Sexuality Education for Children in Family.
PROCEEDINGS JOURNAL OF EDUCATION,
PSYCHOLOGY AND SOCIAL SCIENCE RESEARCH
www.e‐journaldirect.com
Open Access
ISSN 2423‐1924
Presented in
2nd International Conference in Education, Psychology, and Social Science (ICEPSS)
International Research Enthusiast Society Inc. (IRES Inc.)
May 22‐23, 2015
Sexuality Education For Children In Family
Tience Debora Valentina
Department of Psychology, Faculty of Medicine and Health Sciences,
Udayana University, Indonesia
Abstract
Indonesian National Commission for Children Protection said parenting styles have a great contribution to prevent
sexual violence on children, but the government and citizen are not ready yet to provide sexual education at early
age (Kompas.com, 25 Mei 2014). Indeed, sexual education in family can be the first step to prevent the children
from sexual abuse whose cases were increasing this decade. Calisandemir, Bencik & Artan (2008) resumed the
reason why child sexual education has been neglected for centuries because of these two reasons, first, the
children did not get reproduction capacity yet; second, because parents feel embarrassed to talk about sexuality.
Beside that, parents do not feel well-informed about the issue to discuss it with their children.
This research conducted to explore the qualitative experience of parents in teaching sexuality in family and to
reveal the hope of parents in teaching it. Sixty five participants who have children at age 1 month up to 12 years
were asked to participate in an opened questionnaire and four participants were interviewed with
phenomenological approach to explore the answers.
Result shows that 46% participants teach their children about sexuality at early ages, 3-5 years by explaining
anatomical differences between boys and girls and teach the children to keep the health of their genitals and do
not allow anyone to touch their genitals. 54% parents do not teach about sexuality at early age, which are 28%
participants have never been taught about sexuality because they don’t know what to teach and the right ways to
teach sexuality, and 26% reveal that they teach about sexuality to their older children, age 7-12 years, triggered
by the news they watched on television about the rise of child sexual abuse in Indonesia. The main expectation
parents have in teaching sexuality from early age in order to avoid their children from being sexually abuse.
Keywords: sexuality education, family, phenomenological approach
Tience Debora Valentina*
[email protected]
Paper Reference FE25WF63
*Corresponding Author
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
WWW.E‐JOURNALDIRECT.COM
Tience Debora Valentina
Paper Reference Number: FE25WF63
ISSN 2423‐1924
Introduction
Indonesian Commission for Child Protection, collected data from Indonesian National Police in 2014, noted that
there were 697 children sexual abuse cases during the year of 2014. From that data, the numbers of victims are
around 859 children. Moreover, Indonesian Commission for Child Protection released data that it’s collected from
January until October 2014 that there were 784 cases of children who become sexually abused. (KPAI, David
Setyawan, 2014). Besides that, the numbers of cases of children sexual abuse arise year by year but not all of
them are published or have not been exposed.
The increase of children who become victims of sexual abuse should be respond adequately. Unfortunately, the
government or society gives much attention toward the suspects, rather than the children who become the victim
of sexual abuse. Besides that, the children may do not realize that they become the victim of sexual abuse. Less
information about sexual education and preventive techniques can become factors that contribute to the rise of
cases of children sexual abuse. Therefore, family, as the nearest social system of those children is a unit which
should participate to protect the children from being sexually abused.
Sexuality education is the lifelong process of acquiring information and of forming attitudes, beliefs, and values
about identity, relationships, and intimacy (Haffner, 1992). School based sexuality education is widely recognized
(Haffner, 1992; Landry, Singh & Darroch, 2000; Wilson, 2000), but family based is still limited. There are several
researches that have been published earlier revealed that sexuality education delivered by parents to their
children increase the higher levels of healthy sexual behaviors (Hutchinson & Cooney, 1998) and reduced levels
of HIV risk behavior (Holtzman & Rubinson, 1995). On the other hand, Indonesian National Commission for
Children Protection said parenting styles have a great contribution to prevent sexual violence on children, but the
government and citizen are not ready yet to provide sexual education at early age (Kompas.com, 25 Mei 2014).
