Pizzagate
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Mike
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Guest
Natuur, ik had een eerste ingeving om te zoeken op haar naam met Plannend Parenthood erachter. Ik kom uit bij een pdf die ik hier niet kan plaatsen. Maar op de foto hieronder zie je welke je aan kan klikken. Het is eerder een reactie van haar op een onderzoek van anderen. Maar ze staat in elk volledig achter het feit dat seksualiteit begint bij de geboorte. Dat blijkt ook wel uit de titel van haar boeken. Of je er iets mee kan weet ik niet. Heb zelf weinig tijd om ermee bezig te zijn momenteel. Van het weekend misschien meer tijd ervoor.
Mike
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Guest
Guest
Over sanderin van der Doef. Lees dit. Om naar van te worden. Die is niet pluis dat is wel duidelijk. Wie is zij om te bepalen wat goed is voor kinderen? Ze ziet het zelfs bij haar eigen kinderen. Ze is nogal wetenschappelijk. Dus zij vind als kinderen hun lichaam ontdekken dit moet relateren aan seks.
https://www.psychologiemagazine.nl/artikel/sanderijn-van-der-doef-doktertje-spelen-is-heel-normaal/
https://www.psychologiemagazine.nl/artikel/sanderijn-van-der-doef-doktertje-spelen-is-heel-normaal/
Natuur
New member
Uit De Groene, 20 oktober 2006 – verschenen in nr. 42. Toen De Groene, de Groene nog was:
https://www.groene.nl/artikel/hoe-den-haag-de-pedo-s-vertroetelde
'Predikanten als de Rotterdamse ds. Hans Visser gingen ineens onderscheid maken tussen lieve pedofielen die te vertrouwen waren (‘een beetje wederzijds masturberen moet toch kunnen’) en de gewelddadige, gestoorde variant. Waar is de tijd gebleven dat je van de kerk níet eens aan je eigen orgaan mocht zitten? Dat het afschaffen van de publieke moraal op seksueel terrein risico’s in zich droeg, werd weggewuifd.
Die luchthartigheid trad pijnlijk aan het licht toen minister Korthals Altes in 1984 was ‘vergeten’ een verbod op de verspreiding en openbare tentoonstelling van kinderporno in de wet op te nemen. Dat verbod werd pas op het allerlaatste moment ingelast. Handel in kinderporno was tot halverwege de jaren tachtig feitelijk vrij, als onbedoeld gevolg van de liberalisering van volwassenenpornografie in de decennia ervoor. Kinderpornobaas Joop Wilhelmus spon er goed garen bij.' ETC.
https://www.groene.nl/artikel/hoe-den-haag-de-pedo-s-vertroetelde
'Predikanten als de Rotterdamse ds. Hans Visser gingen ineens onderscheid maken tussen lieve pedofielen die te vertrouwen waren (‘een beetje wederzijds masturberen moet toch kunnen’) en de gewelddadige, gestoorde variant. Waar is de tijd gebleven dat je van de kerk níet eens aan je eigen orgaan mocht zitten? Dat het afschaffen van de publieke moraal op seksueel terrein risico’s in zich droeg, werd weggewuifd.
Die luchthartigheid trad pijnlijk aan het licht toen minister Korthals Altes in 1984 was ‘vergeten’ een verbod op de verspreiding en openbare tentoonstelling van kinderporno in de wet op te nemen. Dat verbod werd pas op het allerlaatste moment ingelast. Handel in kinderporno was tot halverwege de jaren tachtig feitelijk vrij, als onbedoeld gevolg van de liberalisering van volwassenenpornografie in de decennia ervoor. Kinderpornobaas Joop Wilhelmus spon er goed garen bij.' ETC.
Natuur
New member
@Binc, Ja, brrr.
Waar je ook op zoekt ivm Sanderijn, het leidt allemaal naar the usual suspects. Planned Parenthood, WHO, maar ook Walt Disney, de sexualisering van babies en peuters.
Sanderijn van der Droef: 'Currently she works as consultant and trainer for several (international) organisations in the field of Sexual Health. Among which is Rutgers, the Dutch Centre of Expertise on Sexual Reproductive Health and Rights. She is active as a trainer in Comprehensive Sexuality Education (CSE) in a number of countries in Africa and Asia and as a counseling sexologist in her own private practice.
