Sexual Health Education In Canada Chapter 19 Test Bank

Chapter 19 : Sexual Health Education in Canada

Test Bank

Type: multiple choice question

Title: Chapter 19 Question 01

1. What are the main goal(s) of sexual health education in Canada?

a) promoting positive outcomes and preventing negative sexual health outcomes

b) describing sex research from research from the fields of education, health promotion, medicine, nursing, psychology, and social work

c) preventing teen pregnancy and preventing STIs in all Canadians

d) providing Canadians with information about the physical aspects of sex including birth control, STI prevention, pregnancy, and menopause

Type: multiple choice question

Title: Chapter 19 Question 02

2. What do most government policies on sexual health tend to emphasize?

a) reducing negative health outcomes

b) enriching sexual experiences

c) promoting positive indicators of sexual health

d) reducing barriers to access

Type: multiple choice question

Title: Chapter 19 Question 03

3. 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?

a) I don't feel comfortable talking about condom use with my partner.

b) I don't like the way condoms feel when I use them.

c) None of my friends use condoms, so I don't want to use them.

d) Condoms are expensive.

Type: multiple choice question

Title: Chapter 19 Question 04

4. Which of the following is an example of a social motivation that will help promote healthy sexual choices?

a) I feel comfortable talking about birth control with my partner.

b) I feel more like an adult when I use oral contraceptives.

c) All of my friends use condoms for oral sex and intercourse.

d) I engage in sexual activities for social acceptance.

Type: multiple choice question

Title: Chapter 19 Question 05

5. Which of the following is a behavioural skill that may be taught in a sex education class?

a) learning how to talk to a partner about condom use

b) learning how pregnancy happens

c) learning the names of sexually transmitted infections

d) learning about the reasons to use condoms

Type: multiple choice question

Title: Chapter 19 Question 06

6. The information that 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?

a) 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.

b) I don't like to use a condom when engaging in oral sex.

c) All of my friends use oral contraception to prevent pregnancy.

d) I don't know how to talk to my partner about using condoms.

Type: multiple choice question

Title: Chapter 19 Question 07

7. Which of the following is a component of the information-motivation-behavioural skills (IMB) model for effective program development and evaluation?

a) Determine the sexual health needs of the target population through research.

b) Design a program to meet the needs of the target population.

c) Evaluate the program.

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 08

8. 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?

a) information about the teacher or health care provider delivering sexual health messaging

b) behavioural skills enabling someone to engage in sexual health behaviour

c) motivation to apply knowledge in order to maintain sexual health

d) information or knowledge about the behaviour

Type: multiple choice question

Title: Chapter 19 Question 09

9. Recent research in the US among teens aged 15 to 19 indicated that abstinence-only sexual health education will have similar outcomes to which of the following?

a) no sexual health education

b) comprehensive sexual health education

c) inclusive sexual health education

d) pregnancy-only sexual health education

Type: multiple choice question

Title: Chapter 19 Question 10

10. Which of the following is a characteristic of an effective sexual health education program?

a) Educators/leaders are carefully selected, participate in training, and believe in the curriculum they are teaching.

b) Support from a school and/or other relevant stakeholders is required.

c) The program's behavioural goals, teaching methods, and materials are geared to its audience, taking into account factors such as age, culture, and sexual experience of the participant.

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 11

11. What is one possible problem with an "abstinence only" approach to sexual health education?

a) The programs discriminate against SGD individuals by emphasizing sex as only appropriate in the context of a heterosexual marriage.

b) The programs do not explore positive sexual outcomes.

c) The programs have been shown to be effective at preventing teen pregnancy but not at preventing STIs.

d) The programs ignore negative sexual outcomes.

Type: multiple choice question

Title: Chapter 19 Question 12

12. When researchers looked at the incidence of STIs in teenagers who were educated in an abstinence-only SHE program, how did the results compare to those from teenagers who had comprehensive SHE or no SHE?

a) Teens in the abstinence-only group had lower pregnancy and STI rates than the no SHE group but higher STI and pregnancy rates than the comprehensive SHE group.

b) 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.

c) Teens in the abstinence-only group had the same rate of STIs and pregnancy as teens in the no SHE group.

d) Teens in the abstinence-only group had higher STI and pregnancy rates than both the comprehensive SHE group and the no SHE group.