Indeed, sexual education in family can be the first step to prevent the children from being sexually abused whose
cases were increasing this decade.
Providing a comprehensive sexuality education for children since their early age is an important step in raising the
children even thought this duty will be very confusing. Sexuality education is not only providing information about
human body anatomy or health sexual reproduction, but also relate to many aspects. For instances, sexuality
education is also telling about the aspect of relation with same sex and different sex, the impact of early sexual
intercourse, pregnancy, abortion, sexually transmitted diseases (Sweeney, 2007). Calisandemir, Bencik & Artan
(2008) resumed the reason why child sexual education has been neglected for centuries because of these
reasons, first, the children did not get reproduction capacity yet; second, because parents feel embarrassed to
talk about sexuality. Beside those reasons, parents do not feel well-informed about the issue. Because of these,
there is less research that can be found about sexuality education in family. Due to this condition, this research is
conducted to explore the experiences of parents in providing sexuality education in family.
Methods
This research conducted to explore the qualitative experience of parents in teaching sexuality in family and to
reveal the hope of parents in teaching it. Sixty five participants from one church community in Denpasar, Bali and
a group of parents of one play group school named Tunas Kasih in Gianyar-Bali were invited to participate in an
opened questionnaire. Those participants have children at age 1 month up to 12 years old. First of all, the
participants have to choose ‘yes or no’ for the closed questionnaire whether they provided sexuality education at
home. Whenever the participants answered that they did not provide sexuality education in family, the participants
were asked to explain the reasons why they did not actively discuss about sexuality to their children at home.
Secondly, participants were asked to continue to the next questions. For the participants who answered that they
provide sexuality education to their children, they were asked these four questions: 1) what are their reasons
giving sexuality education for their children; 2) what topics they share with their children about sexuality; 3) how
they provide sexuality education at home; 4) what are their expectations in providing sexuality education for their
children. With the aim to discover the experiences of parents, four participants were interviewed with
phenomenological approach. Creswell (1998) assumed that phenomenological research describes the meaning
of experience of some individuals. The data collected was analyzed using thematic analysis.
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
142
Tience Debora Valentina
Paper Reference Number: FE25WF63
WWW.E‐JOURNALDIRECT.COM
ISSN 2423‐1924
Results
Overall, all the participants were answering the survey forms. The age ranging and the last formal education of
the participants are listed below (Table 1). From the early instruction given to the participants, researcher asked
their willingness to participate to this study. There were 75 participants who filled the forms and answer all the
questions but only 65 forms that analyzed for this study. Reasons for not enrolling included that participants have
older children at age above 12 years old.
Table 1. Demographic Characteristics
Characteristic
Woman’s age (years)
Man’s age (years)
Number of Children in Family
Characteristic
Woman
Woman’s education
High school graduate or some college
College degree
Man
Man’s education
High school graduate or some college
College degree
Range
27 – 43
28 – 39
1 – 4 (Mean = 2,1)
n (=65)
41 (63%)
16
25
24 (37%)
5
19
Result of this research shows that 46% participants taught their children about sexuality at early ages, 3-5 years
by explaining anatomical differences between boys and girls and taught the children to keep the health of their
genitals and do not allow anyone to touch their genitals. A woman age 35 years old who has one boy age 4 years
said, “I start explaining about his genital area, how to clean his penis whenever he is showering, and also teach
him not to allow anyone who asks him to touch his penis because it is very private, so he must care for his genital
areas”. This participant searched information about sexuality education for children by browsing internet, asking
her son’s teacher and also from watching television. Another woman age 34 years old who has one son and one
daughter said, “I teach my children about sexuality recently because I watch the television that showed news
about child sexual abuse. I just re-telling what the television said how to protect the children from being victims of
sexual abuse, to ask the children not to let anyone touch their body from shoulder down the body, except their
parents. I ask my children to yell out if anyone pushes them to touch their body… But actually, I confuse which
are the right methods to teach about that to my children so they can understand it easily in their language”. From
these two women, we can find that the content of sexuality education they provided at home are about the health
of genital areas, prohibition to anyone who asked the children to touch their body especially their genital areas.
