Ch19 Sexual Health Education In Canada Exam Prep

Chapter 19 | Sexual Health Education in Canada

Multiple Choice Questions

1. What are the main goal(s) of sex education in Canada?
   1. Promoting positive outcomes and preventing negative outcomes
   2. Describing sex research from research the fields of education, health promotion, medicine, nursing, psychology, and social work
   3. Providing Canadians with information about the physical aspects of sex including birth control, STI prevention, pregnancy, and menopause
   4. Preventing teen pregnancy and preventing STIs in all Canadians
2. What do most government policies on sexual health tend to emphasize?
   1. Reducing barriers to access
   2. Reducing negative health outcomes
   3. Promoting positive indicators of sexual health
   4. Enriching sexual experiences
3. One of the key principles of the Canadian Guidelines for Sexual Health is accessibility. Which of the following is highlighted in this principle?
   1. Programs should also address the diverse needs of our society in a non-judgmental environment.
   2. Sex education should be available to all Canadians.
   3. Non-discrimination against individuals is based on their socio-demography characteristics.
   4. All of the above
4. One of the key principles of the Canadian Guidelines for Sexual Health is comprehensiveness. Which of the following is NOT part of this principle?
   1. The full spectrum of sexual health in its entirety should be delivered to all age groups.
   2. The context or setting in which one learns about sex is important—counselling and health care services, caregivers, and the media all play a part in teaching us about sex.
   3. Support communication among different sources of information—federal, provincial, and municipal governments should work together to coordinate sex education programs and related community services, and to support informal sexual health learning opportunities.
   4. Labelling body parts is suitable for the developmental level of Grade 1 students.
5. Mrs. Holcrum is developing a sex education lecture for her Grade 5 class. She is going to introduce the class to topics related to puberty, reproduction, and safer sex. Which of the five principles of sex education in Canada does Mrs. Holcrum’s curriculum choice reflect?
   1. Training support
   2. Effective approaches
   3. Accessibility
   4. Comprehensiveness
6. What does the Canadian approach to sex education need in order to avoid becoming discriminatory?
   1. Comprehensiveness
   2. Accessibility
   3. Emphasis on the positive outcomes of sexual practices
   4. Emphasis on the negative outcomes of sexual practices
7. Nora, an employee of the municipal government, is working on a project to set up a panel discussion about the new sexual education curriculum, bringing together teachers and parents. Which of the five key principles of the Canadian Guidelines for Sexual Health Education is illustrated here?
   1. Effective approaches
   2. Comprehensiveness
   3. Training and support
   4. Accessibility
8. The new Ontario sex education curriculum states that Grade 6 students should be learning to challenge stereotypes and assumptions. Which of the five key principles of the Canadian Guidelines for Sexual Health Education is illustrated by this?
   1. Comprehensiveness
   2. Accessibility
   3. Training and support
   4. Effective approaches
9. Which of the following is an example of an emotional motivation that may need to be addressed in order for the person to make a healthy decision about their sexual behaviour?
   1. Condoms are expensive.
   2. I don’t feel comfortable talking about condom use with my partner.
   3. I don’t like the way condoms feel when I use them.
   4. None of my friends use condoms, so I don’t want to use them.
10. Which of the following is an example of a social motivation that will help promote healthy sexual choices?
    1. I feel more like an adult when I use oral contraceptives.
    2. All of my friends use condoms for oral sex and intercourse.
    3. I engage in sexual activities for social acceptance.
    4. I feel comfortable talking about birth control with my partner.
11. Which of the following is a behavioural skill that may be taught in a sex education class?
    1. Learning about the reasons to use condoms
    2. Learning how to talk to a partner about condom use
    3. Learning the names of sexually transmitted infections
    4. Learning how pregnancy happens
12. The information, “oral contraception will not prevent sexually transmitted diseases of the mouth or genitals,” may help someone with which of the following motivations choose a more positive behaviour?
    1. I don’t like to use a condom when engaging in oral sex.
    2. I don’t know how to talk to my partner about using condoms.
    3. I don’t want to use condoms because I take oral contraception, which prevents pregnancy, and my partner and I have both tested negative for STIs and are monogamous.
