Rachel Heah

This article seeks to analyse the problems with provision of Relationships and Sex Education (rse) in English schools using a Foucauldian perspective. Through this analysis, I demonstrate that the rse curriculum is used as a tool for “governing” or controlling children’s exercise of their sexuality to ensure conformity with norms, behaviours and attitudes that adults perceive children should ascribe to. However, adults tend to deny children’s developing agency and their autonomy to make decisions in relation to their sexual lives. This ignores the realities of children’s lives, in which they are exposed to sexual knowledge and information through their interactions with others, or via the internet. Using Foucault’s conceptualisation of bio-power, I argue for shifting some of the power around rse discourses from adults to children themselves, through a children’s rights-based approach. This approach to rse will ensure that the curriculum is adequate, appropriate and effective for children.

Introducción: La metodología docente del Aprendizaje Basado en Casos (ABC) es una metodología de aprendizaje activo que genera un mayor nivel de participación de los estudiantes y aprendizajes significativos. El objetivo del presente estudio fue analizar y comparar una actividad de ABC utilizando un razonamiento deductivo (analizar y extraer conceptos teóricos en un caso proporcionado) frente a una actividad de ABC utilizando un razonamiento inductivo (crear un caso introduciendo de forma implícita conceptos teóricos) respecto al rendimiento académico y satisfacción de los estudiantes, así como analizar la relación con la percepción de autoeficacia. Metodología: Se desarrolló un estudio descriptivo transversal. 111 alumnos realizaron ambas actividades ABC (deductivo e inductivo). Ambas actividades de aprendizaje versaron sobre con contenidos teóricos de psicología de grupos. Las variables recogidas fueron: puntuación de la actividad, satisfacción con cada actividad, calificación del examen teórico y percepción de autoeficacia. Se realizó un análisis descriptivo, correlacional y comparativo mediante T-Student de muestras relacionadas. Resultados: Las calificaciones de la actividad ABC inductiva fueron significativamente más elevadas frente a las calificaciones de la actividad ABC deductiva (p=0,042). El nivel de satisfacción de los alumnos en el ítem de ayuda a pensar críticamente fue evaluado más favorablemente en la actividad de ABC deductivo (p=0,029). La relación entre la calificación de la actividad de ABC inductiva y la calificación obtenida en el examen teórico fue significativa. No hubo correlación de ninguna de las actividades con la autoeficacia percibida de los estudiantes. Conclusiones: La actividad de ABC con un razonamiento inductivo es más efectivas para lograr el rendimiento académico y la satisfacción con las actividades evaluadas por parte de los estudiantes es alta.

Comprehensive sexuality education (known as Relationships and Sex Education (RSE) in England), which is age-appropriate, accurate, realistic and non-judgemental, is a tool that enables children and young people to make informed decisions about their sexual health, sexuality and well-being. As such, it is crucial towards the realisation of many of the rights of children under the UN Convention on the Rights of the Child, such as, but not limited to, the rights to information, education and health. However, in the English guidance on RSE, there is very little consideration of children’s rights, and the requirement to involve parents in the shaping of RSE curricula as well as the right for parents to withdraw children from sex education lessons potentially hinders children’s access to RSE. In this paper, we discuss the views and experiences of teachers and professional educators to ascertain the position of children’s rights in the National Guidance on RSE and in the everyday practice of teaching RSE. Their views and experiences assist us in understanding some of the motivators and barriers to teaching RSE from the perspective of children’s rights. In analysing the English approach to RSE, we used Bourke, Mallon and Maunsell’s framework and considered RSE rights under the UNCRC from the perspective of the right to education; rights in education and rights through RSE.

International human rights standards are clear that children and young people have a right to sexuality education. Nevertheless, the delivery of such education is often considered questionable, particularly for groups of children perceived as more ‘vulnerable’. In this article, the example of the right to access sexuality education for disabled children is used to explore the autonomy/vulnerability dynamic. Historically, sexuality education has been denied to disabled children, ostensibly to protect them from information and activities perceived as inappropriate due to their (perceived) greater vulnerabilities. It is argued, however, that discourses of sexual vulnerability can actually be dangerous in themselves. Sexuality education, rather than being a threat to disabled under-18s, serves as a way to increase their autonomy by equipping them with tools of knowledge around sex and relationships. This case study demonstrates how the autonomy of under-18s is not something inherent in them but something which can be enhanced through recognition of rights such as education and information, as well as recognition of adult responsibilities to facilitate this.

English Stop Smoking Services primarily deliver behavioural interventions to support abrupt quit attempts. Recent evidence suggests an alternative approach could be offered to clients involving a more gradual reduction of cigarettes smoked leading to complete abstinence, known as ‘Cut Down To Stop’ (CDTS). The purpose of this study was to explore the experiences of stop smoking practitioners and service users who participated in a pilot study of a CDTS service. The CDTS intervention was pilot tested in a Stop Smoking Service in London, England. As part of the CDTS intervention clients who were still smoking 2 weeks after their quit date were offered tailored advice, medication and support to reduce their current smoking by half, with the aim to stop smoking altogether within a six-month period. A qualitative evaluation was conducted involving a focus group discussion with nine practitioners involved in the delivery of the CDTS intervention and telephone interviews with 18 CDTS service users. Thematic analysis was performed. Service users and practitioners were very positive about their experience with the CDTS intervention. The intervention was found to be an effective way of keeping clients engaged with the service and was felt to increase the likelihood they might quit and/or re-engage in service for future quit attempts. Elements that contributed to the attractiveness of the CDTS intervention included: 1) the trust and empathetic relationship developed between service users, practitioners and their referring primary care provider; 2) time and flexibility for service users to engage in the quitting process at their own pace; 3) setting progressive goals and building service user confidence; 4) the opportunity to experiment with quit smoking medications; and, 5) the on-going contact with the practitioner/service. Service users who are not successful with quitting abruptly may benefit from a CDTS intervention. This study highlights the important role of ‘relationships’, time and ‘flexible’ service delivery models in engaging service users who are not initially successful with quitting. The findings of this study have the potential to inform decision-making regarding the value of the CDTS approach for the English Stop Smoking Service and cessation services worldwide.