Most of those participants provided sexuality education for their children recently, this last two years caused by
news they hear about child sexual abuse.
This study also indicates that 54% parents do not teach about sexuality at early age, which are 28% participants
have never been taught about sexuality because they don’t know what to teach and the right ways to teach
sexuality, and 26% reveal that they teach about sexuality to their older children, age 7-12 years and not the
younger age, triggered by the news they watched on television about the rise of child sexual abuse in Indonesia.
However, they want to learn how to provide sexuality education for their children so they can deliver it at home as
a primary education to the children.
There are several expectations why parents provide sexuality education for their children from early age. The
main expectation parents teach sexuality in order to avoid their children from sexual abuse. Besides that, parents
also expect their children understand how important are their genital areas and it is should be cared for. One man
told that he has a hope that while those children grow up, they can protect themselves not to involve in sexual risk
behavior that can lead to sexually transmitted diseases (STDs) or HIV-AIDS.
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
143
WWW.E‐JOURNALDIRECT.COM
Tience Debora Valentina
Paper Reference Number: FE25WF63
ISSN 2423‐1924
Discussions
Major themes emerge from this research are the basic reason why parents provided sexuality education for their
children. The news from newspapers and of television that published the cases of child sexual abuse triggered
parents to teach about sexuality to their children. They searched much information about sexuality from many
sources such as internet, television, papers, and tried to discuss the topics with their children. Those parents
wanted to protect their children from being victims of sexual abuse. Even though parents have discussed about
sexuality with their children, parents also felt incompetent to explain it and made them confused whether their
children understood their explanation. Parents still expected learning the appropriate ways to provide sexuality
education for their children at home. Ballan (2001) resumed the problems that parents frequently stated regarding
sexuality education are their inability to answer the questions, they confessed that they have limited knowledge
and feeling inadequate in providing sexuality education to their children.
There is also a predictable result that shown 46 percents of participants provided sexuality education for their
children while the bigger proportions of participants still confusing how to talk about sexuality to their children.
Gabriel & Getch (2001) found that the number of parents participated in sexuality education remains low. Thus,
participants who have not provided sexuality education for their children know that they had to address the issue
about sexuality with their children at home, but they figured out that their sexual knowledge were limited. They
expected they have an open access where they could learn about sexuality, about the topics they should deliver
and the right methods to teach sexuality to their children. Yen-Chin, Yuan-Hsiang, Lin (2006) found that parents
who undertook sexuality education training have a better ability to carry out sexuality education. Regarding to this
finding, parents should learn from professional about sexuality education to overcome the barriers.
The majority of participants who taught about sexuality for their children still focusing on the human body
anatomy, genital areas, the health of the genital areas, and not to allow anyone touch those children’s body. Only
one of 65 participants included information about sexual risk behavior and STDs in his topics. These findings
imply the needed of knowledge training about sexuality for parents to prepare parents to be sexuality educators
for their children.
Conclusions
In conclusion, these findings give information that there are 46 percents of participants provided sexuality
education in family whereas the large portions of participants have not share about the issue yet. The contents of
sexuality education were also limited. The broad topics are still needed to share to their children such as sexual
behavior, puberty, pregnancy, abortion, STDs and HIV-AIDS. Parents can be the first educators for children to
teach about sexuality since early age. Besides that, the vary methods in teaching sexuality to children are still
needed to discover to help parents to discuss the topics appropriately.
Recommendations
This research suggests that future studies should be conducted with larger size of participants, including various
methods, such as longitudinal methods and quantitative study. In addition, it is also important to consider parents,
mother and father to be involved in future study to gain information about the differences ways between mother
and father in teaching sexuality to their children. Further, through professional guidance and support, such
interventions programs with experimental designs can be proposed by training parents with sexuality knowledge
and various methods in teaching sexuality to parents to be more competent to educate their children and also to
figure out the benefits of sexuality education in family.
References
Ballan, M. (2001). Parents as sexuality educators for their children with developmental disabilities. SIECUS reports., Feb/Mar,
29, 3, 14 – 19.
