Sex Education

Submitted by Group 3

Benson Tanner
Gregoire Ellen
Hernandez Amy
Monson Alejandra
Spencer Laura

Salt Lake Community College

COMM 1010-41
April 1, 2016

Table of Contents

Executive Summary 2
Project Description 3
Methods 4
Problem Question 4
Analyzing the Problem 4
Setting Criteria 5
Brainstorming Solutions 5
Analyzing Solutions 5
Conclusion 6
Works Cited 7
Appendices
Appendix 1: Team Contract 8
Appendix 2: Comparison Chart 9
Appendix 3: Participation Points 11

Executive Summary
This report is a group effort to solve a problem by incorporating the Dewey Reflective Thinking
Process. Our project is based off of case study number 7, entitled Sex Education Standoff. The
case study is based out of a private school with no church affiliation. The parents of the students
each have different views on sex ed. There are three primary groups.
One group of parents feel that the program should be taught with the idea of abstinence only.
The second group of parents would like a comprehensive course that covers physiological,
medical, and psychological aspects of sex education in depth. The last group parents feel that
sexual education should be left to the church or families to teach.
Our group was to design a solution to this problem which we completed by following the
thinking process. We asked, How do we teach sexual education in our school without offending
the three different views from parents about the program?
After we defined our problem we had to take the following steps:

Analyze the problem

Determine the criteria
Brainstorm possible solutions
Organize our ideas
Say yes to a solution

After analyzing the problem from three different views there was only one logical solution. We
had to come up with a way to give every parent what they are looking for. The solution that we
feel fits the needs of every parent is to give options. The school would provide a handout to the
parents that gives them the option to choose what they would and would not like taught to their
students. Parents would have more control and knowledge of what the course material will
contain for their students. Parents will also be allowed to opt their students out of any of the
different courses taught. We also will offer a sign-up sheet to have the parents come in and
supervise the different sex courses taught so that feedback can be given on what details in the
course should change. Lastly, we will have a doctor or professional in the subject teach the
students so that the material is delivered in a more unbiased, comfortable way.
Our recommendation allows the parents to pick and choose what parts of the course they would
like taught. Parents now have more freedom to participate in the lesson as well as teach their
children form home if they choose.

Project Description
Sex Education is a major debate subject in our country right now, and even more so here in the
state of Utah. There is no doubt that humans should be instructed on such a vital subject, the
debate, however, exists where the line for instruction and perversion come into play.
What is appropriate for kids to be learning about? Could over informative classes harm my
childs innocence? Will more instruction keep my child out of trouble in the future?
We believe that sex education is crucial to learn. Here, we have implemented a program to teach
kids of the right maturity level about the effects of puberty and sexual relations. This program is
designed to teach the students the best information in the most appropriate way possible. We
have designed a course where parents are involved and the children is comfortable with what is
being taught. We are implementing this program to provide sex education to school aged
children in a smart and safe way.
Of all the situations we brainstormed and researched the best possible outcome is when parents
are allowed to monitor and choose what is taught to their children. This will be done through the
use of waivers among other methods described above.

Methods
We chose a topic that we wanted to base our problem off of. We chose Sex
Education Standoff out of the rest of the case studies. We felt that this one was
relatable to all of us because at one time or another we have had to go through this
and each of our experiences were different. After the selection, our group got
together to create our contract (See appendix 1) that would define the tasks and
obligations assigned as to each individual and as a whole. We then used the
reflective-thinking sequence to create a solution our problem. The reflectivethinking sequence is a seven-step process that was created by John Dewey. This
seven-step process consists of the following: Define the problem, Analyze the
problem, Criteria, Brainstorm, Organize, Solution, and Follow up. We will explain
how this process was used to solve our problem and elaborate more on our findings.

Part I:
o How do we teach Sex Education in our school without offending the
three different views from parents we have about the teaching
methods?
o Find a way that sex education is taught that will satisfy parents with
different outlooks on the matter.

Part II
o Characteristics
1. We think that it could negatively affect children if they dont
have the knowledge that they need because the solution was
not to teach sex ed.
2. Parents could teach their own children at the pas they see fit for
their child and that could affect them positively.
3. If sex ed. was not taught, and the parents didnt teach them
about it, it could affect them negatively and it could hurt them
sexually in the future.
o Stakeholders
1. Children The issue affects the children who are either
participating or not in sex ed (waiver form). They will either be
affected by their newfound knowledge on the subject, or the
protection of their childlike innocence.
2. Parents Sex ed affects the way parents are required to treat
the subject with their children. Many find it to be too awkward,

thus bringing problems to light. Others find it to be normal and

necessary, possibly making sex ed a redundancy.
3. Teachers Schools will be required to train teachers to be ready
to instruct and properly answer questions on the subject.
History:
1. Survey was sent home. It helped by gauging wo was for or
against sex ex, inducing what they wanted taught. I think that it
helped the parents and children understand what was going to
be taught about.
2. Waiver. Lets the parent see what their child is learning and
agree or dismiss that they can learn.
Policies and politics:
1. Religion- We thought that religion played a huge role with
politics.
2. Ethics- we could see someone with religious backgrounds not
wanting their children to learn about sex education because
their religion tells them that sex is wrong.
3. We thought that teachers needed more profession requirements.
We think that the teacher needs more specific education
pertaining to sex education taught to children.
Resources:
1. Textbook
2. Our own experiences
3. For example, one of the group member mentioned that her
parents didnt want her to see the drug part of the health course
so she had to get up and walk out. She said that it was awkward
because everyone knew that her parents didnt want her to see
it. This helped us on number 2 because it could be a negative
thing towards kids.

