COMPREHENSIVE

SEXUALITY EDUCATION
EAP 3025 LECTURE
BY HARRISON DAKA
EAPS DEPARTMENT
SCHOOL OF EDUCATION
OUTLINE
 Introduction
 Conceptualisation of Sexuality Education
 Controversies about Sexuality Education
 Why Sexuality Education in Schools
 Debunking myths about Sexuality Education
 Topics in Sexuality Education
 Methods of Teaching Sexuality Education
 Integration of Sexuality Education in the School
Education.
Concept of Sexuality Education
 Sexuality Education is instruction on issues relating to Human
Sexuality, including emotions and responsibilities, human sexual
anatomy, sexual activity, sexual reproduction, reproductive health,
reproductive rights, safe sex, birth control and sexual abstinence.
 Sexual education thus covers all these and other aspects is
known as comprehensive sex or sexuality education.
 Traditionally, the common avenues for sex education are
parents, or care givers, formal school programmes and
public health campaigns.
 In the past adolescents in many cultures were not given
information relating to sexual matters.
 Such discussion were a taboo.
 CONTN’
 Such information was traditionally left to the child’s parents, just
before a child’s marriage.
 In the 19th century however, in North America, social hygiene was
introduction in the school curriculum and this led to the advent
of school based sex-education.
 Despite this introduction, much information about sexual matters in
the mid 20th Century was obtained informally from friends and the
media.
 This information was often incorrect, different or of dubious value
especially during the period of puberty when curiosity about
sexual matters was most acute.
 As a result of insufficient or deficient information incidences of teen
pregnancies especially in Western countries increased after the
1960s.
CONTN’
 In several countries, efforts to reduce such pregnancies led to
the introduction of sex education programmes.
 However such programmes in schools faced strong opposition
from parents and religious groups at their initial introduction.
 Today, with the wide spread of HIV/AIDS, most countries in
Africa have given a new sense of urgency top Sex Education
as a vital public health strategy to combat HIV/AIDS and
unwanted teen pregnancies.
 So what Really is Sex Education?
 Sex education may be defined as involving a comprehensive
course of action by the school, calculated to bring about the
socially desirable attitudes, practices and personal conduct on
the part of children and adults that will best protect the
individual as a human and the family as a social institution.
CONTN’
 Sex Education is also termed Sexuality Education.
 Sexuality education means that it encompasses education
about all aspects of sexuality , including information about
family planning, reproduction, (fertilization, conception and
development pf the embryo and fetus through child birth).
 It also provides all information about one’s sexuality including:
body image, sexual orientation, sexual pleasure, values,
decision making , communication, dating, relationships, STIs
and how to avoid them , and birth control methods.
 Various aspects of Sex Education are to be considered
appropriate in school depending on the age of the students or
what the children can comprehend at a particular point in time.
CONTN’
 It should thus be noted that sex education is not merely a unit
of reproduction and teaching about how babes are made.
 It has a far richer scope and goal of helping young ones
incorporate sex most meaningfully into their present and future
life, to provide them with some basic understanding of virtually
every aspect of sex by the time they reach full maturity.
 In view of the above Sexuality Education can be defined as
an age appropriate, a culturally relevant approach to
teaching about sex and relationships by providing
scientifically accurate, realistic and non-judgmental
information.
Why Teach Sexuality Education?
Comprehensive Sexuality education is very important
due to the following:
I. CSE can help young people with age appropriate, culturally
relevant and scientifically accurate information.
II. Provides structured opportunities for young people to gain
knowledge, skills and positive attitudes and values to help
them apply life skills in addressing challenges affecting their
sexuality.
III. Reduces misinformation and Increases correct knowledge
IV. Clarify and strengthen positive value and attitudes
V. Increases skills to make informed decisions and act upon
them.
VI. Improve perception about groups and social norms.
CONTN’
VIII. Increases communication with parents and trusted friends
and adults.
IX. Promote and sustain risk reducing behaviour
X. All in all, the goal of comprehensive sexuality education is to
equip the young people with the knowledge, Skills and values to
make responsible choices about their sexual and social
relationships in a world affected by HIV/AIDS.
Comprehensive Sexuality Education in Zambia

 To amplify the importance of sexuality education, the Zambian

Government through the MOE is integrating Sexuality
Education in both the Pre-Service Teacher Education and
School curricular.
 Sexuality Education has also been recognized as an important
cross cutting issue in Zambia.
 SE has been integrated in the school curriculum through carrier
subjects such as Social Studies, integrated Science, Biology,
Home Economics, Civic Education and religious education.
