Going Beyond ‘The Talk’: Fostering Sex Positive Dialogues at Home
Bibliographic record
Abstract
Youth are at an increased risk to experience sexual violence, especially in Saskatchewan, and although parents can play a significant role in preventing these experiences they face barriers providing comprehensive sex education at home. The unique barriers parents face includes gaps in knowledge, limited skills, and a lack of self-efficacy. Despite these challenges, parents feel pressure to discuss sexual health and well-being with youth. The pressure parents feel is unsurprising given youth’s expressed desires for parents to play a more active role in their sexual development. In Saskatchewan, the pressure to provide comprehensive sex education at home has become even greater due to changes in the delivery of sex education through the school system. Consequently, the current dissertation aimed to understand parent experiences providing sex education at home. To gain a clearer understanding of parents’ experiences providing sex education two studies were conducted. First, a scoping review of evidence-based research on home-based sex education was conducted to map existing supports and resources. Results from this review identified strengths in discussions of biological aspects of sexual development and gaps in more relational areas of development. Evidence-based strategies highlighted a need for interventions and supports that prioritized establishing open lines of communication early in children’s development and then building on this foundation by providing parents with more information about sexual health and well-being. Second, a qualitative study examining Saskatchewan parents’ experiences educating youth about sexual health and well-being was conducted. Focus groups were conducted, transcribed, and analysed through reflexive thematic analysis. Key barriers to sex education at home were identified, as well as existing strengths. Implications for sexual health resources in Saskatchewan are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.007 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".