Part III:
o Apply principles of the effective communication that we are learning in
the class.
o Be achievable within our four-week time frame.
o Have minimal cost.
o Be affective and considerate in our four-week time frame.
o Waiver is favorable in all group needs.
o It will provide a safe environment or children to learn.
o Kids will learn at their own maturity level
o Brainstorm possible solutions1. If people choose to have Sex Ed, have a doctor teach it and not
a teacher.
2. Have a teacher of the same sex teaching each group, separate
groups.
3. Have parent supervision from each group there giving feedback
on what they like and dont like about the course material.
4. Sex Ed may be taught as a homeschool course for students by
their parents.

5. Parents may choose the age at which their students attend the
course.
6. Provide alternative class for students who dont want to take and
the students who do take it will go to another classroom for the
time being.

Part IV:
After much discussion and weighing the pros and cons of each solution we
thought of we narrowed it down to one that we all agreed on that would be
beneficial for all parties involved (children, parents, and teachers).

Part V:
We created a chart to help us see which met the criteria for the end goal of
making all parties happy. The solution that received the most points was
Solution #4 that gives the option for Sex Ed being taught as a homeschool
course.

Conclusion

Why am I learning this? When am I going to use this in my life? These are the most frequently
asked questions among school kids. And for the most part, they ask without a reasonable
response. There is however an incredibly valid answer to those questions when it comes to sex
ed.
The biggest factor in the whole sex ed. debate is the children. What are we permitting our
children to learn and from what are we protecting them? Many arguments play into the debate;
parents beliefs and family religion are probably the biggest of the two. We dont want children to
miss out on their instruction of such a vital part of life, but there is still the need to respect
boundaries and the wishes of their parents/guardians. For that reason, it is of the utmost
importance that a waiver be sent home to be signed. Teachers will be specifically trained in
sexual education and have strict outlines of what they may and may not teach. All of this will be
included in the waiver and parents will be allowed to pick and choose. That is the only way that
the children, they who are ultimately affected, can get the best treatment and instruction, as they
deserve.

Works Cited

Adler, R. & Elmhorst, J. (2010). Communicating at Work (10e). New York: McGraw- Hill.

Appendix 1: Group 4 Team Contract

Class: COMM 1010-041

Semester: Spring 2016
Date created: April 1, 2016

Team Members / Contact Information

List each member, alphabetized by last name. Include at least one phone number and at least one
email address for each member.
Benson Tanner (435) 640-1417

tbenson1313@gmail.com

Gregoire Ellen (801) 946-5853

ellieg2015@hotmail.com

Hernandez Amy (801) 227-9605 mylilprincessyartzi@gmail.com

Monson Alejandra (435) 849-7725 franchey96@gmail.com
Spencer Laura (801) 209-7962

lauraspencerh20@gmail.com

Team Norms
Relational norms:

1. We will all be involved with the planning of meetings and communication in the group.
2. Be willing to voice ideas, opinions, and admit mistakes.
3. Dont interrupt or ignore other group members ideas and thoughts.

Task norms:

1. We will be on time to our meetings and let our group members know in advance if we cant
make one so that we can either reschedule or assign the work that needs to be done.
2. If our technology isnt working we will need to find a different way to communicate. (Test
technology before meetings so that we can all participate.)
3. We will have our portion of the assignment done and ready to go for the next meeting.
Team Member Roles
Relational roles:
1. Participation encourager: Laura Spencer
2. Harmonizer: Alejandra Monson
3. Tension- reliever: Tanner Benson
4. Praise-giver: Ellen Gregoire
5. Empathetic listener- Amy Hernandez
Task roles:
1. Reality-Tester: Laura Spencer
2. Gatekeeper: Tanner Benson
3. Direction Giver: Amy Hernandez
4. Information or opinion Giver: Alejandra Monson
5. Information or opinion seeker: Ellen Gregoire

Appendix 2: Solution Analysis Chart

This chart, which we used in Step VI, evaluates each solution in terms of each criterion.
Analysis of Potential Solutions Based on Criteria
Solution 1 Solution 2 Solution 3 Solution 4 Solution 5

totals

Criterion 1

22

Criterion 2

17

Criterion 3

Criterion 4

18

Criterion 5

23

15

12

18

11

16

97

Total:

17