Type: multiple choice question

Title: Chapter 19 Question 13

13. The breadth and depth of school-based SHE programs is determined at what level?

a) school level

b) municipal level

c) provincial level

d) federal level

Type: multiple choice question

Title: Chapter 19 Question 14

14. A high school sex educator has students role-play buying condoms at the pharmacy. Which characteristic of effective SHE does this activity best represent?

a) activities related to sexual communication

b) activities related to the social environment

c) activities related to the active application of knowledge

d) having a clear message

Type: multiple choice question

Title: Chapter 19 Question 15

15. 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?

a) activities related to sexual communication

b) activities related to the social environment

c) activities related to the active application of knowledge

d) basic information

Type: multiple choice question

Title: Chapter 19 Question 16

16. The following example best describes which characteristic of effective SHE 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."

a) clear message

b) basic information

c) theoretical foundation

d) activities related to active application of knowledge

Type: multiple choice question

Title: Chapter 19 Question 17

17. Which of the following activities would be an effective part of a SHE program?

a) having students locate an STI clinic in their local community

b) having students role-play a scenario where they talk about using a condom

c) having students discuss "embarrassing" actions related to sexual health, like buying condoms

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 18

18. 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?

a) describing all the possible methods of contraception

b) discussing the reasons for wanting to protect oneself during sexual activity

c) focussing on just a few key methods of contraception, such as condoms

d) All of the above would be equally effective.

Type: multiple choice question

Title: Chapter 19 Question 19

19. The following example best describes which characteristic of effective SHE programming? "Students could engage in small group discussions or exercises outside of class, such as locating sexual health services in their community."

a) activities related to active application of knowledge

b) basic information

c) theoretical foundation

d) appropriate program length

Type: multiple choice question

Title: Chapter 19 Question 20

20. 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.'"

a) activities related to social environment

b) activities related to sexual communication

c) knowledgeable and motivated educators

d) basic information

Type: multiple choice question

Title: Chapter 19 Question 21

21. 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.

a) activities related to sexual communication

b) activities related to social environment

c) activities related to active application of knowledge

d) clear message

Type: multiple choice question

Title: Chapter 19 Question 22

22. 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.

a) specific behaviour target

b) clear message

c) basic information

d) theoretical foundations

Type: multiple choice question

Title: Chapter 19 Question 23

23. 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.

a) appropriate content and teaching methods

b) knowledgeable and motivated educators

c) clear message

d) appropriate program length

Type: multiple choice question

Title: Chapter 19 Question 24

24. You are a sex researcher hoping to evaluate the state of sexual health 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?

a) Ensure that you have a nationally representative sample of Canadian youth.

b) Disregard all earlier versions of surveys done in Canada.

c) Create a study that will follow participants for enough years following the sexual education program that you can gather useful data.

d) none of the above

Type: multiple choice question

Title: Chapter 19 Question 25

25. What was the name of one of the comprehensive school-based sexual health education programs conducted in Ontario that is reviewed in this textbook?

a) Boy Meets Girl

b) Girl Meets Boy

c) Boy Time

d) Girl Time

Type: multiple choice question

Title: Chapter 19 Question 26

26. 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?

a) You can become pregnant the first time you have sexual intercourse.

b) There is a vaccine for HIV/AIDS.

c) They are able to take oral contraceptives.

d) People with stis might not have symptoms.

Type: multiple choice question

Title: Chapter 19 Question 27

27. 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 __________.

a) less knowledgeable

b) somewhat more knowledgeable

c) equally knowledgeable

d) extremely knowledgeable

Type: multiple choice question

Title: Chapter 19 Question 28

28. 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?

a) ceiling effect

b) placebo effect

c) randomized control effect

d) maximizing effect

Type: multiple choice question

Title: Chapter 19 Question 29

29. According to a 2003 survey, which group was least likely to respond that it is alright to masturbate?

a) females in Grade 9

b) females in Grade 11

c) males in Grade 9

d) males in Grade 11

Type: multiple choice question

Title: Chapter 19 Question 30

30. Which of the following differences did researchers find when they compared data from teens in 1989 to data from teens in 2002?

a) a decrease in the number of sexual partners

b) an increase in teen pregnancy rates

c) a decrease in STI rates

d) a decrease in the age of first intercourse

Type: multiple choice question

Title: Chapter 19 Question 31

31. 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?

a) Abby, who is 15

b) Janelle, who is 16

c) Heba, who is 17

d) Dasha, who is 18

Type: multiple choice question

Title: Chapter 19 Question 32

32. 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?

a) "We weren't expecting to have sex."

b) "Wearing a condom just doesn't feel as good as not wearing one."

c) "None of our friends use condoms."

d) "We're too embarrassed to buy condoms."