 Teachers therefore are to play a greater role in the delivery of
Sexuality Education to the young people from grade 5-12.
 Teachers as role models should transfer life skills into the young
people and not merely leaving this task to parents.
CONTN’
 Teachers, as counsellors spend more time with learners hence the
need for them to inform to teach them these life skills.
 The disturbing statistics of pre marital sex, transmission of
HIV/AIDS among the youths, teen pregnancies and school drop
out rates as shown below, all point to the essence of CSE in
Zambian Schools
 According to a Baseline Survey (2014) on CSE in the school
settings in Zambia, it was found that:
 young people aged 15-24 years have had sexual intercourse
before age 15.
 8% of females and 17.2 % of males said they had sex before the
age of 15.
 Of these regarding protection against pregnancy and STIs, 31% of
males and 14% of females did not use any protection during sex.
CONTN’
 According to the 2013-2014 ZDSHS only 42% of women and
49% of men had Comprehensive Knowledge about HIV/AIDS
in the country.
 It further show that 2% of women and 16% of men aged 15-
49% had 2+ partners in the last 12 months.
 46% of women and 37% of men where tested for HIV/AIDS
and received results.
 In Zambia among the youth, only 42% of women and 47% of
men had comprehensive knowledge about HIV.
 The ZDHS 2013-2014 show that 47.7% of widows and 34.2%
of widowers were HIV positive in Zambia
 6.6 % of young adults aged 15-24 are HIV Positive
Cont….
 According to the 2015 Education Statistical Bulletin: a total of
16, 378 students dropped out of school, for girls mainly due
to pregnancies. 13, 275 from primary school and 3, 103 from
secondary schools.
 Of these only 5, 322 were readmitted into primary schools and
2, 069 at secondary school level.
 All these statistics shows the need for comprehensive
sexuality education in schools to reduce the numbers.
Topics to Teach in Sexuality Education
 Relationships
 Values, society and skills
 Culture, society and Human rights
 Human Development
 Sexual Behaviour
 Sexual and Reproductive Health
 Contraception's and Pregnancy☻
Debunking Myths about Sexuality Education
 As you teach about Sexuality Education, you need to debunk the
myths which learners have about the topics.
 There are a number of myths and facts about sexuality education
which our learners must clearly understand.
 Students must be helped by the teachers to appreciate facts about
sexuality education as well as debunk myths about the subject.
 Some of the myths and facts about sexuality education are below:
I. Comprehensive sexuality education encourages youths to have
sex. Myth or fact
II. Comprehensive sexuality education educates learners the
mechanics of sex to young people. Myth or Fact
III. Comprehensive sexuality education programmes undermine
potential family authority. Myth or Fact
Cont…
 Comprehensive Sexuality Education disregards, values, and morals.
Myth or Fact
 Comprehensive Sexuality education programmes do not promote
abstinence. Myth or Fact
 CSE programmes are used as tool to control population growth. Myth
or Fact
 A small penis cannot satisfy a woman. Myth or Fact
 You need to have sex whenever you get an erection. Myth or Fact
 Wet dreams are a sign that you need to have sex. Myth or Fact
 Putting butter on the nipples or letting insects bite nipples makes breast
grow faster. Myth or Fact.
 Breast grow big when girls let boys touch them. Myth or Fact.
 Girls with breasts that have dropped have already had sex or they had
an abortion or a baby. Myth or Fact
Cont…
 Wearing a bra helps prevent drooping. Myth or Fact
 Masturbating a lot can cause a boy to run out of sperm. Myth
or Fact
 Boys need sex more than girls do. Myth or Fact
 You must exercise the penis through sex, otherwise it will stop
functioning and decrease in size. Myth or Fact
Values and the teaching of Comprehensive Sexuality Education

 Values are beliefs, principles, views and attitudes held dearly by

particular individuals and societies.
 As we teach Sexuality Education we should discard our
personal values as long as what we are teaching is
scientifically proven, age and culturally appropriate.
Methods for Teaching Sexuality Education
 Before one can choose any method to teach Sexuality
Education, they need to know the content.
 Knowing your content will help you to apply effective
methods of teaching sexuality education.
 Sexuality education requires the use of child-centred learning
methods.
 The idea is to transfer and help young people acquire life
skills which they can apply.
 In addition, as we prepare to teach comprehensive sexuality
education, we should clearly as teachers understand the three
(3) main stages of adolescent development.
