Sex+Education+Advice+Across+Cultures

= = =**Sex Education Advice Across Cultures**=
 * Name:** Lauren Byrne
 * Student Number:** n8092133
 * Tutor:** Katie Page

[] This artefact is a //Youtube// clip called ‘Sex-Ed In Iran - Azadeh Moaveni’ which is of an Islamic woman who lives in America, sharing her view of the pre-marital class she had to attend prior to getting married. She goes on to say that she did not feel the need to attend the pre-marital class, after all she was raised in America therefore being ‘clued-in’ to sexual norms. She was forced to attend the class which not only talked about contraceptive methods but how women should enjoy the sexual relationship with their husband in an attempt to keep divorce rates low.
 * Artefact (to access press CRTL + left mouse click)**

The //Youtube// clip above depicts the issue of the importance of a culturally diverse approach to the delivery of sex education and other health issues. As Australia becomes more of a diverse society the need for ways to approach sensitive topics such as sex education and health issues has grown dramatically. Primary and emergency service providers need to be culturally clued-in and aware so they know how to treat a patient that is of a different cultural or ethnic background to themselves. For the purpose of the assessment, I have decided to do an in-depth focus on the ‘sex’ component of the topic.
 * Public Health Issue**

How sex education is approached differs from culture to culture. As you can see through the artefact above, Islamic women are told and given ideas about safe sex and contraception, as well as told to embrace the sexual relationship between man and wife. Not only are times changing in Australia, but Australia is also becoming a society made up of cultures from around the world with Islam and Hinduism growing just over 40% respectively from 1996 to 2001 (ABS, 2007). Buddhism has become the most followed religion, other than Christianity, with a rise of 79.1% (ABS, 2007). With such a diverse country, and the age of people losing their virginity for the first time is now at one in three Year 10 students (La Trobe, 2001), the need for a culturally diverse approach to sex education is becoming more apparent regardless of an individual’s cultural background.
 * Literature review**

A study in Iran discovered that individuals who have to follow strict religious and cultural rules or laws, which make sex education impossible, by following a few rules which in no way interfere with their beliefs it is possible to educate these individuals. To do so, choose a mutual location is chosen, a relevant aged target group that is based on their cultural normality, as well as the content which is being discussed has to be based on the target groups needs to their religious and cultural background, sex education can start to have an impact in their knowledge of sexual activity and the consequences (Shirpak, Ardebili, Mohammad, Maticka-Tyndale, Chinichian, Ramenzankhani, & Fotouhi, 2007). There is research out there to suggest how important it is to be open minded to different cultures when talking about sex education and medical or healthcare assistance. Gevorgyan, Schmidt, Wall, Garnett, Atun, Maksimova, & Renton, 2011, carried out a study which suggested that 91% of the people studied are open to sex education at a schooling level as it is essential in a child’s personal development. It also makes the child more aware of public health, sexually transmitted diseases, HIV/AIDS and pregnancy. The study also concluded that the information provided was of a relevant suitability to the child’s age and grade. Gevorgyan et al., also suggested by their findings that information about healthy lifestyles, general health and ‘sex’ in a general term used prior to starting sex education at school helps address the humiliation that surround sexual issues. Therefore, this makes individuals more comfortable and open when talking about this sensitive issue.

In regards to emergency service personal, research by Mays, Ponce, Washington & Cochran, 2003, suggests that it is important for our emergency service personal to have a culturally sensitive approach when in the workforce. In 2002, research was conducted within the differences in the kinds and quality of healthcare that was received by minorities such as racial and ethnic groups. The report suggests that there are individual differences of healthcare between those of different races and ethnicity, which reflect their stereotype. This report also concluded that a patient’s race or ethnicity effected how the doctor or emergency service provider communicated with their patient. This research suggests that emergency service personal need to be culturally clued in when it comes to dealing with their patients and every effort must be made to ensure that everyone, regardless of their race is treated with the same respect and level of communication as their own. As women in Australia, we take having a pap smear for granted. Women have the choice to see a male or female doctor, women are also encouraged by the Australian Government to have a pap smear every two years once becoming sexually active. For Islamic women on the other hand, they are not allowed to be treated by a male doctor unless it is an emergency or the male doctor is a specialist (Rispler-Chaim, 1989). This suggests why 18% of females in the Middle East have never had a pap smear (ABS, 2006). In 2008, the World Health Organisation released statistics which indicated that there is a drastic difference in the incidence and death of cervical cancer between the less developed countries and Australia. The study also showed from 1993 to 2003 cervical cancer in Australia had been reduced by 29% (AIHW, 2007). These figures can suggest that sex education, pap smears and assistance relating to health or medical issues may have contributed to the reduction.