Type: multiple choice question

Title: Chapter 19 Question 33

33. Helena, a Grade 11 student, has been dating her boyfriend for a year now, and they've decided they want to have sex together. From which of the following sources is Helena most likely to get information from about the risk of pregnancy?

a) school

b) her parents

c) her friends

d) the Internet

Type: multiple choice question

Title: Chapter 19 Question 34

34. Based on a comparison of data from 1989 and 2002, which area of sexual health education was in need of improving in 2002?

a) information about pregnancy

b) information about sexually transmitted infections

c) information about monogamy

d) information about alternatives to sexual intercourse for younger teens

Type: multiple choice question

Title: Chapter 19 Question 35

35. 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?

a) not expecting to engage in sexual activity

b) not knowing how to put on a condom

c) knowing his partner's sexual history

d) not being old enough to engage in sexual activity

Type: multiple choice question

Title: Chapter 19 Question 36

36. 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?

a) parents

b) friends

c) school

d) personal experience

Type: multiple choice question

Title: Chapter 19 Question 37

37. 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?

a) Teens who had comprehensive SHE were more likely to have intercourse before age 18 than teens who did not have any SHE.

b) Teens in abstinence-only programs had intercourse significantly later than teens who were in comprehensive SHE programs or teens who received no sex education.

c) Teens who had SHE that included a discussion of intercourse were less likely to have penetrative intercourse than teens who did not receive SHE.

Type: multiple choice question

Title: Chapter 19 Question 38

38. 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. From which of the following sources are they most likely to get information from about the risk of STIs?

a) school

b) their parents

c) their friends

d) the Internet

Type: multiple choice question

Title: Chapter 19 Question 39

39. 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?

a) Teens were uncomfortable talking with parents about sex.

b) Parents are generally not knowledgeable about sex.

c) Teens preferred to talk to religious leaders instead.

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 40

40. 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?

a) peers

b) parents

c) teachers

d) religious leaders

Type: multiple choice question

Title: Chapter 19 Question 41

41. Which of the following contributes to the success of peer-to-peer SHE programs?

a) Youth seek approval from their peers.

b) Many youth feel more comfortable receiving information from peers.

c) Youth often consider information from a peer who has recently dealt with a sexual issue as more credible than similar information delivered by adults.

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 42

42. Which of the following is true about teens discussing sexual issues with their parents?

a) Both males and females are comfortable talking to the opposite-sex parents about sex.

b) Three-quarters of females in Grade 11 are comfortable talking to their mothers about sex.

c) Females are more comfortable talking about sex with their mothers.

d) Half of males in Grade 11 are comfortable talking to their fathers about sex.

Type: multiple choice question

Title: Chapter 19 Question 43

43. Which of the following best describes what is true about the influence of peers on a teen's choices about sexual activity?

a) 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.

b) Teens are influenced by whether or not they believe their peers are having sex regardless of whether their peers are actually having sex.

c) Female teens are more likely to have sex if they know their peers are having sex, males are not affected by peer behaviour.

d) Male teens are more likely to have sex if they know their peers are having sex, females are not affected by peer behaviour.

Type: multiple choice question

Title: Chapter 19 Question 44

44. Which of the following questions is a youth most likely to hear during a sexual encounter in mainstream North American media?

a) "How many sexual partners have you had?"

b) "Have you been tested for STIs?"

c) "What method of contraception should we use?"

d) none of the above

Type: multiple choice question

Title: Chapter 19 Question 45

45. 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 Riverdale, 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?

a) It gives them faulty beliefs about what is "normal" sexual behaviour.

b) These shows do not impact young people's belief systems.

c) It reinforces content typically depicted in school-based sex education programs.

d) It provides guidance on the best means to communicate with sexual partners.

Type: multiple choice question

Title: Chapter 19 Question 46

46. A longitudinal study of 13- to 17-year-olds in eastern Canada found that 84 per cent of males and 46 per cent of females had viewed Internet pornography. 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?

a) ethical constraints

b) poor sampling

c) few appropriate statistical models

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 47

47. Why do researchers know so little about the influence of Internet pornography on teens?

a) Parental controls prevent researchers from studying a representative sample of teens who have viewed pornography.

b) Teens aren't interested in Internet pornography because the actors are typically much older than they are.

c) There are many ethical and legal problems related to conducting experiments that involve showing pornography to people under 18.

d) It is very difficult to distinguish the influence of mainstream media (e.g., television) from the influence of pornography.

Type: multiple choice question

Title: Chapter 19 Question 48

48. Why is it important to discuss media literacy with teens?

a) Teens are bombarded with media messages about their sexuality and it can have a negative impact.

b) The Internet has a large amount of false information.

c) The Internet is a valuable source for experimentation and self-definition for the SGD youth community.

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 49

49. 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?

a) the Internet

b) television shows

c) school

d) his friends

Type: multiple choice question

Title: Chapter 19 Question 50

50. Which of the following have researchers inferred about the influence of pornography on teens based on the influence of pornography on adults?

a) Viewing pornography is related to both males and females having a more negative view of their own bodies.

b) Viewing pornography results in males having a more positive view of females, but females having a more negative view of themselves.

c) Viewing pornography results in both males and females having a more positive view of their own sexual performance.

d) Viewing pornography has no influence on males but negatively affects females' views of themselves.

