Human Sciences High School- Socioeconomics
Decree on Equal Education N. 2684
Mechanographic Code: MIPMRI500E
PROJECT SEX EDUCATION
Affective Education- in the adolescence- inevitably involves a conscious activity of sex education. The age of adolescence, that once was seen as a "divide" , as a middle stage between childhood and adulthood- is a world that reveals more complex aspects and facets to the evolutionary psychology. It's not a simple transitional period: this is a negative representation of the adolescence considered as a forced passage in the life of a human being and devoid of any pecualiarity. The adolescence is the moment where the "Ego" of the subject is going to structure itself, to look for and find the key of its own identity, with the alternation of experiences of conformity and isolation. In such a situation specific evolutionary process are activated in a full psychophysical metamorphosis.The following stereotype "The teenager is not more a child, but he isn't an adult yet" is an obsolete representation and it's important that the teenarger should be "conducted" towards a new vision of the age he is going to live. Adoloscence hasn't got any chronological limits, because its beginning is more precocious and its end more and more delayed.
Sexuality – from a physical and psychical point of view – is one of the driving force of the metamorphosis that sees teenagers as protagonists. Nevertheless, in this moment of their life, they feel confused, deeply insecure with a lot of doubts, questions and interests that he can't express so easily. Teenagers are ironic about sex but they are ashamed of talking to their parents, for a mutual form of embarassment or for a sort of old taboo; with their peers, because they want to lool like in a certain way, even though they aren't so yet: aware, expert, sensible. Teenagers live their "sex revolution" , but they aren't fully aware of what they are living. In this way, their personality can be affected: disinformation, fear, the absenceof a contact person can lead teenagers to a process of dysmorphia concerning sex: to feel guilty, to have a lot of doubts, to build a ngative representation of themselves, not to feel at ease, even to feel "dirty". On the other hand, they can live experiences of self-learning and personal experimentation - that can be very dangerous- because the lack of knowledge respect to potential risks can lead to unpleasant - sometimes irreparable. consequences.
Any professional in the educational field has to support young people, so that they will be able achieve knowledge and awareness of their own emotions - and of the others., together with the appreciation of their own resources of a proper interprersonal communication and of real relationships with peers and adults.
This approach – that is holistic because it completes the personality of the individual – allows a full development in the learning process, not only from a cognitive point of view, to solve problems, to make adequate decisions and to be protagonist of his own life plan, but also a process of emotional learning so that young people can realize as adults, as well.
The moment of preadolescence and of adolescence includes the development of the sexual dimension, that then has got its implications on different aspects of personality, beyond a simple physical perspective.
The project of Sex Education belongs to the project of “Affective Education”, an important component of the Educational Plan Offer of our School, that complies with another project “Networks of school promoting Healthcare” – in compliance with the Three Year Plan of the Educational Offer ( Italian: PTOF) of the Institute- in response to specific educational needs of students emerged in different classes of our school institution. It's about a project concerning the sphere of socio-emotional education whose aim consists in improving the psychorelational and sexual development of young people.
The legalisation of this educational offer is founded on a series of heterogeneous factors, but with a structural importance for the educational mission of the School:
Generally speaking, teachers are educators, first of all. And this role implies the duty to offer and show adequate cultural, emotional and social motivation - in the context of health seen as psychophysical and social wellbeing- so that students can develop their potentials in full harmony. This means to stand beside students- especially during the adolescence- in their process of growth in a full, global and genuine way, so that their identity can definitely be built and their personality can develop in a balanced way. Within their teaching activity, teachers collect the peculiarities of each student whose desire consists in asserting their healthy and natural need in order to take a path where he can feel as an adult among adults. . Young people want their process of life to be meaningful and this meaning cannot be separated from the sexual and emotional dimension.
Sex Education doesn't mean to enhance - in young people- a gradual self-awareness concerning the somatic and physiologic features of both sexes, but also to extend this consciousness to all aspects concernig sexuality. How? By giving the young people the chance to compare their experiences in a climate of trust and of mutual understanding. This climate wants to prevent young people to close on in their stereotyped positions, especially concerning the sexual sphere. Therefore, it is important that a proper project of sex education has to use socio-emotional methods, that will be able to improve the creation of a space of dialogue and comparison within the group. Through this comparison, young people can consider sexuality in the complexity of its facets and values that characterise the dimension of human beings. We want to transmitt to young people the beauty and the richness of sexuality, so that they can have a positive and untroubled vision of it. In this way, during this difficut phase of their lives, they will be able to contribute to an adequate "building" of their self-image and self respect.
OBJECTIVES OF THE PROJECT
Here are the macro-objectives this project wants to achieve:
The educational approach will consists in valorizing the debate in a climate of mutual respect. It will be an active method, even by using role-playing activities, simulations and recreational situations in order to promote an open, relaxed and positive attitude towards the given topics. The preliminary meeting will be considered as a sort of educational introduction, by delivering anonymous tests for a a preventive data recording, that will be useful to create the specific contents of the single sessions.
In consideration of the aims and objectives below, it will be necessary that the following conditions are fullfilled:
PROJECT OF AFFECTIVE EDUCATION
The process of the development of affective education in the evolutionary age ( childhood, preadolescence and adolescence) plays a very important role in the lifetime of a human being. There is a series of evolutional steps that must be achieved - even though with a personal rhythm- so that the individual can healthily relate to the human environment he belongs to and so that he can acquire the process of identification with the male and female models for an adult and conscious couple's life. This personal process takes place within family, from the relationship between parents and children ( the quality and the category of this relation represents a predictive factor to understand the characteristics of the adult relationship of the young person). The objective consists in supporting the individual - during the evolutive age- to build a specific identity and a balanced personality. Teachers- with the support of psycolologists- can give their contribution to this educational process by offering cultural, emotional and social motvation.
The suggested activities have the main goal to support teenagers in their autonomous process of development respect to:
1. to take responsible choices concerning their own relational behaviours and with the others, as well;
2. to respect the others by, considering them as "value";
3. to acquire a positive awareness of their body;
4. to improve their knowledge on several aspects of relationship with the others;
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