Staff | Policies & Documents
GUIDELINES FOR SEXUALITY EDUCATION IN BRIGIDINE SCHOOLS
1. GENERAL INTRODUCTION
Rationale
These guidelines are designed to assist schools to develop/revise/evaluate
their own policy and curriculum statements on sexuality education.
Each school will have clear arrangements, specific to its own needs,
for the ways in which sexuality education in a Christian context
will be incorporated into the curriculum. One major aim of any professional
development or documentation in this area is to assist teachers
to have up-to-date knowledge and an accompanying understanding and
confidence that will enable them to be credible with students and
confident in discussing the issues with parents.
Definition
Sexuality education could be defined as the process whereby young
people acquire knowledge, understanding and skills and develop beliefs,
attitudes and values about their sexuality and relationships within
a moral and ethical framework. It includes acquiring information
and forming attitudes, beliefs and values about identity, relationships
and intimacy. It encompasses sexual development, reproductive health,
mental health, interpersonal relationships, affection, intimacy
and gender roles.
Role of the School
Since each person’s sexuality is an integral aspect of human
experience, it is important that a good program of sexuality education
is incorporated into the school’s curriculum. In Brigidine
schools the approach to sexuality education will be within the broad
framework offered by Catholic teaching and will be informed by the
statement of Brigidine Core Values. It will also respond to the
needs of the young people in today’s society and take into
account the emotional, intellectual, economic, motivational and
physical aspects of the students’ developmental experiences
and concrete situations, in an attempt to lead them to a greater
Christian maturity. Acknowledging that learning about sexuality
is an ongoing process that continues throughout life, the program
will employ a collaborative and consultative process involving students,
parents and community representatives.
Role of Families and Parents
Parents by law have the prime responsibility for educating their
children. Schools see themselves as assisting parents in carrying
out this responsibility. Sometimes tensions may exist between the
rights of parents to have their children educated according to their
own religious and philosophical convictions and the approach adopted
in these guidelines. It is therefore important that the schools
communicate the major aspects of sexuality education to parents
so that parents can appreciated the relevance and appropriateness
of what is being taught.
2. CONTEXT
A. The Faith Community
(i) The Tradition
The Catholic tradition has systematically taught that, as human
persons, we have an innate worth and are basically good and responsible
for our own actions. On the other hand, we also have need of God’s
help because we can choose at times individualism, self-sufficiency
and social indifference. Sexuality is an area where both of these
foundational beliefs need to be explored.
In 1975, the Sacred Congregation for the Doctrine of the Faith
issued a Declaration on Certain Questions Concerning Sexual Ethics
in which sexuality is acknowledged as “one of the factors
which give each individual’s life the principal traits that
distinguish it”. It affirms that sexuality plays a crucial
role in the ability to answer our call to love, for it is sexuality
which reveals both our incompleteness and our relatedness, and in
our sexuality we find the biological, emotional and psychological
grounding for our capacity to love. Sexuality is God’s way
of calling us into communion with others through our need to reach
out and touch and embrace – emotionally, intellectually, physically.”
As such, sexuality is simply essential both to our human existence
and to our becoming fully human.
It is important to remember that young people will form their own
beliefs, attitudes and values and they will be influenced by home,
society and school. We should seek to offer the Christian and Catholic
framework in such a way that it is a credible option. We are aware
that there are differing views within religious groups and among
theologians on matters such as divorce, homosexuality, contraception
and abortion.
However, traditional Catholic teaching has certain constants. It
values the sacramental nature of marriage and places value on the
security, stability and happiness that is possible in such relationships.
In fact, all major religious traditions value the place of marriage.
Catholic teaching includes:
- a mutually faithful monogamous relationship in the context of
marriage is the place for sexual activity
- abstinence from sexual activity outside marriage is the expected
standard
- the importance for each to have a physical and psychological/emotional
maturity and an informed conscience
(ii) Contemporary Moral and Pastoral
Theology
In the light of twentieth century developments in both moral theology
and the social sciences, many contemporary theologians are proposing
an understanding of human sexuality that is more attuned to contemporary
insights into the nature of human experience. There is the acknowledgement
that sexual activity does not create a relationship but is rather
an expression of an already existing relationship. Hence the question
that arises is whether or not the physical sexual relationship corresponds
with the depth of commitment that is shared by two people.