    4. All of my friends use oral contraception to prevent pregnancy.
13. The information-motivation-behavioural skills (IMB) model provides a useful theoretical framework. The IMB model also outlines steps for effective program development and evaluation. Which of the following is a component of this model?
    1. Evaluate the program.
    2. Determine the sexual health needs of the target population through research.
    3. Design a program to meet these needs.
    4. All of the above
14. The information-motivation-behavioural skills (IMB) model specifies that sexual health behaviours are initiated and maintained by three factors. Which of the following is NOT one of these factors?
    1. Motivation to apply knowledge in order to maintain sexual health
    2. Behavioural skills enabling someone to engage in sexual health behaviour
    3. Information about the teacher or health care provider delivering sexual health messaging
    4. Information or knowledge about the behaviour
15. Recent research in the US among teens aged 15 to 19 indicated that abstinence-only sex education will have similar outcomes to which of the following?
    1. No sex education
    2. Comprehensive sex education
    3. Pregnancy-only sex education
    4. Inclusive sex education
16. Which of the following is a characteristic of an effective sexual health education program?
    1. Involves practical examples and exercises
    2. Run by trained individuals who believe in the value of the program
    3. Provides clear, accurate information on a variety of sexual health topics relevant to students
    4. All of the above
17. What is one possible problem with an “abstinence only” approach to sex education?
    1. The programs do not explore positive sexual outcomes.
    2. The programs ignore negative sexual outcomes.
    3. The programs discriminate against LGBTQ+ individuals by emphasizing sex as only appropriate in the context of a heterosexual marriage.
    4. The programs have been shown to be effective at preventing teen pregnancy but not at preventing STIs.
18. When researchers looked at the incidence of STIs in teenagers who were educated in an abstinence-only sex education program, how did the results compare to those from teenagers who had comprehensive sex education or no sex education?
    1. Teens in the abstinence-only group had lower STI and pregnancy rates than both the comprehensive sex education group and the no sex education group.
    2. Teens in the abstinence-only group had lower pregnancy and STI rates than the no sex education group but higher STI and pregnancy rates than the comprehensive sex education group.
    3. Teens in the abstinence-only group had higher STI and pregnancy rates than both the comprehensive sex education group and the no sex education group.
    4. Teens in the abstinence-only group had the same rate of STIs and pregnancy as teens in the no sex education group.
19. The breadth and depth of school-based sex education programs is determined at what level?
    1. School level
    2. Federal level
    3. Provincial level
    4. Municipal level
20. A high school sex educator has students role-play buying condoms at the pharmacy. Which characteristic of effective education does this activity best represent?
    1. Activities related to sexual communication
    2. Activities related to the active application of knowledge
    3. Having a clear message
    4. Activities related to the social environment
21. Students in Ms. Aiken’s Grade 7 sex education class are given a sexual health resources scavenger hunt as an activity. Students work in pairs to locate a free birth control clinic, a nurse hotline, a crisis helpline, and the names of three stores in the community where they could purchase condoms. What characteristic of effective education does this activity best represent?
    1. Activities related to the active application of knowledge
    2. Activities related to sexual communication
    3. Basic information
    4. Activities related to the social environment
22. The following example best describes which characteristic of effective sexual health programming? “If the program message is that teens should use condoms every time they have sex, it should not only explore the pros and cons of engaging in unprotected sexual activity but unambiguously emphasize that unprotected sex is a negative and risky choice.”
    1. Clear message
    2. Activities related to active application of knowledge
    3. Basic information
    4. Theoretical foundation
23. Which of the following activities would be an effective part of a sexual health education program?
    1. Having students discuss “embarrassing” actions related to sexual health, like buying condoms
    2. Having students role-play a scenario where they talk about using a condom
    3. Having students locate an STI clinic in their local community
    4. All of the above
24. You are designing a sexual health education program, and the message you want to emphasize is preventing unintended pregnancy and STIs. Which of the following would be the LEAST effective way to convey this message?
