CONTENTS

Acknowledgements

Introduction

Why Develop Guidelines

Comprehensive Sexuality Education

The Structure and Components of Guidelines

Developing Guidelines For Comprehensive Sexuality Education

STEP 1-Select Key Players

STEP 2-Hold a Coordinating Committee Meeting
STEP 3-Hold a Task Force Meeting
STEP 4-Develop and Draft Guidelines
STEP 5-Solicit Task Force Comments
STEP 6-Incorporate Revisions
STEP 7-Complete Guidelines Draft
STEP 8-Add New Guidelines Sections
STEP 9-Seek Final Guidelines Approval
STEP 10-Secure Endorsements from National Organizations
STEP 11-Publish Guidelines
STEP 12-Distribute and Promote Guidelines
STEP 13-Prepare for Opposition to Guidelines
STEP 14-Build a Coalition to Support Comprehensive Sexuality Education

Additional Information on Comprehensive Sexuality Education

Publications
Organizations

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ACKNOWLEDGMENTS
This handbook is the result of more than 10 years of experience in developing, promoting, and adapting Guidelines
for Comprehensive Sexuality Education. SIECUS acknowledges and expresses profound gratitude to those who have
provided support, vision, guidance, and countless hours on such guidelines programs:

ƒ Debra W. Haffner, former SIECUS president and chief executive officer, and William L. Yarber,
former SIECUS Board chair, for providing the vision, initiative, and direction for the first Guidelines
project in the United States.

ƒ Members of the National Guidelines Task Force for providing the foundation for the first Guidelines
and volunteering their time, experience, energy, and commitment to promoting sexuality education and
sexual health.

ƒ SIECUS’s partners and their respective National Guidelines Task Forces responsible for adapting
guidelines in other countries:

ƒ In Brazil.
Grupo de Trabalho e Pequsa em Orientaçao Sexual (GTPOS), whose efforts and experience have made
a profound impact on the lives of Brazilian youth.

ƒ In Nigeria.
Action Health Incorporated (AHI), whose visionary leadership has advanced and promoted the health
of Nigerian youth.

ƒ In Russia.
The Center for Formation of Sexual Culture, whose tireless efforts have led the way for improving the
sexual health of adolescents in Russia.

ƒ The John D. and Catherine T. MacArthur Foundation for its generous support of SIECUS’s guidelines
adaptation projects.

ƒ The William and Flora Hewlett Foundation for its generous support of SIECUS’s international
program and the development of this handbook.

3
INTRODUCTION

Educators, service providers, and health professionals worldwide are advocating that young people receive
comprehensive sexuality education to help them become sexually healthy adults and to help them practice safer
sexual behaviors, delay the onset of sexual intercourse, and reduce unplanned pregnancy and sexually transmitted
disease (STD) rates. Though there is often consensus that young people should receive such education, few actually
do.

This is primarily due to a lack of understanding and consensus about sexuality education goals, components, and
standards. Educators, providers, and policymakers frequently ask: “What are the goals and objectives of such
education?” “What are the topics?” “What are the developmental messages?” “When and how should young people
receive these messages?”

This handbook, Developing Guidelines for Comprehensive Sexuality Education, will answer those questions as it
shares SIECUS’s experiences in developing guidelines in the U.S. and internationally.

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THE US GUIDELINES

In 1990, the Sexuality Information and Education Council of the United States (SIECUS) convened the National
Guidelines Task Force to develop the first framework for sexuality education in the United States.

This Task Force included 20 professionals from the fields of medicine, education, sexuality, and youth services.
These individuals represented such national organizations as the American Medical Association, the Planned
Parenthood Federation of America, the National Education Association, the American Social Health Association,
and the U .S. Centers for Disease Control and Prevention.

In 1991, the resulting Guidelines for Comprehensive Sexuality Education Kindergarten-12th Grade were published.
Tens of thousands of educators, program planners, and policymakers have since used them to improve or develop
comprehensive sexuality education programs in communities throughout the United States.

In 1996, SIECUS adapted the Guidelines for Hispanic, Latino communities, in the United States and subsequently
published the Guiá Para Una Educacion Sexual Integral Para La Juventud Hispana/Latina: Kindergarten-12
Grado. It was distributed throughout the nation as part of SIECUS’ work with communities of color about sexual
health issues.

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GUIDELINES INTERNATIONALLY

Since 1991, SIECUS has worked with organizations in Brazil, Nigeria, and Russia to develop consensus on the
components of comprehensive sexuality education.

Simply translating the Guidelines is not appropriate because of the culturally specific aspects of sexuality. Messages
developed for one setting may not suit another. SIECUS’s Guidelines were used in these countries as a template for
adaptation in national, local, or cultural settings.

Brazil. In 1993, a core group of three leading Brazilian nongovernmental organizations (NGOs)-Grupo de Trabalho
e Pequsa em Orientaçao Sexual (GTPOS), the Brazilian Interdisciplinary Association on AIDS (ABIA), and the
Center for Study and Communication on Sexuality and Human Reproduction (ECOS)-joined together to form the
National Forum on Education and Sexuality.

Under the direction of this coalition of 17 nationally respected NGOs, the Guiá de Orientaçao Sexual was published
in 1995. Because of widespread support, the Brazilian Ministry of Education distributed the Guiá to 5,000 public
secondary schools nationwide.