Further, in proposing a broadened view of human sexuality, recent
writings include the following suggestions and approaches:
1. an acceptance of “a degree” of moral seriousness
in sexual behaviour;
2. and increasing emphasis on the “developmental level”
of the person;
3. a tendency to consider the “growth” that is taking
place in the person;
4. a stress on “love”;
5. an emphasis on “consequence” of action;
6. attention to “situational variables” e.g. social/cultural
pressures
Richard McCormick speaks of the “tentativeness of moral formulations”.
Moral utterances are rooted in historical consciousness and must
be examined and reflectively attended to over time.
Lisa Cahill, moral theologian, argues for contemporary Christian
sexual ethics to attend to four foundational sources – the
Bible, the community’s tradition of faith, philosophical accounts
of what it means to be human and empirical studies of the realities
of human lives and communities.
(iii) Vatican II Teaching on Conscience
Conscience is … a law written by God … in our hearts.
Our dignity lies in obeying it and according to it, God will judge
us. It is our most secret core and sanctuary where we are alone
with God whose voice echoes in the very depth of our being.
Pastoral Constitution on the Church in the Modern World N.16
Catholic theology stresses the important role that conscience exercises
in determining right from wrong. It enables us to recognize what
is loving and what is not, what helps growth and what inhibits it.
It is the final norm for judging the morality of our actions. It
can be defined as the attempt to discern the moral values at stake
within particular situations. No one else’s judgement can
take its place.
In order to be fully moral, that is truly human, we need to continue
to form our conscience with the help of Church teachings. It is
an approach that respects human choosing in the midst of the believing
faith community. Moreover, a Christian person may, after listening
to the Church’s teaching and seriously reflecting on his or
her own situation, decide that the right action for him or her is
in conflict with aspects of Church teaching.
Robert Friday (Shelton p.206) believes that “what is needed
now is a presentation of the Gospel message in adult terms for individuals
whose own lived experience has better prepared them for accepting
or rejecting the mature demands of a Christian ethic.” Students
must be encouraged to accept both the “risk” and “ambiguity”
involved in taking on the personal responsibility of moral decision
making.
B. Diversity Among Students
Awareness of and sensitivity to the diversity among students is
crucial to ensuring that programs are relevant. Diversity refers
to the broad range of differences amongst the students and their
families and includes aspects related to gender, religion, race,
culture, sexual orientation socio-economic background, age and disability.
Programs that affirm this diversity, taking into accounts its implications
on young people’s social worlds, have great potential to reach
all students. It must be acknowledged that students are not an homogeneous
group and subsequently care must be taken to avoid any hint of discrimination.
C. Cultural Context
Schools exist in a social context and it must always be remembered
that young people are daily exposed to a plethora of sexual images
and messages via the media. It is worth considering what messages
are being picked up by young people if there is not openness and
support for them in developing their sexuality. The most important
question to ask may well not be “What should we teach in sexuality
education-” but “What messages are we giving them-”
Young people often complain that education in this area is “too
little, too late” so in some cases we obviously need better
quality programs. It is important to meet the needs of young people
in today’s world. We live in a diverse society and they need
to be aware of the values of a school community that professes Christian
values, such as the value of commitment and mutual respect in all
relationships. There is an ongoing challenge to a Christian community
to use these values to critique practices and media that dehumanize
(e.g. The Big Brother Program).
It is important to recognise that the curriculum offered in sexuality
education must acknowledge that the school’s influence on
students is but one of many, and that increasingly, the young people
will have to take their own stance to the many and varied beliefs
and attitudes that are presented to them. Therefore, the programs
offered at school at the different levels need to be balanced and
allow opportunities for students to explore the basic concepts themselves.
Language has to be modified where necessary and all teaching needs
to be contexted using today’s examples e.g. using language
that is plain, precise and non-emotive. For example, terms such
as “those who lose their virginity” must be replaced
by “those who are sexually active”. The students’
needs will vary and it is essential that the sexuality education
they receive in schools is both relevant and meaningful.
Many of the stereotypes that are offered in advertising, and various
TV programs and films can provide a beginning point for presenting
adequate information and having worthwhile discussion. We need to
challenge many of these aspects of our prevailing culture and constantly
raise for consideration: What is appropriate and inappropriate behaviour
(e.g. seductive dressing, oral sex)-
There is a need for educating in sexuality that helps both boys
and girls develop a strong sense of their own gender. This should
be accompanied by a respect for those of the opposite sex. Students
need the opportunities to develop a strong personal identity that
does not seek to exploit others. A real danger in much of what is
presented as “normal” is that many young people have
sexual experiences that are too soon and too deep for their age
and they are deprived of much ordinary, enjoyable friendship activities
that help them mature. The other significant factor here is that
the level of maturity among the students is highly diverse and students
should not feel “less than” their peers when their social
aspirations are likewise diverse.