    1. Focussing on just a few key methods of contraception, such as condoms
    2. Describing all the possible methods of contraception
    3. Discussing the reasons for wanting to protect oneself during sexual activity
    4. All of the above would be equally effective.
25. The following example best describes which characteristic of effective sexual health programming? “Students could engage in small group discussions or exercises outside of class, such as locating sexual health services in their community.”
    1. Activities related to active application of knowledge
    2. Theoretical foundation
    3. Basic information
    4. Appropriate program length
26. The following example best describes which characteristic of effective sexual health programming? “Activities could address the social barrier of feeling embarrassed about buying condoms, the social pressure from a partner to engage in sexual activity, and the social norm that ‘unprotected sex is not such a big deal.’”
    1. Activities related to sexual communication
    2. Basic information
    3. Activities related to social environment
    4. Knowledgeable and motivated educators
27. Which of the following of the 10 characteristics of effective sexual health education programs is being described in the following scenario? As part of her sexual education course, Cindy is asking her students to rehearse a short script where they can practice saying “no” to engaging in sexual activity with their partner.
    1. Activities related to active application of knowledge
    2. Clear message
    3. Activities related to social environment
    4. Activities related to sexual communication
28. Which of the following of the 10 characteristics of effective sexual health education programs is being described in the following scenario? Darshit is teaching a sexual education course this semester. Part of his goal for the class is to increase condom use amongst his students.
    1. Specific behaviour target
    2. Basic information
    3. Theoretical foundations
    4. Clear message
29. Which of the following of the 10 characteristics of effective sexual health education programs is being described in the following scenario? Frida teaches sexual education in a school where many of the students come from low-income families, and she is taking this into consideration as she plans out the course.
    1. Knowledgeable and motivated educators
    2. Appropriate program length
    3. Clear message
    4. Appropriate content
30. You are a sex researcher hoping to evaluate the state of sexual education across Canada. Which of the following factors should you consider to make sure your study will be an effective and useful study for examining sexuality in Canadian youth?
    1. Ensure that you have a nationally representative sample of Canadian youth.
    2. Create a study that will follow participants for enough years following the sexual education program that you can gather useful data.
    3. Look at earlier versions of surveys done in Canada and make sure you design yours to fill in any gaps.
    4. None of the above
31. What was the name of the comprehensive school-based sexual health education program conducted in Ontario that is reviewed in this textbook?
    1. Girl Time
    2. Girl Meets Boy
    3. Boy Time
    4. Boy Meets Girl
32. A survey of students in Grades 7, 9, and 11 was conducted in 2002. What is one example of a piece of information researchers determined may need to be covered more thoroughly in sex education classes as a result of this survey?
    1. HIV/AIDS cannot be cured if treated early.
    2. You can become pregnant the first time you have sexual intercourse.
    3. They are able to take oral contraceptives.
    4. There is a vaccine for HIV/AIDS.
33. The Canadian Youth, Sexual Health, and HIV/AIDS Study (CYSHHAS) looked at knowledge about transmission, diagnosis, and treatment of STIs in grade 7,9, and 11 students in schools across Canada (Boyce et. al., 2003). In regards to STIs, the students who took the survey in 2002 compared to students who took the same survey in 1989 appeared to be __________.
    1. extremely knowledgeable
    2. equally knowledgeable
    3. somewhat more knowledgeable
    4. less knowledgeable
34. Some studies indicate that sexual health intervention programs such as Girl Time had little effect on changing attitudes and behaviours related to sexual health. They suggest that this results from scores on certain motivation outcome measures that were already high before the intervention (for example, participants already had strong intent to use contraception during sexual activity). What effect is this known as?
    1. Randomized control effect
    2. Maximizing effect
    3. Ceiling effect
    4. Placebo effect
35. According to a 2003 survey, which group was least likely to respond that it is alright to masturbate?
    1. Males in Grade 9
    2. Females in Grade 11
    3. Males in Grade 11
    4. Females in Grade 9
36. Which of the following differences did researchers find when they compared data from teens in 1989 to data from teens in 2002?
    1. An increase in teen pregnancy rates
    2. A decrease in STI rates
    3. A decrease in the number of sexual partners
    4. A decrease in the age of first intercourse
37. According to a survey conducted in 2002, which of the following teens was LEAST likely to have used a condom the last time they had intercourse?
