Need for sex education for adolescents

To The Parents Dear Parents Adolescence is a period of transition between childhood and adulthood. This is the period during which:

1. The individual progresses from the point of initial appearance of the secondary sex characters to that of sexual maturity;

2. The individual psychological processes and patterns of identification develop from those of a child to those of an adult;

3. A transition is made from the state of total socio-economic dependence to one of relative independence.

Puberty is the beginning of the adolescence. The height increases and the long bones grow more rapidly giving leggy appearance. They are clumsy. Parents pay much attention to whether or not their child is pretty. Parents feel that the child is weak and therefore they feed costly tonics. But these dont work. A high protein and vitamin containing diet should be given at this age. The boys and girls become self conscious about their look, face, hair and the girls about the development of their breasts. In order to hide their breasts, the girls stoop. The parents should discourage stooping and encourage them to accept what they are. If the parents have always kept their child under their thumb and always made decisions for him, or demanded strict obedience, he will not develop the capacity to make his own decisions. Therefore, when he goes out into life, he will be completely at sea. He will be devoid of will and character, and when he has freedom he will not know how to use it. The parents should realize that the youth is growing up to greater independence. He wants to go his own way, make his own decisions, choose his own friends, dress the way he likes and read the books he chooses. If the parents interfere with his normal development by laying down laws, he will resent it. It is better that the youth learns self discipline during the earlier childhood and adapts himself to the new stage of life and its responsibilities through independance. The a dolescents also love responsibility. They should be given opportunities to do the jobs independently. There is a desire to be venturesome. They seek new experiences in life. They deliberately seek adventures. However, they lack experience and hence cannot anticipate possible dangers in

their ventures. It is for the parents to explain these and share their experiences with them. Adolescents have a reputation of being rebellious and disobedient. This is because they are setting out to form their own views and gain their own independence. They are not willing to submit to the authority even of their parents. They claim the right to their own judgement; make their own choices and resent the adult dictatorship. The adolescents are trying to grow up, the function of the parents is to help them to grow up and not to hold them back. Therefore, the adolscents should be left to themselves, to do things for themselves and should only be given help when needed. However, the parents must not be surprised if the youths refuse to take their advice. Instead of accepting the advice against their judgement, it is better that they learn to think for themselves. However independent the adolescents are, they still like their parents to take interest in them and their doings. They like others to appreciate their achievements. They should not be criticised if they dont do well in the school. A little encouragement from parents goes a long way. It is not possible for every child to come first in the class. Many great men did not do well at school. Charles Darwin, Sir Walter Scott, Goldsmith did badly at school. Gurudeo Rabindranath Tagore, Swami Vivekanand, Lokmanya Tilak, Mahatma Gandhi did not stand first in the class, even then they became great. It is the encouragement from the parents make them keep trying. If discouraged or criticised constantly they stop trying. Children always need love and encouragement. The parents should not try their unfulfilled ambitions to be fulfilled through children. Children have their own likes and dislikes. It is for the parents to recognise their likes and grant opportunities to them. Let them decide what they want to be. Parents unnecessarily worry about their children. There is always room at the top. If they choose the subjects of their choice they have better chances of reaching the top. Adolescents do not like nagging by their parents. If they do, the adolescents turn a deaf ear or become indifferent. They feel that their parents are possessive, bossy and underestimate their capability. Younger generation often challenges the values of the older generation. The parents do not appreciate this. However, the younger generation has important contribution to make by introducing new values. The role of adults is not to protect adolescents from all adversities and from every difficult experience. They must allow their teenagers to do their own experimenting. With- out experimenting one does not become responsible. The role of an adult is to guide and give assistance if the experiment entails risk. Some parents feel that teenagers should be tolerated; others respond with a feeling of hurt, See how he treats me after all, I have done so much for him! Still other parents put their foot down and become authoritative. These will only promote defiance and greater friction between the adolescents and parents. There are basic differences between the sexuality of boys and girls. The boys are aggressive and girls are receptive. The boys should be told about the wet dreams and the girls should be informed about the menstruation before they experience it, i.e., by the age of 11 to 12 years. If the parents find it difficult because of their own inhibitions, they should give a book on sex education to them to read. Boys at this age are interested in the function of sex and girls are interested in how babies are born. Boys and girls at puberty or earlier may examine the genitals of one another and indulge in sex play. As they see the cattles in the field or dogs on the street, they may practise mounting in their play. The parents need not be furious on this matter and beat the children. If you scold and beat your child, he may develop inhibitions, fears and complexes that may interfere with his adult sex life. He may not be able to consummate his marriage. The scientists like Kinsey and

John Money have said that such sex plays do not make them homosexuals in adult life. This behaviour is normal and is a step in the sexual development. It helps in sexual orientation. John Money calls it sexual rehearsal of the sexual act with the opposite sex and finds it essential for adult normal sexual behaviour. The child is curious about his body parts as well as those of the opposite sex. It is this curiosity rather than erotic feelings and the idea of imitating what he sees that provokes him to indulge in sex play. Every parent may not agree with the above views. No parent would encourage such behaviour in their children. They will be justified if they frown and discourage sex plays and turn the attention of their children to other forms of play, but they should never scold them and never get worried about the sex plays. The same holds good in the matter of masturbation. We come across cases where a responsible father warns his son not to indulge in masturbation because it would harm him. The child sincerely obeys his father only to land up in trouble after his marriage. Such individual cannot ejaculate semen and father a child because he has not put the reflexes of ejaculation into action since puberty. It has been proved that masturbation does not harm, but the misconceptions and fear of masturbation do harm. In fact, masturbation is a premarital preparation for postmarital sexual intercourse. Parents need not be worried, if accidentally the child sees the parents naked or while doing the intercourse. They should behave as if nothing has happened. The psychologists suggest that seeing the parents nude does not harm the child. Sometimes, the parents are asked about their sexual activity. Without feeling embarrassed or ashamed the parents should tell the child that they were expressing their love to each other in a way that married people do. The child should understand that sex is a way of expression of love and that it is appropriate for the married couple and is a private matter. Finding their daughter in love with her classmate should not make the parents throw tantrums. This will make them lose communication with their child. Instead, they should explain the difference between real love and infatuation, the limits to be observed during such relationship and possible pitfalls. It is best that they leave their child alone for natural development to take its course. The parents should wait and watch. It is not uncommon to find that their love ralationship changes frequently or terminates abruptly. This is natural. Even if the child continues the love relationship with the same individual, persuade her/him to postpone marriage. Perhaps she/he may change her/his mind during the postponement. Even if the child gets married and later ends the relationship, the parents are needed for love and support. The parents should assure the child that she/he will always be loved and cared for. The boys should be informed and warned that the sexual abuse is a crime. The girls should be taught how to say NO when a known or unknown person intends to sexually abuse her. Adolescents find a strong need to be like the peer group. This leads to their first experience with drugs, smoking or alcohol. The drive for freedom, self esteem, insecurity, fear, anger tend to aggravate these addictions. A help from the psychiatrists should be sought at the earliest before the problem becomes irreversible. Drug dependence should be suspected when he comes home late at night and he loses his health, his need for pocket money increases, his text books, watch, ring, transister and some valuable articles disappear from home, he lags behind in his studies, a complaint is received about his absenteesm from the the college, he becomes arrogant and agitated, his dress is unclean, hair is not combed, beard is not shaved and he looks untidy. The parents