Calisandemir, F., Bencik, S., & Artan, I. (2008). Sexual Education of Children: An Overview from the Past to Present.
Education and Science, 33, 150, 14-27.
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
144
WWW.E‐JOURNALDIRECT.COM
Tience Debora Valentina
Paper Reference Number: FE25WF63
ISSN 2423‐1924
Creswell, J. W. (1998). Qualitative inquiry and research design. Choosing among five traditions. California : Sage Publication,
Inc.
Gabriel, K.O.S., & Getch, Y. Q. (2001). Parental training and involvement in sexuality education for students who are deaf.
American Annals of the Deaf, Jul, 146, 3, 287 – 293.
Haffner, D.W. (1992). What it takes, how organized religion has helped. Sexuality education in public schools. The Education
Digest, 58, 1, 53-57.
Holtzman, D., & Rubinson, R. (1995). Parents and peer communication effects on AIDS-related behavior among U.S. High
School students. Family Planning Perspectives, 27, 235-240 & 268.
Hutchinson, M.K., & Cooney, T.M. (1998). Patterns of parent-teen sexual risk communication: Implication for intervention.
Family Relation, 47, 185-194.
Landry, D.J., Singh, S., Darroch, J.E. (2000). Sexuality education in fifth and sixth grades in U.S. public school, 1999. Family
Planning Perspective, 32, 5, 212 – 219.
Setyawan, D. (2014). KPAI : 90 Persen anak terpapar pornografi internet saat usia 11 tahun. www.kpai.go.id. 2 Desember
2014. Download 5 Februari 2015.
Sweeney, L. (2007). The importance of human sexuality education for students with disabilities. The Exceptional Parents, 37,
9, 36-38.
Wilson, S. N. (2000). Sexuality education: Our current status, and an Agenda for 2010. Family Planning Perspective, 32, 5,
252 – 254.
Yen-Chin, L., Yuan-Hsiang, C., Lin, H.H. (2006). A study of the effectiveness on parental sexuality education. Education, 127,
1, 16 – 30.
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
145
PSYCHOLOGY AND SOCIAL SCIENCE RESEARCH
www.e‐journaldirect.com
Open Access
ISSN 2423‐1924
Presented in
2nd International Conference in Education, Psychology, and Social Science (ICEPSS)
International Research Enthusiast Society Inc. (IRES Inc.)
May 22‐23, 2015
Sexuality Education For Children In Family
Tience Debora Valentina
Department of Psychology, Faculty of Medicine and Health Sciences,
Udayana University, Indonesia
Abstract
Indonesian National Commission for Children Protection said parenting styles have a great contribution to prevent
sexual violence on children, but the government and citizen are not ready yet to provide sexual education at early
age (Kompas.com, 25 Mei 2014). Indeed, sexual education in family can be the first step to prevent the children
from sexual abuse whose cases were increasing this decade. Calisandemir, Bencik & Artan (2008) resumed the
reason why child sexual education has been neglected for centuries because of these two reasons, first, the
children did not get reproduction capacity yet; second, because parents feel embarrassed to talk about sexuality.
Beside that, parents do not feel well-informed about the issue to discuss it with their children.
This research conducted to explore the qualitative experience of parents in teaching sexuality in family and to
reveal the hope of parents in teaching it. Sixty five participants who have children at age 1 month up to 12 years
were asked to participate in an opened questionnaire and four participants were interviewed with
phenomenological approach to explore the answers.
Result shows that 46% participants teach their children about sexuality at early ages, 3-5 years by explaining
anatomical differences between boys and girls and teach the children to keep the health of their genitals and do
not allow anyone to touch their genitals. 54% parents do not teach about sexuality at early age, which are 28%
participants have never been taught about sexuality because they don’t know what to teach and the right ways to
teach sexuality, and 26% reveal that they teach about sexuality to their older children, age 7-12 years, triggered
by the news they watched on television about the rise of child sexual abuse in Indonesia. The main expectation
parents have in teaching sexuality from early age in order to avoid their children from being sexually abuse.