    1. Dasha, who is 18
    2. Abby, who is 15
    3. Heba, who is 17
    4. Janelle, who is 16
38. Tabitha and Eshan are both in tenth grade and have been dating for a while. They recently had sexual intercourse, but did not use a condom. Which of the following reasons would they most likely give as to why they did not use a condom?
    1. “Wearing a condom just doesn’t feel as good as not wearing one.”
    2. “None of our friends use condoms.”
    3. “We’re too embarrassed to buy condoms.”
    4. “We weren’t expecting to have sex.”
39. Helena, a grade 11 student, has been dating her boyfriend for a year now, and they’ve decided they want to have sex together. Which of the following is Helena most likely to get information from about the risk of pregnancy?
    1. Her friends
    2. The Internet
    3. School
    4. Her parents
40. Based on a comparison of data from 1989 and 2002, which area of sexual health education was in need of improving in 2002?
    1. Information about alternatives to sexual intercourse for younger teens
    2. Information about monogamy
    3. Information about pregnancy
    4. Information about sexually transmitted infections
41. Khalil is in Grade 11 and admits to not using a condom the last time he had intercourse. What is the most likely reason Khalil gave for not having used a condom?
    1. Not expecting to engage in sexual activity
    2. Knowing his partner’s sexual history
    3. Not being old enough to engage in sexual activity
    4. Not knowing how to put on a condom
42. Amy is in Grade 11 in Saskatchewan. If given the choice between sources of information about pregnancy, which would Amy most likely rank as her most preferred source?
    1. School
    2. Personal experience
    3. Parents
    4. Friends
43. When researchers did a meta-analysis to see what impact talking about sexual behaviour had on actual sexual behaviour in teens, what did researchers find?
    1. Teen who did not receive sex education were least likely to have sexual intercourse before the age of 18.
    2. Teens in abstinence-only programs had intercourse significantly later than teens who were in comprehensive sex education programs or teens who received no sex education.
    3. Teens who had comprehensive sex education were more likely to have intercourse before age 18 than teens who did not have any sex education.
    4. Teens who had sex education that included a discussion of intercourse were less likely to have penetrative intercourse than teens who did not receive sex education.
44. Gregory and Khalil, both grade 9 students, have been dating for several months and have decided they are ready to take their relationship to the next level. Which of the following are they most likely to get information from about the risk of STIs?
    1. The Internet
    2. Their friends
    3. Their parents
    4. School
45. In the Canadian Youth, Sexual Health, and HIV/AIDS Study (CYSHHAS), why did teens report that parents were not rated as a preferred source of information about sex?
    1. Teens preferred to talk to religious leaders instead.
    2. Parents are generally not knowledgeable about sex.
    3. All of the above
    4. Teens were uncomfortable talking with parents about sex.
46. With regard to influencing sexual behaviours among teens, which group is most responsible for perceived norms for sexual activity that are closely tied to one’s social environment?
    1. Teachers
    2. Peers
    3. Parents
    4. Religious leaders
47. Which of the following contributes to the success of peer-to-peer sex education programs?
    1. Youth often consider information from a peer who has recently dealt with a sexual issue as more credible than similar information delivered by adults.
    2. Youth seek approval from their peers.
    3. Many youth feel more comfortable receiving information from peers.
    4. All of the above
48. Which of the following is true about teens discussing sexual issues with their parents?
    1. Both males and females are uncomfortable talking to the opposite-sex parents about sex.
    2. Half of males in Grade 11 are comfortable talking to their fathers about sex.
    3. Three-quarters of females in Grade 11 are comfortable talking to their mothers about sex.
    4. Females are more comfortable talking about sex with their mothers; males are comfortable talking to either their mother or their father.
49. Which of the following best describes what is true about the influence of peers on a teen’s choices about sexual activity?
    1. Teens are influenced by whether or not they believe their peers are having sex regardless of whether their peers are actually having sex.
    2. Teens are more likely to have sex if they know for a fact their peers are having sex, but are not influenced by simply suspecting their peers are having sex.