CONTN’
1. Early stage: 9-13 girls and 11-13 for boys
2. Middle stage: 14 years for girls and 15 years for boys
3. Last stage: 16+ years for girls and 17+ years for boys.
 Educators must clearly understand the characteristics of
the adolescents at each of these stages in order to teach age
appropriate CSE.
 We must pattern our work according to the stages of
development.
 The following are some of the examples of methods you can
use to teach sexuality education:
CONTN’
1. Experiential Learning (Stepping)
 Involves reflecting on experience- learning through experience
 It is a process through which learners develop knowledge,
skills and values from a direct experience outside an academic
setting.
 Involves both cognitive and emotional intelligence. E.g sports,
drama, dealing with parents.
 It is experience which has both reflection, critical analysis and
synthesis.
 It offers opportunities to take initiatives and makes decision
 Gives students opportunity to express themselves, intellectually,
socially, physically, etc.
 Learners must be allowed to challenge the knowledge of their
teachers/lecturers.
CONTN’
2. Values Voting
 This is used to bring learners to think about and communicate
personal values and to listen to those of others. The role of the
facilitator is to help group members to clarify their own personal
values, not to impose his/her values on learners. Below are examples
of value voting activities or exercises
Four Corner Exercises
i. About a HIV+ partner
 Imagine you are single and you are longing to meet someone.
You go out one evening and you meet someone you are attracted to
and he or she is also attracted to you. Somewhere along the line, you
find each other in your partner’s room, petting, cuddling and kissing.
Four Corner Exercises
Your partner says “please stop I have something to tell you; I am
HIV positive”. What do you think your reaction will be at that very
moment? The options are:
i. Get up and leave;
ii. Believe in safe sex so continue and use a condom;
iii. Believe “it won’t happen to me” so continue and have
unprotected sex;
iv. Open corner
CONTN’
ii. Teenage Girl and Condom
 You are a parent of a 14 year old girl. Today she has just come back
from school, dropped the bag in the house, and then went off to spend
the evening at a friends house studying. You start to tidy up the house
and you move your daughters bag to put it at another place. When
you lift it up something falls out and you see it is a condom!
 What do you do?
i. Nothing – it is her own business
ii. You tell your daughter you’ve found the condom and take the
chance to talk to her about the sex issue.
iii. You get angry, tell her off and make clear that she is far too young.
iv. Open corner
CONTN’
iii. Prostitution
 A 4-corner value game with the following question and corners:
 Who is to blame for HIV transmission if it happens due to
prostitution?
1. Buyer?
2. Seller?
3. Society?
4. Open Corner
IV. The Hot Seat Agree/Not Sure/ Disagree
 Condoms promote promiscuity!
 It is okay not to have sex in a
relationship!
 It’s important to love someone!
 Solo-sex should be taught in schools!
 Sexuality education should start at
grade 1 (or whatever grade that
pushes the age down from your
reality)
 Pornography can be good sexuality
education!
 Abortion should be legalised and
free!
 A NO to sex is always respected!
 It is easy to suggest using a condom!
 It is difficult to show someone that you
love him or her!
 It is difficult to talk to your parents about
love and sex!
 It is the girls responsibility to use
protection!
 I have someone I can talk about sex with!
 Boys and men cannot take care of
children!
 Girls and women cannot be good with
cars!
 Girls need to be in love to enjoy sex!
 Boys don’t know how to talk about
feelings!
 V. Questions
 Below you will find a number of common  How are babies made? 8 y.o. boy in a
questions from children with the age and sex mixed group
indicated.  When will I get my periods? 9 y.o. girl
 You can also add the context where the question is  Why does my penis get stiff when I see
supposed to be answered, as the answer and how people kiss on TV? 9 y.o. boy
we handle question differs if it is in a one-to-one  How do you kiss? 10 y.o. girl
situation, single sex group only or a mixed group.
 What are wet dreams? 10 y.o. boy
(See some of the examples below).
 I’m in love with my girl-friend, and I was told
 You should of course adjust, change and/or add it was wrong. Is it? 11 y.o. girl
questions that you know are common in your
 My aunty is giving me gifts to make me
context.
have sex with her, and she has told me
 Where do babies come from? 5 y.o. girl that it is our secret. I don’t like it, what
 Yesterday I saw my father jumping on top of my can I do? 11 y.o. boy
mother and she was crying. Why are they doing  What is love and how do I know if I love
that? 5 y.o. boy someone? 12 y.o. boy
 What is sex? 6 y.o. boy  When is the right time to have sex? 12 y.o.
girl
 What are condoms for? 6 v girl  I fantasise about my older brother’s friends
 Can I get pregnant if I stand up during sex? 13 y.o. (18-20), am I normal? 13 y.o. girl
girl  I have small dots on my penis. Can it be an
Cont….