should not be under false belief, It cannot happen to my child! The successful upbringing of children is the parent's job. It takes both father and mother to give life to a child and bring that life to maturity. Both should agree on different issues concerning upbringing, may it be freedom, discipline or punishment to the child. The basic needs of the child are:

1. 2. 3. 4. 5. 6.

Security: A feeling of being wanted. Affecton: The child craves to be loved. Understanding: See the strong points and weaknesses objectively. Acceptance: Beware of comparison. Empathy: Share his feelings. Communication: Listen to the child and talk to him and not just scold, order or reprimand. 7. Recognition: Encourage and praise.

The Lebanese poet Khalil Gibran has precisely defined the principles of parenthood through these lines: Your children are not your children, They are the sons and daughters of Lifes longing for itself. They come through you, but not from you, And though they are with you, they belong not to you. You may give them your love but not your thoughts, For they have their own thoughts. You may house their bodies but not their souls, For their souls dwell in the house of tomorrow, Which you cannot visit, not even in your dreams. You may strive to be like them, but seek not to make them like you. For Life goes not backward, nor tarries with yesterday. Your are the bows from which your children, as living arrows, are sent forth; Let your bending in the archers hand be for gladness. Common Questions Asked by Parents/Teachers Is it all right to teach sex education to school children? Sex education in reality is Sexuality education. It is a value and attitude oriented education and not the education of sexual relations between a man and a woman. Sexuality is not obscenity. How could the very basis of existence of life on earth be obscene? Our culture has never considered sex as obscene. Kama (eroticism) is one of the four Purusharthas (duties and responsibilities) of a person. Lingam is worshipped in our culture. Moreover, obscenity is in the mind of the person who sees it that way and not in the object itself. Doesnt sex education shock young people? No. These fears are groundless. Sex does not mean the same thing to a child as it is to an adult. Adults are accustomed to think of sex as feelings, attitudes, behaviour that surround physical act of sexual intercourse. Because of ingrained attitude towards sexual relations of adults, they cannot think clearly about young persons need for sex education. Will sex education arouse childs curiosity and create overconcern about it? Sex education if given properly does not arouse curiosity, but does exactly the opposite. Young persons who know that their parents and teachers talk freely with them about the facts of life, are less concerned about this subject than other children. Will telling children about sex promote sexual experimentation? There is no evidence to support this view. Several researches including that done by World Health Organization, have proved it to be the other way. Sex education encourages young people to delay sexual activity and to practise safer sex. The sex experimentation is frequently the result of growing concern

and curiosity due to ignorance. Candid answers to young persons questions about sex lessens his need for finding out for himself and thus reduces urge to experiment. Factual information helps children and adults make wise decisions. Without the knowledge of facts it is easy to make mistakes and get into trouble. Attitudes about sexuality are helpful while making decisions about their own behaviour. Curiosity can lead to sexual experimenting. Teaching children about facts and helping them to develop healthy attitudes will not prevent all the troubles, but it does help. Will sex education distract the students from their studies? Physical, psychological and emotional changes in adolescents create anxiety, fear, guilt in them. Researches have shown that by giving correct information and knowledge about sexuality they overcome guilt, shame and fear and feel more comfortable than otherwise. Sexuality education creates awareness in them about STD/HIV infection, premarital pregnancy and substance abuse and guides them to take right decision. Not giving them sex education may distract their attention from studies than otherwise. Some parents/teachers say, what will children think of me if I tell them about sex. Such fears are needless. Such thinking of guilt and shame and embarrassment is in the parents teachers own mind and not in the childrens. They need not feel so regarding the facts of life for which they are not responsible. Parents and teachers are no more responsible for natures way with man than for the three seasons, the composition of the atom or eclipse of the moon. Sex instruction, if given calmly and truthfully, will not shock young people. How to stop children from knowing dirty words? The child does not know that the word has a sexual connotation. Parents should discuss the meaning and explain that it is a negative way to talk. Insist that the child should not use the word at home. Parents should not make children feel that they are unbelievably shocked. Children use such words for impressing friends, or to seek the attention, without knowing the meaning. How can we be sure our teenager does not have sexual intercourse before marriage? You cant. All we can do is to do our best. Help him/her develop healthy attitudes to build a value system which includes confining sexual intercourse to marriage. Allow him/her to become an individual with independent action. Most teens make a great effort to live upto trust and expectations of parents. They want their parents to be proud of them. Do boys need to know about menstruation? Do girls need to know about wet dreams? The earlier the members of both sexes come to understand the more sympathetic and caring they can be. Boys who think menstruation is funny or nasty dont understand it. Efforts need to be made to help children with their understanding and appreciation of both sexes. Animals do not need sex education, why then for human beings? Animal sexual behaviour is governed by instinctive pattern, while human sexual behaviour is profoundly influenced by social conditioning and individual learning. Human beings have the ability to modify the sexual behaviour depending upon the social or individual needs; the animals cannot. The animals do not face several problems as the human beings. Therefore, a proper guidance and information are necessary for the human beings. Sex education was not given before. What is the necessity to give it now? Sex education was given even before the times of Vatsyayana (ad 400). It was Swetaketu (500 bc) who introduced the institution of marriage in India. Several treatises have been written on sexuality before him and after him. It was after seventeenth century, when Britishers came to India that they brought obscenity with them and hence the sex education was discontinued. Now the entire world has realised the importance of it. A lot of reseach in sexuality has been done world over. An unpdated sexuality education is desired for better quality of life. Should it be mandatory? India is a free