Type: multiple choice question

Title: Chapter 19 Question 51

51. Current media portrayals of sexual situations involving teenagers are most likely to exclude which of the following groups?

a) lesbian women

b) gay men

c) bisexual, asexual, and intersex individuals

d) all non-heterosexual groups

Type: multiple choice question

Title: Chapter 19 Question 52

52. Who represents the primary opposition to comprehensive and inclusive SHE in Canada?

a) religious groups

b) parents

c) teens

d) women

Type: multiple choice question

Title: Chapter 19 Question 53

53. When Canadian schools exclude sexual orientation from their SHE classes, what are they doing?

a) They are exercising their right to free speech.

b) They are following what research suggests is "best."

c) They are violating the sexual rights of all who take their classes.

d) They are ignoring public opinion.

Type: multiple choice question

Title: Chapter 19 Question 54

54. 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?

a) Increase media literacy among youth.

b) Attempt to restrict all access to online materials that might be sexually suggestive.

c) Inform young people of the negative consequences of all media.

d) Restrict what content is broadcast in public space.

Type: multiple choice question

Title: Chapter 19 Question 55

55. When making decisions regarding the sexual health education curriculum, what do politicians frequently value most?

a) public opinion

b) research findings

c) evidence-based practice

d) comprehensive assessments

Type: multiple choice question

Title: Chapter 19 Question 56

56. Bastian is a homosexual attending a Catholic school in Ontario. Which of the following scenarios is he most likely to face?

a) Sexual health will be discussed in a manner that is consistent with religious values regarding sexuality

b) His peers will all be homophobic.

c) The sexual education program will be similar to a public school, following the provincial curriculum.

d) He will be bullied.

Type: multiple choice question

Title: Chapter 19 Question 57

57. Which of the following high school students is most likely to have engaged in sexual intercourse?

a) Aabish, a ninth grader who identifies as Muslim

b) Kinga, a twelfth grader who immigrated from Poland

c) Freddie, a tenth grader who identifies as homosexual

d) Carlotta, an eleventh grader from a wealthy background

Type: multiple choice question

Title: Chapter 19 Question 58

58. Which of the following high school students is LEAST likely to have engaged in sexual intercourse?

a) Aabish, a ninth grader who identifies as Muslim

b) Kinga, a twelfth grader who immigrated from Poland

c) Freddie, a tenth grader who identifies as homosexual

d) Carlotta, an eleventh grader from a wealthy background

Type: multiple choice question

Title: Chapter 19 Question 59

59. The exclusion of topics in public SHE related to non-heterosexual sexual orientations and gender identities can be considered __________.

a) a violation of sexual rights for access to relevant and comprehensive SHE

b) a violation of moral rights, as access should be based on the dominant moral codes of a culture

c) a violation of cultural norms that dictate the accepted practices within a certain time period

d) a violation of legal rights, because federal legislation requires fully comprehensive SHE to be taught in all Canadian schools

Type: multiple choice question

Title: Chapter 19 Question 60

60. In which province are denominational school rights, that is, the constitutional right to separate public school boards, NOT currently applicable?

a) Saskatchewan

b) Ontario

c) Alberta

d) Quebec

Type: multiple choice question

Title: Chapter 19 Question 61

61. Which of the following variables was found to significantly affect teen sexual behaviour by the researchers who conducted the Toronto Teen Survey?

a) gender

b) race

c) religion/ethnicity

d) neighbourhood

Type: multiple choice question

Title: Chapter 19 Question 62

62. Which of the following trends is seen in teens who identified as SGD and completed the Toronto Teen Survey compared to heterosexual teens?

a) They were two times more likely to have had sexual intercourse as heterosexual teens.

b) They were three times more likely to have had sexual intercourse as heterosexual teens.

c) They were half as likely to have had sexual intercourse as heterosexual teens.

d) They were one-third less likely to have had sexual intercourse as heterosexual teens.

Type: multiple choice question

Title: Chapter 19 Question 63

63. Researchers believe that teens who identify as SGD may have different patterns of sexual activity than their heterosexual counterparts for which of the following reasons?

a) They are more likely to have sexual intercourse with the opposite sex to "test" whether they are really SGD.

b) They are alienated by heterosexist SHE and thus messages from SHE in school do not influence their behaviour.

c) Sexuality is more central to the personal identity of a SGD teen and so sexual activity is more likely.

d) Teens who are SGD 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.