Since 2008 she works regularly in China to train trainers and teachers in sexuality education. She collaborates with Professor Wenli Liu and her team of Beijing Normal University to support the development of Comprehensive Sexuality Education programs for preschool and kindergarten children. Since 2015 she gives lectures at the Beijing Normal University and works together with Open Mind, a Chinese organization which aims to improve the sexual health of Chinese people and promote sexuality education by giving trainings and counseling.
Since 2008 she is member of the WHO European expert group who developed the Standards for Sexuality Education in Europe.
As an associate of the University of Groningen she contributed from 2008 – 2010 to a PhD research program on the impact of early sexuality education on adolescent sexual health. She developed Sexuality Education programs for children from 0-12 years old (and their educators) which are used in many schools in the Netherlands and abroad.'
Bron: https://sanderijnvanderdoef.nl/#lb-about
Een aanbeveling (...) voor Sanderijn: “She really knows how to change my mind” [...]
Trainings
Some recent examples:
Trainings in Burundi, South Africa, Ethiopia, Kenya, Uganda, Malawi, Pakistan, Vietnam, Indonesia, Bangladesh (for Rutgers) from 2006-2016 on Comprehensive Sexuality Education (CSE) for teachers and staff of local partners
2008-2016: Trainings in China for teachers and educational experts on sexuality education, for parents on the education of children in sexuality
Consultancies, presentations, supervision
Some recent examples:
WHO, UNFPA about comprehensive sexuality education (CSE) for children and young people (2008-2016)
Prague 2015: conference on child protection
Strasbourg 2015: presentation in the European parliament about how to protect children from sexual violence
2014-2016: Consultancies and supervision in 3-year project on development of sexuality education program for kindergarten children in China
Counseling
Some recent examples:
Counseling for adults in private practice: relational problems, sexual problems, questions about sexuality of children, sexuality education
2015: Group counseling for women in China: on female sexuality
Bron: https://sanderijnvanderdoef.nl/#lb-activities
Zij werkt o.a. voor Rutgers; was eerst De Wereldbevolkingsstichting (Engels: World Population Foundation) is een stichting die in 1987 in Nederland werd opgericht door het Britse koppel Diana en Roy Brown. De stichting richtte zich op de groei van de wereldbevolking.[...]
'Na de Bevolkingsconferentie in Caïro in 1994 kwamen nieuwe thema's aan bod zoals zelfbeschikkingsrecht, seksuele gezondheid en voortplantingsrecht*.'
*WTF is voortplantingsrecht?! Bron: https://nl.wikipedia.org/wiki/Wereldbevolkingsstichting
[Als je klikt op de term voortplantingsrecht, word je doorverwezen naar de wiki Voortplanting (biologie) ipv naar wat voortplantingsRECHT zou betekenen.]
Raad van Toezicht Rutgers:
'Mirjam de Blécourt (voorzitter)
Mirjam is een toonaangevende arbeidsrecht advocaat en werkt sinds 1990 bij Baker McKenzie**. Ze heeft zich publiekelijk meermaals uitgesproken over #metoo en zet zich al jaren in voor diversiteit en gelijke behandeling. Mirjam heeft ruime ervaring als bestuurder en commissaris bij verschillende organisaties waaronder Baker McKenzie Amsterdam, Het Concertgebouw Fonds, stichting Women on Top en Female Cancer Foundation.'
** Van de website van Baker McKenzie: https://www.bakermckenzie.com/-/media/files/about-us/un_cop_2019.pdf?la=en
Baker McKenzie werkte oa aan het 'HOMELESS YOUTH HANDBOOK'.
Zij werken samen met:
• Florida, working with The Walt Disney Company and Florida Children’s First
• Illinois, working with United Airlines and Chicago Coalition for the Homeless
• Minnesota, working with Ecolab and Southern Minnesota Regional Legal Services• New York, working with Mondelez and The Door• Texas, working with Weatherford and Appleseed• Washington, working with Starbucks and Columbia Legal Services
• Washington DC, working with The Walt Disney Company and National Law Center on Homelessness and Poverty
Wordt vervolgd.
Waar je ook op zoekt ivm Sanderijn, het leidt allemaal naar the usual suspects. Planned Parenthood, WHO, maar ook Walt Disney, de sexualisering van babies en peuters.
