Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
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 |
Created by:
futurenurse
Popular Nursing sets