Nigeria. In 1995, Action Health Incorporated (AHI) of Nigeria, a leading NGO working on adolescent sexual and
reproductive health, led the effort to form the National Guidelines Task Force that included such organizations as
the Nigerian Medical Association, the Planned Parenthood Federation of Nigeria, and the Nigerian Ministry of
Education.

In 1996, the Guidelines for Comprehensive Sexuality Education in Nigeria were released throughout the country.
Since then, through AHI’s and other NGOs’ efforts, the Nigerian government has adopted a policy of requiring
comprehensive sexuality education based on the Nigerian Guidelines for all Nigerian youth.

Russia. In 1997, Russian NGOs developed the Framework for Sexuality Education for Russian Youth. Led by the
Center for Formation of Sexual Culture, a coalition of 19 NGOs outlined the objectives, concepts, and topics to
include in comprehensive sexuality education programs for Russian youth. The development process provided a
critical opportunity for groups to work together.

Other countries. SIECUS’s Guidelines have also been adapted in Iceland, The Netherlands, and the Czech
Republic.

6
WHY DEVELOP GUIDELINES?

Adolescents 10 to 19 years of age make up 20 percent of the world’s population. Young people lack the education,
tools, skills, and information they need to become sexually healthy adults. This often results in harmful
consequences for them, their partners, their families, and their communities.

The personal, social, community, and health costs related to lack of comprehensive sexuality education, information,
and services are high. Consider these statistics:

ƒ Nearly 17 million births occur to adolescent girls every year.

ƒ The risk of death during childbirth is 24 times higher among mothers 17 years of age or younger than
among those 20 years of age or older.
ƒ More than 50 percent of women in sub-Saharan Africa and Latin America give birth before 20 years of age.
Pregnancy-related complications are the major cause of death of young women worldwide.
ƒ Over 585,000 women — 90 percent of whom are from developing regions — die from causes related to
pregnancy, including unsafe abortions.
ƒ Throughout the world, five young people 10 to 24 years of age are infected with HIV every minute; that
translates into 7,000 every day or 2.6 million new infections every year.
ƒ Of the 30 million people living with HIV, at least a third are young people.

Both international and national studies and reviews have indicated that sexuality education programs can help
enhance and promote safer sexual behavior. Specifically, these studies have found that such programs:

ƒ can help delay first intercourse and protect sexually active youth from STDs, HIV, and unplanned
pregnancies.
ƒ can lead to an increase in use of contraceptives and safer sexual practices.
ƒ do not lead to an increase in sexual intercourse or activity among youth.

Studies have shown that these programs share criteria. Specifically, they:

ƒ target specific behaviors.

ƒ are based on a theoretical model for behavior change.
ƒ provide information about the risks of unprotected sexual intercourse and how to reduce risk.
ƒ provide an opportunity to practice skills and discuss meaningful and realistic situations.
ƒ address the influence of the media, peers, and culture on sexual behaviors and decisions.
ƒ develop and reinforce beliefs and values that support decisions to be abstinent and/or use protection.
ƒ include opportunities to practice communication and negotiation skills.

While working on Guidelines adaptations with various countries, SIECUS found that each had similar expectations
of sexuality education even though each had different developmental messages and cultural and societal norms. All
agreed that sexually healthy adults:

ƒ appreciate their own body.

ƒ seek more information about reproduction as needed.
ƒ affirm that human development includes sexual development that may or may not include reproduction or
genital sexual experience.
ƒ interact with both genders in respectful and appropriate ways.
ƒ affirm their own sexual orientation and respect the sexual orientation of others.
ƒ express love and intimacy in appropriate ways.
ƒ develop and maintain meaningful relationships.
ƒ avoid exploitative or manipulative relationships.
ƒ make informed choices about family options and lifestyles.
ƒ exhibit skills that enhance personal relationships.
ƒ identify their values and live according to them.
ƒ take responsibility for their own behavior.

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ƒ practice effective decision-making.
ƒ communicate effectively with family, peers, and partners.
ƒ enjoy and express their sexuality throughout life.
ƒ express their sexuality in ways congruent with their values.
ƒ discriminate between life-enhancing sexual behaviors and those that are harmful to self and/or others.
ƒ express their sexuality while respecting the rights of others.
ƒ seek new information to enhance their sexuality.
ƒ use contraception effectively to avoid unintended pregnancy.
ƒ prevent sexual abuse.
ƒ seek early prenatal care.
ƒ avoid contracting or transmitting STDs, including HIV.
ƒ practice health-promoting behaviors, such as regular check-ups, breast and testicular self-exams, and early
identification of potential problems.
ƒ demonstrate tolerance for people with different sexual values and lifestyles.
ƒ exercise democratic responsibility to influence legislation dealing with sexual issues.
ƒ assess the impact of family, cultural, religious, media, and societal messages on their thoughts, feelings,
values, and behaviors related to sexuality.
ƒ promote the rights of all people to accurate sexuality information.
ƒ avoid behaviors that exhibit prejudice and bigotry.
ƒ reject stereotypes about the sexuality of diverse populations.

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Case Study: Nigeria
'Nike Esiet
Director Action Health Incorporated Lagos, Nigeria
In 1992, I met with Debra Haffner, president of the Sexuality Information and Education Council of the United
States (SIECUS) at the Communicating Sexuality Education Forum in Mexico City sponsored by the John D. and
Catherine T. MacArthur Foundation.