Keywords: sexuality education, family, phenomenological approach
Tience Debora Valentina*
[email protected]
Paper Reference FE25WF63
*Corresponding Author
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
WWW.E‐JOURNALDIRECT.COM
Tience Debora Valentina
Paper Reference Number: FE25WF63
ISSN 2423‐1924
Introduction
Indonesian Commission for Child Protection, collected data from Indonesian National Police in 2014, noted that
there were 697 children sexual abuse cases during the year of 2014. From that data, the numbers of victims are
around 859 children. Moreover, Indonesian Commission for Child Protection released data that it’s collected from
January until October 2014 that there were 784 cases of children who become sexually abused. (KPAI, David
Setyawan, 2014). Besides that, the numbers of cases of children sexual abuse arise year by year but not all of
them are published or have not been exposed.
The increase of children who become victims of sexual abuse should be respond adequately. Unfortunately, the
government or society gives much attention toward the suspects, rather than the children who become the victim
of sexual abuse. Besides that, the children may do not realize that they become the victim of sexual abuse. Less
information about sexual education and preventive techniques can become factors that contribute to the rise of
cases of children sexual abuse. Therefore, family, as the nearest social system of those children is a unit which
should participate to protect the children from being sexually abused.
Sexuality education is the lifelong process of acquiring information and of forming attitudes, beliefs, and values
about identity, relationships, and intimacy (Haffner, 1992). School based sexuality education is widely recognized
(Haffner, 1992; Landry, Singh & Darroch, 2000; Wilson, 2000), but family based is still limited. There are several
researches that have been published earlier revealed that sexuality education delivered by parents to their
children increase the higher levels of healthy sexual behaviors (Hutchinson & Cooney, 1998) and reduced levels
of HIV risk behavior (Holtzman & Rubinson, 1995). On the other hand, Indonesian National Commission for
Children Protection said parenting styles have a great contribution to prevent sexual violence on children, but the
government and citizen are not ready yet to provide sexual education at early age (Kompas.com, 25 Mei 2014).
Indeed, sexual education in family can be the first step to prevent the children from being sexually abused whose
cases were increasing this decade.
Providing a comprehensive sexuality education for children since their early age is an important step in raising the
children even thought this duty will be very confusing. Sexuality education is not only providing information about
human body anatomy or health sexual reproduction, but also relate to many aspects. For instances, sexuality
education is also telling about the aspect of relation with same sex and different sex, the impact of early sexual
intercourse, pregnancy, abortion, sexually transmitted diseases (Sweeney, 2007). Calisandemir, Bencik & Artan
(2008) resumed the reason why child sexual education has been neglected for centuries because of these
reasons, first, the children did not get reproduction capacity yet; second, because parents feel embarrassed to
talk about sexuality. Beside those reasons, parents do not feel well-informed about the issue. Because of these,
there is less research that can be found about sexuality education in family. Due to this condition, this research is
conducted to explore the experiences of parents in providing sexuality education in family.
Methods
This research conducted to explore the qualitative experience of parents in teaching sexuality in family and to
reveal the hope of parents in teaching it. Sixty five participants from one church community in Denpasar, Bali and
a group of parents of one play group school named Tunas Kasih in Gianyar-Bali were invited to participate in an
opened questionnaire. Those participants have children at age 1 month up to 12 years old. First of all, the
participants have to choose ‘yes or no’ for the closed questionnaire whether they provided sexuality education at
home. Whenever the participants answered that they did not provide sexuality education in family, the participants
were asked to explain the reasons why they did not actively discuss about sexuality to their children at home.
Secondly, participants were asked to continue to the next questions. For the participants who answered that they
provide sexuality education to their children, they were asked these four questions: 1) what are their reasons
giving sexuality education for their children; 2) what topics they share with their children about sexuality; 3) how
they provide sexuality education at home; 4) what are their expectations in providing sexuality education for their
children. With the aim to discover the experiences of parents, four participants were interviewed with
phenomenological approach. Creswell (1998) assumed that phenomenological research describes the meaning
of experience of some individuals. The data collected was analyzed using thematic analysis.
