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Michele Goodwin - One of the best experts on this subject based on the ideXlab platform.

  • law s limits regulating statutory rape law
    Social Science Research Network, 2013
    Co-Authors: Michele Goodwin
    Abstract:

    This Article examines statutory rape cases of the last decade and submits that both the apparatus to police sexual violence against minors — statutory rape laws — as well as their application against consenting minors create legally untenable, absurd results that frequently impose legal and extralegal burdens on minors that may exceed that of adult, convicted rapists. No coherent framework has been offered by a politician that responds pragmatically to the empirical realities of Adolescent Sexuality. Neither federal nor state legislatures offer a coherent, well-articulated approach to militate against the harshest criminal punishments demanded by statutory rape provisions. Indeed, judges interpret and enforce statutory rape cases in a manner that entrenches stereotypes and biases. On the other hand, few scholars wrestle with the broader contemporary applications of statutory rape law despite recent decades of absurd results and disproportionately harsh penalties against teens. The Article offers two novel ways forward to address teen sex and statutory rape.

  • law s limits regulating statutory rape law
    Wisconsin Law Review, 2013
    Co-Authors: Michele Goodwin
    Abstract:

    This Article examines statutory rape cases of the last decade and submits that both the apparatus to police sexual violence against minors— statutory rape laws—as well as their application against consenting minors create legally untenable, absurd results that frequently impose legal and extralegal burdens on minors that may exceed that of adult, convicted rapists. No coherent framework has been offered by a politician that responds pragmatically to the empirical realities of Adolescent Sexuality. Neither federal nor state legislatures offer a coherent, well-articulated approach to militate against the harshest criminal punishments demanded by statutory rape provisions. Indeed, judges interpret and enforce statutory rape cases in a manner that entrenches stereotypes and biases. On the other hand, few scholars wrestle with the broader contemporary applications of statutory rape law despite recent decades of absurd results and disproportionately harsh penalties against teens. Several concerns frame this Article: (1) the advent of extralegal punishments imposed on minors convicted of fornicating with minors, such as mandatory sex offender registration requirements; (2) the strict liability enforcement approach to such cases, which leaves room only for technical assessments (Did sex occur or not?) rather than critical, nuanced evaluation (Did the minors consent? Was there maturity and capacity to consent? Would the punishment imposed by the legislature lead to an absurd result or unjust outcome?); (3) the muddling and conflation of teen consensual intimacy with rape; (4) the collective failure of legislative, prosecutorial, and judicial branches of government to take account of the robust empirical literature that provides a different account of teen Sexuality norms; (5) the failure to account for perverse social outcomes; and (6) the production of disparate criminal law norms that relate to race, class, and gender, produced by judges and other legal actors, such as police and prosecutors. The Article offers two novel ways forward to address teen sex and statutory rape.

John S. Santelli - One of the best experts on this subject based on the ideXlab platform.

  • invited commentary broadening the evidence for Adolescent sexual and reproductive health and education in the united states
    Journal of Youth and Adolescence, 2014
    Co-Authors: Amy T Schalet, John S. Santelli, Stephen T Russell, Carolyn Tucker Halpern, Sarah A Miller, Sarah S Pickering, Shoshana K Goldberg, Jennifer M Hoenig
    Abstract:

    Scientific research has made major contributions to Adolescent health by providing insights into factors that influence it and by defining ways to improve it. However, US Adolescent sexual and reproductive health policies—particularly Sexuality health education policies and programs—have not benefited from the full scope of scientific understanding. From 1998 to 2009, federal funding for Sexuality education focused almost exclusively on ineffective and scientifically inaccurate abstinence-only-until-marriage (AOUM) programs. Since 2010, the largest source of federal funding for sexual health education has been the “tier 1” funding of the Office of Adolescent Health’s Teen Pregnancy Prevention Initiative. To be eligible for such funds, public and private entities must choose from a list of 35 programs that have been designated as “evidence-based” interventions (EBIs), determined based on their effectiveness at preventing teen pregnancies, reducing sexually transmitted infections, or reducing rates of sexual risk behaviors (i.e., sexual activity, contraceptive use, or number of partners). Although the transition from primarily AOUM to EBI is important progress, this definition of evidence is narrow and ignores factors known to play key roles in Adolescent sexual and reproductive health. Important bodies of evidence are not treated as part of the essential evidence base, including research on lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth; gender; and economic inequalities and health. These bodies of evidence underscore the need for sexual health education to approach Adolescent Sexuality holistically, to be inclusive of all youth, and to address and mitigate the impact of structural inequities. We provide recommendations to improve US sexual health education and to strengthen the translation of science into programs and policy.

  • abstinence and abstinence only education
    Current Opinion in Obstetrics & Gynecology, 2007
    Co-Authors: John S. Santelli
    Abstract:

    Purpose of reviewTo review recent literature on medical accuracy, program effectiveness, and ethical concerns related to abstinence-only policies for Adolescent Sexuality education.Recent findingsThe federal government invests over 175 million dollars annually in ‘abstinence-only-until-marriage’ pro

  • risk factors for Adolescent sexual behavior fertility and sexually transmitted diseases
    Journal of School Health, 1992
    Co-Authors: John S. Santelli, Peter Beilenson
    Abstract:

    Current understanding of the risk factors related to Adolescent initiation of sexual activity, use of contraception, pregnancy, and STDs is examined. From recent research on Adolescent fertility, findings that have particular relevance to school health or reflect new understandings of Adolescent Sexuality are summarized. In selected cases, prevention programs that build directly on an understanding of these risk factors are cited.

Moland, Karen Marie - One of the best experts on this subject based on the ideXlab platform.