secular, socialistic, democratic republican country. There is also diversity in cultural, religious and social conditioning. Sexuality being still considered as a subject of taboo, should better be optional than mandatory. If made mandatory, certain section of the community will oppose so strongly that there can be countrywide collapse of the entire sexuality education programme. Parent's permission and co-operation from teachers and heads of the institutions should be solicited. Therefore, they should be simultaneously motivated for sexuality education. Should it be included in the curriculum? To make it universal, the sexuality education programme should ideally be included in the school/college curriculum. However, since the teachers find the syllabus load already heavy, the sexuality education programme should be plugged into other subjects as found fit, or should be treated as an extracurricular activity. Could the programme be made universal? Other than the school/college students, the dropouts, the street children and the handicapped children would need sexuality education. It is an herculean task to include all. However, school/college children make a big group and is administratively convenient. Therefore, it will be easier to start at school and college levels. No doubt, there are several NGOs, which have already been doing laudable work in sexuality education for other groups. Sex Education If the average person knew as little about eating as he does about sex, he would quickly starve to death Dr. David Reuben Sexual Health Sexual health is the integration of somatic, emotional, intellectual and social aspects of sexual being, in ways that are positively enriching and that enhance personality, communication and love. World Health Organization Fudamental to this concept is the right to sexual information and the right to pleasure. According to Mace and others sexual health includes three basic elements:

1. A capacity to enjoy and control sexual behaviour in accordance with a social and personal ethic.

2. Freedom from fear, shame, guilt, false belief and other psychological factors inhibiting sexual response and impairing sexual relationship.

3. Freedom from organic disorders, diseases and deficiencies that interfere with sexual and reproductive functions. Sexuality is a dimension of personality.

It implies thinking, feeling and behavioural reactions associated with maleness or femaleness of an individual. Human sexuality refers to whole range of behaviour associated with psycho-

biological phenomena of sex. Sex drive lies dormant in childhood, blooms in adolescence, flowers in youth and wills in old age. The critical period is that of adolescence when curiosity about sex is highest. Sex Education (Here and elsewhere in this book the term Sex Education is loosly used and it means Sexuality Education.) Sex education is defined as an educational programme aimed at promoting the individuals fulfillment, both in personal living and in his family and social relationships, by integrating sexuality in total personality. Sex education is a lifelong process of acquiring information and forming attitudes, beliefs and values about identity, relationship and intimacy. World Health Organization (WHO) and International Planned Parenthood Federation (IPPF) have stressed the need of sex education. National Council of Education Research and Training (NCERT) has accepted it in principle WHO Findings

1. Sexuality education programme does not hasten the onset of intercourse. It can delay the onset of intercourse. 2. There is no evidence that the sexuality education leads to earlier or increased sexual experience. 3. Sexuality education increases the adoption of safer practices by sexually experienced youth.

Sex Education : Why? To acquire information, beliefs and values about identity, relationships, intimacy and reproductive biology. To understand the positive view of sexuality. To provide information and skills about taking care of and to promote their sexual health. To help them make decisions now and in future. To prepare for marriage and responsible parenthood. To learn to enjoy and control their sexual behaviour and to promote responsible reproductive behaviour. For freedom from shame, guilt and false beliefs about sexuality. For freedom from sexual dysfunctions and organic disorders. To create awareness about sexual abuse, teenage pregnancy, STD-HIV infection, population explosion and quackery. To create awareness about sexual-social issues like gender discrimination, child marriage, dowry, prostitution and Deodasees. The primary goal of sex education is promotion of sexual and reproductive health. There is a pressing need to raise the levels of information of the young people who are embarking on sexually active life. From experience and research it is clear that sex education has the potential to improve the sexual health of an individual, and so of community and of the nation. Sex education is like immunization. It can help to prevent physical, psychological, marital and social problems related to sexuality. The word Sex/Sexuality is still a taboo in many cultures. Therefore it may be camouflaged by calling as: Adolescent Health Education Family Life Education Population Education Though each differs in some respects, it does include sex education. Sex Education to Children under Ten Years Sex education to adolescents can best be a continuation of sex education to children; and hence is discussed here briefly.

Tips For Parents/Teachers : Sex education begins at birth. Each new born baby needs to be wanted, loved and accepted. Building feelings of self worth is an important part of sex education. Patents should love, kiss, touch and hold the baby close to them. Answer questions when they come up. If you don't know the answer admit it and find it out. The answer should be with honest, simple and brief explanation. If children do not come out with questions, ask them if there is anything they would like to know. The child should be given information in a scientific and objective manner, without making the child feel embarrassed. Use standard terminology in regional language. Who should give sex education? Father or mother? The parent to whom the question is directed should answer it. Though there is wisdom in mother-to-daughter and father-to-son approaching, sometimes atleast both parents should discuss sex matter with the child. During schooling, the teacher should pick it up. In fact, sex education is a joint responsibility of home school, college and community institutions. If child is found touching or rubbing its genitals it indicates resentment, anxiety or guilt. Ignore, distract or substitute with a toy, game or with a sweet. Instruct the child (without scolding) not to do it in public. Never say, "Do not ask such stupid question" "Don't play with yourself" "You dirty boy" 'Shut Up" Parents should tell their children the correct name of the genital organ, as Penis, testis, vulva, vagina, anus as and when concerned; otherwise children will learn slang words from their friends. To avoid sexual abuse of children, the parents - should give the following instructions to their children

a. b. c. d. e.

Do not allow any one to touch your private parts Do not touch other's private parts if asked to Do not keep it secret, if any such thing happen Do not accept sweets or gifts from unknown person Do not accompany unknown person if asked to.

Assure youngsters later especially when they go through puberty- that they are normal. Built up children's self esteem. Recognise their talents and accomplishments and avoid comparing them with others. If the child is caught while indulging in masturbation, the parents should realise that masturbation is a natural stage in development of a child. When should Sex Education begin? Sexuality education is a life long process of acquiring information, forming attitudes beliefs and values. Sex education should begin whenever the child asks the question, regardless of age of the child. If the children are old enough to ask questions, they are old enough to get the answers. Some children ask questions about sex by the age of three years. Others may ask earlier or later. Whenever the child asks the first question about sex, it is the time for the parents to answer. The parents answers and the way they voice them, play an important part in forming children's future attitude and basic opinions about sex. Frank and honest response can help

assure them of a healthy outlook. Their curiosity about sexual matters is without sensuality and as simple as that about plants and animals. Would it be dangerous to speak to him prematurily? Better a year too soon than a minute too late. What if the child does not ask? Then find out the occasion: pregnancy in the family, arrivel of a sibling a movie, or a story. When to seek outside counselling help? When you are very concerned about a behaviour or a problem, don't hesistate to take help. Often help is directed toward the parents or the whole family rather than toward the child. When help is sought early, the problem may be solved easily. Child guidance Clinics, Psychylogist, Psychiastrists, Counsellors, sex therapists and family service agencies offer help. The need for sex education at the age of 3 to 10 years: 1) That they have come from both their father and mother. 2) Elementary information of fertilization, pregnancy and delivery. 3) The object of this teaching is to strengthen their sense of belonging to their parents, and thus also their sense of security. 5) This will enable children to set off any false idea that they may have acquired from their peers or from mass media. All that is required is to give factual knowledge of sexual matters by asking questions put by the child over the years. Age 3 to 7 years IChild has ability to identify with the parent of the same sex.

i.

