| Summary: | Thesis (MA) -- Stellenbosch University, 2003. === ENGLISH ABSTRACT: Health and social problems associated with the high-risk sexual behaviour of young people
worldwide gave rise to the priority status accorded to sex education in the past decade. Despite the
attention focused on and the goals set for sexual health education, surveys indicate that the AIDS
epidemic is still spreading, STD infections are increasing and a growing number of unwanted
pregnancies are reported every year. It seems therefore that many young people are not yet able
to manage their sexual health effectively and sex educators are confronted with the challenge to
provide more effective sexl education interventions.
This study attempted to address the need for effective sexuality education for young people by
designing, implementing and evaluating a peer group sexuality psycho-education programme
targeted at university students. The process of programme development was guided by the phases
proposed by the Psycho-education model: Phase 1: Problem-identification. This phase entailed
becoming aware of the problem through media attention, social awareness, discussions with
members of the community and exploring problems around young people's sexual health through
an extensive literature review. Phase 2: Situation Analysis. During this phase the researcher
clarified the identified problem by conceptualizing and defining relevant concepts and identifying
theoretical frameworks and principles that could be used to address the problem. as well as the
Action Research model were identified as useful theories. Phase 3: Development of the
programme. The Information-Motivation-Behavioural skills (1MB) model and the Guerney model
were used to guide the design of the programme. Phases 4, 5 and 6: Implementation, evaluation
and re-evaluation. These interdependent phases entailed three consecutive implementations of the
sexuality psycho-education programme. The principles of Action Research were used to guide the
implementation and evaluation processes. Evaluation of qualitative data obtained through
participatory research after each implementation allowed for continuous adaptation and
improvement of the programme. At the end of the third implementation quantitative data was
supplemented by quantitative data obtained with a pen-and-paper test-retest method. Quantitative
results indicated that the sexuality education programme significantly increased subjects'
knowledge regarding sex en sexuality, but did not have a significant impact on attitudes and
perceived behavioural skills. There was an indication that clarification of attitudes had been
promoted, and that attitudes relating to the use of contraception had positively changed.
Furthermore, a significant change in perceived behavioural skills regarding communication about
and behaviour for the prevention of HIV/STDs had been achieved. Qualitative evaluation indicated
that subjects felt more positive about using condoms and about communicating with their partners
about the use of contraceptives. Step 6 and full circle back to step 1: Final Re-evaluation and
problem-identification. During this phase the researcher reviewed the outcomes of the
intervention. New problems were identified and recommendations made for future continuation. The researcher concluded that the deficits in research methodology, such as a lack of structured
qualitative evaluation, hampered effective evaluation of the programme. Further research needs to
be conducted to develop appropriate theoretical frameworks and measuringinstruments with which
to inform and evaluate the effectiveness of sex education programmes. === AFRIKAANSE OPSOMMING: Die gesondheids- en maatskaplike probleme wat verband hou met die hoë-risiko seksuele gedrag
van jongmense wêreldwyd het daartoe gelei dat seksonderrig gedurende die afgelope dekade
voorrang geniet het. Ondanks die toespitsing op seksuele gesondheid, en die doelwitte daarvoor
gestel, toon peilings dat die VIGS-epidemie steeds versprei, seksueel-oordraagbare siektes
(STDs) toeneem, en 'n groeiende aantalongewenste swangerskappe jaarliks aangemeld word.
Dit blyk dus dat 'n groot aantal jongmense nie in staat is om hulle seksuele gesondheid effektief te
bestuur nie en seksopvoeders word gekonfronteer met die uitdaging om meer effektiewe
seksopvoedingsintervensies te verskaf.
Met hierdie studie is onderneem om die behoefte aan doeltreffende seksualiteitsopvoeding vir
jongmense aan te spreek, deur die samestelling, toepassing en evaluering van 'n portuurgroep
seksualiteit psigo-opleidingsprogram gemik op universiteitstudente. Die proses van
programontwikkeling is gelei deur die fases wat voorgestel is deur die Psigo-onderrigmodel: Fase
1: Probleemidentifikasie: Dié fase het kennisname van die probleem behels as gevolg van die
aandag daaraan gewy in die media en as gevolg van maatskaplike bewustheid, asook deur
bespreking met lede van die gemeenskap en deur ondersoek van probleme in verband met die
seksuele welstand van jongmense deur middel van 'n uitgebreide literatuurstudie. Fase 2:
Situasieanalise: Gedurende hierdie fase het die navorser die geïdentifiseerde probleem duideliker
omskryf deur die relevante konsepte te konseptualiseer en omskryf, en teoretiese raamwerke en
beginsels te identifiseer wat gebruik kon word om die probleem aan te pak. Fase 3: Ontwikkeling
van die program: Die Informasie-Motivering-Gedragsvaardigheidsmodel (IMG) en die Guernymodel
is gebruik as raamwerke vir die ontwerp van die program. Fases 4, 5 en 6: Implementering,
evaluasie en her-evaluasie. Hierdie interafhanklike fases het drie opeenvolgende implementerings
van die seksualiteit-psigo-opleidingsprogram behels. Die beginsels van Aksienavorsing is
toegepas in die implementering- en evaluasieprosesse. Evaluasie van kwalitatiewe data, verkry
deur deelnemende navorsing na elke implementering, het deurlopende aanpassing en verbetering
van die program moontlik gemaak. Aan die einde van die derde implementering is kwantitatiewe
data aangevul deur data wat verkry is deur 'n pen-en-papier toets-hertoets-metode. Stap 6 en
terug tot by stap 1: Finale re-evaluasie en probleemidentifikasie. Gedurende hierdie fase het die
navorser die resultate van die intervensie ontleed. Nuwe probleme is geïdentifiseer en
aanbeveliings vir toekomstige voortsetting is gemaak.
Die navorser het tot die gevolgtrekking gekom dat die tekortkominge in die navorsingsmetodologie
- byvoorbeeld, 'n gebrek aan gestruktureerde kwalitatiewe evaluering - verhinder het dat
effektiewe evaluering van die program kon plaasvind. Verdere navorsing word benodig om toepaslike teoretiese raamwerke en meetinstrumente te ontwikkel wat aangewend kan word om
die ontwerp van seksopvoedingsprogramme te rig en die effektief van programme te evalueer.
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