At the time, Action Health Incorporation (AHI) was helping to raise awareness on the consequences of unprotected
sexual activity in Nigeria with emphasis on the Lagos area. This effort had highlighted the need to address the issue
of the enhancement of the sexuality of Nigerian adolescents to improve their sexual health.

This effort was mindful of the peculiarities of the Nigerian situation that included:

ƒ the lack of discussion of sexuality in the public domain.

ƒ the religious perceptions about sexual activity among unmarried adolescents.
ƒ the weakening of traditional norms, especially that of chastity before.
ƒ marriage, due to the influence of rapid urbanization and technological advancement.

Forming a collaborative effort was the first challenge in ensuring mutual trust and respect while maintaining a focus
on the objective of getting like-minded organizations and persons to work to bring comprehensive sexuality
education to the public.

An AHI delegation reached out to meet and bring together key players within the sexual and reproductive health
sectors of the NGO movement in Nigeria. A National Advisory Committee was set up, consisting of the following
organizations: AHI; the Association for Reproductive and Family Health; the National Association of Nigerian
Nurses and Midwives; the Nigerian Medical Association; the Planned Parenthood Federation of Nigeria; the Society
for Women and AIDS in Africa, Nigeria Chapter; and the World Health Organization, Nigeria Office.

The committee’s mandate was to develop the format of a document outlining the Guidelines for Comprehensive
Sexuality Education in Nigeria, using the U.S. Guidelines as a model. The outcome was a document that
incorporated Nigerian cultural insights in terms of values, attitudes, knowledge, and behaviors.

Next, the National Task Force—consisting of 29 persons and organizations—was formed. It reflected the diversity
of Nigeria in terms of regions, religions, and socio-cultural groups. It also included government agencies. The
resulting product of two guidelines reviews was circulated to over 100 national organizations for their endorsement.
The Nigerian Guidelines were then printed and released to the public.

The Nigerian Guidelines are a landmark document. Existing programs as well as new programs have used the
Nigerian Guidelines in diverse ways that include:

ƒ reviewing existing programs.

ƒ training educators and providers.
ƒ developing curricula.

The National Council of Education, Nigeria’s highest policymaking body on education, has subsequently approved a
provision for the integration of comprehensive sexuality education into public school curricula using the Nigerian
Guidelines framework.

As a result of the NGO collaboration and advocacy efforts, national Nigerian policymakers are convinced that
comprehensive sexuality education leads to positive behavior change, especially necessary now that Nigeria needs to
address the HIV/AIDS epidemic in a more proactive manner.

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10
The Purpose of Guidelines
Sexuality education guidelines serve many purposes. Specifically, they will:

ƒ provide a framework for comprehensive sexuality education programs, curricula, and policies.
ƒ help evaluate existing or new programs, curricula, or policies on comprehensive sexuality education.
ƒ contribute toward assuring greater quality and uniformity of comprehensive sexuality education programs
for all young people;
ƒ unify and build upon different efforts, experiences, and perspectives of many organizations and
professionals working on comprehensive sexuality education.
ƒ utilize the expertise, experiences, and research of experts and educators to develop positive, scientific,
medically accurate programs.
ƒ enhance and strengthen the credibility of programs through broad-based consensus on comprehensive
sexuality education.
ƒ foster collaboration among colleagues, experts, and professionals in sharing information, experiences,
insight, research, and resources on comprehensive sexuality education.
ƒ develop a collective, broad-based voice to advocate for sound comprehensive sexuality education programs
and policies or change existing ones.
ƒ build national, provincial, or local coalitions to promote and support comprehensive sexuality education.
ƒ educate communities, the public. the media, and policymakers on comprehensive sexuality education.

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The Usefulness of Guidelines
Guidelines are useful in a variety of ways, they include:

ƒ Development and Evaluation

They will help people develop or evaluate new or enhance existing:
o curricula.
o programs.
o services.
o publications.
o policies.
o guidelines.

ƒ Education, Training, and Advocacy

They will help people educate, train, discuss, and promote comprehensive sexuality education with:
o communities.
o parents.
o teachers.
o policymakers.
o media.
o partner nongovernmental organizations (NGOs).
o religious and community leaders.
o medical and health providers.
o government agencies, leaders, and ministries.
o service providers.
o youth service and advocacy organizations.
o general public.
o founders and foundations.
o school administrators and principals.
o local community and district government councils.

ƒ Research
They will help researchers plan and conduct studies and evaluations of programs in different sectors
including:
o public health.
o education.
o government.
o health and medical services.
o social marketing and media.

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COMPREHENSIVE SEXUALITY EDUCATION

Those interested in developing sexuality education guidelines must have a clear concept and definition of
comprehensive sexuality education. SIECUS defines such education as the lifelong process of acquiring information
and forming attitudes, beliefs, and values about identity, relationships, and intimacy.

It includes the biological, socio-cultural, psychological, and spiritual dimensions of sexuality. It addresses sexual
development, reproductive health, interpersonal relationships, affection, intimacy, body image, and gender roles.