    3. Female teens are more likely to have sex if they know their peers are having sex, males are not affected by peer behaviour.
    4. Male teens are more likely to have sex if they know their peers are having sex, females are not affected by peer behaviour.
50. Why should educators make use of peer-to-peer sex education?
    1. Youth feel more comfortable receiving information from peers.
    2. Perceived norms for sexual activity are linked to one’s social environment.
    3. Youth often consider information from a peer who has recently dealt with a sexual issue as more credible than the same information coming from an adult.
    4. All of the above
51. Which of the following questions is a youth most likely to hear during a sexual encounter in mainstream North American media?
    1. “How many sexual partners have you had?”
    2. “What method of contraception should we use?”
    3. “Have you been tested for STIs?”
    4. None of the above
52. Canadian youth receive influential information about sexuality from popular media sources like the Internet, TV, movies, magazines, books, and songs. What impact do shows like Gossip Girl, which frequently depict poorly supervised high school students staying out late socializing, drinking, and engaging in various sexual behaviours without any negotiations of safe sex, have on youth?
    1. It reinforces content typically depicted in school-based sex education programs.
    2. These shows do not impact young people’s belief systems.
    3. It provides guidance on the best means to communicate with sexual partners.
    4. It gives them faulty beliefs about what is “normal” sexual behaviour.
53. Recent research reveals that approximately 60% of Canadians aged 15 to 24 have encountered pornography online, and the average age of first exposure to Internet pornography is 11. Other research argues that Internet pornography may be more influential on the development of youth sexuality than any other type of media. Given this rate of online pornography usage, why are no available statistics on the impact of pornography on youth sexual behaviour and expectations recorded?
    1. Ethical constraints
    2. Few appropriate statistical models
    3. Poor sampling
    4. All of the above
54. Why do researchers know so little about the influence of Internet pornography on teens?
    1. There are many ethical and legal problems related to conducting experiments that involve showing pornography to teenagers.
    2. It is very difficult to distinguish the influence of mainstream media (e.g., television) from the influence of pornography.
    3. Parental controls prevent researchers from studying a representative sample of teens who have viewed pornography.
    4. Teens aren’t interested in Internet pornography because the actors are typically much older than they are.
55. Why is it important to discuss media literacy with teens?
    1. The Internet is a valuable source for experimentation and self-definition for the LGBTQ+ youth community.
    2. The Internet has a large amount of false information.
    3. Teens are bombarded with media messages about their sexuality and it can have a negative impact.
    4. All of the above
56. Carson is in Grade 11 and is finding he is attracted to both men and women, although he’s not sure if he would prefer to date only one or the other. Which of the following is Carson most likely to get information from to explore his sexuality?
    1. School
    2. Television shows
    3. The Internet
    4. His friends
57. Which of the following have researchers inferred about the influence of pornography on teens based on the influence of pornography on adults?
    1. Viewing pornography has no influence on males but negatively affects females’ views of themselves.
    2. Viewing pornography results in males having a more positive view of females, but females having a more negative view of themselves.
    3. Viewing pornography results in both males and females having a more positive view of their own sexual performance.
    4. Viewing pornography is related to both males and females having a more negative view of their own bodies.
58. Current media portrayals of sexual situations involving teenagers are most likely to exclude which of the following groups?
    1. All non-heterosexual groups
    2. Gay men
    3. Lesbian women
    4. Bisexual, transgender, asexual, and intersex individuals
59. Who represents the primary opposition to comprehensive and inclusive sex education in Canada?
    1. Women
    2. Religious groups
    3. Parents
    4. Teens
60. When Canadian schools exclude sexual orientation from their sex education classes, what are they doing?
    1. They are following what research suggests is “best.”
    2. They are violating the sexual rights of all who take their classes.
    3. They are ignoring public opinion.
    4. They are exercising their right to free speech.
61. Why is sexual orientation not part of a new curriculum for sex education in Canada?
    1. Because most sex education occurs before children and teens are aware of their sexual preference.
    2. Because research has shown that the vast majority of teens do not benefit from gaining information about sexual orientation and it was deemed inappropriate to include sexual orientation just to serve a small portion of students.