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
142
Tience Debora Valentina
Paper Reference Number: FE25WF63
WWW.E‐JOURNALDIRECT.COM
ISSN 2423‐1924
Results
Overall, all the participants were answering the survey forms. The age ranging and the last formal education of
the participants are listed below (Table 1). From the early instruction given to the participants, researcher asked
their willingness to participate to this study. There were 75 participants who filled the forms and answer all the
questions but only 65 forms that analyzed for this study. Reasons for not enrolling included that participants have
older children at age above 12 years old.
Table 1. Demographic Characteristics
Characteristic
Woman’s age (years)
Man’s age (years)
Number of Children in Family
Characteristic
Woman
Woman’s education
High school graduate or some college
College degree
Man
Man’s education
High school graduate or some college
College degree
Range
27 – 43
28 – 39
1 – 4 (Mean = 2,1)
n (=65)
41 (63%)
16
25
24 (37%)
5
19
Result of this research shows that 46% participants taught their children about sexuality at early ages, 3-5 years
by explaining anatomical differences between boys and girls and taught the children to keep the health of their
genitals and do not allow anyone to touch their genitals. A woman age 35 years old who has one boy age 4 years
said, “I start explaining about his genital area, how to clean his penis whenever he is showering, and also teach
him not to allow anyone who asks him to touch his penis because it is very private, so he must care for his genital
areas”. This participant searched information about sexuality education for children by browsing internet, asking
her son’s teacher and also from watching television. Another woman age 34 years old who has one son and one
daughter said, “I teach my children about sexuality recently because I watch the television that showed news
about child sexual abuse. I just re-telling what the television said how to protect the children from being victims of
sexual abuse, to ask the children not to let anyone touch their body from shoulder down the body, except their
parents. I ask my children to yell out if anyone pushes them to touch their body… But actually, I confuse which
are the right methods to teach about that to my children so they can understand it easily in their language”. From
these two women, we can find that the content of sexuality education they provided at home are about the health
of genital areas, prohibition to anyone who asked the children to touch their body especially their genital areas.
Most of those participants provided sexuality education for their children recently, this last two years caused by
news they hear about child sexual abuse.
This study also indicates that 54% parents do not teach about sexuality at early age, which are 28% participants
have never been taught about sexuality because they don’t know what to teach and the right ways to teach
sexuality, and 26% reveal that they teach about sexuality to their older children, age 7-12 years and not the
younger age, triggered by the news they watched on television about the rise of child sexual abuse in Indonesia.
However, they want to learn how to provide sexuality education for their children so they can deliver it at home as
a primary education to the children.
There are several expectations why parents provide sexuality education for their children from early age. The
main expectation parents teach sexuality in order to avoid their children from sexual abuse. Besides that, parents
also expect their children understand how important are their genital areas and it is should be cared for. One man
told that he has a hope that while those children grow up, they can protect themselves not to involve in sexual risk
behavior that can lead to sexually transmitted diseases (STDs) or HIV-AIDS.
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
143
WWW.E‐JOURNALDIRECT.COM
Tience Debora Valentina
Paper Reference Number: FE25WF63
ISSN 2423‐1924
Discussions
Major themes emerge from this research are the basic reason why parents provided sexuality education for their
children. The news from newspapers and of television that published the cases of child sexual abuse triggered
parents to teach about sexuality to their children. They searched much information about sexuality from many
sources such as internet, television, papers, and tried to discuss the topics with their children. Those parents
wanted to protect their children from being victims of sexual abuse. Even though parents have discussed about
sexuality with their children, parents also felt incompetent to explain it and made them confused whether their
children understood their explanation. Parents still expected learning the appropriate ways to provide sexuality
education for their children at home. Ballan (2001) resumed the problems that parents frequently stated regarding
sexuality education are their inability to answer the questions, they confessed that they have limited knowledge
and feeling inadequate in providing sexuality education to their children.
There is also a predictable result that shown 46 percents of participants provided sexuality education for their
children while the bigger proportions of participants still confusing how to talk about sexuality to their children.