The four primary goals of comprehensive sexuality education are:

ƒ to provide information about human sexuality, including human development, relationships, personal
skills, sexual behavior, sexual health, and society and culture.
ƒ to provide an opportunity to question, explore, and assess sexual attitudes in order to develop values,
increase self-esteem, create insights concerning relationships with members of both genders, and
understand obligations and responsibilities to others.
ƒ to help develop interpersonal skills—including communication, decision-making, assertiveness, and peer
refusal skills-and help to create satisfying relationships.
ƒ to help create responsibility regarding sexual relationships, including addressing abstinence, resisting
pressure to become prematurely involved in sexual intercourse, and encouraging the use of contraception
and other sexual health measures.

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THE STRUCTURE AND COMPONENTS OF GUIDELINES
The starting point for the development of guidelines is the awareness that the primary goal of comprehensive
sexuality education is the promotion of sexual health for young people.

Guidelines provide an organizational framework of human sexuality and family living within age-appropriate
developmental levels. This framework includes:

ƒ Key Concepts that represent the most general knowledge about human sexuality and family living. They
encompass the components of the broad definition of sexuality. Examples of key concepts are human
development; relationships; personal skills; sexual behavior; sexual health; and society and culture.
ƒ Life Behaviors that are the desired actions that represent outcomes of instruction. They are needed for each
key concept. They reflect actions of students either following instruction or during adulthood.
ƒ Subconcepts that are listed under the key concepts related to each specific topic.
ƒ Topics that relate to each key concept. A topical outline for a comprehensive sexuality education program
is usually generated by listing the key concepts with their associated topics.
ƒ Developmental Messages under each subconcept that are appropriate for each age group. These messages
are defined at the level where they are first discussed. (The guidelines assume that all developmental
messages are reinforced at subsequent levels through classroom activities.)

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The U.S. Guidelines

The key concepts and topics recommended in the Guidelines for Comprehensive Sexuality Education in the United
States are:

Key Concept 1: Human Development

Topics
ƒ Reproductive anatomy and physiology.
ƒ Reproduction.
ƒ Puberty.
ƒ Body image.
ƒ Sexual identity and orientation.

Key Concept 2: Relationships

Topics
ƒ Families.
ƒ Friendship.
ƒ Love.
ƒ Dating.
ƒ Marriage and lifetime commitments.
ƒ Raising children.

Key Concept 3: Personal Skills

Topics
ƒ Values.
ƒ Decision-making.
ƒ Communication.
ƒ Assertiveness.
ƒ Negotiation.
ƒ Looking for help.

Key Concept 4: Sexual Behavior

Topics
ƒ Sexuality throughout life.
ƒ Masturbation.
ƒ Shared sexual behavior.
ƒ Abstinence.
ƒ Human sexual response.
ƒ Fantasy.
ƒ Sexual dysfunction.

Key Concept 5: Sexual Health

Topics
ƒ Contraception.
ƒ Abortion.
ƒ STDs, including HIV infection.
ƒ Sexual abuse.
ƒ Reproductive health.

Key Concept 6: Society and Culture

Topics
ƒ Sexuality and society.
ƒ Gender roles.
ƒ Sexuality and the law.
ƒ Sexuality and religion.

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ƒ Diversity.
ƒ Sexuality and the arts.
ƒ Sexuality and the media.

16
DEVELOPING GUIDELINES FOR COMPREHENSIVE
SEXUALITY EDUCATION

This 14-step approach to developing country-specific guidelines for comprehensive sexuality education is based on
SIECUS’s work in the U.S. and internationally.

STEP 1
Select Key Players

Careful planning is central to the success of guidelines projects. Such planning should involve these key players:

The Lead Agency

A strong, central agency should coordinate guidelines efforts. This agency will strengthen the process by securing
the support and participation of other organizations and individuals in the country. A lead agency should:
ƒ have national recognition, expertise, and credibility in the field of sexuality education and sexual health.
ƒ have the respect and trust to bring other NGOs, individuals, and professionals into a collaborative project.
ƒ have the organizational capacity and infrastructure to coordinate meetings.
ƒ provide staff support; communicate with others; and provide logistics.

The Coordinating Committee

A coordinating committee will assist the lead agency in bringing other organizations and individuals into the
guidelines development process.

The lead agency is responsible for bringing together this committee consisting of three to four NGOs (or experts)
that are leaders in such fields as sexuality, reproductive health, family planning, HIV/ AIDS prevention, education,
or youth services.

Important qualities of NGOs selected to serve on the coordinating committee are:

ƒ strong leadership in the NGO sector.

ƒ knowledge of sexuality issues in the respective country.
ƒ strong commitment to sexuality issues and education.
ƒ trust and credibility within the NGO community to bring other NGOs into a larger collaborative effort.

The primary responsibility of the committee is to identify and select other NGOs and individuals for the Task Force
that will ultimately develop the guidelines.

The Task Force

The Task Force is the broad-based group of NGOs, individuals, and experts that will develop the guidelines;
formulate the concepts, subconcepts, and topics of sexuality education; establish the values that should underlie
sexuality education; generate the life behaviors and developmental messages for each concept; review, edit, and
approve the final document; and identify and solicit endorsements from other NGOs. institutions, and individuals.
This Task Force (also referred to as coalition, working group, or forum) should include national, state/provincial,
and local leaders and experts from such fields as:

ƒ adolescent health.
ƒ child development.
ƒ development.
ƒ family planning.
ƒ government ministries.
ƒ HIV/AIDS.
ƒ law.
ƒ medicine.

17
 ƒ mental health.
ƒ public health.
ƒ research.
ƒ religion.
ƒ sexuality.
ƒ sexuality education.
ƒ universities.
ƒ women’s health.