Type: multiple choice question

Title: Chapter 19 Question 64

64. A survey of 3700 teens found that, daily or weekly, 10 per cent of SGD teens heard homophobic remarks from whom?

a) peers

b) media

c) teachers

d) their parents

Type: multiple choice question

Title: Chapter 19 Question 65

65. 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?

a) 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.

b) Sexual and gender minorities are pre-dispositioned to be more promiscuous than their counterparts.

c) Sexual health education overemphasizes the experiences of sexual and gender minorities, thus exposing them to more diverse sexual behaviours.

d) Inclusive sexual health education has led to an increase in sexual behaviours among sexual and gender minorities.

Type: multiple choice question

Title: Chapter 19 Question 66

66. 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?

a) risk of suicide

b) homelessness/street involvement

c) physical violence

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 67

67. Immigrant youth sometimes face intergenerational challenges when they are exposed to Canadian-based sexual health education. What is this most likely attributed to?

a) acculturation

b) lack of knowledge

c) cultural sensitivity

d) diversity training

Type: multiple choice question

Title: Chapter 19 Question 68

68. Which group of young Canadians is least likely to have received SHE?

a) East and Southeast Asian youth

b) black youth

c) white youth

d) South Asian youth

Type: multiple choice question

Title: Chapter 19 Question 69

69. Which of the following groups may experience barriers to accessing SHE in Canada?

a) new immigrants

b) Indigenous people

c) street youth

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 70

70. Which of the following is an essential element in deciding the course of SHE for Indigenous people?

a) self-determination

b) multi-language presentation

c) adopting culturally sensitive conservatism

d) continuing Indigenous customs

Type: multiple choice question

Title: Chapter 19 Question 71

71. Members of which group are up to 30 times more likely to have chlamydia than other teens?

a) Indigenous youth

b) black youth

c) street youth

d) Catholic youth

Type: multiple choice question

Title: Chapter 19 Question 72

72. The best way for Canada to support and inform populations that lack access to important and personally relevant SHE is to establish comprehensive sexual health programs based on what?

a) cultural awareness

b) inclusivity

c) acceptance of diverse attitudes toward sexuality

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 73

73. Why is it important to make SHE available to older adults?

a) They are less likely to have had access to the types of sex education programs and initiatives currently available when they were growing up.

b) There tends to be fewer sexual health resources specifically aimed at older adults.

c) 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.

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 74

74. Members of which group are least likely to have used a condom during their last sexual encounter?

a) street youth who are sex workers

b) heterosexual teens aged 14 to 16

c) heterosexual adults over the age of 50 in a non-committed relationship

d) heterosexual teens aged 15 to 17

Type: multiple choice question

Title: Chapter 19 Question 75

75. Doris is a 69-year-old female. Which of the following barriers to sexual health might she experience?

a) a lack of privacy

b) increased rates of STI infection

c) a lack of interest in sexual activity

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 76

76. What is a consequence of withholding SHE from people with intellectual disabilities?

a) It violates their rights as Canadians.

b) It results in people with intellectual disabilities being less likely to have negative sexual outcomes.

c) It results in people with intellectual disabilities being perceived as either childlike or sex-crazed.

d) It is a necessary consequence of changing the laws regarding forced sterilization (eugenics).

Type: multiple choice question

Title: Chapter 19 Question 77

77. When developing a SHE program for people with intellectual disabilities, which of the following would be most important if the goal is to promote positive sexual outcomes?

a) using concrete examples that are relevant to the person's life

b) using the same teaching methods that are used in comprehensive sexual education classes in most high schools

c) limiting the information provided to that which they need to know to stay safe

d) providing comprehensive information about STIs

Type: multiple choice question

Title: Chapter 19 Question 78

78. Which of the following is true about people with mild intellectual disabilities?

a) They are less likely to engage in sexual activities than the rest of the population and are less likely to acquire an STI.

b) They are more likely to engage in sexual activities than the rest of the population and are more likely to acquire an STI.

c) They are equally likely to engage in sexual activities as the rest of the population and are equally likely to acquire an STI.

d) They are equally likely to engage in sexual activities as the rest of the population and are more likely to acquire an STI.

Type: multiple choice question

Title: Chapter 19 Question 79

79. Which of the following is a major issue for many people with physical disabilities?

a) coping with asexuality

b) coping with the lack of physical capacity for sexual activity

c) coping with limited access to privacy and intimate relationships

d) coping with low sexual desire

Type: multiple choice question

Title: Chapter 19 Question 80

80. Compared to random samples of people, individuals with physical disabilities reported what level of sexual needs?

a) higher

b) lower

c) equal

d) much lower

Type: multiple choice question

Title: Chapter 19 Question 81

81. Which of the following is NOT a systemic barrier which may impact the sexual health of individuals with disabilities?

a) reduced sexual desire compared to people without known disabilities

b) lower access to SHE and sexual health care

c) lack of privacy

d) decreased opportunities for social interaction and intimate relationships

Type: multiple choice question

Title: Chapter 19 Question 82

82. Yanis has Down syndrome. Which of the following barriers to sexual health might he experience?

a) a lack of SHE

b) a lack of privacy

c) increased risk of sexual abuse

d) all of the above

Type: multiple choice question

Title: Chapter 19 Question 83

83. Which of the following statements about studying SHE in school is false?

a) Studying SHE in school has resulted in delayed sexual intercourse.

b) Studying SHE in school has resulted in reduced rates of teen pregnancy.

c) Studying SHE in school has resulted in earlier sexual intercourse.

d) Studying SHE in school has resulted in less frequent sexual behaviour.