 I think am pregnant, what should I do? 14 y.o girl
 How can i find a girlfriend to have sex with? 14 year old boy
 I just got a boyfriend. When is the right time to have sex? 14 y.o. girl
 What is the difference between love and sex? 15 y.o. boy in a mixed
group
 I have a friend who told me her uncle is forcing her to have sex. What can I
do? 15 y.o. girl
 What condom is the best condom? 15 y.o. boy or girl
 Can I get HIV from kissing? 15 y.o. boy
 Me and my girlfriend had sex yesterday and the condom broke. What
should we do? 16 y.o. boy
 What contraceptive is the best for me? 16 y.o. girl
 How can two girls have sex, when they don’t have a penis? 16 y.o. boy
 I have not had sex yet, is there something wrong with me? 18 y.o. boy
 My boyfriend doesn’t want to have sex with. Doesn’t he love me? 18 y.o. girl
Cont….
3. Anonymous Question Box
 This provides youths with an opportunity to ask questions without
having their names associated with the question.
 This may help to elicit more meaningful questions, especially
when teaching about a sensitive topic.
4. Brainstorming
 This is often used to generate ideas and lists. All ideas are
recorded. For example, a facilitator may ask a group of youth,
“What are some contraceptive methods that you have heard of?”
 All answers to this question are accepted and recorded.
 This technique encourages broad participation and helps students
consider all possibilities
Cont….
5. Games
 These often mimic what is seen on some television shows, in
sports, and contests in which teams win by correctly answering
questions or completing specific tasks such as matching or sorting
information.
 These often can encourage interaction among youth, be fun,
reduce embarrassment discuss sensitive topics and reinforce
learning.
6. Making a plan
 This can be used to ask learners to write down steps that they
would take in a given situation and/or into the future.
 This helps learners think about actions that they would wish to
take, usually in order to attain a particular goal.
Cont…
7. Songs
 These can be used to for a variety of things:
 such as to help learners recall information to build knowledge,
enumerate steps in a process to strengthen intention or foster
self-efficacy, or address attitudes and values.
8. Treasure hunt
 This consists of requiring that learners quickly identify specific
material within a resource material such as a book, manual, or
guide thereby building familiarity with the resource and
strengthening knowledge of its content and self-efficacy for its
use.
Cont…
9. Quizzes
 These can be self-assessments and myth/fact sheets used as ways to
assess how much information participants have about a subject, what they
need to learn about a subject and/or what they have learned from a
session.
 Reviewing the answers with a group also provides additional opportunities
to teach or reinforce information
10. Role-play
• These, scripted and unscripted, provide an opportunity for learners to
practice skills.
• For example, after learning the steps for refusal, they may apply the steps
to a hypothetical scenario.
• These are particularly effective at teaching skills and increasing learners’
sense that they can master and apply those skills.
Cont…
11. Brief Lectures
 This is delivered orally and may or may not include visual aids
(such as charts, diagrams and slides).
 This is generally used to present factual material in a direct and
logical manner, to entertain or to inspire an audience.
 These appeal to those learners who learn by listening.
Cont…
12. Worksheets
 These require youth to think about the topic at hand and review
important/critical points by working through a document, usually with
some questions to answer.
13. Videos and Discussion
 These are often very popular with youth and are effectively used to
stimulate group discussions and reinforce learning.
 One challenge with these is that they can become outdated with respect
to the information they provide and youth fashion, slang and culture.
14. Statistics on Incidence and Prevalence
 Presenting data about teen pregnancy and/or STD helps youth
understand the scope of the problem and helps them understand their
risk.
Cont…
15. Case studies
 A specific case (a detailed story, either true or fictional) that
students analyze in detail to identify the underlying principles,
practices or lessons it contains.
16. Jigsaw Teamwork
 A general topic is divided into smaller, interrelated pieces (such
as a puzzle is divided into pieces) and each member of a team
or groups are assigned to read and become an expert on a
different piece of the puzzle.
 Then, each teaches the other team about that puzzle piece so
that after each person has finished teaching, everyone knows
something important about every piece of the puzzle
Cont…
17. Simulations.
 These attempt to demonstrate how something works in a hypothetical but
realistic situation.
 These can contribute to learners’ sense of ability to do something that they
may not have tried yet or have lacked the confidence to do by taking them
through a process.
