Soter Nr. 26 - Vytauto Didžiojo universitetas

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Birutė OBELENIENĖ
36. Vaitoška G. (2007) Laimingojo laukinio būklės ilgesys ir naivioji seksologija kaip jaunuomenės
tvirkinimo filosofinis pagrindas // Soter Nr. 21. P. 97–105.
37. Valstybinė visuomenės sveikatos priežiūros tarnyba prie SAM. Bendraamžių švietimas. Sveikatos
priežiūros specialisto knyga. Vilnius: Elektroninės leidybos namai. 2005.
Birutė Obelenienė
Gauta: 2008 05 12
Parengta spaudai: 2008 06 12
PREFERENCES OF CHASTITY AND SEXUALITY EDUCATION: PARENTAL OPINION
S u m m a r y
Data of scientific research conducted in a number of different countries prove that one of the major factors
hindering mature interrelationships between spouses is an early sexual experience. Early sexual intercourses
distort sensual and emotional maturity of adolescents and cause psychical and spiritual immaturity
which reveals itself through fear to assume responsibility and creates a certain consumerism-based culture
of interpersonal communication. Early adolescent sexual intercourses precondition personality problems,
because adolescent sexual activity is directly related to the loss of joy of life, adolescent depression, suicidal
tendencies, unwillingness to study and social problems such as an increase in the number of divorces and
children raised outside marriage, growth of poverty and teenage crime. Good relationships within the family
are the basic prevention of early sexual experience. Nothing replaced the old culture of morality based on
an educational value of chastity coming from and fostered in families after it disappeared. Until now there
have been no efficient pedagogical preventions which would comprise two pedagogical processes: chastity
education with the aim to help an adolescent to learn to control sexual desire and to accept it as a good and
creative power and sexuality education which has a purpose to educate a personality able to express his/her
sexual identity and maintain mature relationships with a person of the different sexes. The pedagogical
prevention is important for primary health prevention of sexually transmitted diseases. Differences between
the primary and secondary preventions of early sexual intercourses are purified from the aspect of education
of mature personality. Primary and pedagogical preventions are based on chastity and sexuality education
while the secondary prevention is based on sex education. These are different kinds of activity with different
directions and aims.
Quantitative survey “Preferences of Adolescent early sexual intercourses Pedagogical Prevention: Parental
Opinion”. Therefore, the aim of this test was to determine what parental preferences in the pedagogical
prevention of early sexual intercourses are. Parents of 6-11 form secondary school pupils from five regions
of Lithuania took part in the quantitative survey. Questionnaires were filled up by the total of 806 parents
representing 9 schools (3 of which are in the country). The parents who participated in the test placed the
main priority on development of respect between persons of different sexes in early sexual intercourses
pedagogical prevention.
Participating parents assigned the major role to parents and teachers in sexuality education. They also
confirmed that family role and good relationships with teenagers in the family are the most reliable measures
enabling to help adolescents to preserve their purity. Respondents similarly evaluated importance of
morality education of knowledge of “safe or safer” sex in prevention of early adolescent sexual activity. The
research revealed that although parents isolate knowledge of sex education as one of priorities in prevention
of early sexual activity, they are not familiar with the contents and methods of sex education. A statistically
reliable relation between parental knowledge about dangers of usage of hormonal contraception and consequences
of early sexual intercourses as well as priority of moral values has been established. Parents who
are more familiar with dangers of hormonal contraception are more inclined to approve of the principles of
pedagogical prevention.