We have to teach them to say “no” to requests or demands
for sexual responses that are beyond their maturity. They have to
be able to react to any suggestion that sexual favours are the right
of someone who has been generous or is a special friend. They need
ways to show that such expectations are unacceptable and unfair.
.
3. AIMS OF SEXUALTY EDUCATION
- To enable young people to reflect on their beliefs, attitudes
and values and to offer the traditional teachings of the Catholic
Church as one part of the framework for this reflection
- To provide an opportunity for young people to consider and reflect
on a range of attitudes to gender, sexuality, sexual orientation,
relationships and family life
- To develop a respect for diversity and the need to avoid prejudice
and discrimination
- To provide opportunities for students to learn interpersonal skills
that will enable them to make and maintain appropriate relationships
- To foster self-awareness and self-esteem and a sense of responsibility
and respect for themselves and others
- To establish an awareness of the importance of stable family life
and the responsibilities of parenthood and marriage
- To provide accurate and relevant information about the physical
and emotional aspects of sexuality
- To provide information about places and services where young people
may access support and advice.
4. METHODOLOGY
A. An Holistic Approach
Sexuality education should contribute to the physical, emotional,
moral and spiritual development of all students. It has obviously
begun informally at an early age with parents and continues throughout
life at home and at school.
Given the fundamental links between the expression of sexuality
and one’s well being, education needs to include emotional
as well as physical aspects of sexuality. Sexuality is experienced
within relationships and social structures and therefore sexuality
education will be presented as part of education that values stable
relationships, healthy living and personal responsibility. This
presumes an overall curriculum and a culture that promotes health
in its broadest sense and emphasizes good health, personal responsibility
and positive relationships. Part of the success of any approach
to sexuality education for the young people will rest on learning
decision-making skills that are based firmly on agreed values.
Whilst Sexuality Education is an integral part of Health Education
it should be situated within the whole domain of Religious Education,
SOSE, Science, Physical Education, Literature and any other curriculum
areas where personal and social development can occur. There are
many interconnections that are obvious, such as the links between
alcohol and drug use and sexual activity.
This area of education will be more successful if the whole school
is sensitive to the multiple aspects of health that impinge on sexuality.
The physical, social and emotional health of young people is affected
by multiple factors. The provision of places to sit and talk, some
beautiful art, clean toilets with a supply of towels and soap –
all and many more such things contribute towards the humanizing
of the climate and therefore the way the students will view each
other and other people.
B. Involvement of Students
It is good to allow young people opportunities to identify their
own needs in terms of curriculum content and approaches. Key elements
for a supportive climate in teaching sexuality topics include
- Talking to the young people and establishing what their needs
are
- Setting the ground rules for discussions including what use of
language is appropriate
- Agreement on the level of personal revelations that are helpful
- Giving freedom for whatever level of participation the young people
feel comfortable with
- Addressing discrimination and ensuring that gender, sexuality
and sexual orientation issues are dealt with appropriately and harassment
in the classroom or elsewhere is challenged
At every level of the student’s development it is important
to include age-appropriate strategies such as the right to say no.
Recognition of local needs and cultural factors are important and
this requires talking to people who live and work in the local community.
C. Partnership with Parents
It is important that the schools communicate the major aspects of
sexuality education to parents so that parents can appreciate the
relevance and appropriateness of what is being offered. We need
to be sensitive to the rare cases where parents have an objection
to sexuality education programs. It is important to have some simple
direct procedures for parents to raise any concerns they have.
This calls for both sensitivity and sound judgement- maybe put
in something about key principles enunciated for public scrutiny.
However we will not achieve total consensus about what needs to
be taught and how issues should be approached. It is important not
to be paralysed in the face of this lack of absolute agreement and
to really address the needs of young people. It is certainly important
for parents to be given the opportunity to talk about the direction
of the program and have the relevance and the importance of it explained.
Sources of support and advice could be included in the school handbook/diary.
It is also important to inform parents of any sensitive material
being presented/speaker/film etc. This gives them the opportunity
to talk with their children.
D. Dealing with Controversial Issues
On some issues teachers may feel in a bind because they themselves
do not feel comfortable with a particular Church teaching. The following
six points may help as guidelines: -
1. Presenting the teaching objectively with comments which will
help the students see the reasons behind the teaching.