Sanderijn van der Droef: 'Currently she works as consultant and trainer for several (international) organisations in the field of Sexual Health. Among which is Rutgers, the Dutch Centre of Expertise on Sexual Reproductive Health and Rights. She is active as a trainer in Comprehensive Sexuality Education (CSE) in a number of countries in Africa and Asia and as a counseling sexologist in her own private practice.
Since 2008 she works regularly in China to train trainers and teachers in sexuality education. She collaborates with Professor Wenli Liu and her team of Beijing Normal University to support the development of Comprehensive Sexuality Education programs for preschool and kindergarten children. Since 2015 she gives lectures at the Beijing Normal University and works together with Open Mind, a Chinese organization which aims to improve the sexual health of Chinese people and promote sexuality education by giving trainings and counseling.
Since 2008 she is member of the WHO European expert group who developed the Standards for Sexuality Education in Europe.
As an associate of the University of Groningen she contributed from 2008 – 2010 to a PhD research program on the impact of early sexuality education on adolescent sexual health. She developed Sexuality Education programs for children from 0-12 years old (and their educators) which are used in many schools in the Netherlands and abroad.'
Bron: https://sanderijnvanderdoef.nl/#lb-about
Een aanbeveling (...) voor Sanderijn: “She really knows how to change my mind” [...]
Trainings
Some recent examples:
Trainings in Burundi, South Africa, Ethiopia, Kenya, Uganda, Malawi, Pakistan, Vietnam, Indonesia, Bangladesh (for Rutgers) from 2006-2016 on Comprehensive Sexuality Education (CSE) for teachers and staff of local partners
2008-2016: Trainings in China for teachers and educational experts on sexuality education, for parents on the education of children in sexuality
Consultancies, presentations, supervision
Some recent examples:
WHO, UNFPA about comprehensive sexuality education (CSE) for children and young people (2008-2016)
Prague 2015: conference on child protection
Strasbourg 2015: presentation in the European parliament about how to protect children from sexual violence
2014-2016: Consultancies and supervision in 3-year project on development of sexuality education program for kindergarten children in China
Counseling
Some recent examples:
Counseling for adults in private practice: relational problems, sexual problems, questions about sexuality of children, sexuality education
2015: Group counseling for women in China: on female sexuality
Bron: https://sanderijnvanderdoef.nl/#lb-activities
Zij werkt o.a. voor Rutgers; was eerst De Wereldbevolkingsstichting (Engels: World Population Foundation) is een stichting die in 1987 in Nederland werd opgericht door het Britse koppel Diana en Roy Brown. De stichting richtte zich op de groei van de wereldbevolking.[...]
'Na de Bevolkingsconferentie in Caïro in 1994 kwamen nieuwe thema's aan bod zoals zelfbeschikkingsrecht, seksuele gezondheid en voortplantingsrecht*.'
*WTF is voortplantingsrecht?! Bron: https://nl.wikipedia.org/wiki/Wereldbevolkingsstichting
[Als je klikt op de term voortplantingsrecht, word je doorverwezen naar de wiki Voortplanting (biologie) ipv naar wat voortplantingsRECHT zou betekenen.]
Raad van Toezicht Rutgers:
'Mirjam de Blécourt (voorzitter)
Mirjam is een toonaangevende arbeidsrecht advocaat en werkt sinds 1990 bij Baker McKenzie**. Ze heeft zich publiekelijk meermaals uitgesproken over #metoo en zet zich al jaren in voor diversiteit en gelijke behandeling. Mirjam heeft ruime ervaring als bestuurder en commissaris bij verschillende organisaties waaronder Baker McKenzie Amsterdam, Het Concertgebouw Fonds, stichting Women on Top en Female Cancer Foundation.'
** Van de website van Baker McKenzie: https://www.bakermckenzie.com/-/media/files/about-us/un_cop_2019.pdf?la=en
Baker McKenzie werkte oa aan het 'HOMELESS YOUTH HANDBOOK'.
Zij werken samen met:
• Florida, working with The Walt Disney Company and Florida Children’s First
• Illinois, working with United Airlines and Chicago Coalition for the Homeless
• Minnesota, working with Ecolab and Southern Minnesota Regional Legal Services• New York, working with Mondelez and The Door• Texas, working with Weatherford and Appleseed• Washington, working with Starbucks and Columbia Legal Services
• Washington DC, working with The Walt Disney Company and National Law Center on Homelessness and Poverty
Wordt vervolgd.