The Task Force members can include individuals from such groups as national and family planning associations;
national doctors, nurses, and midwives associations; social, medical, scientific institutions; universities; ministries of
health and education; and teacher, parent, and education associations.

Endorsers
Endorsers are well-known and respected organizations, institutions, associations, and individuals in fields that will
lend their names to support the final guidelines document to give it credibility, impact, and acceptance throughout
the country.

They are usually identified, solicited, and secured by the Task Force after the development of the final version of the
guidelines.

Advance funding is recommended for guidelines projects. The total budget will vary depending on the lead agency
expenses as well as on other expenses such as travel, communication, administration, and publishing. It takes
approximately 18 months to complete a guidelines project - from the scheduling of the first
Task Force meeting to the publication and release of the guidelines themselves.

STEP 2
Hold a Coordinating Committee Meeting

The coordinating committee should first meet to develop the objectives and goals of the guidelines project, to
determine specific roles and responsibilities for everyone involved, and to create a 20 to 30 member Task Force.
It is important to have a Task Force to collaborate on the guidelines project because such a joint effort will:

ƒ ensure that the sexual health and well-being of young people is in everyone’s and every sector’s interest.
ƒ bring together many perspectives and experiences that are important to developing well-rounded
guidelines.
ƒ draw on each other’s resources and networks.
ƒ build support for each other’s individual efforts in promoting comprehensive sexuality education.
ƒ bring together diverse organizations and people that might otherwise not have worked together.
ƒ enhance the ability to promote comprehensive sexuality education nationally.
ƒ guarantee greater acceptance and support for the final published guidelines
ƒ lay the foundation for future collaboration
ƒ help develop a consensus and a collective vision on comprehensive sexuality education.

Either the lead agency or the coordinating committee should invite all Task Force members and explain the
guidelines project, including its goals, process, and expectations.

STEP 3
Hold a Task Force Meeting

During the first Task Force meeting, members should:

ƒ develop a unified vision of comprehensive sexuality education.
ƒ generate and build a consensus on the guidelines components.

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 ƒ identify areas of work relating to research, programs, and policies.
ƒ identify potential challenges to the guidelines process, consensus, and development create solutions to these
challenges.
ƒ share resources, strategies, and experiences from different fields.
ƒ lay a foundation for future collaborative efforts.

This first Task Force meeting should last two to three days at a retreat center in an area convenient to all members. If
this is not possible, the Task Force should hold a series of meetings over several months at a convenient location.
Because a well-attended meeting is essential to the success of the guidelines project, the lead organization should
provide Task Force members with funds for transportation, lodging, and incidental expenses. Such costs are often a
problem for many organizations and individuals.

At a minimum, the Task Force meeting agenda should answer these questions:

ƒ What is comprehensive sexuality education?

ƒ What are the primary goals of comprehensive sexuality education?
ƒ What are the desired outcomes of comprehensive sexuality education?
ƒ What are the values that should underlie comprehensive sexuality education?
ƒ What are the key concepts of comprehensive sexuality education?
ƒ What are the broad topics in comprehensive sexuality education programs?

By the conclusion of the first Task Force meeting, members should have developed a consensus on the life
behaviors, values, key concepts, and topics of comprehensive sexuality education.

Task Force members may benefit from receiving copies of the SIECUS, Brazilian, or Nigerian Guidelines prior to
the meeting. These published frameworks can serve as a template or springboard for discussion. Members should
understand, however, that their goal is to develop a national, culturally appropriate framework, not copy guidelines
from another country.

After the first Task Force meeting, the lead agency should summarize the discussion and the major decisions in a
cohesive document and circulate it for comment to each member.

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Sample Agenda Task Force Meeting
Introductions
1. Welcome and Overview of Guidelines Project

2. Introductions

3. Goals of Guidelines Process

4. Expectations of the Task Force Members

5. Process for Developing Guidelines

6. Definition, Structure, and Components of Comprehensive Sexuality Education and Guidelines

7. Values That Underlie Comprehensive Sexuality Education Programs

8. Life Behaviors of a Sexually Healthy Adult

Group breakout sessions. Groups of four to five individuals generate lists of desired life behaviors.
Large group discussion. Large group develops consensus on a final list.

9. Goals of Comprehensive Sexuality Education

10. Key Concepts of Comprehensive Sexuality Education

Group breakout sessions. Groups of four to five individuals generate lists of desired key concepts.
Large group discussion. Large group develops consensus on a final list.

11. Topics of Comprehensive Sexuality Education

Large group discussion. Large group develops consensus on topics

12. Conclusion

Review timeline to draft, edit, publish, and distribute guidelines. Review of future expectations of
members.

Task Force Meeting Tips

ƒ Hold it at an easily accessible retreat, convenient for people to attend.
ƒ Schedule it at a time when there are no other major conferences, meetings, or holidays.
ƒ Consider seasonal issues like rain or difficult or dangerous to travel.
ƒ Provide at least four months advance reminder cards.
ƒ If possible, arrange for a meeting coordinate the logistics and travel arrangements.

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STEP 4
Develop and Draft Guidelines

The lead agency—preferably with the help of a core group of education experts or curriculum specialists—should
draft the developmental messages for comprehensive sexuality education based upon the consensus on the life
behaviors, key concepts, values, and topics developed by the Task Force.