There is a steady liberation from a strong dependence on parents.

ii.

There is considerable interest in sexual sphere.

iii.

There is a need to mix with children of the same age and observe intersex differences in physical structure. The sex roles are also increasingly stabilised.

iv.

An awareness of acting (or not acting) according to the demands and expectations of the immediate environment is developed.

v.

Playing with genitals is a normal phenomenon.

Age 7 to 10 years

1. The information on sexuality given at this level should be elementary. Children at this age are intellectually incapable of acquiring a coherent picture as regards to anatomy and physiology of sex organs. However, all questions put by children should be answered.

2. Children receive false information from their school friends and through media that needs correction and creates insecuity and anxiety.

3. Teaching should be in the form of discussion and should utilise childrens' own questions and relate to current events.

The idea that a background for sex education can suitably be prepared by discussing reproduction in plants and animals (Birds and Bees) has persisted in general consciousness. Such an approach is rejected on the grounds that children at that age do not possess a knowledge of plant and animal reproduction sufficiently extensive to provide a basis and starting point for teaching reproduction in man. Instead, teaching should start directly with a discription of how children are born, thus relating directly to the child's own life situation. Menstruation : Information may be given that the female genitalia function in such a way that bleeding occurs once a month from the uterus into the vagina. Nothing abnormal need be feared if it takes place between 10 to 16 years. The most usual age is 13 years. Intercourse : Children put logical question of how the sperm cells of man get over to the egg cell of woman. It becomes terrible and awful for many parents/teachers to tell the child the fact of life. Child himself will listen without any sensuous feeling that the father puts his penis in the slit between two legs of mother and thus sperm cells from him get into the mother. This information should be supplemented with an explanation that this is called "intercourse" and is something which has to do with love, tenderness, closeness and togetherness marriage and also arrival of a baby. Otherwise seeing the dogs copulating on the street, the boys may feel that the act of intercourse goes on for hours. After hearing from their friends or after seeing a rape seene on the T.V. the girls may say that intercourse is something strange and awful and that they would not like to participate when they grow. Such reaction cannot be avoided by not mentioning anything about intercourse in sex education. They will have to acquire knowledge in any case. It is desirable that the reaction should emerge when the child is in contact with the parents/teacher. The girl should know that it is a natural process, that the whole thing will feel different when she grows up, that it is not painful and that in any case she need to experience it before getting married. (Those girls who receive the message that intercourse is painful may suffer from a condition called "Vaginismus", an involuntary spasm of the vaginal muscle at the intercourse that may lead to unconsummation and marital disharmony.)

Pregnancy : The reasons for dealing with it are that it is an account of child's "past history" and that girls are worried that it will be extremely painful when they bear children themselves. Boys and girls find information of pregnancy useful when further child is expected in the family. Delivery : The question that whether it hurts to have a baby should be answered in the affirmative. It should be mentioned that it is different for different people. Coloured pictures will help to understand the elementary knowledge about the subject. However, photographs showing blood and other details can frighten the children and hence should not be shown. Sexual Behaviour of children from Birth to ten years : Birth to Two years : Infants learn about sexuality through being held and caressed and as they begin to explore their own body. By the age of one year most babies enjoy touching their genitals. Normal curiocity makes babies start to explore their own bodies. During the process of toilet training, childer become more aware of their genital agea. All babies explore their sex organs and some like to fondle them often. Three to four years : Children begin asking questions about, "where babies come from" Three years old is too young to understand anatomical differencess in males and females. At the age of 4, boys have increased genital sesations. They grasp their genitals when upset. By the age of 4, they begin playing" Mummy and Daddy" or "Doctor" and examine one another's genitals. This behaviour is a natural part of developing sexual indentification. They are capable of all the sensual feelings. They just don't see it as "sexual". Children may like to watch adults getting undressed. They learn about public and private behaviour and about respecting privacy of others. Five to Six years : They want to become close to the same sex parent. They become sure of their masculinity or feminity. This is the time to bring sexual topic and encourage openness about sexuality. By five years most children become modest and want to have privacy for dressing and bathroom use. Their interest in sex play is less than at the age of four. Children become sensitive to difference between two sexes. They develop strong same-sex friendship and increased interest in male/female roles. Children became conscious that certain kinds of questions make adults uncomfortable. But just because they don't ask questions does not mean that they don't have questions. They are aware of AIDS, rape, child abuse, family planning etc. So, parents need to keep on talking News paper headline can be used as a conversation opener. Six to eight years : Children learn new words referring to sexuality. Some of them are slang. Such words may be used as an attention seeking device. Self esteem and decision making are enhanced through the responsibilities the child has at home e.g. making his bed, helping in daily chores he likes. The child learns to direct his activities in construtive ways. Sexual fantasies involving a male/female relative are quite common at this age. Parents need to convey to children that feelings, thoughts and fantasies should be accepted non judgementally and that they are not synonymous with carrying out fantasy. Chidren playing with one's own genitals, is common act at this age. If they do this openly, they should be reassured that it is not wrong but that it is one of the things that people do in private.

Nine to Ten Years : Rapid growth spurts are common. Some develop early others late. Some rapidly, others slowly. The nipples may start budding. In some boys and girls hari may start growing in pubic region. Priate fendling of genitals occurs. It is a normal activity and is a natural release for sexual tension. Questions about intercourse may arise. Honest answers are best because children hear many stories from the friends. Adult emotions involved in sexual intercourse are beyond the capacity of the preteen to understand. Physical changes are a major concern to them. They will often examine the genitals of friends of opposite sex or of the same sex. This is the way they compare and confirm their own physical development as being acceptable. Common Questions asked by children : Age 3-6 Q.: Mummy, why Mary is not like me? A.: John, boys are different from girls. All boys have a small pipe like yours between the legs and all girls have a little opening just like Mary's between the legs. That is the main difference between a boy and a girl. Q.: How is that boys don't pise by sitting? A.: Boys have a little pipe for passing urine, so, they need not sit. Girls do not have it. They sit and pass the urine to avoid spilling urine on their clothers. Girls have a special place between their legs for passing urine. Q.: How are baies made? A. When mom and dad make love, and when they want to have a baby, a cell from father's body joins the egg cell in the mothers body. That starts a baby as small as a pin point. The baby grows in a special space in the mother's tummy and comes out through a passage between her two legs. Q.: How does the baby come out? A.: The baby comes out through the passage situated between the two legs of the mother. Q.: Where does baby come from? A.: From a special space in mother's tummy. Q.: Does food fall on baby's head? A.: No. Baby grows in a special bag situated in the lower part of the tummy. Q.: How did baby get in there? A.: When father and mother make love, father puts his penis int he split the mother has between her legs. The cell from father gets into the mother and meets the egg cell in the mother. (The child has no possibility of imagining the pleasure of intercourse.) Q.: Shall I see the place from where I came? A.: No it is a private place. Q.: Shall I see how you and dad make a baby. A.: No. making baby is a private affair. Making a baby needs a personal and special relationship.

