14 research outputs found
School-based comprehensive sexual health education - from evidence to implementation and evaluation: case study from italy
No full textBrief outline of the overall workshop Sexual and reproductive health (SRH) is a key dimension of health and well-being of individuals, especially relevant for young people. Global health organisations (e.g. WHO, UNESCO, E/CDC) and multicountry reviews recognise school-based sexuality education (SBSE), as one of the most important means of promoting sexual well-being of adolescents and a key component of HIV and sexually transmitted infections (STIs) prevention. International evidence recommends that SBSE should be addressed with a global approach to sexuality, that UNESCO defines as comprehensive sexuality education (CSE). SBSE, however, is still not available for many young people around the world, including Italian adolescents. Italy, in fact, is one of a few European countries that still lacks a comprehensive approach to SBSE coherently and equally implemented across the country, or included in schools’ curricula. EduForIST project, funded by the Italian Ministry of Health in 2019, aims at providing an overview of SBSE in Italy and to develop and implement two pilot projects in secondary schools across the country. Specific aims/objectives and component parts Introduction: Sexuality and education: how to address this dimension in schools?� Sexuality education represents an educative action that, nurtured by medical and scientific information, is aimed at making people flourishing in all the directions of their existence. * School-based sexuality education in Europe and central asia: 2016 IPPF and BZgA initiated a scope review to get an overview of the progress made in developing and integrating SBSE into formal school settings in 26 countries of the WHO European Region. The main key findings and recommendations as well as a global overview will be addressed. * Co-creation of sbse interventions in lower and upper secondary schools in Italy: EduForIST is a multidisciplinary and intersectoral project that aims at providing theoretical and practical tools for SBSE to be implemented in Italian schools. * Implementing comprehensive sbse interventions in Italy-experiences from the field: report on the results and evaluation of EduForIST pilot projects in secondary schools. * How to evaluate a sbse intervention: experience from an italian pilot project: starting from an epistemological reflection on the concept of evaluation in education, we proposed a framework that enable sexual educators in evaluating the implementation of the pilot project, using a qualitative approach. The written texts have been analysed through a phenomenological approach, showing the strengths and weaknesses of the project, the favourable conditions of the setting/ institutions and the postures requested to a competent educator. Conclusions: Future perspectives and recommendations for sbse in Italy Key questions The workshop aims at enhancing public health interest and to foster debate on the topic of SBSE and the need to promote its implementation in the school context. The following questions will be addressed:-which role can school play in promoting SRH?-what is CSE and which topics should address?-which stakeholders should be involved in the creation and implementation of SBSE interventions?-which outcomes can be evaluated and which results can be expected?-how can a SBSE intervention be evaluated
Co-creazione, implementazione e valutazione degli interventi pilota EduForIST nelle scuole.
No full textIl saggio presenta il progetto educativo EduForIST nelle sue fasi di ideazione, costruzione della rete, progettazione, implementazione e valutazione. Il contributo del sottoscritto è relativo alla formalizzazione delle scelte pedagogiche
Sexuality education in Italy 2016-2020: a national survey investigating coverage, content and evaluation of school-based educational activities
No full textComprehensive sexuality education is an important means of promoting sexual well-being amongst young people and is key to preventing sexually transmitted infections (STIs). However, sexuality education is not currently included in the formal curriculum in Italian schools. The aim of this study was to develop an inventory of schoolbased sexuality education (SBSE) activities carried out by external providers and implemented in Italy from 2016 to 2020. A desk review and survey were carried out. In the desk review online documents on STI prevention were analysed. The survey investigated the providers, objectives, content and methods used to implement SBSE activities in secondary schools. Findings revealed a highly heterogeneous situation in terms of geographical coverage, service providers, objectives and evaluation. Some SBSE activities were classified as adopting a comprehensive approach to sexuality education, while the majority focused on STI prevention, and many were single-session activities. Although most activities were said to have been evaluated no results were available. The data showed that SBSE is not systematically and equally delivered across Italy. Action is needed to provide young people with evidence-based, age-appropriate and accurate education about sexual and reproductive health and wellbeing