Examples of: U.S. and Nigerian Guidelines Age Levels

The U.S. and Nigerian Guidelines use the following age levels:

Level 1
Nigeria: childhood, ages 6 through 8
United States: middle childhood, ages 5 through 8; early elementary school

Level 2
Nigeria: preadolescence, ages 9 through 12
United States: preadolescence, ages 9 through 12; upper elementary school

Level 3
Nigeria: adolescence, ages 13 through 17
United States: early adolescence, ages 12 through 15; middle school/ junior school

Level 4
Nigeria: young adult, ages 18 through 24
United States: adolescence, ages 15 through 18; high school

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Examples of Nigerian Guidelines Developmental Messages
These developmental messages on the human body are excerpted from the Nigerian Guidelines:

Key Concept: Human Development

Topic
Reproductive Anatomy and Physiology

Subconcept
The human body has the capability to reproduce as well as to give and receive sexual pleasure.

Developmental Messages

Level 1
ƒ Each body part has a correct name and specific function.
ƒ A person’s genitals, reproductive organs, and genes determine whether the person is male or female.
ƒ Boys and men have a penis, scrotum, and testicles.
ƒ Girls and women have a vulva, clitoris, vagina, uterus, ovaries, and breasts. Girls and boys have body
parts, which, when touched, make them feel good

Level 2
ƒ The maturation of external and internal reproductive organs occurs during puberty.
ƒ At puberty, boys begin to ejaculate and girls begin to menstruate.

Level 3
ƒ The sexual response system differs from the reproductive system.
ƒ Some of the reproductive organs provide pleasure as well as reproductive capability.
ƒ Sexual differentiation occurs early in prenatal development.
ƒ Chromosomes determine whether a developing fetus will be male or female
ƒ For both sexes, chromosomes influence growth and development as well as sexual and reproductive
function.

Level 4
ƒ A woman’s ability to menstruate and reproduce ceases at menopause; a man can usually reproduce
throughout his life.
ƒ Both men and women can experience sexual pleasure throughout their life
ƒ Most people enjoy giving and receiving sexual pleasure.

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STEP 5
Solicit Task Force Comments

The lead agency should send a draft of the guidelines’ developmental messages to the Task Force for comments,
additions, and deletions.

Step 6
Incorporate Revisions
The lead agency should incorporate the comments, additions, and deletions into a second draft. If the changes are
substantive or raise questions that are difficult to resolve, the lead agency may want to schedule another meeting of
the Task Force to develop consensus.

Step 7
Complete Guidelines Draft

The lead agency should revise the draft and circulate a final version to the Task Force.
The guidelines process may involve several drafts and revisions, especially when many perspectives are involved.
Strong, comprehensive guidelines may reflect many changes, revisions, and recommendations.

STEP 8
Add New Guidelines Sections

The lead agency, the coordinating committee, or the Task Force may wish to develop additional guidelines sections.
They may include:

ƒ Statistics and status of sexuality education in the local or national setting.

ƒ Bibliography of country-specific resources.
ƒ Task Force member list.
ƒ Guidelines introduction.
ƒ Usage Suggestions.
ƒ Outline of guidelines development process.
ƒ Glossary of terms.
ƒ Helpful organizations.

STEP 9
Seek Final Guidelines Approval

The lead agency should send the final version of the guidelines to the Task Force for approval. Members should
sign the attached approval form and agree to have their names published in the guidelines.

23
Sample Approval Form

Dear Task Force Member:

We are pleased to send you the final version of the Guidelines for Comprehensive Sexuality Education. They reflect
the input of the National Guidelines Task Force and are ready for publication.

Please review this final version, sign the attached form, and return it to (name of lead agency) by (date).

By signing this form, you give your approval to be listed as a Task Force member in the final publication.

Thank you.

Sincerely,

Director
Guidelines Lead Agency

As a member of the Guidelines Task Force,

________________________________________________________________________
Name of Organization/Individual

approves the final version of the guidelines and agrees to being listed as a National Guidelines Task Force member
in the final document.

____________________________________________________________ ____________________
Signature Date

____________________________________________________________
Title

____________________________________________________________
Organization

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STEP 10
Secure Endorsements from National Organizations

After publication of the guidelines, the lead agency should send copies to organizations to solicit their support and
endorsement. This is critical to a broad acceptance of the guidelines as well as sexuality education itself.

Ideally, the Task Force and coordinating committee will generate a list of at least 100 experts, professional
organizations, and government leaders who might endorse the guidelines.

Such endorsements have the potential to enhance subsequent advocacy efforts relating to comprehensive sexuality
education programs. The Nigerian Guidelines endorsers included the African AIDS Research Network, the Family
Health Organization, the Federation of Female Nurses and Midwives of Nigeria, the Pediatric Association of
Nigeria, the Society of Obstetricians and Gynecologists of Nigeria, and the Women, Law and Development Center.

It is also important to find an expert from the field or a high-level policymaker to write a foreword that will lend
credibility to both the guidelines and to comprehensive sexuality education programs. For example, a former
Nigerian Minister of Health wrote a positive, affirming foreword to the Nigerian Guidelines.

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STEP 11
Publish Guidelines

Once endorsers are secured, the lead agency should begin the publication process, including hiring a graphics
designer and printer. It should order enough copies for distribution to a wide audience, including NGOs,
policymakers, government institutions, community leaders, educators, and the media. Over 20,000 copies of
Guidelines were distributed in the United States and over 14,000 copies were distributed in Brazil.