Gabriel & Getch (2001) found that the number of parents participated in sexuality education remains low. Thus,
participants who have not provided sexuality education for their children know that they had to address the issue
about sexuality with their children at home, but they figured out that their sexual knowledge were limited. They
expected they have an open access where they could learn about sexuality, about the topics they should deliver
and the right methods to teach sexuality to their children. Yen-Chin, Yuan-Hsiang, Lin (2006) found that parents
who undertook sexuality education training have a better ability to carry out sexuality education. Regarding to this
finding, parents should learn from professional about sexuality education to overcome the barriers.
The majority of participants who taught about sexuality for their children still focusing on the human body
anatomy, genital areas, the health of the genital areas, and not to allow anyone touch those children’s body. Only
one of 65 participants included information about sexual risk behavior and STDs in his topics. These findings
imply the needed of knowledge training about sexuality for parents to prepare parents to be sexuality educators
for their children.
Conclusions
In conclusion, these findings give information that there are 46 percents of participants provided sexuality
education in family whereas the large portions of participants have not share about the issue yet. The contents of
sexuality education were also limited. The broad topics are still needed to share to their children such as sexual
behavior, puberty, pregnancy, abortion, STDs and HIV-AIDS. Parents can be the first educators for children to
teach about sexuality since early age. Besides that, the vary methods in teaching sexuality to children are still
needed to discover to help parents to discuss the topics appropriately.
Recommendations
This research suggests that future studies should be conducted with larger size of participants, including various
methods, such as longitudinal methods and quantitative study. In addition, it is also important to consider parents,
mother and father to be involved in future study to gain information about the differences ways between mother
and father in teaching sexuality to their children. Further, through professional guidance and support, such
interventions programs with experimental designs can be proposed by training parents with sexuality knowledge
and various methods in teaching sexuality to parents to be more competent to educate their children and also to
figure out the benefits of sexuality education in family.
References
Ballan, M. (2001). Parents as sexuality educators for their children with developmental disabilities. SIECUS reports., Feb/Mar,
29, 3, 14 – 19.
Calisandemir, F., Bencik, S., & Artan, I. (2008). Sexual Education of Children: An Overview from the Past to Present.
Education and Science, 33, 150, 14-27.
Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
144
WWW.E‐JOURNALDIRECT.COM
Tience Debora Valentina
Paper Reference Number: FE25WF63
ISSN 2423‐1924
Creswell, J. W. (1998). Qualitative inquiry and research design. Choosing among five traditions. California : Sage Publication,
Inc.
Gabriel, K.O.S., & Getch, Y. Q. (2001). Parental training and involvement in sexuality education for students who are deaf.
American Annals of the Deaf, Jul, 146, 3, 287 – 293.
Haffner, D.W. (1992). What it takes, how organized religion has helped. Sexuality education in public schools. The Education
Digest, 58, 1, 53-57.
Holtzman, D., & Rubinson, R. (1995). Parents and peer communication effects on AIDS-related behavior among U.S. High
School students. Family Planning Perspectives, 27, 235-240 & 268.
Hutchinson, M.K., & Cooney, T.M. (1998). Patterns of parent-teen sexual risk communication: Implication for intervention.
Family Relation, 47, 185-194.
Landry, D.J., Singh, S., Darroch, J.E. (2000). Sexuality education in fifth and sixth grades in U.S. public school, 1999. Family
Planning Perspective, 32, 5, 212 – 219.
Setyawan, D. (2014). KPAI : 90 Persen anak terpapar pornografi internet saat usia 11 tahun. www.kpai.go.id. 2 Desember
2014. Download 5 Februari 2015.
Sweeney, L. (2007). The importance of human sexuality education for students with disabilities. The Exceptional Parents, 37,
9, 36-38.
Wilson, S. N. (2000). Sexuality education: Our current status, and an Agenda for 2010. Family Planning Perspective, 32, 5,
252 – 254.
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Published by Sons and Daughters Publishing House Inc.
© 2015 The Authors
Peer review under the responsibility of International Research Enthusiast Society Inc.
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