PurposeSexuality and relationships education (SRE) often do not accommodate the needs of vulnerable young people in child and youth social care, (school) social work, and residential or foster care, leaving professionals in these fields a vital role in delivering SRE to these young people. This scoping review examines what competencies professionals need to facilitate adequate guidance and education about sexuality and relationships in their work with vulnerable children and young people.MethodsWe conducted a systematic literature search in five databases – PsychINFO, Eric, Medline, CINAHL and Social Services Abstracts – for articles published between 1991 and 2021 on March 6, 2021, using a set of predefined search strings. Articles on sexuality and relationship education (SRE) or sexual health, related to competencies of (future) professionals and published in English were included.ResultsOur review revealed a range of competencies that professionals may need, such as providing basic prevention, dealing with children struggling with their sexual orientation, handling disclosure of sexual abuse or dealing with problematic sexualized behavior (often combinations of the above), but also supporting young people in exploring positive aspects of relationships and sexuality.ConclusionSRE is an integral part of the work of professionals in child and youth social care. Wider organizational and educational commitment is needed for implementation of SRE to facilitate a safe environment for diverse young people.
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Background: Fifty to eighty percent of patients suffering from chronic kidney disease (CKD) experience a form of sexual dysfunction (SD), even after renal transplantation. Despite this, inquiring about SD is often not included in the daily practice of renal care providers. Objectives: This paper explores the perspectives of renal social workers regarding sexual care for patients and evaluates their practice,attitude towards responsibility and knowledge of SD. Design: A cross-sectional study was conducted using a 41-item online survey. Participants: Seventy-nine members of the Dutch Federation of Social Workers Nephrology. Results: It was revealed that 60% of respondents discussed SD with a fifth of their patients. Frequency of discussion was associated with experience (p¼0.049), knowledge (p¼0.001), supplementary education (p¼0.006), and the availability of protocols on sexual care (p¼0.007).Main barriers towards discussing SD consisted of ‘culture and religion’ (51.9%), ‘language and ethnicity’ (49.4%), and ‘presence of a third person’ (45.6%). Sufficient knowledge of SD was present in 28% of respondents. The responsibility for discussion was 96% nephrologists and 81% social workers. Conclusion: This study provides evidence that a part of Dutch nephrology social workers do not provide sexual care regularly, due to insufficient experience and sexual knowledge, absence of privacy and protocols and barriers based on cultural diversity. According to the respondents the responsibility for this aspect of care should be multidisciplinary. Recommendations include a need for further education on the topic, private opportunities to discuss SD and multidisciplinary guidelines on sexual care
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Youths in Bolgatanga municipality in the Upper East Region in the rural north of Ghana suffer health and social problems that are caused by their premarital and unsafe sexual behaviour. This study provides more knowledge of and insight into the youths’ conceptions, motives and practices concerning premarital sex in the specific cultural and social context of Bolgatanga municipality. The results of this study can contribute to the development of more effective sexual and reproductive health (SRH) programmes. Interviews with 33 youths and 27 key respondents were carried out. Four repertoires were constructed to present the dynamics wherein the youths’ premarital sexual behaviour takes place. The dominant ideology of abstaining from premarital sex contrasts with the counter ideology of allowing premarital sex, influenced by increasing modernization. SRH programmes should take into account the increasing influence of modernity, gender differences and the compelling influence of peer groups, all of which contribute to youths engaging in premarital sex, with health and social problems as possible consequences. (Afr J Reprod Health 2013; 17[4]: 93-106).
The project Decolonising Education: from Teachers to Leading Learners (DETeLL) aims to develop a multi-site approach for interventions towards inclusion and decolonisation in order to change the hierarchical nature of higher education in the Netherlands. DETeLL identifies the model of the ‘traditional teacher’ as embodying the structural exclusions and discriminations built into the classroom and proposes the figure of a ‘Leading Learner’ as a first step towards a radical change in the educational system. In collaboration with the education departments in the Theatre and Dance Academy at ArtEZ, the post-doc will build up a research and teaching programme that engages with students and teachers in the faculty to create a prototype of an inclusive and diverse educational practice. RELEVANCE: Education should be the critical space in which changes occur in order to shape best possible futures. In DETeLL’s acceptation, decolonisation refers to a complete change in the way of thinking and behaving. It does not refer only to the urgency of dealing with historical colonial legacies embedded in society, but also to the subversion of the deeply oppressive colonial culture that (also unconsciously) regulates public and private living, whether this is related to gender, race, class or sexuality issues. RESULTS: 1) Create a theory and practice-based scientific base-line of decolonisation and art education; 2) Provide a definition of ‘Artist educator as Leading Learner’ following a practice- based methodology of intervention; 3) Design and Pilot a new teaching programme for theatre education at ArtEZ to be then upscaled to all educational departments in a follow-up project); 4) Produce a strong interdisciplinary and international output plan: 3 academic publications, 2 conferences, 4 expert group workshops. NETWORK: ArtEZ; University of Amsterdam (UvA); Ghent University; UCHRI; Hildesheim University; Cape Town University. The partners will serve as steering committee through planned expert group meetings.
