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Pediatrics. Ch19
Gender Identity & Sex Education
Question | Answer |
---|---|
What influences sex role development | Family, Society, School, Teacher |
How do parents and society influence sex role development | Differential treatment and identification – pink for girls, blue for boys, different types of dress, toys, and games, television, attitudes |
How do schools and teachers influence sex role development | Stereotyping of schoolroom tasks, textbook choices, disapproval of deviating sex role behavior |
Define androgynous | Sex role concept that incorporates masculine and feminine qualities |
Why can androgynous attributes lead to fuller human functioning | Healthy interpersonal relationships depend on assertiveness and sensitivity |
When does sex education end | It is a lifelong process |
What accomplishes the task of sex education more than talking or formal instruction | The whole climate of the home, particularly the respect shown each family member |
How should children’s questions about sex be answered | Simply, at the level of their understanding, and with correct terminology |
Who practices normal, private masturbation | Males and females at various times throughout life |
What physiological events should young boys be prepared for | Erections and nocturnal emissions |
What physiological events should young girls be prepared for | Menarche and provided with supplies |
Why is it particularly important for the early maturer to be provided with supplies for menarche | Elementary schools may not have dispensing machines in the restrooms |
Who is concerned with disproportion of their body and what might this result in | males and females – comparing themselves to friends, self conscious when undressing |
What do both males and females need during the school age years as their body starts changing | Reassurance about their awakening sexuality that affects their thoughts and behaviors |
What kind of knowledge concerning sex and drugs is essential in the home and school and in what context should it be presented | Factual – as a normal process and function of the human body |
Where should values clarification be added to sex education | In the home |
If children realize that their parents are uncomfortable discussing the subject of sex, where will they search for information | Their peers |
The Sex Information and Education Council of the United States maintains that every sex education program should present the topic from what six aspects | Biological, Social, Health, Personal adjustment and attitudes, Interpersonal associations, Establishment of values |
How can nurses help parents and children with sex education | Careful listening, anticipatory guidance, teach decision making skills and responsibility, review developmental behavior, provide written information expressing sexuality as healthful |
How should education concerning STIs, HIV, and AIDS prevention be presented | In simple terms – audiovisual for school age, Factual and concrete how to say NO |
Why should slang terms be included in education of school age children | They may hear and use the words without knowing what they mean |
How is readiness to learn about sex education indicated | Asking questions concerning sex, wet dreams, menstruation, and pregnancy |
What should parent-child interactions be observed for | Level of communication |
What should peer interactions be observed for | Determine self image, self confidence, and ability to communicate |
What should be observed in the parent regarding discussing sex education | Knowledge and ability |