Q.: Does it hurt when the baby comes out? A.: Yes, a bit, but mummy forgets it because of love towards her child. Q.: Mummy, will dad have a baby? A.: No. He doesn't have the special space for developing a baby. Q.: Can a girl plant a baby in boys' tummy? A.: No. Only the boys can plant a baby and only the girls can have a baby. Q.: Why aunty does not make a baby? A.: Quite a lot of people cannot have children. So they may adopt a baby and bring them up with all love and care. Age 7 to 10 Q.: Will I have breasts like you? A.: (To a girl) Yes when you are grown up. (To a boy) No. Boys do not develop breats as girls Q.: What is a condom? A.: It is a rubber sheath used by men to prevent giving birth to a child and to prevent sexually transmitted diseases. Mummy, what is sanitary pad used for? A.: All the girls when they are about 12 or 14, start bleeding every month from the passage between two legs. It is a stage when a girl grows into a woman. It is a natural process. Nature makes certain preparations in her body every month. Unwanted tissues and blood are thrown out of her body. This is called "menstruation". Every girl has a small bag in the lower part of her belly to hold the baby, when it arrives. Nature prepares in it a bed of tissures and blood every month, to be thrown out every month until a girl gets pregnant, when the baby grows on this bed. After she delivers a baby, the process of menstruation starts again every month. Q.: Why boys do not get menstruation? A.: They do not have a uterus where baby grows. Q.: Do girls get wet dreams? A.: No. They do not have organ to process semen, and so they do not discharge any fluid in their sleep. Q.: What are testes for? A.: When grown up the testes produce some chemical called teststorone hormone that is responsible for promoting boys to manhood. When grown up the testes produce innumerable small cells called "sperms" that are required for making a baby. Q.: Can I have a baby. A.: No. Girls after growing up become women. They get married at a proper age. After marriage they have sexual intercourse with their husband. When the sperm cell from the man meets the ovum cell in the woman, a baby is made (born). Earlier, sex education was thought to be introduced to children by way of reproduction in plants and animals. Since these topics are taught in the class and since this information does not satisfy their curiosity about their

own body, it was thought best to be specific and provide information about human being, and try to develop the right attitudes and values. Sex Education To Adolescents Why to Adolescents? Sex education should be provided to all. However, our resources are limited. Priority is given to adolescents because:

1. 2. 3. 4.

They have a maximum sex drive. They form a high risk group. They are eager to get information because of the physical and physiological changes. Their common sources of information (misinformation) are their friends, blue films and pornographic literature. 5. They are easily influenced and therefore likely to go astray and land in probems of unmarried motherhood, abortions, STD/HIV infections, sexual abuse. 6. They are going to be the responsible citizens of tomorrow.

Adolescents gather information about sexuality from friends and through the print and electronic media. Often this information is wrong and unscientific. They have a great curiocity and concern about the sexuality of their own and of the opposite sex. Adolescents often have neither access to accurate information on the issues related to sexuality and sexual health, nor solutions for their problems, due to socio-cultural barriers. There is a rising rate of morbidity associated with sexual ignorance, poor decision making and inadequate sexuality education. The studies on the effects of sex education in schools show that sex and AIDS education often encourages young people to delay sexual activity and to practise safer sex, once they are active. This is contrary to the popular belief that teaching young people about sexuality and contraception encourages sexual experimentation. In a study of AIDS prevention programme done by UNICEF of selected Municipal Schools in Bombay (Mumbai), it was found that students queries ranged from sexual intercourse to marriage and sexual harassment. Many womens organizations feel that the girls should not be ignorant about basic facts of life and become victims of sexual abuse, unwanted pregnancy and deception. A survey shows that 50% of the daily clientele of an STD clinic comes from 15 to 25 age group. Children are not less informed but they are malinformed. Ignorance and misinformation provide the ideal environment for all sorts of risky behaviour. It is such behaviour that spreads HIV infection. Aims of Sex Education to adolescents

ITo help children understand that each part of the body and each phase of growth is good and purposeful.

1. To understand the process of reproduction.

2. To prepare children for the changes of developments which come with growing up.

3. To help young people see that sexual conduct involving other persons needs to be based upon a sincere regard for the welfare of the other.

4. To make children proud of their own sex and appreciate attributes and capacities of the other sex.

5. Responsible sex behaviour.

6. Building up of healthy attitudes to sex.

The aim is of prepare the adolescents of today to be productive, to have responsible and positive social-sexual behaviour, and to be caring and healthy adults of tomorrow. The need for this is knowledge, attitudes and skill gained through sequential sexuality education programme. Sex Education is:

1. Information: To provide accurate information about human sexuality, including growth and development, human reproduction, anatomy and physiology of genital organs, pregnancy, child birth, parenthood, contraception, abortion, sexual abuse, HIV/AIDS and sexually transmitted diseases (STD).

2. Attitude, values and insight: Opportunity to question, explore and assess their sexual attitudes in order to develop their own values, increase self-esteem, develop insights concerning relationships with members of both genders, and understand their obligation and responsibilities to others.

3. Relationships and interpersonal skills: Help them develop skills like communication, decision making, assertiveness, peer refusal skills and ability to create satisfactory relationships. Develop capacity for caring, supportive, noncoercive and mutually pleasurable intimate relationships.