Co-creation of a school-based sexual health education intervention in Italy: Alice Chinelli
No full textINTRODUCTION: School-based sexuality education (SBSE) is the most effective way to positively impact young people's behaviour and attitude towards sexuality. This study describes the development of a SBSE pilot activity targeting lower secondary schools (LSS) within the context of EduforIST project funded by the Italian Ministry of Health. METHODS: A desk review was carried out to collect information about national policies, international literature and guidelines on SE and STIs prevention. An online survey was developed to collect information on SBSE activities implemented in Italy during 2016-2020. Focus groups among project partners and open consultations with a multisectorial expert advisory board were organised. SBSE pilot activity was developed by an interdisciplinary team of pedagogists, public health and SE experts, educators. RESULTS AND DISCUSSION: The SBSE was structured in: a) 5 interactive interventions of 2 hours each with students (4 theoretical and practical modules; 1 final intervention for students-led discussion and evaluation); b) introductory and closing meetings with teachers and with parents. The modules addressed the following dimensions: changes in adolescence; emotions and relationships; sexual identities and diversity; sexual consent, STIs/pregnancy prevention, sexual health services. Additional materials were developed: a. pre/post evaluation tools for educators and students; b. pre-implementation checklist for schools; c. materials for teachers’ and parents’ engagement before/after the SBSE activity. CONCLUSIONS: This pilot activity represented a first step towards the development of a standardised, evidence-based and comprehensive approach to SBSE, for future implementation across the country
Infezioni Sessualmente Trasmesse e salute sessuale: introduzione di attività educative integrate nel contesto scolastico italiano
No full textLe Infezioni Sessualmente Trasmesse (IST) costituiscono un gruppo di malattie infettive molto diffuse. I
giovani non hanno una conoscenza adeguata delle IST e, spesso, non sanno a chi rivolgersi. L'educazione alla sessualità
rappresenta uno dei mezzi più importanti per promuovere il benessere sessuale dei giovani e una componente
essenziale della strategia globale per la prevenzione dell'HIV e delle IST in Europa. Nel quadro del progetto EduForIST,
finanziato dal Ministero della Salute, è stata condotta un’analisi dei riferimenti documentali nazionali e internazionali e
delle attività educative svolte nelle scuole del territorio nazionale
Vaccine hesitancy and cognitive biases: Evidence for tailored communication with parents
No full textBACKGROUND: Vaccine hesitancy (VH) remains worldwide a reason of concern. Most of the vaccination education strategies followed a “fact-based” approach, based on the assumption that decision making is a rational process, without considering the influence of cognitive biases and heuristics. Our study aimed at identifying factors involved in the parents’ vaccination choice to inform and shape communication interventions. METHODS: We conducted an online national survey among parents between November 2020 and April 2021. The questionnaire consisted of 42 items organised in 4 parts: (1) personal information, (2) cognitive biases and risk propension, (3) Analytic Thinking (Cognitive Reflection Test), (4) conspiracy mentality, health literacy, and VH. Exploratory factor analysis was conducted to identify latent variables underlying the 19 items related to the 6 cognitive biases. Factors were categorised in quintiles and the corresponding pseudo-continuous variables used as predictors of the VH. Logistic regression model was applied to assess the association of the VH with factors, conspiracy mentality and risk propension. We adjusted for age, gender, economic status, and education levels. RESULTS: The study included 939 parents, 764 women (81.4%), 69.8% had a degree or higher level of education. Considering cognitive biases, four factors explaining 54% of the total variance were identified and characterised as: fear of the side effects of vaccines (scepticism factor); carelessness of the risk and consequences of infections (denial factor); optimistic attitude (optimistic bias factor); preference for natural products (naturalness bias factor). All factors were positively associated to VH (p < 0.001) as were conspiracy mentality (p = 0.007) and risk propension (p = 0.002). CONCLUSIONS: This study confirmed the need to amplify the model used to analyse the VH considering cognitive biases as important factor affecting the parents’ decision making. These results may be useful to design personalised communication interventions regarding vaccines and vaccination
Pilot experience of comprehensive sexuality education among italian adolescents: Results from the eduforist project
