The Integration of Gender Perspective into Young People's Sexuality Education in Spain and Portugal: Legislation and Educational Models

Validation in Spanish and English of the Transgender Inclusive Behavior Scale

The Transgender Inclusive Behavior Scale (TIBS) seeks to measure transgender-inclusive behavior, specifically actions and language use that support transgender people. The TIBS was developed in the United States. This study aimed to develop a Spanish version of the TIBS and confirm the structure of the English version to explore the psychometric properties and evaluate the construct validity in new contexts. We examined predictors of transgender-inclusive behavior by conducting a comparative analysis between participants from Spain and the United Kingdom. The study involved 1,110 university students, with 545 participants hailing from Spain (375 women, 162 men, and 8 non-binary individuals) and 565 participants from the United Kingdom (368 women, 178 men, and 19 non-binary individuals). Exploratory and confirmatory factor analysis were conducted to investigate and validate the factorial structure of the TIBS. The factor analysis results for the 15 items on the scale confirmed a three-dimensional structure in both languages. The scale score reliability was excellent with a Cronbach's alpha (α) = .95 in the British sample and with an α = .89 in the Spanish sample. Being a woman, being lesbian, gay, bisexual, trans, queer, intersex, and/or asexual, and being non-religious were the strongest predictors of inclusive behaviors towards transgender people in both countries. The correlations found indicated that people with lower sexual risk behaviors, and lower sexist, homophobic, and transphobic attitudes also presented higher inclusive behaviors towards trans people. These findings support the development of community strategies to increase the social inclusion of transgender people. The TIBS is a useful measure to track their success.

Nursing students' knowledge regarding sexuality, sex, and gender diversity in a multicenter study

Introduction

Sexuality is an integral part of development and personality, and is important in healthcare. Nurses are among the most representative healthcare professionals. For holistic and inclusive nursing care practice and to improve equality, human rights, well-being, and health of individuals, the curricula of nursing courses must integrate broad knowledge about sexuality and its diversity. This study aimed to identify and analyze nursing students' knowledge of sexuality, sex, and gender diversity. The present study was part of a multicenter study conducted in Europe.

Methods

Questionnaires were administered in three nursing schools to assess nursing students' knowledge (n = 75). Data processing was performed using Excel® software version 20 and IRaMuTeQ (R Interface pour les Analysis Multidimensionnelles de Textes et de Questionnaires) 0.7 alpha 2, allowing organization by category and subsequent thematic analysis using content analysis.

Results

The textual corpus "Nursing students' knowledge about sexuality in its diversity," was divided into two sub-corpus: "Students' perception of sexuality" and "Students' perception of gender identity," originating Class 6 "Eroticism" (14.23%) and Classes 4 "Sexual Orientation" (16.07%) and 3 "Heteronormative" (16.07%), the latter with greater proximity to each other and consequently to Class 6. Similarly, Classes 1 "Gender" (20.36%) and 5 "Cisgender" (12.14%) also presented a greater interrelationship between themselves and consecutively with Class 2 "Gender Identity" (15.36%).

Discussion

The analyses revealed that though nursing students possessed knowledge about sexuality and its diversity, this knowledge was elementary and did not reveal a sustained appropriation of concepts related to sexuality, sexual orientation, and gender diversity. For some questions, the absence of students' answers were noteworthy, and may be associated with their personal reservation in expressing themselves on this sensitive and intimate theme. To ensure diversity, inclusivity, and impartiality in nursing practice, it is imperative to change the curriculum plans of nursing courses to address the theme of sexuality during the training process of nurses in Europe.

Insights from a Qualitative Exploration of Adolescents' Opinions on Sex Education

BACKGROUND

Adolescence is a crucial time in the development of young people's identity, and sexuality is a key issue. Comprehensive sex education provides the knowledge and skills to help adolescents protect their sexual and reproductive health and rights. Policies on sex education in secondary schools are highly influential in the development of quality programmes that support comprehensive sex education. The aim of this study was to explore, describe and understand adolescents' experiences of sex education.

METHODS

A qualitative study based on Gadamer's phenomenology was used. Two focus groups and four in-depth interviews were conducted with 12 private school students, followed by inductive data analysis using ATLAS.ti software 9.0.

RESULTS

Two main themes were identified in the analysis: (1) sex education is a challenge for secondary schools and (2) student expectations of sex education.

