FP (18) Q1. What types of information and services on RH/FP do children and youth need? (10) Comprehensive Sexual Health Education (5)

2 August, 2018

Dear All,

Thank you for this theme and discussion to which I would like to please once more highlight the potential utility of Hodges' model.

(What follows I can summarise as what is needed is something more than information and services - important/vital as they are..?)

To recap the model has four care or knowledge domains:

SCIENCES (the physical, body, self as a physical entity, time, location, life's journey, physical development, puberty (physical), age, mechanics - contraception / abortion, process, hygiene, infection - HIV, HPV, STIs, antimicrobial resistance, disease, drugs, technology, demographics, climate, being safe, ...)

INTRA- INTERPERSONAL sexuality, puberty (psychological) mental state, (self as a psychological being) beliefs, MY CHOICE, motivation, intelligence, thought, aspirations, learning ability, memory, life experience, personality, personal values - ethics, identity, skills ..

SOCIOLOGICAL family, culture, society, upbringing, stigma, peer pressure, social values, religion, relationships, love, social expectations, shame, bullying, gender, support, education ..

POLITICAL law, justice, violence, abuse, policy, 'national birth rate', media access, pornography, consent, funding capacity, health and education services, employment, economics, infrastructure ..

All the above can be framed within a SPIRITUAL domain also.

This model is useful for curriculum development and integrating three vital perspectives:

The educational context - situation, that is, the specific location and whether with an individual, a couple, a class?

The specific learning subject to be delivered - what part of the curriculum (if so formalized)?

The characteristic of the 'student(s)' that can be utilized for learning purposes - communication - role play?

On #3 we might want to go beyond the 'curriculum'? and acknowledge what the youngster's already know - rather than assuming a deficit in knowledge? We might highlight their identity and character and importance of this in terms of being individually assertive when they need to?

I know much is written VERY correctly about STIs HIV, HPV ... but on a humanistic level we also need to 'inoculate' pre-teens and teens (INTRA-INTERPERSONALLY and SOCIALLY) ... against the various pressures and situations they will be exposed to. In the quality UK media I note there are accounts of very young children copying sexual acts they have witnessed online. Awareness of stress and vulnerability can draw attention to decision making. A final thought should be given to all that is positive in this. Why are they faced with these challenges - hopefully (and obviously) they are (or are almost) at their strongest and most healthy (the SDGs)? Some humor might also assist as we celebrate the fact of Nature trying to have 'her' way with them through beauty and the narrative of generations through time. (Quite amazing of course...)

Kind regards,

Peter Jones

Community Mental Health Nurse & Researcher

CMHT Brookside

Aughton Street

Ormskirk L39 3BH, UK

+44 (0)1695 684700

Blogging at "Welcome to the QUAD"



HIFA profile: Peter Jones is a Community Mental Health Nurse with the NHS in NW England and researcher. Peter champions a conceptual framework - Hodges' model - that can be used to facilitate personal and group reflection and holistic / integrated care. A bibliography is provided at the blog 'Welcome to the QUAD' (http://hodges-model.blogspot.com). h2cmuk@yahoo.co.uk