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Step 12
Distribute and Promote Guidelines

Once the guidelines are published, the lead agency should develop both a broad distribution and publicity plan. This
should include providing complimentary copies to the Task Force; local, provincial/state, and national education and
health departments; and leading NGOs in such fields as sexuality, health, youth development, and reproductive
health. Some specific promotion suggestions include:

ƒ A public launching ceremony or event

The lead agency should hold a public launching ceremony or event to officially release the guidelines. This
is a good way to generate interest in and publicity about both the guidelines and sexuality education.
Nigerian organizations staged such an event. Guests should include the media, government officials,
political leaders, community leaders, and colleague organizations.

ƒ A press conference
The lead agency may want to write a news release and hold a news conference for leading print and
broadcast journalists. News releases were distributed in Brazil, Nigeria, and the United States announcing
the publication of those Guidelines. The media plays an important role in shaping people’s views of
sexuality. Key spokespeople should participate in the news conference to answer questions from the media
and the public about the guidelines and sexuality education.

ƒ A media training workshop

The media often lacks the background to write about sexuality education. The lead agency can help by
providing a training workshop for media representatives. Nigerian organizations held such a workshop
when they released the Nigerian Guidelines. It helped the media write more effectively about sexuality
education.

ƒ A colleague training workshop/roundtable

Colleagues, partner NGOs, and providers will also need information about both the guidelines and
sexuality education. The lead agency can help by providing a roundtable discussion or a training workshop
for them.

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STEP 13
Prepare for Opposition to Guidelines

Sexuality education for youth is often a controversial issue in many communities and countries. It is very likely that
some organizations and individuals will oppose the release of guidelines. The best way to counter such opposition
and negative publicity is to prepare an opposition strategy, including:

ƒ working with coalitions and individuals to create a strong, unified voice against opposition.
ƒ educating the media, policymakers, and the community on comprehensive sexuality education.
ƒ holding a public forum or meeting on comprehensive sexuality education.
ƒ engaging prominent community members, policymakers, and parents to speak in support of comprehensive
sexuality education.
ƒ holding a debate with opponents of comprehensive sexuality education.
ƒ publishing fact sheets, educational materials, and resources to educate the public about comprehensive
sexuality education.

Tips For Developing Guidelines

As they develop guidelines, individuals and organizations will want to consider these three important tips:

Communicate regularly.
Regular and open communication among members of the lead agency, the coordinating committee, and the Task
Force is critical to the success of guidelines projects. This will minimize confusion and misunderstandings.

Respect differences.
Those organizations and professionals that participate in the development of the guidelines will likely have
differences of opinion. It is important that everyone learn to respect those differences. Learn ways to negotiate
differences and to develop consensus.

Develop a decision-making process

Individuals and organizations will have to make many decisions as they develop and publish the guidelines. It is
important that they establish a clear and efficient structure for making those decisions in order to reduce chances for
problems, misunderstandings, and confusion.

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STEP 14
Build a Coalition to Support Comprehensive Sexuality Education

The process of developing guidelines is often just as important as the publication of the guidelines themselves. Such
collaborative work often leads to the creation of a coalition to support comprehensive sexuality education to
advocate for education programs and policies. For example, the Nigerian Guidelines development process led to the
creation of a coalition that ultimately influenced policymakers to adopt a national sexuality education policy in
Nigeria.

ƒ What will a coalition do?

o Provide strength in numbers.
o Provide an ongoing power and advocacy base.
o Bring together diverse groups.
o Provide information about other NGOs programs, strategies, and resources.
o Broaden and increase existing networks.
o Challenge opposition.
o Increase the impact of individual NGO efforts.
o Increase the pool of resources.
o Organize other provincial and local coalitions.
o Promote proactive policy on sexuality.
o Educate communities, media, and school committees about sexuality education.
o Challenge opposition to sexuality education through legislation, media, and community action.
o Channel different resources and energies to focus on sexuality education.
o Develop consensus on policies, programs, and strategies to support and
o Implement sexuality education.

ƒ Who should be part of a coalition?

A coalition should include:

o Community members
o Parents.
o Youth.
o Religious leaders.
o Civic leaders and clubs.
o Prominent community elders and leaders.

o NGOs
o Reproductive health and family planning.
o HIV/AIDS.
o Women’s health.
o Adolescent health.
o Development.
o Environment.

o School and education sector

o Teachers.
o Principals.
o School administrators.
o Curriculum developers.
o Students and student associations.

o Government ministries and policymaking agencies

o Health.

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 o Education.
o Youth development.
o Social welfare.
o Environment.
o Finance.
o Development.
o Science and technology.

o Medical and Health Providers

o Doctors.
o Nurses.
o Traditional health practitioners.
o Researchers.
o Public health planners and advocates .
o Professional medical associations.

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SIECUS
This handbook will help individuals and organizations develop their own guidelines. SIECUS can provide technical
assistance, training, and resources to help partner NGOs and colleagues develop their own country guidelines and
advocacy efforts.

For more information, contact:

SIECUS
International Department
130 W. 42nd Street, Suite 350
New York, NY 10036
U.S.A.