Type: multiple choice question

Title: Chapter 19 Question 84

84. In a 2005 study of Grade 10 and 12 students in Canada, which of the following was listed as their most preferred source of information about healthy dating and relationships?

a) school

b) personal experience

c) parents

d) peers

Type: multiple choice question

Title: Chapter 19 Question 85

85. Which Candian Province or Territory had the highest condom use rates in 2009-10?

a) Quebec

b) Nunavut

c) Ontario

d) PEI

Type: multiple choice question

Title: Chapter 19 Question 86

86. With regards to sexual activity in adolescents, what was the general trend for the number of students engaging in various sexual behaviours in 2002 when compared to 1989?

a) The number of students engaging in various sexual behaviours was higher in 2002 than in 1989

b) The number of students engaging in various sexual behaviours was lower in 2002 than in 1989

c) The number of students engaging in various sexual behaviours was similar in 2002 than in 1989

d) The data were inconclusive when comparing these two years.

Type: multiple choice question

Title: Chapter 19 Question 87

87. The Canadian Guidelines for Sexual Health Education was recently updated by PHAC in 2019. In what year was this document first released?

a) 1976

b) 1985

c) 1994

d) 2001

Type: multiple choice question

Title: Chapter 19 Question 88

88. In a 2010 study of Toronto teens, approximately what per cent had received any formal education relating to sexual orientation?

a) 25

b) 50

c) 75

d) 90

Type: multiple choice question

Title: Chapter 19 Question 89

89. ________ is a universal sexual right to access comprehensive sexual health information and other resources necessary to promote healthy sexuality and avoid negative outcomes.

a) sexual health education

b) sexual health

c) sexual health demand

d) sexual health learning

Type: multiple choice question

Title: Chapter 19 Question 90

90. ________ programs include information about contraception and avoidance of STIs as well as abstinence.

a) All sexual health

b) Abstinence-only sexual health

c) Comprehensive sexual health

d) Independent sexual health

Type: essay/short answer question

Title: Chapter 19 Question 01

1. Having respectful and rewarding relationships, self-acceptance, and access to services are all considered __________ sexual health outcomes.

Feedback: positive

Type: essay/short answer question

Title: Chapter 19 Question 02

2. SHE programs that advocate for abstinence generally do not teach about __________.

Feedback: contraception

Type: essay/short answer question

Title: Chapter 19 Question 03

3. Research has shown that teens who receive abstinence-only SHE have similar outcomes to teens who receive __________ SHE.

Feedback: no

Type: essay/short answer question

Title: Chapter 19 Question 04

4. 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.

Feedback: clear message

Type: essay/short answer question

Title: Chapter 19 Question 05

5. When policy makers in the Canadian government make decisions about SHE, they are more heavily influenced by public opinion than by __________.

Feedback: research

Type: essay/short answer question

Title: Chapter 19 Question 06

6. Researchers have found that people with intellectual disabilities tend to have a(n) __________ attitude about sex and sexuality.

Feedback: negative

Type: essay/short answer question

Title: Chapter 19 Question 07

7. Providing __________ to sex education from both formal and informal sources is an important first step toward promoting sexual health for people with disabilities.

Feedback: access

Type: essay/short answer question

Title: Chapter 19 Question 08

8. Sexually transmitted infections, unintended pregnancy and sexual coercion are all __________ sexual health outcomes.

Feedback: negative

Type: essay/short answer question

Title: Chapter 19 Question 09

9. Canadian sex education is based on the __________ model developed by Jeffrey Fisher and William Fisher.

Feedback: IMB

Type: essay/short answer question

Title: Chapter 19 Question 10

10. 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 __________-__________.

Feedback: self efficacy

Type: essay/short answer question

Title: Chapter 19 Question 11

11. Teaching students how to use a condom effectively is an example of a __________ skill.

Feedback: behavioural

Type: essay/short answer question

Title: Chapter 19 Question 12

12. Because abstinence-only programs withhold information about sexual health they violate an individual's rights and therefore can be viewed as __________.

