EARLY SCHOOL EXPERIENCES OF SEXUAL EDUCATION

Objective
This study examines how sexual health education in school can impact the sexuality of those who experience compulsive sexual behaviour.

Methodology
A qualitative approach was chosen and interviewees’ described their formative experiences of sexual education through their participation in pilot studies, focus groups, questionnaires and interviews. 45 individuals who self-identified as experiencing compulsive sexual behavior and 45 treatment providers working in clinical practice in the area of sexual health participated in individual face to face interviews. The interview provides an opportunity ‘in real time’ to describe their lived experience (Smith and Eatough 2007). Interviews are recorded, later transcribed and electronically stored.

Interpretative Phenomenological Analysis, (IPA), (Smith, Jarman et al. 1999) and Thematic Analysis (TA) (Braun and Clarke 2006) are both used for data analysis. Respectively they provide an analytical context to understand the complexity of an individual’s experience while simultaneously providing a framework to examine generic themes within the data set.

Findings
6 (13%) report that their sexual education was satisfactory while 19 (42%) report dissatisfaction with their sexual education. 10 (22%) attended a single gender school at primary level.

A majority of the participants received their sexual education within a socio-religious context. Historically sex, influenced by strong religious and cultural beliefs was presented in terms of morality and often perceived it as negative. This formative experience of sexuality created fear and confusion during their early years and resulted in misunderstanding and guilt in adult life.

Furthermore, participants who attended single sex schools stated that they had fewer opportunities to develop appropriate relational and sexual skills which consequently inhibited their ability to form appropriate adult sexual relationships.

Participants claim that negative early school experiences of sexual education and sexuality cumulatively create a vulnerability towards the development of compulsive sexual behaviour in later life.

Conclusion
The school environment offers a unique opportunity where the child can be facilitated to develop intimate relationships and learn about human sexuality. Multi modal strategies are available to deliver comprehensive sexual education. Sexual education contains the potential to influence the individual’s quality of relationships and to enhance their sexual health and well being.