Phone: 212/819-9770 Fax: 212/819-9776

Email: [email protected]
http://www.siecus.org

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Additional Information on Comprehensive Sexuality
Education
These publications and organizations will provide additional information on either guidelines for comprehensive
sexuality education or on sexuality and reproductive health issues.

Publications
Guidelines for Comprehensive Sexuality Education: Kindergarten -12th Grade
Second Edition
SIECUS
The Guidelines are a framework to assist local communities in developing new curricula or assessing existing
programs. They are organized into six concepts that represent the most basic knowledge about human sexuality and
family living. The Guidelines contain 36 topics with developmental messages at age-appropriate levels.
1996; 59 pp.; $7.95 each

Available in hard copy through SIECUS or downloadable from the SIECUS Web site:
http://www.siecus.org/pubs/guidelines/guideintl.pdf using Adobe Acrobat Reader.
The Guidelines are also available in a Hispanic/Latino adaptation.

School Health Education to Prevent AIDS and STDs

World Health Organization (WHO)
This publication includes a “Handbook for Curriculum Planners,” a “Teacher’s Guide,” and a “Student Activities
Booklet.” It establishes background for the development and adoption of worldwide sexuality education programs
for youth between the ages of 12 and 16. It includes information for instructors of HIV/AIDS-prevention education
and students who care for patients.
1994. 88pp.; no charge.

WHO/GPA Production Center

49 Sheridan Avenue, Albany, NY 12210.
Phone: 518/436-9686
Fax: 518 436-7433

The Sexual and Reproductive Health of Adolescents: A Review of UNFPA Programme

Experience
United Nations Population Fund (UNFPA)
This report reviews adolescent reproductive and sexual health programs supported by the United Nations Population
Fund (UNFPA). It reviews the sexual and reproductive health needs of adolescents as well as the services and
information available to them. It covers programs from Africa, Asia, the Pacific, the Arab States, Europe, Latin
America, and the Caribbean.
1998; 83 pp.; no charge.

United Nations Population Fund (UNFPA), Technical and Policy Division

220 East 42ndStreet New York, NY 10017
Phone: 212/297-5023
Fax: 212/557-6416
E-mail: [email protected]
Web site: http://www.unfpa.org

UNAIDS Review: Sexual Health Education Leads to Safer Sexual Behaviour

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United Nations Joint Program on AIDS (UNAIDS)
This report provides data on the impact of sexuality education and sexual activity among young people throughout
the world and includes recommendations for program development. This review focuses on research studies from
Africa, Asia, and Europe.
1997; 34 pp.; no charge.

UNAIDS, 20 Avenue Appiach

CH-1211
Geneva 27
Switzerland
Phone: 41-22/791-3666
Fax: 41-22/791-4187
E-mail: [email protected]
Web site: http://www.unaids.org

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Organizations
Asian Federation for Sexology (AFS)
Department of Psychiatry University of Hong Kong
Queen Mary Hospital
Pokfulam Road
Hong Kong
Phone: 852/855-4486
Fax: 852/855-1345
E-mail: [email protected]

European Federation of Sexology (EFS)

Universitaire Maurice Clalumeau
55 Boulevard de la Cluse, CH-1205
Geneva, Switzerland
Phone: 41-22/347-3031
Fax: 41-22/320-9286

International Planned Parenthood Federation (IPPF)

Regents College Inner Circle
Regents Park
London, NW1 4NS, United Kingdom
Phone: 071/486-0741
Fax: 071/487-7950
E-mail: [email protected]
Web site: http://www.ippf.org

International Planned Parenthood Federation (IPPF)-Africa Region

P. 0. Box 30234
Nairobi, Kenya
Phone: 254-2/720280
Fax: 254-2/726596

International Planned Parenthood Federation- Western Hemisphere Region (IPPF /WHR)

120 Wall Street
New York, NY 10005, U.S.A.
Phone: 212/995-8800
Fax: 212/995-8853
E-mail: [email protected]
Web site: http://www.ippf.org

Pan American Health Organization (PAHO)

525 23rd Street, N.W.
Washington, DC 20037, U.S.A.
Phone: 202/974-3000
Fax: 202/995-8853
E-mail: [email protected]
Web site: http://www.paho.org

Sexuality Information and Education Council of the United States (SIECUS)

130 W. 42nd Street, Suite 350
New York, NY 10036, U.S.A.
Phone: 212/819-9770
Fax: 212/819-9776
E-mail: [email protected]

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Web site: http://www.siecus.org

United Nations Joint Programme on AIDS (UNAIDS)

20 Avenue Appia 1211
Geneva 27, Switzerland
Phone: 41-22/791- 3666
Fax: 41-22/791-4187
E-mail: [email protected]
Web site: http://www.unaids.org

United Nations Population Fund (UNFPA)

220 East 42nd Street
New York, NY 10017, U.S.A.
Phone: 212/297-5236
Fax: 212/297-4915
E-mail: [email protected]
Web site: http://www.unfpa.org

World Association of Sexology (WAS)

University of Minnesota Medical School Program in Human Sexuality
1300 South Second Street, Suite 180
Minneapolis, MN 55454, U.S.A.
Phone: 612/625-1500
Fax: 612/626-8311

World Health Organization (WHO)

20 Avenue Appia
1211 Geneva 27, Switzerland
Phone: 41-22/791-2111
Fax: 41-22/791-0746
E-mail: [email protected]
Web site: http://www. who.ch

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