No full textBackground and Objective: Comprehensive sexuality education (CSE) is an integrated approach to sexual health and wellbeing promotion, internationally recognised to be highly effective in preventing HIV and sexually transmitted infections (STIs), especially when experienced in school contexts. CSE, however, is not included in Italian school curricula. This study describes the results of a pilot CSE experience among Italian adolescents attending lower secondary schools of 4 Regions within the EduForIST project, funded by the Italian Ministry of Health. Methods: The pilot experience consists of 5 modules of 2 hours conducted per classroom. Modules have been developed by a research team of pedagogists, academics, HIV/AIDS civil-society organisations (CSOs), experts and educators from CSOs that lead the activities in the schools. The modules address the domains: A) changes in adolescence, B) emotions and relationships, C) sexual identities and diversity, D) consent, STIs/pregnancy prevention, sexual health services. The last module is dedicated to evaluation of activities, by using standardised pre/post tests and satisfaction questionnaires. Results: The pre/post-test results referred to 35 classrooms of 11 schools (566 students). Pre/post analysis showed a significance increase of correct answers for 11/15 items investigated. Domain C and D reported the major positive increase, while a higher level of uncertainty regarded domain A and B. The students reported to be overall satisfied by the activity, especially when talking about psychological changes in adolescence and STIs’ symptoms and prevention. They reported higher neutrality regarding the methods, i.e. use of innovative technological tools, and group-work. Conclusions: Pre/post-tests analysis suggested that the pilot activity was effective in providing students with correct information, enhancing knowledge and decreasing uncertainty. Evidence collected through this study and its advancements (increasing the geographical area of implementation and school grades) will foster awareness among policy makers on the value and urgency of introducing CSE in Italian school curricula
Bringing comprehensive sexuality education into italian lower secondary schools’ practice: A pilot study
No full textBackground: Theoretical and research evidence indicates that comprehensive sexuality education (cse) positively impacts on behaviour and attitudes of young people, by improving sexual and reproductive health outcomes and empowering them to make free and informed choices. This study aims to describe the creation and development of a pilot cse activity in lower secondary schools (lss) within the context of eduforist project. Eduforist is funded by the italian ministry of health and involves academics, the italian national institute of health and hiv/aids civilsociety organisations (csos). Methods: Evidence was collected through a desk review on regional and national normative documents, international literature and guidelines regarding sexually transmitted infections (stis), relationships and sexuality education (se). An online survey was developed to collect information on duration, content and methods used to implement school-based se (sbse) in italian secondary schools from 2016 to 2020. The results of the survey and desk review, along with focus groups and open discussions involving all partners were used to define objectives, contents, methods of delivery and evaluation of the pilot activity. Additional information was added after feedback from an expert advisory board. Results: A pilot activity was designed targeting lss students, in 4 different geographical regions, for a total of 11 schools involved. The activity consisted of 5 interactive interventions per class: 4 theoretical and practical modules (each consisting of a syllabus, a theoretical slides deck and a list of activating tools) and 1 intervention focusing on evaluation and deepening topics requested by the students. The evaluation have been carried out on educators’ (swot analysis, diary of the field) and students’ level (pre/post-tests and satisfaction questionnaires). Conclusions: This pilot activity represents a first step towards the implementation of an evidence-based and integrated approach to sbse, to be promoted and implemented equally across the country
Petróleo como tema problematizador no ensino de química usando abordagem CTSA
No full textLevando-se em consideração a busca pela formação do cidadão crítico, reflexivo e participativo, capaz de usar seu conhecimento para discernir sobre o que é melhor para a sociedade, e a busca por novas metodologias que provoquem e estimulem o ensino e aprendizagem de química no ensino médio, elaborou-se uma sequencia didática para melhorar a compreensão da química dos compostos orgânicos mais simples: os hidrocarbonetos. Sendo assim, a autora deste trabalho escolheu o petróleo como tema gerador, buscando realizar de forma contextualizada e interdisciplinar o ensino de química na perspectiva CTSA, utilizando o vídeo “A história contemporânea da química através do petróleo - parte I” para apresentar o tema. Em seguida, foi aplicado um questionário com questões, adaptadas de vestibulares, e um trabalho com temas problematizadores relacionados ao petróleo, visando uma aprendizagem crítico-reflexiva. Os resultados obtidos foram bastante satisfatórios tanto para os alunos, pois foram estimulados a desenvolver um maior senso crítico frente às questões abordadas aprofundando seus conhecimentos, quanto para a licencianda que pôde aumentar seu conhecimento teórico e prático, desenvolvendo e planejando atividades de ensino que