Feedback: unethical

Type: essay/short answer question

Title: Chapter 19 Question 13

13. Every SHE program in Canada should undergo __________ __________ to ensure that it is adhering to the protocol.

Feedback: program evaluation

Type: essay/short answer question

Title: Chapter 19 Question 14

14. Research suggests that teens prefer to get information about pregnancy and STI prevention from their __________.

Feedback: school

Type: essay/short answer question

Title: Chapter 19 Question 15

15. Recent immigration to Canada from East and Southeast Asia is an example of a(n) __________-__________ factor that can affect access to sexual health information.

Feedback: socio demographic

Type: essay/short answer question

Title: Chapter 19 Question 16

16. 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.

Feedback: barrier

Type: essay/short answer question

Title: Chapter 19 Question 17

17. A SHE program that includes information about contraception and avoidance of STIs as well as abstinence is referred to as a ________ SHE.

Feedback: comprehensive

Type: essay/short answer question

Title: Chapter 19 Question 18

18. A SHE program focused on teaching abstinence from sexual activity until marriage and/or a later time, whereby information about contraception tends to be excluded from such programs are referred to as ________-________ SHEs..

Feedback: abstinence only

Type: essay/short answer question

Title: Chapter 19 Question 19

19. The fear, dislike, and/or intolerance of transgender or gender diverse individuals is called ________.

Feedback: transphobia

Type: essay/short answer question

Title: Chapter 19 Question 20

20. Teen pregnancy rates in Canada have ________ since the 1990s.

Feedback: decreased

Type: essay/short answer question

Title: Chapter 19 Question 01

1. 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.

Feedback: 1. Make sure the program is accessible to all children in the school. Make sure that there is material relevant to SGD children and children with disabilities. Be aware of cultural diversity in the classroom and structure the program accordingly. For example, if there are several students who are new to Canada, Ms Waltz may wish to cover anatomy in more detail as they may not have been taught this in their previous home country.

2. Make sure the content is age-appropriate. Realize that many will be choosing to try sex soon and need to know about both pregnancy and STIs. Consider having open discussions with students to find out any myths or misconceptions they may have or reasons why they may choose not to use condoms. Provide the information needed to change their minds about condom use.

3. Develop a program that includes skill-building, such as talking to a partner about using a condom, purchasing condoms, or "putting a condom on a banana."

4. Make sure she, as the teacher, knows what she is talking about in the classroom and that she is well-informed on the latest information before teaching it to students.

5. Evaluate the program to whatever extent she can, ask for student feedback and if possible have discussions with past students (in the future) to see if there were any gaps or places where improvements may be needed.

Type: essay/short answer question

Title: Chapter 19 Question 02

2. Describe at least two reasons why abstinence-only sex education programs may be problematic.

Feedback: ETHICS: Abstinence-only programs can be viewed as unethical because they withhold some of the information people need to make informed decisions about their sexual health. Santelli et al. (2006) agree and further note that such programs are particularly inadequate for sexually experienced youth and SGD youth. Indeed, Orton (1994) remarks that abstinence-only programs stigmatize youth "in whom abstinence is impossible, unrealistic, or not desirable." Many SGD youth suffer because the heterosexist nature of abstinence-only curriculum ignores sexual diversity and may leave SGD students feeling marginalized and uninformed; even worse, SGD identities may be negatively and explicitly denounced in such programs (Fisher, 2009; Santelli et al., 2006).

EFFECTIVENESS: The long-term effectiveness of abstinence-only programs on reducing sexual behaviour among teens has not been demonstrated in the majority of studies. For example, Kohler, Manhart, and Lafferty (2008) compared sexual behaviour among US teenagers 15 to 19 years of age who had received (1) no sex education, (2) abstinence-only education, or (3) comprehensive sex education. The results indicated that, similar to a complete lack of sex education, abstinence-only education programming did not decrease the likelihood of reporting a history of sexual intercourse, pregnancy, or STIs.

Type: essay/short answer question

Title: Chapter 19 Question 03

3. 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?

Feedback: Teens in 2002 had sex with fewer partners and appeared to start having sex at a later age but had sex more frequently than teens in 1989. Teens were more likely to have used condoms than teens in 1989 and were less likely to become pregnant. However teens in the 2000s were more likely to be infected with an STI than teens in the 1980s indicating that sex education regarding prevention of sexually transmitted infections may need to change in order to ensure the most positive outcomes for teens.

