A qualitative study of undergraduate students' learning experience in sexology

This study responds to significant issues related to the problematic nature of perceptions of sexuality in Australian society. It also explores the extent to which the students’ view of sexuality can be influenced through a sexuality education programme delivered at tertiary level.An investigation of the literature, comprehensive interviews and feedback from students identifies the factors which form the perceptions of sexuality that students have by the time they reach young adulthood and enter the sexology class.The qualitative study provides insights into how higher education students extend their understanding of sexuality. These insights, elicited through the study, supports the considerable body of anecdotal evidence that has been gathered over thirty years in the award winning1 sexuality education programme at Curtin University. The study provides an understanding of the impact of sexuality education in an adult learning environment, using ethnographic methods to reveal ways in which undergraduate students perceive and interpret new knowledge acquired from formal studies.The study also illuminates how the learning strategies and content from the sexology class influence participants’ perceptions of their own sexuality and the sexuality of others. Students’ responses to the class were ascertained through reflective writing, interviews and focus groups. Participants demonstrated that they had responded to the ‘sex-positive’ approach to teaching and learning by revealing a more open-minded, less judgemental disposition, with an enhanced body image and added confidence to discuss sexual issues.The rich body of information emerging from this study can be used to enhance the development of sexuality education programmes in tertiary institutions and the wider community. The information includes the approach, processes, key content and the learning outcomes.It is hoped that the participants’ stories throughout this report will resonate with the reader. The aim of this report is to make a contribution to an important issue that has thus far received scant attention in the literature

Evaluation of the implementation of a relationship and sexuality education project in Western Australian schools: Protocol of a multiple, embedded case study

Introduction: There is recognition of the importance of comprehensive relationships and sexuality education (RSE) throughout the school years worldwide. Interventions have found some positive outcomes; however, the need for a greater focus on positive sexuality and relevant contemporary issues has been identified by teachers and students. The Curtin RSE Project provides training for teachers and preservice teachers and supports schools through training and advice to implement comprehensive school health promotion (CSHP) focusing on RSE allowing schools to develop programmes relevant to their school community. To examine contemporary phenomenon within a real word context, a case study design will be used to measure implementation. This paper will describe the protocol for a multiple, embedded case study to measure the implementation of CSHP focusing on RSE in a purposive sample of Western Australian schools. Methods and analysis: This mixed methods study will include a multiple, embedded case study. Schools (n=3-4) will be purposively selected from within Western Australia based on their capacity to commit to implementing RSE as a case study school. Data will be collected from students (Grade 6 for primary school; Grades 7-12 for secondary school); teachers and other key staff and parents. Methods include school climate and school curriculum audits, documentation (collected with key staff at baseline and annually), interviews (parents and teachers at Year 2), focus groups (students at Year 2) and an online student survey (collected with students baseline and annually). Ethics and dissemination: School principals will provide consent for school participation and staff and parents will provide individual consent. Student assent and parental consent will be obtained for student participants. Results will be disseminated through open-access reports, peer-reviewed journals and conference presentations

Engaging, practical and empowering: Sexuality and relationships education at Curtin University, Australia that supports pre-service teachers

Introduction and Objective: An audit of Western Australian universities found pre-service teachers have limited opportunity to study health-related courses (termed units in Australia), and when they are offered there is often little focus on sexuality and relationships education (SRE). Curtin University has recently established an undergraduate course for Bachelor of Education students, which focuses solely on the delivery of evidence-based SRE. Methods: Formative mixed methods research was conducted to inform the course development. It was piloted during 2014 with 20 undergraduate students and involved 36 hours of face-to-face contact during one semester. Students participated in a range of qualitative and quantitative pre- and post-evaluations to examine content, delivery, process and impact. Results: Course content was viewed positively by all students. Selfassessment of teaching competency and inclusive attitudes towards sexuality concepts increased for each student at the end of the semester. Assessment tasks were viewed positively and, in particular, a teaching resource file was viewed as a useful tool that could be utilised and added to throughout one’s teaching career. Post-course reflection papers provided rich qualitative data regarding learning experience. Students reported becoming empowered as SRE educators and intended to implement learning immediately. Conclusions: An undergraduate course dedicated specifically on school-based SRE has been successfully incorporated for pre-service teachers within the School of Education at Curtin University, Australia. Regardless of their teaching speciality (special needs, early childhood, primary and secondary), all students reported the unit content applicable to their future work as educators. This has implications for universities and/or teaching colleges that address SRE in an ad hoc manner or provide it only in specific degrees like B.Ed. (Secondary) or B.Ed. (Health and Physical Education)