    3. Because Christian and Muslim parents threatened to withdraw their children from school if sexual orientation was added to the curriculum.
    4. Because sexual orientation education was found to have negative sexual outcomes in a study conducted in the United States.
62. Young Canadians who have access to visual media and the Internet will likely be exposed to sexual content. Whether purposefully or, more often, passively, the media is educating young people about sex, and it is not always in a positive, informative, and unbiased way. What is the best strategy for teens and those who care for them to lessen the negative impact of sex-related messages from the media?
    1. Attempt to restrict all access to online materials that might be sexually suggestive.
    2. Restrict what content is broadcast in public space.
    3. Increase media literacy among youth.
    4. Inform young people of the negative consequences of all media.
63. When making decisions regarding the sexual health education curriculum, what do politicians frequently value most?
    1. Comprehensive assessments
    2. Evidence-based practice
    3. Research findings
    4. Public opinion
64. Bastian is a homosexual attending a Catholic school. Which of the following scenarios is he most likely to face?
    1. The sexual education program will be similar to a public school, following the provincial curriculum.
    2. He will be bullied.
    3. Sexual orientation will not be discussed as part of the sexual education program.
    4. His peers will all be homophobic.
65. Which of the following high school students is most likely to have engaged in sexual intercourse?
    1. Kinga, a twelfth grader who immigrated from Poland
    2. Freddie, a tenth grader who identifies as homosexual
    3. Carlotta, an eleventh grader from a wealthy background
    4. Aabish, a ninth grader who identifies as Muslim
66. Which of the following high school students is LEAST likely to have engaged in sexual intercourse?
    1. Carlotta, an eleventh grader from a wealthy background
    2. Kinga, a twelfth grader who immigrated from Poland
    3. Freddie, a tenth grader who identifies as homosexual
    4. Aabish, a ninth grader who identifies as Muslim
67. The exclusion of topics in public sex education related to non-heterosexual sexual orientations and gender identities can be considered __________.
    1. a violation of cultural norms that dictate the accepted practices within a certain time period
    2. a violation of moral rights, as access should be based on the dominant moral codes of a culture
    3. a violation of legal rights, because federal legislation requires fully comprehensive sexual health to be taught in all Canadian schools
    4. a violation of sexual rights for access to relevant and comprehensive sex education
68. In which province are denominational school rights, that is, the constitutional right to separate and public school boards, NOT currently applicable?
    1. Ontario
    2. Alberta
    3. Quebec
    4. Saskatchewan
69. Which of the following variables was found to significantly affect teen sexual behaviour by the researchers who conducted the Toronto Teen Survey?
    1. Gender
    2. Race
    3. Neighbourhood
    4. Religion/ethnicity
70. Which of the following trends is seen in teens who identified as LGBTQ+ and completed the Toronto Teen Survey compared to heterosexual teens?
    1. They were two times more likely to have had sexual intercourse as heterosexual teens.
    2. They were half as likely to have had sexual intercourse as heterosexual teens.
    3. They were three times more likely to have had sexual intercourse as heterosexual teens.
    4. They were one-third less likely to have had sexual intercourse as heterosexual teens.
71. Researchers believe that teens who identify as LGBTQ+ may have different patterns of sexual activity than their heterosexual counterparts for which of the following reasons?
    1. Sexuality is more central to the personal identity of a LGBTQ+ teen and so sexual activity is more likely.
    2. They are alienated by heterosexist sex education and thus messages from sex education in school do not influence their behaviour.
    3. They are more likely to have sexual intercourse with the opposite sex to “test” whether they are really LGBTQ+.
    4. Teens who are LGBTQ+ are less likely to have sexual intercourse because they are not attracted to the opposite sex and are not ready to “come out” during their teen years.
72. A survey of 3700 teens found that, daily or weekly, 10 per cent of LGBTQ+ teens heard homophobic remarks from whom?
    1. Their parents
    2. Peers
    3. Teachers
    4. Media
73. Individuals who identified as LGBTQ+ in the Toronto Teen Survey were more than twice as likely as youth identifying as heterosexual to have engaged in intercourse. What is the best explanation for this finding?