4. Responsibility: To help young people exercise responsibility regarding sexual relationships, including abstinence; resist pressure to prematurely involve in sexual intercourse and encourage the use of contraception and other health measures. To avoid teenage pregnancy, STD and HIV infection and sexual abuse. When to Begin? There is little value in giving anyone information after the moment when they need it. Girls need to know about menstruation before it happens to them, and boys need to know about mastubation before they are experiencing the desire to masturbate. Boys experience nocturnal emissions from the age of about 14 years and girls attain menarche at the age of about 13 years. Some boys and girls experience these events even a year of two earlier. It is felt that the adolescent sex education should begin before these events take place. Std. VI (age 11 years) is thought to be the age when sex education for adolescents should begin. Ideally sexuality education for adolescents should be introudced from Class VI (age 11 years) and continued through junior and senior colleges (age-20 years). Students of Std. X and XII should be spared for their Board examinations. The aim is to provide information and guidance before they become curious, face problems due to physical and psychological changes or become sexually active. How to implement? Sexuality education should be offered as a part of overall comprehensive health education programme. It should include health promotion and disease prevention. The sexuality education should be taught in a graded manner like mathematics. Secondly, the messages once introduced should be reinforced repeatedly at different levels. Agewise suitable curriculum should be available. Level I Std. VI to X - Age 11 to 15 years. to cover basics and essentials. Level II Junior College and Senior College Age 16 to 20 years to cover advanced studies and reinforce- ment of education. It is possible to develop more than the above two levels for the age group of 11 to 20, but then it would be difficult to demarcate the borderline between the levels while teaching the subjects. Some aspects of sex education are gender specific and hence gender relevant. Therefore, separate sessions for boys and girls give opportunity to discuss the concerned topics at length, avoid embarrassment while discussing the subject and overcome shyness and anxiety while listening and enable them to share their doubts and views openly.

Girls feel shy, embarrassed and uncomfortable in the presence of boys and hence noncommunicative. Therefore, they do not participate in the open discussion. Girls and boys have different problems. If the sex education programmes are to be made acceptable, girls and boys should be given sex education separately. The general topics of sexuality and health could be discussed in a male-female mixed group, while specific issues related to different sexes should be discussed separately in the respective groups. The advantages of combined sessions are saving of time and repetition, fostering healthy interpersonal relationship between boys and girls, developing mutual respect and reducing inhibitions and anxiety about the subject in the presence of the opposite sex. The girls and boys feel more comfortable if the resource person is of the same sex as their's. Girls ask questions related to menstruation and gynaecological disorders. Boys ask questions related to virility, masturbation, wet dreams, size of penis and coitus. Teachers and students will feel more comfortable if they both are of the same gender. Therefore, it is preferable that the girls are given sex education by female teacher and boys by male teacher. There will be a necessity of having one male and one female educator in the school. These teachers should be trained by social workers, doctors, sexologists and psychologists. Recommendations:

1. Sex education should be commensed before the onset of puberty.

2. It should be provided in a graded manner and should be spread over a period of 8 to 10 years.

3. It should be optional. This would help overall acceptance of the concept in the long run.

4. Parent's permission should be obtained and their cooperation should be solicited.

5. Sex education may be a part of the curricular or extracurricular activity.

6. An evaluation of the programme should be done, feed- back received, review and analysis done, and the programme should be modified from time to time.

7. Teaching should have a social perspective.

8. Answers be given truthfully.

9. Use correct names for various organs.

10. Parents/teachers should not be panic stricken or shocked if the child asks questions or indulges in sex play. Curiosity is normal. Such situation should be handled without rebuke, punishment or creating guilt feelings.

11. Parents and teachers should inculcate a sound sense of values and ideals. They should help young people capture the vision that sex is not a grimy secret between two ashamed individuals but divine impulse of life and love.

Teaching at school: (Sex education in the school can best be extension of the sex education provided at home.)

1. Teaching should be scientifically correct. 2. It should be a two way dialogue.

3. The subject being emotionally charged, the language used and the manner of conducting of the programme should be socially acceptable.

4. The groups of students should be homogeneous in age and in cultural background.

5. If the teaching is round the year, 45 minutes to 1 hour session once a week should be adequate. Half a day or full day workship periodically 4 times a year would serve as an alternative.

6. Talks should be supported by audio-visual aids. 7. Group should not be over 50. Otherwise two way communication is difficult to establish.

8. Should begin as a pilot project.

a. At least one trained teacher

b. Support of administration

c. Support of parents and teachers. A talk should be arranged for them so as to give an idea of the contents of the programme. Prior permission of the parents of participating students would be obligatory.

d. Informal experimental programme should be undertaken on a modest scale and carefully planned to avoid culture-based sensational and needlessly controversial topics.

Implementation of programme: The method and contents will depend upon: a) Availability of human resources b) Availability of time c) Availability of audio-visual aids d) Age, educational level, sex and cultural background of the group. Methods: 1) Talks 2) Group discussion 3) Question box 4) Question-Answer sessions 5) Role play 6) Drama 7) Story telling 8) Debates 9) Showing films or slides Though, talks is a conventially used method, the other methods, if used, could bring a variety in the programme and maintain interest of the students.

Several topics could be picked up for the debates and dramas, e.g., STD/AIDS, teenage pregnancy, dowry, premarital counselling, myths and misconceptions, homosexuality, child marriage, sexual abuse, gender discrimination, selection of partner. Question Box approach for sex education is found to be effective. This method consists of installing a question box in a central place in the school/college campus. By putting a notice on the Notice Board all the students are informed to write questions (without writing their name) about their health problems or questions relating to their bodies and put them in the box. Once a week the box is opened by the teachers and the questions written therein are answered. Question box approach to sex education is found to be convenient, easy to implement, takes care of embarrassment and fulfils the needs of the adolescents. Should sex education programme be included in a regular secondary school curriculum? Though, majority of principals and teachers are in favour of including sex education in the secondary school curriculum, some have expressed their reservations for it, the reasons being (1) Some topics are sensitive and may raise controversy, (2) Sex education would raise unnecessary curiosity and lead to misconduct among students. (3) Students are already overburdened with studies, (4) Schools have no extra time to allocate for sex education. Who should give Sex Education? Sexuality education should be taught by specially trained teachers or professionals or by trained peer groups. The community must be involved in the development and implementation of the programme. The programme must be carefully developed to respect the diversity of the values and beliefs represented by the community. Parents, teachers, administrators should be involved in developing a programme. In fact, briefing them about the developed programme prior to its implementation to students is quite essential. Preferably, the curriculum and the audiovisuals should be pretested. Who Should train? Sexologists, doctors, nurses, psychologists, social workers, teachers, volunteers, NGOs, media persons, peer groups etc. They should be trained in the subjects. Since the subject of sex education is multidisciplinary, more than one resource persons may be required. Government, municipality, NGOs, can render help. Not only the knowledge of sexuality but the methodology should also be included in the training. The Trainers/Teachers should Have acquired accurate knowledge Have a good communication skill Have a good listening skill Be able to establish good rapport with students and teachers Be non judgemental Be comfortable with his/her own sexuality. Maintain confidentiality Selection of teachers: It has been indicated by the adolescents in a survey that they would prefer to get such information from their teachers. Teachers are also best judges about the level of understanding of school child and they would be the best persons to screen or filter the socially unacceptable portions of such training. However, not all teachers would volunteer to participate in the project. Teachers have their own inhibitions, misconceptions and confusions. Therefore, those teachers who volunteer for teaching sex education should be selected for training. It requires a gifted prudent and morally upright teacher to stand up before a group of young people and impress upon them that sex is precious and dignified. Therefore, not every teacher may be willing to undertake sex education and not every teacher who is willing to give sex education has the ability to do so.