 These can also be used to illustrate risks and consequences of actions taken
in a hypothetical situation.
18. Guest Speakers.
 These can add a personal perspective and interest to class sessions (e.g.,
someone who has been living with HIV can share his/her experience or
someone from the clinic can come share information about contraceptive
methods).
 These should have a special area of expertise or experience and should be
skilled at talking with youth about their particular topic.
Cont…
19. Pamphlets/Written Materials
 Written materials like these can provide information about a particular topic
relatively efficiently.
 They are commonly used to teach about the reproductive system,
contraceptive methods, and STDs through words and/or pictures.
 These are a good way to give students information that they can take home
or refer to in the future.
20. Skits
 These are dramatic presentations of situations that can serve as input for a
large- or small-group discussion.
 These are effective at engaging an audience because the performance is live
and often involves the participants as actors.
 These can be especially useful in illustrating positive attitudes or behaviors in
a normative way.
 These can also be used to show a main character that learners can identify
with overcoming difficulties so that they too can see themselves able to do
the same.
Cont…
21. Skill Demonstrations
 The facilitator models the steps that must be taken to do something
(e.g., refusing sex, negotiating condom use, or using a condom
correctly).
 Afterward the facilitator elicits feedback on his or her modeling of
the steps and sometimes has the students practice as well.
22. Games
 These often mimic what is seen on some television shows, in
sports, and contests in which teams win by correctly answering
questions or completing specific tasks such as matching or sorting
information.
 These often can encourage interaction among youth, be fun, reduce
embarrassment discuss sensitive topics and reinforce learning.
Assessing CSE Activities
 There are Two Types of Assessment
i. Formative assessment is ongoing assessment that is intended to
improve an individual student’s performance, student learning outcomes at the
course or program level, or overall institutional effectiveness.
 By its nature, formative assessment is used internally, primarily by those
responsible for teaching a course or developing a program.
ii. Summative assessment occurs at the end of a unit, course, or
program.
 The purposes of this type of assessment are to determine whether or not
overall goals have been achieved and to provide information on performance
for an individual student or statistics about a course or program for internal or
external accountability purposes.
 Grades are the most common form of summative assessment. Formative
and summative assessment work together to improve learning.
 They should be central components of assessment at the course level, and
where appropriate, at the program level.
Methods of Assessing CSE
1. Formative Assessment
i. Notes:
 Anecdotal Notes: These are short notes written during a lesson as
students work in groups or individually, or after the lesson is complete.
ii. Questioning:
 Asking better questions affords students an opportunity for deeper thinking
and provides teachers with significant insight into the degree and depth of
student understanding.
 Questions of this nature engage students in classroom dialogue that
expands student learning
iii. Classroom discussions: can tell the teacher much about student
learning and understanding of basic concepts.
 The teacher can initiate the discussion by presenting students with an
open-ended question. The goal is to build knowledge and develop critical
and creative thinking skills.
Cont…
Iv. Learning Logs: are used for students' reflections on the material
they are learning. In the log, students record the process they go
through in learning something new, and any questions they may need
to have clarified.
V. Peer/Self Assessments
 Peer and self assessment help to create a learning community within
the classroom. When students are involved in criteria and goal
setting, self evaluation becomes a logical step in the learning
process. Students become more aware of their personal strengths
and weaknesses.
vi. Inside-Outside Circle (Kagan, 1994) is a summarization technique
that gets students up and moving. It provides a way to get students
who normally would not talk to interact with others. After students read
a section of text, the teacher divides the group
Cont…
Vi. Four Corners
 Four Corners is a quick strategy that can be used effectively in the
formative assessment process for gauging student understanding.
 It can engage students in conversations about controversial topics.
 The four corners of the classroom can be labeled as Strongly Agree,
Agree, Disagree, and Strongly Disagree.
 Present students with a statement, like "All students should wear
uniforms to school," and have them move to the corner that expresses
their opinion.
 Students could then discuss why they feel the way they do.
Vii. Constructive Quizzes
 Periodic quizzes can be used during the formative assessment process to
monitor student learning and adjust instruction during a lesson or unit
Cont…
2. Summative Assessments
 Summative assessments are cumulative evaluations used to measure student
growth after instruction and are generally given at the end of a course in order
to determine whether long term learning goals have been met.
 Although there are many types of summative assessments, the most common
examples include:
 End-of-unit or -chapter tests
 End-of-term or -semester exams
 Summative assessments are often created in the following formats:
 Selected response items
• Multiple choice
• True/false
• Matching
 Short answer
• Fill in the blank
• One or two sentence response
 Extended written response
 Performance assessment
Answering Difficult Questions in CSE
 As you teach CSE you will come across difficult question which will
require skill and tact to answer.