contemplam a construção do conhecimento crítico dos alunos a respeito da importância do tema no mundo atualTaking into consideration the search for the formation of critical citizens, reflective and participatory, able to use their knowledge to discern what is best for society, and the search for new methodologies that cause and encourage the teaching and chemistry learning in high school, was elaborated a didactic sequence to improve the understanding of the chemistry of the simplest organic compounds: hydrocarbons. Thus, the author of this paper chose the petroleum theme generator, seeking to perform contextualized and interdisciplinary way the teaching of chemistry in the STSE perspective, using the video "Contemporary history of chemistry through the petroleum - part I" to introduce the subject. Then a questionnaire was applied with questions adapted from vestibular, and work with problem-solving issues related to petroleum, aiming at a critical and reflective learning. The results were very satisfactory both for students, because they have been encouraged to develop a greater critical sense about to the issues addressed, deepening their knowledge, as for the author who had the opportunity to increase their theoretical and practical knowledge, developing and planning activities teaching that include the construction of critical knowledge of students about the importance of the topic in the world toda
Ensino de física e participação cidadã: interpretação de uma abordagem de questões sociocientíficas utilizando análise crítica do discurso
No full textOs incômodos sentidos na vivência em sala de aula durante a breve carreira docente do autor desta dissertação foram a motivação para o início desse trabalho de pesquisa. Começou investigando as fontes do desinteresse de alunos pela disciplina de Física nas três séries do Ensino Médio de uma escola particular. Definimos então as perguntas de pesquisa e os objetivos do trabalho. A partir daí, visualizamos o tema central de pesquisa: possibilidade de politizar o ensino de Física como forma de aproximar os estudantes da disciplina. Utilizando o arcabouço teórico-metodológico das Questões Sociocientíficas (QSC), buscamos a revisão na literatura mais recente (2017) e uma pesquisa sobre as experiências brasileiras no assunto. Dessa forma, fundamentando o desenvolvimento de nosso trabalho. Planejamos cada etapa das atividades com os alunos com o devido cuidado, em especial a escolha do tema central a ser desenvolvido, em decisão democrática com os alunos. Foram preparados e apresentados seminários em grupo pelos alunos sobre a situação energética no país; dividido em três subtemas (radioatividade, usinas nucleares e outras fontes energéticas renováveis). Cabe destacar que a professora de História também colaborou na orientação e avaliação dos seminários. Utilizamos o material vídeogravado durante as apresentações, com devida autorização da escola e dos responsáveis dos alunos. Com o material transcrito fizemos a Análise Crítica do Discurso (ACD) de Fairclough, aliada às observações feitas in loco na data das apresentações. Verificamos que a sequência didática elaborada e aplicada mostrou potencial positivo para atender os objetivos da pesquisa, ou seja, discutir democraticamente nas três séries do ensino médio qual problema sociocientífico mais ataca a comunidade em que vivem e verificar o envolvimento dos grupos de alunos na pesquisa sobre o tema escolhido.The discomforts felt by the author along his brief teaching experience was the match that led to this dissertation. It started by searching the sources of some students’ disinterest for Physics classes in the three High School grades in a private school. Then we defined the esearch questions and the investigation objectives. Thenceforth, we vizualized the possibility of politicizing Physics teaching as a way to approach the students to the subject. In order to use the theoretical-methodological framework of Social Scientific Issues (SSI), we searched and used a literature review more recente (2017) with a short cut about the brazilian experiences on the matter.We planned each stage of the students’ activities with due care, specially the choice of the theme to be developped, in a democratic decision among them, which was the energetic situation in the country. Seminars were elaborated and presented by three subgroups of students; each one dealing with a subtopic connected to the central theme; these were: radioactivity; nuclear engines; and oher renewable energy sources. Important to inform that the History teacher also participated supervising and evaluating the groups. We used the videorecorded material collected during the presentations, with due care of authorization given by the school and the students’ parents. With the transcripted material we made use of Fairclough’s Critic Discourse Analysis (CDA), associated with the observations performed in loco on the day of the presentations. We verified that the elaborated and applied didatic sequence had a positive potential to satisfy our research objectives, that were democratically discussed in the three High School grades: which socialscientic problem affected the community where they lived and verify how the students’ groups got involved with the chosen investigation.86 f