Sometimes the most enthusiastic teacher may be the least suitable. The teachers should be selected only after thorough knowledge of their personality, attitudes and behaviour. Students should be encouraged to act as peer educators, and to share important information with those who dont have access to it in the way they do. Organizational Chart\ When the sex education programme is to be implemented on a large scale, the following organizational chart will be of help. Planners : Core Committee: Govt. representatives Civic body representatives Experts in Human Sexuality Representatives from NGOs Representatives from Principals of schools/colleges Master Trainers : Sexologists Psychologists Trained social workers Doctors Key Trainers : Teachers Volunteers Beneficiaries : Students Parents Audio-visual Aids and Resource Material 1. Chalk-Blackboard 2. Charts/Pictures 3. Models 4. Slides and slide projector 5. Overhead projector 6. Video cassettes 7. Films 8. Books 9. Newspaper cuttings. At present many types of audio-visuals are not easily available. It is better to prepare ones own audio-visuals that will meet the needs of the group. Cultural differences in customs, dress, language and behaviour becomes so important that materials judged to be suitable in one region or culture may be totally unacceptable in another. Therefore, each cultural group should develop its own appropriate teaching aids. In order to achieve the best possible outcome from any programmes, it is necessary to invest in the development of competence of people who will be involved. Pretesting Pretesting inolves getting feedback on communication materials prior to their widespread diffusion by measuring the reaction of a group of individuals in the target audience. Pretesting is a cost effective means of avoiding a communications disaster. If materials are inappropriate, misunderstood or unappealing, they will not be worth and should be changed. Pretesting finds out whether the curriculum and the audio-visual materials are acceptable to the culture, whether the message is clearly understood and whether the materials are relevant. Outcome: The entire exercise of sex education is directed towards certain desired outcome. After getting sexuality education, the adolescent is expected to demonstrate certain life behaviours such as: Appreciation of ones own body Interaction with both genders respectfully and in appropriate ways Expression of love and intimacy in appropriate ways Development and mainteinance of meaningful relationship Living according to ones values Taking responsibility for ones own behaviour Practising effective decision making Communicating effectively with family and peers Enjoying ones sexuality throughout life Enjoying sexual feeling without guilt, shame and fear Discrimination between life enhancing sexual behaviours and those that are harmful to self and for others. Expression of ones sexuality while respecting the rights of others. Sexual relationship that are characterised by honesty, equality and responsibility. Prevention of sexual abuse/rape. Avoidance of unintended pregnancy. Avoidance of contracting or transmitting STD/HIV Use of contraception as and when necessary. Early prenatal care Health promoting behaviour like regular check up. Awareness about sex scandals Awareness about child marriage and population explosion. Freedom from sexual inhibition/overactivity. Avoidance of premarital and extramarital relationship. Freedom from sexual dysfunctions. Happy married life and responsible parenthood. Refrain from quackery in the matters of sexuality. Tolerance for people with different sexual values and life styles. Responsibility to abide by legislation dealing with sexual issues. Assessment of impact of cultural,

religious, social meassages and media on ones thoughts, feeling, values and behaviour related to sexuality. Awareness about social evils like dowry deaths, female infanticide, gender discrimination, premarital pregnancy, child marriage, exploitation of females, sexual abuse and prostitution. Ethics in Sex Education: No body contacts No slang language No vulgar jokes No use of naked photographs/pornography No late hours No individual training Non judgemental No religious, cultural criticism No sharing of and asking for personal experiences No emotional involvement No advertisement or promotion of any commercial product. Confidentiality about the communication on sexual and personal matters. Be honest and answer truthfully all the questions posed by children. Evaluation: It is essential to receive the feedback, evaluate and analyse and modify the programme from time to time. Evaluation helps in knowing the effectivenss and shortcomings of the programme conducted. Suitable modifications can be made in the next programme to make them more effective. The data collected can be useful for research. The evaluation form should contain personal details (name may be optional so as to hide the identity) and the comments about the contents of the programme, the speakers, the audio-visuals, the duration and other details. Evaluation can also be based on stated objectives of the course and cover attitudinal, behavioural and cognitive changes. Questionnaire or interviews in small groups intended to identify the needs of participants will determine how far these are being met. On the basis of information gained from these sources the curriculum will require continuing modification and restructuring. Research There are several methods of sex research. Each method has strengths and weaknesses. The selection of the method will depend upon the nature of the subject to be studied and the resources available. The methods are: Surveys, Observational research, Case studies, Clinical research, Experimental research. Survey Research Surveys are used for gathering information about a sample of population either by interviewing people or asking them to fill a questionnaire. Surveys are economical and permit flexibility in sampling. Surveys are affected by the accuracy of information provided by the subjects in answering questionnaires or interviewers questions. Reliability of surveys depend upon obtaining a proper sample. Observational Research It involves the use of human observer or an instrument to record the events being studied. The study of sexual response done by Masters and Johnson was a landmark. The accuracy in observational research does not depend upon subjects self-reports. Volunteer bias may pose uncertainties in this method. Case Studies Case studies are in-depth examinations of one or more people having a particular condition.