 Different types of questions can come up in the classroom.
 Before you answer certain questions you need to know if the law protects
you to answer certain questions.
 For those you can answer- the questions have to be answered in the
age-appropriate way.
 To be able to answer such questions appropriately, the questions may be
categorized into various types of questions such as:
1. Fact Questions
What is an erection?
Should you worry if you.re 14 and you have not gotten your periods?
What is a sperm?
Cont…
2. Value Question
 It is not possible or desirable to provide value-free-education
 Questions that have a value component must be answered
with care. Expressing your personal values might hurt or offend
a child or their family.
 Some values are universal so you can express yourselves. E.g
adultery is wrong; child defilement is wrong.
 Values that are controversial are those without consensus in
community.
 On such issues it is fine for the teacher to NEVER teach or
express a particular belief, providing information or facilitating a
discussion.
Cont…
 Examples of controversial issues that have a wide range of values in
community:
 Abortion; Birth Control; Masturbation; Homosexuality; Sex Outside
marriage; Cohabitation
 What age/under what circumstances is it okay to start having sex?
 Employees of public schools have an ethical obligation not to side
with one family or one religious perspective or one child or the other.
 But parents can dialogue with their children.
 Teaching on such issues must be done with respect for the diversity
of opinion within your community.
 When answering a value question you should follow the values-
questions-protocol.
 Flash Values Questions Protocol
1. Read (listen to question)
2. Legitimize the questions
3. Identify it as a belief question
4. Answer the factual part, if there is one.
5. Help the class describe the community’s range of beliefs
6. Refer to family, clergy and other trusted adults
7. Check to see if you answered the question
8. Leave the door open!
 Examples of Value Questions
I. Teacher I masturbate, is it okay?
Cont…
3. The Slang Questions
 You have an obligation as a teacher to convey (through tone and
willingness to read most questions verbatim) your respect for the person
asking the question and faith in his/her motives for asking the questions.
i. Read the question verbatim
ii. Identify the slang as such in which case identify it as a put down
whether it was meant to be or not.
iii. Translate into medical or standard language?
iv. Write the standard term on the board
v. Answer the question- if it is a value question use the value-question-
protocal.
vi. Check to see if you answered the question.
vii. Some examples of slang questions are also a fact questions? Consider
one below:
Cont…
Q: How does a dick get big?
A: Dick is a slang word for Penis (write the word Penis on the Board).
The Penis is full of blood vessels and veins. When blood vessels and
veins fill with blood, the penis gets harder and larger. This is called an
erection.
 A Penis can also get bigger as a boy slowly grows bigger, as a boys
body grows to the size of a man’s body.
4. Questions You don’t Understand
 You will have to own responsibility for not understanding the question
 Guess at the author’s (child’s) intended question and answer using
the appropriate protocol.
 Ask if any one in class knows what the person might have meant.
CONTN’
 Or ask the person to drop another question in the box or rephrase
what was said. For example, a young could ask a question: if you
got zix do you fell sick?
5. Question you don’t know the answer to:
 Acknowledge your limits
 Admit you do not know
 Promise top find out and get back to them
 Get a volunteer to research it and report back.
 Remember the skill of finding answers is more important than the
answer itself.
 The following is an example of a question you may not know:
 Q: What causes PMS?
Cont…
Answer: that is a great question, but not sure I know the answer.
 PMS standards for Pre-menstrual Syndrome-it is the word for
the symptoms some women feel before they get their periods.
e.g being moody or sad. Others say it is caused by hormonal
changes during a woman’s menstrual cycle but I am not sure if
anyone knows for sure what causes it.
 Ask if anyone knows in class. If no, promise to get back.
6. Personal Questions:
 Whether to self disclose is a decision that must be based on
both professional judgement and professional comfort.
 You might feel comfortable disclosing that , for example, you
have never had an abortion.
Cont…
 But if next day you decline to disclose for example, whether or
not you have ever masturbated, your students may interpret
your refusal to answer as a “Yes”. It is usually safer NOT to Self
Disclose.
What should you do?
 Decline to self disclose and explain why
 Generalize when you answer the question- speak of what
people do, instead of what you have done.
 Example of a personal question (that is also a value
question)
Q: how old were you when you first had sex?
A: How would you answer?
Conclusion
 All in all this is what CSE is all about.