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Empowering adolescents with correct information

This category was generated from data that described how the adolescents benefitted from sexuality education by becoming more powerful, agents of change by utilising the knowledge and skills gained in advancing sexual and reproductive health. The participants explained that adolescents are exposed to various sources of information that may be misleading, providing accurate information during sexuality education will counteract the myths and misinformation; In this information technology era many adolescents have greater exposure to sexually explicit material through the Internet and other media. These sources of information may be insufficient or flawed (Nobelius et al 2010:491) leaving adolescents with conflicting and confusing messages about sexuality and gender. This is ofte exacerbated by embarrassment, silence and disapproval of open discussion on sexual matters (UNESCO 2009:2). Information needed by adolescents fall into three broad categories: sexual and reproductive health issues, the negotiation of sex and sexual relationships, and making the transition to adulthood. In this study, participants felt that sexuality education was filling the information gap.

Preventing early marriages

The adolescents viewed early marriage as one of the reasons adolescents fail to complete their education and sexuality education was helping adolescents stay in school.
“It can change other peoples’ decision because others may have made up their minds to go and get married when they are still in school so it can change other people minds.” (FGI-G1)
Early marriages though diminishing is still prevalent particularly in South Asia and Sub- Saharan Africa where up to 50–70% of the girls in some countries are married prior to age 18 years. Uganda is one of the countries with highest early marriages at 46 per cent (UNFPA 2012:11, 23). In addition, pregnancy is another major cause of school dropout for girls in many countries (UNFPA 2013:v; UBOS 2011:24). From this study it was reported that sexuality education enabled adolescents to stay enrolled longer in school. This is corroborated with other reports that sex and relationships education can reduce girls’ chances of an unwanted pregnancy or sexually transmitted infection, including HIV and may thereby increase their chances of staying in school (UNESCO 2009:3; Kirby & Laris 2009:27; UNFPA 2013:ix). Girls are empowered when and if they are able to learn skills that help them to develop a livelihood, help them to better communicate, to negotiate and make decisions that directly affect their lives (UNFPA 2012:51).

Training adolescents/community

Female adolescents not only received knowledge but acquired skills for menstruation hygiene management and made locally sanitary ware as described by this teacher. “Sex education has helped our school so much, we realised that the personal hygiene supplies that we have been getting are not sustainable, so we have started making our own locally made pads to support the physical development and we have even trained their mothers on how to make the pads.” (T5)
School dropout rates increased for girls at the time of menarche, possibly related to problems of managing menstruation (Desjardins, Moran & Smolowitz 2014:77). A lack of sanitary towels is one amongst many reasons why girls may miss school during menstruation (McMahon et al 2011:3, Mason et al 2013:6; Sommer 2010:528; Desjardins et al 2014:78). Poverty makes menstruation management difficult for most adolescent girls in Africa. The cost of sanitary ware and towels is beyond the reach of most young women and girls, who in Africa are the majority of the unemployed and those living in poverty. Most girls end up not going to school, because they cannot afford to buy sanitary ware (Chebii 2012:28; Mason et al 2013:5) or even engage in ‘transactional sex’ to obtain money to buy sanitary towels so that they can continue to attend school (Mason et al 2013:9; Nobelius et al 2010:490).

READ MARRIAGE AND FAMILY COUNSELING

CHAPTER 1 RESEARCH PROBLEM AND OVERVIEW
1.1 INTRODUCTION
1.2 BACKGROUND TO THE RESEARCH PROBLEM
1.2.1 Unintended pregnancies
1.2.2 Unsafe abortion
1.2.3 HIV/AIDS
1.2.4 Role of parents in Adolescent sexual health
1.3 SCHOOL-BASED SEXUALITY EDUCATION
1.4 STATEMENT OF THE RESEARCH PROBLEM
1.5 SIGNIFICANCE OF THE STUDY
1.6 DEFINITION OF KEY CONCEPTS
1.7 RESEARCH AIM .
1.9 THEORETICAL FRAMEWORK
1.10 ASSUMPTION
1.10.1 Ontology
1.10.2 Epistemology
1.10.3 Methodology
1.11 RESEARCH DESIGN AND METHOD
CHAPTER 2 RESEARCH DESIGN AND STRATEGY
2.1 INTRODUCTION
2.2 RESEARCH DESIGN
2.3 CONSTRUCTIVIST-INTERPRETIVE PARADIGM
2.4 GROUNDED THEORY-METHODOLOGY .
2.5 CONSTRUCTIVIST GROUNDED THEORY AS RESEARCH STRATEGY .
2.6 CONCLUSION
CHAPTER 3 LITERATURE REVIEW
3.1 INTRODUCTION
3.2 ADOLESCENCE
3.3 ADOLESCENT SEXUAL REPRODUCTIVE HEALTH RISKS
3.3.1 HIV/AIDS
3.3.2 Adolescent pregnancy
3.3.3 Unsafe
3.4 OPPORTUNITIES FOR IMPROVING ADOLESCENTS’ SEXUAL REPRODUCTIVE HEALTH.
3.5 CONCLUSION
CHAPTER 4 DATA COLLECTION AND ANALYSIS
4.1 INTRODUCTION
4.2 RESEARCH DESIGN
4.2.1 Grounded theory
4.3 RESEARCH METHODS
4.4 DATA COLLECTION.
4.5 DATA ANALYSIS
4.6 ETHICAL CONSIDERATIONS
4.7 MEASURES TO ENSURE TRUSTWORTHINESS
4.8 CONCLUSION
CHAPTER 5 DATA INTERPRETATION AND DISCUSSION OF FINDINGS
CHAPTER 6 DEVELOPMENT OF A SUBSTANTIVE THEORY: EMPOWERING ADOLESCENTS WITH THE RIGHT INFORMATION TO INCORPORATE THE EXPERIENCE AND PERCEPTION OF SBSE
CHAPTER 7 CONCLUSIONS AND RECOMMENDATIONS