Generalization can- not be done in this method. The biases of researcher can also put limitations. Clinical Research It involves studies that test a type of treatment given for specific problem. The reliability will be maximum when done in comparison with a control group. Experimental Research It permits scientists to isolate specific variables that affect a condition or a behaviour and may allow them to draw a conclusion about cause and effect. Experimental research is expensive and difficult to perform. Volunteer bias, artificiality of situation may limit the validity of such studies. At present surveys seem to be the only possible method of research in our country. In evaluating the quality of research study it is necessary to look at such issues as the size and nature of the sample, the means by which data was collected, the type of data analysis that was done and the researchers discussion about the limitations of the study. It is necessary to see whether the study has been replicated elsewhere. Independent verification or research is most powerful tool for confirming the validity of a study. Planning a Curriculum There are no published countrywide accepted national guidelines for comprehensive adolescent sexuality education. Sex educators and teachers create their own curriculum for sexuality education. Some include anatomy and physiology of sex organs, physical, emotional changes at puberty, STD and AIDS, nutrition and hygiene and family planning; while some include family life issues such as relationship between family members, gender role, socialization and child development; few provide information about cultural and social aspects of human sexuality, sexual values and attitudes, beliefs, sexual activities and functioning. Very few include information on sexual behaviour. Every expert has been dealing with it from ones own perspective and experience. Therefore, there is a need for a comprehensive course in sexuality education. There can be no ideal curriculum that will meet the needs of every community. However, there can be a document containing guidelines on topics that may be presented to the adolescents in a developmentally appropriate manner, and to suit their needs. These guidelines are given in the next chapter. The characteristic of local situation should determine the exact contents of the local programme. Community attitudes, developmental differences in children, local socioeconomic influence, parents expectations, students needs and expectations and religious and other perspectives should be paramount in designing the local sexuality education programme. The suggestions given in the agewise guidelines should also be flexible. It is important to allow as much autonomy as possible at local level to develop contents and methods which are suitable to local circumstances and preferences. In early years of life, the focus of studentinterest is his own developmental adjustment with reference to sexual behaviour. At the later stage, when he has accepted his own sexuality and established his values, he is ready to concentrate on assimilation of knowledge, especially of those aspects of sexuality that seem most relevant to his special areas of interest. Sex relationships are most sensitive of all human relationships. A programme will not be effective if there is no understanding of moral, ethical, aesthetic and religious sensibilities of

the people for whom the curriculum is designed. Apart from accepting a few basic principles on which general agreement is reached, planners would be wise to adopt a flexible approach and avoid stereotypes. The programme will require modification from time to time depending upon the feedback, the need, the acceptance and the changing circumstances. Adolescence Adolescence is the French word derived, from adolescere, which means growing up. It is the age group of 10 to 19 years. Since every individual is different and develops in his/her unique way, it is difficult to fix a particular age group. The bridge between the childhood and the adulthood is adolescence. The beginning of adolescence is known as puberty. It is marked by menarche (first menstruation) in girls, which generally occurs between the age of 11 and 13 years; and by first nocturnal emission (wet dream) in boys, which generally occurs between the age of 12 and 14 years. The period of growing up is of about 4 years. Girls become mature at an early age than boys. There are physical as well as psychological changes. The physical changes precede psychological changes. In some, the puberty may be delayed upto 16 years and in some it may be as early as at 10 years. Physical Changes (Secondary Sexual Characteristics) The physical changes in girls at puberty other than menarche are development of breasts, pubic hair, hair in the armpits, pimples on the face, appearance of vaginal secretions, functioning of sex glands, increase in height, broadening and rounding of hips and getting an attractive look.<> The physical changes in boys other than wet dreams are development of hair on face, in armpit and on pubis, change of voice, development of Adams apple in the neck, pimples on the face, painful swellings in the breasts, enlargement of penis and functioning of sex glands. The height increases, the body looks muscular and the shoulders broaden. Pattern of Sexual Maturation Age in Boys Girls Years 11 Pubic hair appears Budding of breasts 12 Pubic hair appears Growth of sex organs. 13 Growth of testes, Hair in the armpits, penis and sex glands menarche (first men- struation). 14 Wet dreams, hair in armpits, change of voice 15 Pimples 16 pimples End of bony growth. 17 End of bony growth. Psychological Changes Adolescence is a period of psychological and emotional upheaval. Adolescents feel concerned about how they look and might spend hours in front of the mirror, caring for outward appearance. There is a need to be attractive and to dress like others of their age group. They like to spend more and more time with the friends of their age and of their own sex. Their conversation on phone may go unending. As they grow they may want to make friendship with the person of opposite sex. They like to fall in love. They become moody, at times elated and at times depressed, and have a feeling that nobody cares for them. They want to have freedom. They may become rebellious and be argumentative with their parents. At times there is confusion of thoughts. They would like to be left alone. Sometimes, they become very sociable. They feel that their parents are not treating them like adults and hence the parents do not take their opinion into consideration. They take more interest in novels, films or music and dance. They like to fantacise. They become irresponsible and stubborn. Parents get disgusted. They think only of today, lack in maturity and farsighted thinking. Though both boys and girls are attracted towards each other, the boys are interested in having sex, while the girls desire love and romance. The expectations of boys and girls differ during the phase of attraction. Boys try for sexual satisfaction and girls long for tenderness and attention. However, each assumes that the other feels as he or she does. Boys have much

more sex drive than girls and they seek an outlet through masturbation (manual stimulation of sex organ). Among girls, masturbation is not so common. During the teen years girls find satisfaction in romantic dreams and fantasies rather than in masturbation. Though parents get depressed and worried about the future of such misbehaved, disobedient adolescents, in reality the situation is not hopeless. These behaviours are transient. As the age advances, the same adolescents change into ideal citizens. The parents forget that they too had behaved the same way during their adolescence. There are several plus points in the adolescents. There is a lot of creativity amongst them. They are honest and sincere. They love their society and country. They are always hopeful. They may strive hard for bringing about social changes and may fight against injustice. They devote hemselves for a good cause. Their physical health remains at its best. They have the ability to get adjusted to the changing circumstances. They are jovial and like humour. They undertake activites that need daring. Many who sacrificed their life for freedom of our country, were young adolescents. They are our hopes of tomorrow. Adolescents too have their own doubts, myths, misconceptions and problems. Many of them require information, counselling, guidance and assurance. Boys and girls who attain maturity much earlier or much later than others in their class are singled out. They may be subjected to ridicule and may suffer deeply. They need to be assured that this is a natural variation. Some boys develop a feeling of guilt and shame about masturbation and wet dreams, though they cannot control these activities. They need to be reassured. Menarche (first menstruation) comes as a shock to the girls who are not informed about it. Many have a feeling of becoming impure during the menstruation. Girls get worried about the size of their breasts, if they are too small or too big. Though they feel that the breasts are one of the signs of beauty, nature has a purpose of production of milk for the nutrition of the future child. Any size of breast can produce sufficient amount of milk during the lactating period. Whatever has been gifted by nature needs to be accepted with a sense of joy. Insecurity, fear, anger, frustration, peer pressure and drive for freedom may be the causes for the youngsters to get addicted to smoking, drugs and alcohol. This has become a global concern. We all collectively have to establish a good communication with them, supply them with the information they need, care for them, guide them and give them moral and emotional support; because they are our future.