{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/14590"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/14590","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Sexual Health Education (SHE) in Ontario: Exploring a Sample of the Public Discourse Surrounding the 2015 Update to Ontario’s Human Development and Sexual Health Curriculum","abstract":"In an increasingly hypersexualized culture, Canadian youth face challenges (e.g., increased risk for unwanted pregnancy and sexually transmitted infections, social ostracization and bullying, and mental health challenges) associated with sexuality and sexual health (Brady & Halpern-Felsher, 2007; Drouin, Ross, & Tobin, 2015; Public Health Agency of Canada [PHAC], 2008) on their way to adulthood. The need for relevant sexual health education that helps youth make healthy and informed choices is well established (Bourke, Boduszek, Kellher, McBride, & Morgan, 2014; Frappier et al., 2008; Reis, Ramiro, Matos, & Diniz, 2011). Ontario, as part of its ongoing comprehensive curricular review and revision processes, updated the Human Development & Sexual Health curriculum, a central component of the province’s Health and Physical Education curriculum. The comprehensive revision to the Human Development & Sexual Health curriculum released initially in 2010, and again in 2015, was met with both support and controversy. The purpose of this research study was to explore a portion of the public discourse surrounding the province of Ontario’s 2015 update to the Grades 1 through 8 Human Development & Sexual Health curricula. Specifically, the research investigated documentation from six key stakeholder groups: i) news organizations; ii) parents; iii) field-related professionals; iv) non-governmental organizations; v) lobby groups; and vi) the provincial government. Using qualitative document analyses techniques, data sources were described and analyzed. An identification and summary of main themes are offered. Finally, implications for future educational policy reforms and recommendations for future research are addressed.","abstract_html":"In an increasingly hypersexualized culture, Canadian youth face challenges (e.g., increased risk for unwanted pregnancy and sexually transmitted infections, social ostracization and bullying, and mental health challenges) associated with sexuality and sexual health (Brady & Halpern-Felsher, 2007; Drouin, Ross, & Tobin, 2015; Public Health Agency of Canada [PHAC], 2008) on their way to adulthood. The need for relevant sexual health education that helps youth make healthy and informed choices is well established (Bourke, Boduszek, Kellher, McBride, & Morgan, 2014; Frappier et al., 2008; Reis, Ramiro, Matos, & Diniz, 2011). Ontario, as part of its ongoing comprehensive curricular review and revision processes, updated the Human Development & Sexual Health curriculum, a central component of the province’s Health and Physical Education curriculum. The comprehensive revision to the Human Development & Sexual Health curriculum released initially in 2010, and again in 2015, was met with both support and controversy. The purpose of this research study was to explore a portion of the public discourse surrounding the province of Ontario’s 2015 update to the Grades 1 through 8 Human Development & Sexual Health curricula. Specifically, the research investigated documentation from six key stakeholder groups: i) news organizations; ii) parents; iii) field-related professionals; iv) non-governmental organizations; v) lobby groups; and vi) the provincial government. Using qualitative document analyses techniques, data sources were described and analyzed. An identification and summary of main themes are offered. Finally, implications for future educational policy reforms and recommendations for future research are addressed.","abstract_has_math":false,"creators":["Dent, Elissa"],"institution":"Brock University","degree_name":"Master of Education","degree_level":"Masters","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-19T20:42:36Z","date_published":"2019-12-19T20:42:36Z","updated_at":"2026-07-24T01:23:09Z","subjects":["sexual health education","human development and sexual health"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/14590","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Dent, Elissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-12-19T20:42:36Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-12-19T20:42:36Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-12-19T20:42:36Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["sexual health education","human development and sexual health"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/14590"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In an increasingly hypersexualized culture, Canadian youth face challenges (e.g., increased risk for unwanted pregnancy and sexually transmitted infections, social ostracization and bullying, and mental health challenges) associated with sexuality and sexual health (Brady & Halpern-Felsher, 2007; Drouin, Ross, & Tobin, 2015; Public Health Agency of Canada [PHAC], 2008) on their way to adulthood. The need for relevant sexual health education that helps youth make healthy and informed choices is well established (Bourke, Boduszek, Kellher, McBride, & Morgan, 2014; Frappier et al., 2008; Reis, Ramiro, Matos, & Diniz, 2011). Ontario, as part of its ongoing comprehensive curricular review and revision processes, updated the Human Development & Sexual Health curriculum, a central component of the province’s Health and Physical Education curriculum. The comprehensive revision to the Human Development & Sexual Health curriculum released initially in 2010, and again in 2015, was met with both support and controversy. The purpose of this research study was to explore a portion of the public discourse surrounding the province of Ontario’s 2015 update to the Grades 1 through 8 Human Development & Sexual Health curricula. Specifically, the research investigated documentation from six key stakeholder groups: i) news organizations; ii) parents; iii) field-related professionals; iv) non-governmental organizations; v) lobby groups; and vi) the provincial government. Using qualitative document analyses techniques, data sources were described and analyzed. An identification and summary of main themes are offered. Finally, implications for future educational policy reforms and recommendations for future research are addressed."]},{"key":"dc:title","label":"Title","values":["Sexual Health Education (SHE) in Ontario: Exploring a Sample of the Public Discourse Surrounding the 2015 Update to Ontario’s Human Development and Sexual Health Curriculum"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Dent, Elissa"],"dc:date.accessioned":["2019-12-19T20:42:36Z"],"dc:date.available":["2019-12-19T20:42:36Z"],"dc:date.issued":["2019-12-19T20:42:36Z"],"dc:description.abstract":["In an increasingly hypersexualized culture, Canadian youth face challenges (e.g., increased risk for unwanted pregnancy and sexually transmitted infections, social ostracization and bullying, and mental health challenges) associated with sexuality and sexual health (Brady & Halpern-Felsher, 2007; Drouin, Ross, & Tobin, 2015; Public Health Agency of Canada [PHAC], 2008) on their way to adulthood. The need for relevant sexual health education that helps youth make healthy and informed choices is well established (Bourke, Boduszek, Kellher, McBride, & Morgan, 2014; Frappier et al., 2008; Reis, Ramiro, Matos, & Diniz, 2011). Ontario, as part of its ongoing comprehensive curricular review and revision processes, updated the Human Development & Sexual Health curriculum, a central component of the province’s Health and Physical Education curriculum. The comprehensive revision to the Human Development & Sexual Health curriculum released initially in 2010, and again in 2015, was met with both support and controversy. The purpose of this research study was to explore a portion of the public discourse surrounding the province of Ontario’s 2015 update to the Grades 1 through 8 Human Development & Sexual Health curricula. Specifically, the research investigated documentation from six key stakeholder groups: i) news organizations; ii) parents; iii) field-related professionals; iv) non-governmental organizations; v) lobby groups; and vi) the provincial government. Using qualitative document analyses techniques, data sources were described and analyzed. An identification and summary of main themes are offered. Finally, implications for future educational policy reforms and recommendations for future research are addressed."],"dc:identifier.uri":["http://hdl.handle.net/10464/14590"],"dc:language.iso":["eng"],"dc:subject":["sexual health education","human development and sexual health"],"dc:title":["Sexual Health Education (SHE) in Ontario: Exploring a Sample of the Public Discourse Surrounding the 2015 Update to Ontario’s Human Development and Sexual Health Curriculum"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:09Z"}