multicultural' title, elements of racism and heterocentrism tacitly permeate our institutions, as evidenced by our current sexual health interventions. Furthermore, I was shocked by the power conservative forces (no matter how small these groups may be) have had and continue to have in blocking political progress. To my great surprise and dismay, in this respect, we as a nation actually have some frightening similarities to America. It is my greatest hope that our government will push to adapt a more liberal approach to sexuality and that maybe one day Australia’s sexual health standards will match it’s first world status. If we are unable to achieve reform we must seriously contemplate the damage we are doing to the sexual health of future generations. This task has enabled me to realize that I myself must make a concerted effort to overcome my personal biases and to acknowledge and respect the attitudes, values and beliefs held by others pertaining to sexuality.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%; text-align: center;">**Learning Engagement and Reflection Task**


 * Page: Wester 'medicalisation' of pain... Have we lost touch? **
 * Really thought provoking!**

Such a well written and valid argument! Well done! What a fascinating topic. Up until reading this wiki I was well and truly unaware of this issue. The self-flagellation in particular was extremely confronting for me. As a Westerner (who really doesn't take well even to needles or accidentally knocking my hip on a benchtop) I find it very difficult to wrap my head around the idea of pain being constructive. I can't help but wonder however where the ethical boundaries for doctors are drawn? At what point does respecting someone's values become medical negligence. Take for example a doctor treating an individual with third degree burns who refuses pain relief. This of course would be torturously painful. Is it appropriate for the doctor to proceed under these conditions? As an individual wanting to undertake medical studies in the future this really forces me to assess my personal biases. Once again fantastic work. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">**Page: Each time you sleep with someone you're also sleeping with his past** <span style="font-family: Tahoma,Geneva,sans-serif;">**Exceptional Insight!**

<span style="font-family: Tahoma,Geneva,sans-serif;">Firstly, Congratulations on a fantastic wiki! <span style="font-family: Tahoma,Geneva,sans-serif;">Great to see someone tackle such a highly contentious topic. The cultural artefact is so incredibly powerful, perhaps even a little confronting. You have discussed the changing trends regarding the mainstream perception of homosexuality. This shift away from heterocentrism is long overdue and I certainly hope common thought continues to move in this direction. I also thought your discussion of vulnerability to sexual harm induced by alcohol was right on the money. This certainly raises questions as to the future of sexual health for Australian youth, a group in which binge drinking has becoming a deeply engrained social norm. Thank you for an enlightening and interesting read. <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">** Page: Lost in Translation- Technological Takeover of Generation Y ** <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: left;">**A somewhat disconcerting view of modern reality.**

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: justify;">Excellent title, excellent artefact, excellent wiki! You have provided a very thorough and thought provoking case. For me this was a sobering look at the way we as a society (and as individuals) have been affected by technology’s ever increasing presence. You have discussed the shift away from face-face contact toward social networking which was perhaps the most interesting point for me. We must wonder, does our constant use of facebook, twitter and email damage our ability to socialize in the real world environment? Clearly with issues such as cyberbullying and obesity arising from technological advancements, something must be done to minimize-harm. But how? This will indeed be a great challenge for our public health officials. Without adapting to censorship, I will be very interested to see how our Government attempts to rectify the situation.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 20.8px; text-align: center;">**References**

<span style="color: #1a1718; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: left;">Australian Government Department of Health and Ageing. (2010). Second National Sexually Transmissible Infections Strategy 2010-2013. Barton:ACT. Commonwealth of Australia.

<span style="color: #1a1718; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Australian Research Centre in Sex (2009). Secondary Students and Sexual Health 2008. //Monograph Series//, 70, 1-89.

<span style="color: #1a1718; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Bay-Cheng, L. (2003). The Trouble of Teen Sex: The construction of adolescent sexuality through school-based sexuality education//, Sex Education, 3//(1), 61-74.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Buzwell, S. & Rosenthal, D. (1996). Constructing a sexual self: adolescents’ sexual self perceptions and sexual risk-taking, //Journal of Adolescence//, 24, 95-109.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Communicable Diseases Unit. (2003). Sex in Australia. //Australian and New Zealand Journal of Public Health, 27// (2) 1-34

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<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Fine, M. (1998). Sexuality, schooling, and adolescent females: the missing discourse of desire, //Harvard Educational Review//, 58, 29-53.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Freud, S. (1940). //An outline of psychoanalysis.// New York: Norton.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Grunseit & Kippax. (1997). //Effects of sex education on young people’s sexual behaviour.// USA. WHO/GPA.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Irvine, J. (1995). //Sexuality education across cultures: working with differences.// San Francisco: CA, Jossy Bass.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Jeffreys, S. (2011). Desecularisation and Sexual Equality. The British Journal of Politics and International Relations, 13, 364-382. DOI: 10.1111/j.1467-856X2011.00449.x.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Lesko, N. (1996). Denaturalizing adolescence: the politics of contemporary representations, //Youth and Society, 28.// 139-161.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Mayo, C. (2004) //Disputing the Subject of Sex: Sexuality and Public School Controversies.// Lanham:MD, Rowman and Littlefield Publishers Inc.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Morris, W. (1994). //Values in sexuality education: a philosophical study.// Lanham: MD, University Press of America.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Peppard, J. (2008). Culture Wars in South Australia: The Sex Education Debates. //Australian Journal of Social Issues//, 43(3), 499-516.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Scales, P. (1981). The opposition to sex education: a powerful threat to a democratic society. //Journal of School Health, 51//, 300-303.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Skinner, R., & Hickey, M. (2003). Current priorities for adolescent sexual and reproductive health in Australia. //The Medical Journal of Australia//, 179 (3), 158-161.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Stammers, T. (2003). Abstinence under fire. //Post Medical Journal//, //79//, 365-366.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Wellings, K., Collumbien, M., Slaymaker, E., Singh, S., Hodges, Z., Patel, D., & Bajos. N. (2006) Sexual Behaviour in context: a global perspective. //The Lancet Sexual and Reproductive Health Series//, //2//, 1-15.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: justify;"> Whatley, M. (1992). Goals for sex equitable sexuality education. In S. Klein (Ed.) //Sex equity and sexuality education//. Albany: NY, State University of New York Press.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: justify;">Taylor, M. (2006). Architecture and interior: A room of one's own. In M. Taylor & J. Preston (Eds.), //Intimus: Interior design theory reader// (pp. 339-344). New York, NY: Wiley Academy.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Williams, H., & Davidson, S. (2004). Improving adolescent sexual and reproductive health. A view from Australia: learning from world’s best practice. //Sexual Health, 1,// 95-105.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Young, M & Bailey, W. (1998) The Politics of Abstinence Education: From Reagan’s Title XX to Welfare Reform’s Title V. //The International Electronic Journal of Health Education//, Available from: []

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 13.3333px; text-align: justify;">Underhill, K., Operario, D., Montgomery, P. (2007) Abstinence-only programs for HIV infection prevention in high-income countries. //Cochrane Database of Systematic Reviews 2007//, 4. DOI: 10.1002/14651858.CD005421.pub2