Type: essay/short answer question

Title: Chapter 19 Question 04

4. Describe the relationship between the sex education curriculum and sexual outcomes and quality of life for SGD teens.

Feedback: When sexual orientation is not a part of the curriculum, SGD teens are more likely to engage in sexual intercourse in adolescence and are more likely to have negative sexual outcomes. This is probably due to the fact that sex education that does not discuss sexual orientations other than heterosexuality alienates these teens and leaves them, essentially, without information they feel applies to then and that they can use to make good, positive choices about sex. In addition, the lack of sex education about sexual orientation may be causing homophobia and transphobia in schools as well as contributing to bullying and harassment of SGD teens. By including sexual orientation in sex education not only would there be a higher likelihood of positive sexual outcomes for SGD teens but there would also be a reduction in homophobia and transphobia in the schools, improving the quality of everyday life for these teens.

Type: essay/short answer question

Title: Chapter 19 Question 05

5. Discuss how media literacy can influence young people's perceptions of popular media content.

Feedback: Answers may vary but should include some of the following content: 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 can teens and those who care for them do to lessen the negative impact of sex-related messages from the media? One of the easiest and most effective solutions is to ensure that young people are media literate, meaning that they know how to critically assess what they see and read in the media, particularly on the Internet. Indeed, the Canadian Guidelines (PHAC, 2008) encourages educators to discuss media literacy with youth, and concerned organizations such as Media Smarts (http://mediasmarts.ca) provide aids to help educators teach students how to evaluate media sources. In the future, with the rise of mobile Internet devices and other communications technologies that offer constant access to media content, media literacy will undoubtedly become even more important as more and more young people find themselves bombarded with more and more media messages about sexuality.

Type: essay/short answer question

Title: Chapter 19 Question 06

6. Discuss the role of peers in terms of sexual health and sexual behaviours among young people.

Feedback: Peers play an important role in influencing youth sexual behaviour, as perceived norms for sexual activity are closely tied to one's social environment. Young people tend to look to their peers for advice and for approval of their actions. In fact, they found that students' perceptions of whether their peers were engaging in sexual intercourse predicted initiation of intercourse. In other words, students who thought their peers were having sex were more likely to have done so themselves. Social norms about sexual behaviour are an important factor in a number of theories relating to sexual behaviour, including the IMB model.

Type: essay/short answer question

Title: Chapter 19 Question 07

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

Feedback: Broadly speaking, there are two main types of sex education programs in North America: comprehensive programs and abstinence-only programs. Comprehensive sex education programs promote both abstaining from sexual activity and employing strategies to protect oneself from STIs and unintended pregnancy. This second goal is based on the understanding that many teenagers engage in sexual behaviour before marriage. Abstinence-only programs, on the other hand, typically solely promote postponing intercourse until marriage (or simply until later in life).

Type: essay/short answer question

Title: Chapter 19 Question 08

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

Feedback: Answers may include some of the following information: The IMB model specifies that sexual health behaviours are initiated and maintained by three factors: 1. Information or knowledge about the behaviour, which should be easily translated into action to reduce sexual health risks and promote healthy sexuality (W.A. Fisher & Fisher, 1993). For example, education about contraceptive methods should not just stop at a definition. Imagine you were first learning about what a condom is for, and all you were given was a short description and a picture; would that be enough for you to successfully use one? Probably not: how would you know where to find a condom, which side to use, or when to put it on? It is important to include practical information, such as where condoms can be found in one's local community, and how to discuss using condoms with a partner (PHAC, 2008). 2. Motivation to apply knowledge in order to maintain sexual health, which results from the combined effect of emotional, personal, and social motivations (W.A. Fisher & Fisher, 1998; motivation). Emotional motivation is the level of comfort a person has with sexuality and specific sexual health behaviours. This level of comfort will influence whether someone will avoid or seek out information about sex. Personal motivation, on the other hand, refers to the beliefs and values a person has about practising specific sexual health behaviours. For example, if someone is not concerned about getting an STI during oral sex, he or she is less likely to use a condom in this situation. Social motivation relates to perceptions of social norms: in other words, what your friends think about engaging in a sexual health behaviour, like unsafe sex, and how much support you think you'll get from them if you engage in that behaviour. 3. Behavioural skills enabling someone to engage in sexual health behaviour, which includes objective skills (e.g., being able to negotiate condom use with a partner) as well as the feeling of being capable of performing a behaviour, termed self-efficacy (Bandura, 1989; W.A. Fisher & Fisher, 1993). So it is not just about whether you know what to do but whether you think you can do it and do it well! As seen in Figure 9.1, the IMB model assumes that information and motivation drive the development and application of related behavioural skills. These skills not only initiate sexual health behaviours, they also maintain them in order to aid in the reduction of risky sexual behaviours. Although both information and motivation are thought to influence whether behavioural skills are applied to reduce negative sexual behaviours, they are thought to be unrelated to one another. For example, although someone may not know about the risks of contracting STIs from unprotected sex, that person may not necessarily engage in appropriate sexual health behaviours if she or he feels uncomfortable discussing condom use with a partner or believes no one in her or his peer groups uses condoms.