  • Why teach Sexuality education in school? Teacher discretion in implementing comprehensive Sexuality education in rural Zambia
    'Springer Science and Business Media LLC', 2020
    Co-Authors: Zulu, Joseph M., Blystad Astrid, Haaland, Marte Emilie Sandvik, Michelo Charles, Haukanes Haldis, Moland, Karen Marie
    Abstract:

    Background: Reproductive health problems such as HIV, unwanted pregnancy and unsafe abortion among Adolescents are closely linked to insufficient knowledge about Sexuality and reproduction and lack of access to contraceptives. Supported by international agencies, Zambia has introduced an ambitious nation-wide program for comprehensive Sexuality education (CSE) to be implemented into ordinary school activities by teachers. The curriculum is firmly based in a discourse of sexual and reproductive rights, not commonly found in the public debate on Sexuality in Zambia. This paper explores how teachers perceive the curriculum and practice discretion when implementing the CSE in mid-level schools in Nyimba district in Zambia. Methods: Using a case study design, data were collected through in-depth interviews with 18 teachers and analyzed thematically drawing upon theories of discretion and policy implementation. Results: Individual teachers make decisions on their own regarding what and when to teach CSE. This discretion implies holding back information from the learners, teaching abstinence as the only way of preventing pregnancy or cancelling Sexuality education sessions altogether. Teachers’ choices about the CSE program were linked to lack of guidance on teaching of the curriculum, especially with regards to how to integrate Sexuality education into existing subjects. Limited prioritization of CSE in the educational sector was observed. The incompatibility of CSE with local norms and understandings about Adolescent Sexuality combined with teacher-parent role dilemmas emerged as problematic in implementing the policy. Limited ownership of the new curriculum further undermined teachers’ motivation to actively include CSE in daily teaching activities. Use of discretion has resulted in arbitrary teaching thus affecting the acquisition of comprehensive sexual and reproductive health knowledge among learners. Conclusion: The CSE had limited legitimacy in the community and was met with resistance from teachers tasked with its’ implementation. In order to enhance ownership to the CSE program, local concerns about the contents of the curriculum and the parent-teacher role dilemma must be taken into consideration. Not addressing these challenges may undermine the policy’s intention of increasing knowledge about Sexuality and reproduction and empowering Adolescents to access contraceptive services and avoid unwanted pregnancies.publishedVersio

  • Why teach Sexuality education in school? Teacher discretion in implementing comprehensive Sexuality education in rural Zambia
    'Springer Science and Business Media LLC', 2019
    Co-Authors: Zulu, Joseph M., Blystad Astrid, Haaland, Marte Emilie Sandvik, Michelo Charles, Haukanes Haldis, Moland, Karen Marie
    Abstract:

    Background: Reproductive health problems such as HIV, unwanted pregnancy and unsafe abortion among Adolescents are closely linked to insufficient knowledge about Sexuality and reproduction and lack of access to contraceptives. Supported by international agencies, Zambia has introduced an ambitious nation-wide program for comprehensive Sexuality education (CSE) to be implemented into ordinary school activities by teachers. The curriculum is firmly based in a discourse of sexual and reproductive rights, not commonly found in the public debate on Sexuality in Zambia. This paper explores how teachers perceive the curriculum and practice discretion when implementing the CSE in mid-level schools in Nyimba district in Zambia. Methods: Using a case study design, data were collected through in-depth interviews with 18 teachers and analyzed thematically drawing upon theories of discretion and policy implementation. Results: Individual teachers make decisions on their own regarding what and when to teach CSE. This discretion implies holding back information from the learners, teaching abstinence as the only way of preventing pregnancy or cancelling Sexuality education sessions altogether. Teachers’ choices about the CSE program were linked to lack of guidance on teaching of the curriculum, especially with regards to how to integrate Sexuality education into existing subjects. Limited prioritization of CSE in the educational sector was observed. The incompatibility of CSE with local norms and understandings about Adolescent Sexuality combined with teacher-parent role dilemmas emerged as problematic in implementing the policy. Limited ownership of the new curriculum further undermined teachers’ motivation to actively include CSE in daily teaching activities. Use of discretion has resulted in arbitrary teaching thus affecting the acquisition of comprehensive sexual and reproductive health knowledge among learners. Conclusion: The CSE had limited legitimacy in the community and was met with resistance from teachers tasked with its’ implementation. In order to enhance ownership to the CSE program, local concerns about the contents of the curriculum and the parent-teacher role dilemma must be taken into consideration. Not addressing these challenges may undermine the policy’s intention of increasing knowledge about Sexuality and reproduction and empowering Adolescents to access contraceptive services and avoid unwanted pregnancies

Rahil Roodsaz - One of the best experts on this subject based on the ideXlab platform.

Lynda Measor - One of the best experts on this subject based on the ideXlab platform.

  • young people s views of sex education gender information and knowledge
    Sex Education, 2004
    Co-Authors: Lynda Measor
    Abstract:

    This paper derives from research that had the aim of understanding more about Adolescents' views of sex education and Adolescent Sexuality. The data are taken from three separate pieces of research conducted in 1984, 1998 and 2003. This paper presents data about gender, information and knowledge relating to Sexuality. It seeks to demonstrate that attitudes to information and knowledge vary significantly with gender. The data suggest that many Adolescents we studied were offered different access to information about sex and Sexuality in their families. The argument is that this has impact on the sources of information that they rely upon and prefer. We investigate the underlying issues about the ways boys obtain not only information about sex, but also their attitudes to sexual encounters. Sources of information and counselling about Sexuality varied with gender. Boys and girls were exposed to different kinds of experience, in which information about Sexuality and messages about desire also vary. Home and ...