2. Noting the different or conflicting views and reasons for them.
(e.g. contemporary moral theology)
3. Noting that one does not compromise one’s own moral stance
by being prepared to respect the different moral views of others;
and that while two moral views may both be contrary to one’s
principles, one view is more preferable than the other if it involves
a lesser evil. For example one may be opposed to all forms of contraception,
but can accept that others make moral choices to use contraception.
4. Noting that disagreement with a particular Church moral ruling
does not require that Catholics leave the Church or that the Church
disowns them. This should not be interpreted as encouraging young
Catholics to disregard Church teaching
5. That teachers follow an appropriate code of professional ethics
regarding reference to their own beliefs and views in the classroom
6. It is often good to involve health professionals in giving some
input where a degree of specialization is needed.
If young people have been able to form a set of clear values for
themselves that include respect and care for their own health and
well-being and that of others they are less likely to engage in
harmful activities. Moreover, if young people feel good about themselves
they are much less likely to engage in high-risk activities such
as drinking and unprotected sex.
5. LEARNING AND TEACHING
Teaching and learning about forming and maintaining good friendship
patterns is an integral part of educating in sexuality. Friendships
that are not based on sexual activity should be presented as the
norm for teenagers. Clear reasons for this should be given in many
different ways:
The only real safe sex is having sex with one person who is only
having sex with you and this is in a permanent relationship. (It
takes time and effort to convince teenagers that permanency is more
than a few weeks or months.)
At an age when people are still maturing, forming values and developing
their personality, not being involved sexually offers freedom from
guilt, doubt and worry, sexually transmitted disease, pregnancy,
the loss of one’s reputation, pressure to marry early.
There are many emotional risks when young people engage in uncommitted
sex and these should be explored.
Not being sexually involved gives a freedom for individuals to more
adequately develop their own skills and abilities and develop a
healthy self-appreciation.
Young people should also be presented with the fact that people
can change from being sexually active to abstaining from sex.
It is important that young people are encouraged to keep an open
mind about their own sexual orientation until they are more mature.
It is possible for them to be influenced by others’ expectations,
by role models, or by throwaway comments from other young people.
It should be insisted that sexual orientation is part of an individual’s
human, personal and generally private identity, which she or he
may not choose to share with others. Students need to learn that
there is no automatic right to know anyone’s sexual orientation,
nor should anyone assume anything about another’s sexuality
based on marital status, shared living arrangements, friendships,
shared leisure interests, a particular giftedness or professional
activities.
6. PASTORAL ASPECTS
It is important to address issues relating to sexuality as part
of the curriculum for many reasons.
- A lot of bullying centres on the perceived sexual orientation
of some young people;
- Young people talk about the sexual issues and the media is very
confronting in this area;
- Young people who are gay, or who believe they may be gay, need
support and accurate information;
- Misinformation may lead to an increased prevalence of sexually
transmitted diseases
As young people mature, they experience a range of feelings which
affect their attitudes, behaviours and relationships.
Support personnel or agencies should be advertised in the school
both for students who wish to seek heterosexual or homosexual advice.
Confidentiality Many young people find it difficult to talk to
their parents or carers about sexuality or sexual orientation matters.
It can happen that students reveal information that someone has
acted unlawfully. Teachers should always state that they are not
in a position to guarantee confidentiality when there is any evidence
that a criminal act has occurred. Moreover, for students under 16,
parents have a right to be informed of any serious issues related
to their children. If a young person is in moral or physical danger
the school’s responsibility is to protect her/him. School
protocols are needed to ensure that this happens.
Sensitivity to Vulnerable Young People There are groups of students
who have special needs and require special consideration. These
include:
- Students with special educational needs
- Homeless or semi-homeless students
- Those who are seen as at risk
- Those who have concerns about their sexuality
- Those who may be less mature than their peers
- Those who are harassed for whatever reason
- Those who have been sexually abused
- Students from cultures approving of such practices as female circumcision
Each school should determine if any students are in these (or other)
groups who are especially vulnerable. Personal assistance, small
group work or other strategies should be put in place for them.
Young people with disabilities may have fewer opportunities to make
and develop relationships and teachers may have to organise smaller
groups for these students to deal with questions and to engage in
meaningful discussion. Students with significant learning difficulties
may struggle to understand conventions and expectations with regards
to sexual behavior while at the same time they are frequent victims
of sexual abuse In all cases the dignity of the students concerned
is paramount.
Students should be given adequate information regarding their rights
in dealing with rape and sexual assault and the details of the appropriate
referral agencies.