    1. Sexual health education often excludes sexual and gender minorities, leaving them without the information they need to explore their own sexuality in a healthy way.
    2. Sexual and gender minorities are pre-dispositioned to be more promiscuous than their counterparts.
    3. Inclusive sexual health education has led to an increase in sexual behaviours among sexual and gender minorities.
    4. Sexual health education overemphasizes the experiences of sexual and gender minorities, thus exposing them to more diverse sexual behaviours.
74. Given the prevalence of homophobic, transphobic, and heterosexist societies, gender and sexual minority youth are found to experience higher rates of which of the following?
    1. Physical violence
    2. Homelessness/street involvement
    3. Risk of suicide
    4. All of the above
75. Immigrant youth sometimes face intergenerational challenges when they are exposed to Canadian-based sexual health education. What is this most likely attributed to?
    1. Cultural sensitivity
    2. Acculturation
    3. Lack of knowledge
    4. Diversity training
76. Which group of young Canadians is least likely to have received sex education?
    1. East and Southeast Asian youth
    2. Black youth
    3. South Asian youth
    4. White youth
77. Which of the following groups may experience barriers to accessing sex education in Canada?
    1. Street youth
    2. New immigrants
    3. Aboriginal people
    4. All of the above
78. According to Jessica Yee, which of the following is an essential element in deciding the course of sex education for people of colour?
    1. Adopting culturally sensitive conservatism
    2. Self-determination
    3. Multi-language presentation
    4. Continuing Aboriginal customs
79. Members of which group are up to 30 times more likely to have chlamydia than other teens?
    1. Street youth
    2. Aboriginal youth
    3. Black youth
    4. Catholic youth
80. The best way for Canada to support and inform populations that lack access to important and personally relevant sex education is to establish comprehensive sexual health programs based on what?
    1. Cultural awareness
    2. Acceptance of diverse attitudes toward sexuality
    3. Inclusivity
    4. All of the above
81. Why is it important to make sex education available to older adults?
    1. There tends to be fewer sexual health resources specifically aimed at older adults.
    2. They are less likely to have had access to the types of sex education programs and initiatives currently available when they were growing up.
    3. Some of the negative sexual outcomes that are of greatest concern for today’s population, such as HIV/AIDS, did not pose as great a health risk when older adults were acquiring knowledge and developing attitudes and beliefs about sexual health.
    4. All of the above
82. Members of which group are least likely to have used a condom during their last sexual encounter?
    1. Street youth who are sex trade workers
    2. Heterosexual adults over the age of 50 in a non-committed relationship
    3. Heterosexual teens aged 14 to 16
    4. Heterosexual teens aged 15 to 17
83. Doris is a 69-year-old female. Which of the following barriers to sexual health might she experience?
    1. A lack of interest in sexual activity
    2. A lack of privacy
    3. Increased rates of STI infection
    4. All of the above
84. What is a consequence of withholding sex education from people with intellectual disabilities?
    1. It results in people with intellectual disabilities being perceived as either childlike or sex-crazed.
    2. It violates their rights as Canadians.
    3. It is a necessary consequence of changing the laws regarding forced sterilization (eugenics).
    4. It results in people with intellectual disabilities being less likely to have negative sexual outcomes.
85. When developing a sex education program for people with intellectual disabilities, which of the following would be most important if the goal is to promote positive sexual outcomes?
    1. Providing comprehensive information about STIs
    2. Limiting the information provided to that which they need to know to stay safe
    3. Using concrete examples that are relevant to the person’s life
    4. Using the same teaching methods that are used in comprehensive sexual education classes in most high schools
86. Which of the following is true about people with mild intellectual disabilities?
    1. They are less likely to engage in sexual activities than the rest of the population and are less likely to acquire an STI.
    2. They are equally likely to engage in sexual activities as the rest of the population and are more likely to acquire an STI.
    3. They are equally likely to engage in sexual activities as the rest of the population and are equally likely to acquire an STI.
    4. They are more likely to engage in sexual activities than the rest of the population and are more likely to acquire an STI.