CONCLUSION

It is essential for adolescents to have access to comprehensive sex education that is adapted to the different stages of their development, is provided by specialised teachers, and involves their families in the process.

Sex Education and Comprehensive Health Education in the Future of Educational Professionals

This work shows an approach to comprehensive sexual education as an anthropological key to promoting health in the self-realisation of future education professionals. Comprehensive sexual education and health form a system. To carry out this study, we have analysed the opinion that students of the Faculty of Education Sciences of the University of Granada (Spain) have about the comprehensive sexual education received and the importance of this training in their professional practice. For this purpose, we used a quantitative and exploratory research design, using a questionnaire as an instrument for collecting information with a sample of 293 students. The results show that students have received poor sex education, along with the belief that education professionals do not receive proper and organised training in sex education. We can conclude that the majority of respondents consider sex education to be a recognised right, highlighting the importance of education professionals receiving proper training in sex education at university, where content related to respect, education for equality, and sexual health is prioritised. Sexuality constitutes the fundamental anthropological structure: comprehensive sexual education is a source of personal (corporal, psychic, spiritual) and social health, hence the importance of educating in comprehensive sexuality.

Clinical Protocols and Treatment Guidelines for the Management of Maternal and Congenital Syphilis in Brazil and Portugal: Analysis and Comparisons: A Narrative Review

(1) Background: Maternal syphilis (MS) and congenital syphilis (CS) are serious public health problems worldwide due to their high morbidity and mortality rates. (2) Objective: Evaluating the applicability of Clinical Protocols and Treatment Guidelines on case incidence trends in Brazil and Portugal. (3) Methods: The review was done through bibliographic research in two public databases and government websites from both countries, published between 2007 and 2022. All guidelines that contained CS and MS were selected. (4) Results and discussion: After evaluation, we found that Brazil and Portugal have adequate protocols for screening and treating congenital and maternal syphilis. (5) Conclusion: The results suggest that CS and MS incidence are notably higher in Brazil than in Portugal due to economic, cultural, and social disparities and the differences in territory size. Therefore, these demographic and socioeconomic factors could strongly influence efforts to fight against syphilis and thus control the infection.

Sex and Affective Education at University: Evaluation of the Training of Students

There is currently a scarcity of training proposals at university related with sex and affective education. The present work analyzes the impact on university students of an intervention in sex education implemented through training programs, in both virtual and in-person formats. A study was conducted with 143 participants enrolled in different university degrees, following a quasi-experimental (pre–post) method with three groups, through the administration of a questionnaire composed by 138 items organized into five scales and was collected at three different times of measurement (previous evaluation, evaluation after the training period, and a final evaluation three months after the training). The results indicate that the students experienced a significant improvement on their knowledge about sexuality, with a ceiling effect detected in the scores of concepts such as attitude towards sex education, gender-based violence, intercultural sentimental relationships, and self-esteem. The conclusions revealed the need to introduce sex and affective education training in the teaching and learning processes in university contexts, through the official curricula of the undergraduate and post-graduate degrees that focus on human groups.

What One Gets Is Not Always What One Wants-Young Adults' Perception of Sexuality Education in Poland

There is a discrepancy between the educational needs and the opportunities to obtain reliable knowledge about sexuality in adolescence. This study aimed to assess the conjunctive influence of family and school in shaping this knowledge.

METHODS

Data were collected retrospectively within a cross-sectional survey conducted in Poland in 2017 (18-26 yrs; N = 595). The respondents' experiences in terms of the presence and quality of sexuality education (SE) at school and in conversations with parents about related issues were considered.

RESULTS

Of all the respondents, 31.1% had no sexuality education classes in school or rated them as useless, 41.5% never discussed sexuality-related topics with parents and both were true for 17.6%. Puberty and contraception were most frequently discussed with parents, while sexual pleasure and masturbation were discussed least frequently. The diversity of topics taken up with parents and the possibility of discussions with mothers turned out to be the most important factors for shaping adolescents' knowledge. A relationship with the quality of sexuality education at school was additionally revealed for girls, while a relationship with talking to fathers was revealed for boys.

CONCLUSIONS

Schools and families should work together to strengthen proper sexual development by meeting adolescents' needs in the field of their knowledge on human sexuality.