After looking at different cultures and how each explores the concept of sex education differently, it is clear to see that Emergency Service personal in not only Australia but worldwide need to be educated on the major differences between cultures. They need to not only be educated, but also taught how to deal in a situations that may be difficult, for instance, two male ambulance personal are not culturally allowed to treat an Islamic women. However, if this woman is suffering life and death injuries, there must be a protocol put in place to ensure the well-being of the patient. All the research reports that have been demonstrated above are working towards finding out how society accepts sex education within cultures, schools and primary and emergency service providers. Throughout the findings there was still a need to conduct more research into how culturally sensitive emergency service personal are and have to be. This need for more information could be due to how in the 21st Century more and more countries like Australia are becoming more culturally diverse.

When considering sex education and health issues such as pap smears, society and culture are crucial factors to consider when trying to understand this population health issue. Over the years social and cultural trends towards sex education and health issues have changed. For as long as there has been evolution, there has been sex. As time moved on, our perception of sex has changed and we have grown to be more open to talking about sex and sexual and health issues. For instance, Christianity and Sex did not see eye to eye. Sex was considered a dangerous force and any sexual behaviour that was not of the norm of ‘good-sex-is-procreational’ was punished according to the criminal or religious codes. People did not talk about sex and in many cultures people did not talk about sex nor have sex until they were married. In today’s multi-cultural society, we have adapted our ways to approach sex through sex education.
 * Cultural and social analysis**

The media along with social and peer groups play a massive part in influencing how sex education and health issues are perceived. When it comes to health issues for women in Australia the media plays a huge role as television advertisements are aired to remind women to go see the doctor about getting a pap smear and mammogram. This just reiterates how talking about these sensitive topics are no reason to be humiliated. As Australia is a country of a diverse culture and consisting of many cultures and religions, from this analysis, it still can be suggest that cultural groups, such as ethnicity, are affected by this issue of sex education and health issues due to the unfamiliar beliefs and traditions of other cultures. This can be caused by children being taught sex education and health issues in mainstream schools where consideration for other race or ethnicity might not be taken into account.

A culturally diverse approach to not only sex education but also health issues is very important as people of all races and ethnicity can be affected if not shown or taught how to effectively cope or avoid potential accidents that can create future health problems. As a result of this analysis, it can be suggested that public health experts, especially those who are in the primary and emergency service professions need to ensure that procedures can be reinforced when people of different cultures to their own need or seek medical help. Public health experts also need to bare in mind how different cultures approach sex education and health issues when they are advertising to portray a health issue, such as, women in Australia are advised to get a pap smear every two years. Some women are unable to as they are not allowed to see male physicians.

In conclusion, after looking at my artefact, a //YouTube// video ‘Sex-Ed In Iran - Azadeh Moaveni’, it can be suggested that women of an Islamic religion, regardless of where they grew up or how exposed to sexual ideologies they were, before getting married they all must attend a pre-marital course. I believe this artefact is a relevant case in point as it points out the strict guidelines of the Islamic religion, which just reiterates the fact that in Australia, we now more than ever, need to have a culturally diverse approach to sex education and other health issues, especially for women. This artefact also shows what it is like for an Islamic woman who is living in America in the 21st Century who is about to be married. Some of their beliefs, like separating the men from the women when partaking in this pre-marital course is just another suggestion that should be considered when teaching sex education and other health issues not only to children but people of all ages. This artefact opened my eyes as to what women in the 21st Century still have to undergo to get married and how each sex was separated for the pre-marital course. From this piece of assessment, I have learnt that there needs to be other ways to approach sex education and other sexual and health issues that is appropriate for other cultures, especially because we, in Australia are made up of many different cultures and beliefs. In regards to our primary and emergency services providers, they need to be aware of different cultural trends and beliefs so that if they are put into a circumstance where they are unable to treat a patient there needs to be a procedure put into place to ensure the health and wellbeing of the patient. In regards to women getting a pap smear, I have learnt from researching, that there needs to be certain procedures put into place so that women from different cultures are able to get a pap smear every two years. I believe after doing this assessment item I will be more willing to understand and approach sensitive cultural issues with more of an open mind to help assist in portraying medical and healthcare assistance.
 * Analysis of artefact and my own learning reflections**