87. Which of the following is a major issue for many people with physical disabilities?
    1. Coping with asexuality
    2. Coping with limited access to privacy and intimate relationships
    3. Coping with low sexual desire
    4. Coping with the lack of physical capacity for sexual activity
88. Compared to random samples of people, individuals with physical disabilities reported what level of sexual needs?
    1. Lower
    2. Higher
    3. Equal
    4. Much lower
89. Which of the following is NOT a systemic barrier which may impact the sexual health of individuals with disabilities?
    1. Lower access to sex education and sexual health care
    2. Lack of privacy
    3. Decreased opportunities for social interaction and intimate relationships
    4. Reduced sexual desire compared to people without known disabilities
90. Yanis has Down syndrome. Which of the following barriers to sexual health might he experience?
    1. A lack of privacy
    2. Increased risk of sexual abuse
    3. A lack of sexual education
    4. All of the above

Short Answer Questions

1. Sexual satisfaction, exploring one’s sexual identity, making informed sexual decisions, and maintaining a healthy mental and physical state are all considered __________ sexual health outcomes.
2. A sex educator may choose the information they provide by identifying __________ that lead to choices with negative outcomes.
3. Sexual education programs that advocate for abstinence generally do not teach about __________.
4. Research has shown that teens who receive abstinence-only sex education have similar outcomes to teens who receive __________ sex education.
5. Mr. Meijer starts and ends every discussion in his Grade 8 sex education class with the phrase “Don’t forget! Use condoms!” By the third class all he has to say is “Don’t forget” and the whole class says in unison “Use condoms!” Mr. Meijer’s catch phrase shows a __________ __________, which is a characteristic of effective sex education.
6. Parental involvement has been shown to delay the initiation of sexual activity when the children are from a socioeconomically__________ neighbourhood.
7. When policy makers in the Canadian government make decisions about sex education, they are more heavily influenced by public opinion than by __________.
8. Researchers have found that people with intellectual disabilities tend to have a(n) __________ attitude about sex and sexuality.
9. Providing __________ to sex education from both formal and informal sources is an important first step toward promoting sexual health for people with disabilities.
10. Sexually transmitted infections, unintended pregnancy and sexual coercion are all __________ sexual health outcomes.
11. The extent to which a sexual health program covers all areas with age-appropriate topics reflects the program’s __________.
12. The extent to which a sexual health program is available to people reflects the program’s __________.
13. Canadian sex education is based on the __________ model developed by Jeffrey Fisher and William Fisher.
14. A sexual health program that makes students feel more capable of using condoms or seeking a doctor’s advice concerning contraception can be said to promote __________-__________.
15. Teaching students how to use a condom effectively is an example of a __________ skill.
16. Because abstinence-only programs withhold information about sexual, health they violate an individual’s rights and therefore can be viewed as __________.
17. Every sexual education program in Canada should undergo __________ __________ to ensure that it is adhering to the protocol.
18. Research suggests that teens prefer to get information about pregnancy and STI prevention from their __________.
19. Recent immigration to Canada from East and Southeast Asia is an example of a(n) __________-__________ factor that can affect access to sexual health information.
20. Stephen has cerebral palsy and is excused from gym class at school as a result. This may be a __________ to sexual health education for Stephen because sex ed instruction occurs in gym class.

Essay Questions

1. Describe the five key principles of sex education in Canada.
2. Ms. Waltz is in charge of developing a sex education program for her Grade 7 class. Describe some of the factors she should consider when developing the program in order to ensure the program helps her students have positive sexual outcomes.
3. Describe at least two reasons why abstinence-only sex education programs may be problematic.
4. Compare survey data about sexual behaviour from teens in 1989 to survey data from teens in 2002. What has changed and what has stayed the same? How should the sex education curriculum be adjusted in light of the results of the more recent survey?
5. Describe the relationship between the sex education curriculum and sexual outcomes and quality of life for LGBTQ+ teens.
6. Discuss how media literacy can influence young people’s perceptions of popular media content.
7. Discuss the role of peers in terms of sexual health and sexual behaviours among young people.

8. Compare and contrast comprehensive sex education and abstinence-only sex education.

9. List and describe the three main factors of the information-motivation-behavioural skills (IMB) model.