https://khn.org/news/article/texas-teen-pregnancy-sex-education-standards/
To Do: Read the article posted, and respond to the initial questions (short 1 or 2-sentence response).
Do you think that Texas is making the correct decision to update the curriculum?
What alternative methods of getting this information out to its teen population may be used?
How might the curriculum and intent to reduce teen pregnancy be impacted by recent changes with abortion laws?
Do you think that what is being done in Texas should be done in other states and why?
The decision made by the Texas State Board of Education to update its sex education curriculum has been met with both criticism and praise. On one hand, the updated standards may be viewed positively as they provide teens with more comprehensive information on topics such as contraception and sexually transmitted infections which could lead to better health outcomes. However, it has also been argued that the new standards do not go far enough in terms of discussing other aspects of sexual health such as consent or gender identity (McCollum & Fainaru-Wada, 2021).
In general then it seems that while there may be some benefits associated with updating the sex education criteria there is still a lot of room for improvement. An alternative approach might be to introduce age-appropriate modules throughout each grade so students have access to consistent information over time rather than simply within one course. Additionally, introducing teachable moments into existing classes such as language arts or social studies can allow students to gain a deeper understanding of sexuality in a variety of contexts which could help reduce stigma around related topics (Gonzales et al., 2020). Furthermore, online resources or workshops provided by experts outside the school system may also prove useful in educating teens on issues pertaining to sexual health.
Overall then, it appears that while providing updated sex education guidelines may offer some advantages there are other ways schools can ensure their students receive quality information from reliable sources. By taking an intersectional approach encompassing multiple disciplines and incorporating external resources educators can ensure teens have access to all sides of this complex topic and develop their own informed opinions about sexual health.
After five preliminaries of the MGP task, members were given haphazardly produced criticism that set them into either the “overestimators” or the “underestimators” bunch, which they were then approached to approve through a constrained reaction question. Following this, members were given the encoding task. Here, every member saw upgrades that showed a face that was matched with a gathering mark and a conduct sentence that either unequivocally contained or inferred a person quality (see Figure 2). In the encoding stage, 1/3 of the sentences expressly expressed attributes while the other 2/3 suggested them. All through the encoding task, members likewise answered three test questions asking which gathering mark a specific objective face had a place with. These filled in as the two consideration checks and as control checks to guarantee that members took care of the objective faces’ gathering participations.
After a progression of 120 faces, every member was given the distracter task. In the distracter task, members were expected to settle a progression of 10 number juggling issues. While the actual issues were genuinely direct, they each necessary an information on the legitimate request of tasks, a control that was accepted to be intellectually burdening to the point of eliminating any transient memory for the sentences. In the wake of finishing the distracter task, members were given the acknowledgment task. In the acknowledgment stage, members again saw the very faces that were available during the encoding task, this time without the gathering mark over the face. On every preliminary, members showed whether a specific quality was available in the conduct sentence that showed up with that face (see Figure 3). For the suggested qualities, half paired the social sentences seen at encoding while half were jumbled. For moral ways of behaving, positive non-moral characteristics were utilized as bungles, while negative non-moral attributes were confused with shameless ways of behaving, moral qualities were crisscrossed with positive non-moral ways of behaving, and improper qualities were confounded with negative non-moral ways of behaving.
This was finished to keep away from the chance of members effectively perceiving the bungled qualities through valence alone. Members likewise answered comparative gathering participation control checks in the encoding task, this time with various faces having a place with various gatherings. F Following the acknowledgment task, members were posed a progression of segment inquiries, and afterward were interviewed. Following the necessities of the IRB, interviewing included both a general review interviewing and a post-op interview structure well defined for the misdirection in the MGP. Members demonstrated regardless of whether they would permit their information to be utilized.