Approaches in Co-education Classes Normally, it would seem most
sensible in this context for girls and boys to work together and
it can seem artificial to separate them for discussion of issues
related to sexuality. However, there may be times when it is more
appropriate to work separately to ensure openness in the way the
topic can be dealt with. A further issue to be considered here might
be the appropriateness of teachers of the opposite gender addressing
issues related to sexuality
7. ISSUES TO BE ADDRESSED
(i) Pregnancy
Unintended pregnancy needs to be addressed. Most
pregnancies to young women under 16 end, in our experience, in termination.
The outcomes for those who choose to continue with the pregnancy
are often: lack of further education and consequent diminishment
of choices in life, accompanied by poverty. However, if a young
woman becomes pregnant there needs to be sensitivity. She needs
support, not judgment, if she is to maintain the pregnancy and manage
the child rearing.
(ii) Sexually Transmitted Infections
It needs to be pointed out that clear and accurate
information is needed about the possibility of sexually transmitted
infections. They may result in long term consequences for the health
of individuals. These include infertility, ectopic pregnancies and
genital cancers.
(iii) Contraception
Every encouragement should be given to students
to abstain from sexual intercourse until they are more mature and
can make life-long decisions about relationships. However, granted
that many adolescents are sexually active, it is necessary to include
information about contraceptive methods and protective behaviours.
Students should be aware of all the possible problems associated
with the use of contraception.
(iv) Homosexuality
According to some current research 10% of the general
population is primarily or exclusively homosexual for a certain
period of adult life and we are aware that a considerable amount
of overt prejudice against this minority group continues to exist.
It is also important that students are taught that many people have
homosexual tendencies even though they are basically heterosexual
and vice versa.
Gay and lesbian young people are often the victims of ridicule
and harassment. It is therefore essential that our schools become
proactive both within the formal curriculum and in attitude in responding
to this challenge.
The main obstacles to the continuing attempts to know and accept
one’s homosexuality is the all-pervasive response of non-acceptance
by society and religion. Gay and lesbian adolescents are no more
immune to homophobia, fears and stereotypes than the rest of the
population. This is often called internalized homophobia or self-hate,
because students internalize all the negative judgements they hear
about homosexuality.
(v) Incest
Estimates from current research would indicate that
one in four girls and one in ten boys have experienced some form
of sexual abuse before the age of 18. The likelihood becomes even
higher in the case of physically or intellectually impaired students.
Such abuse occurs in every social and economic class and cuts across
racial and cultural boundaries and the abuser is most often a family
member, friend or neighbour. Whilst disclosure by victims has increased
in recent years most of them still remain silent. Teachers can develop
skills enabling them to identify and support endangered students,
and by following mandatory procedures may prevent further abuse.
By teaching self-awareness and personal safety, emphasizing self-esteem
and assertiveness throughout the curriculum, young people can be
helped to resist sexual abuse overtures and to access assistance.
8. LEGAL ISSUES
References in the Document from CECV Legal Issues (Revised edition
1998) which could be relevant include:
- HIV/AIDS and confidentiality Page 12
- Parental Permission Page 15
- When a Student Offends Page 27 Par 3 & 4
- Reporting Child Abuse and Neglect Page 31
Commonwealth Privacy Act (2001) addresses issues of confidentiality
Victorian Health Records Act could be a useful reference for some
issues
Support materials related to the latter two references will be forwarded
to schools in the CEO bulk mail before close of 2001,
9. BIBLIOGRAPHY
Shelton, Charles. Adolescent Spirituality. New York: Crossroads,
1983
Flannery, Austin OP (ed). Vatican Council II: Conciliar & Post
Conciliar Documents. 1988 Revised Edition
Joseph Komonchak, Mary Collins, Dermot Lane (eds). New Dictionary
of Theology. Ireland: Gill & Macmillan. 1990
McBrien, Richard. Catholicism. Australia: Collins Dove, 1994
10. RESOURCES
Contemporary Issues Catholic Education Office Archdiocese of Canberra
& Goulburn
1999 (Available at BSSC Office)
Family Life and Human Sexuality Waterloo Roman Catholic School Board,
Kitchener
Ontario. 1994 (Available at BSSC Office)
Resource/Discussion Papers prepared by the Christian Education for
Personal Development
Team, Diocese of Sandhurst (Available for loan from BSSC Office)
Sex Lies and the Truth Video and Teacher’s Manual (Good activities
suggested in
Teacher’s Manual)
Talking Sexual Health. Australian National Council for AIDS, Hepatitis
C and Related
Diseases (ANCAHRD) 1999
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