Teruggeplaatst, Natuur. Goed speurwerk dit!!!
Mike
Mike
Melkmeisje
Well-known member
ik heb ooit gedacht (of misschien helemaal niet gedacht) dat Nederland een minilandje is met weinig invloed op de wereld, maar we zitten letterlijk overal met onze neus tussen.
Natuur
New member
‘Cardinal McCarrick 'ran a child sex ring from a New Jersey beach house in the 1980s, where he obtained at least seven underage boys to sleep with four adult clerics'.’
https://www.dailymail.co.uk/news/article-8550481/amp/Cardinal-McCarrick-ran-child-sex-ring-New-Jersey-beach-house-1980s-four-clerics.html
https://www.dailymail.co.uk/news/article-8550481/amp/Cardinal-McCarrick-ran-child-sex-ring-New-Jersey-beach-house-1980s-four-clerics.html
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Guest
Guest
Ik heb in dit topic een bericht proberen te plaatsen met behoorlijk wat linken over Sanderijn van der Doef. Is deze in de spam terecht gekomen?
G
Guest
Guest
Ja Natuur, het verbaast me niks wat jij gevonden hebt en de relatie met dinsey en natuurlijk WHO.
Zomaar even een naam uit de referenties dit document. https://www.researchgate.net/publication/298325410_THE_DUTCH_APPROACH-STARTING_AS_YOUNG_AS_POSSIBLE
The origins of the Kinsey Institute lie in the scientific research of Indiana University professor and entomologist turned sexuality researcher, Alfred Kinsey. The 1947 creation of the nonprofit institute, originally named the Institute for Sex Research (ISR), was supported by both Indiana University president Herman B Wells and the Rockefeller Foundation, a major financial backer of Kinsey's research. The ISR was established to protect and preserve the confidentiality of Kinsey's data and research materials by creating a secure, permanent repository for them.[4]
Bron:https://en.wikipedia.org/wiki/John_Bancroft_(sexologist)
The Dutch Approach: starting as young as possible
June 2011
Sanderijn van der Doef, Technical Advisor Sexual Health Children and Young People, Rutgers WPF The Netherlands
Introduction
In the Netherlands sexuality education in schools has some specific characteristics which contribute to a low percentage of young people with sexual problems. In this article some of these characteristics will be discussed.
The Netherlands does not have a long history in sexuality education. It may seem the Dutch schools are used to give sexuality education for a long time, this is not the fact at all. Nor was sexuality education compulsory in Dutch schools. Before the nighties of the past century, sexuality education was given in secondary schools mostly by special sex educators from Rutgers Foundation (Rutgers Stichting), the Dutch Family Planning Centre. The Rutgers Foundation (in 2010 merged with the World Population Foundation to become the Dutch international working expertise centre for sexuality and now called Rutgers WPF) started with promoting sexuality education in schools since the seventies in the past century. There were not many schools at that time where the teachers themselves were willing or able to give lessons about sexuality. But this changed since 1996. The Ministry of Education developed a list of key competences (for all subjects) students must reach at the end of their school carrier. Some of these key competences could be related to the topics of sexuality, prevention of sexual problems (unplanned pregnancies, STI’s, HIV/Aids) and relational topics, especially the competences that belong to the subject of biology and social sciences. Examples of a key competence is: nr 34: The student learns to understand the essentials of structure and function of the human body, to establish links with the promotion of physical and mental health, and learns to take responsibility.
Sexuality education in secondary schools
Secondary schools can choose their own ways of reaching these competences by choosing the books and methods that fit the pedagogic (and religious) culture of their schools the best. Because of these competences all biology books contain several chapters covering topics of sexuality, growing up and the prevention of unplanned pregnancies, STI’s and HIV/Aids. Some books discuss also emotional changes. Every school can decide if they need extra materials to cover the topics of sexuality and relationships. Some schools do (the broader method) and others keep strict to the content of biology school books (the minimum method). Because the Ministry of Education does not prescribe in a clear and structured way which topics on what age concerning sexuality must be educated to secondary school children, sexuality education is not given in a structured way (like is done for example in Finland). Therefore we cannot say sexuality education is compulsory, although the topic is discussed (in various ways, in different extent, sometimes minimal, sometimes very extensive) in all secondary schools between the ages of 12-16 years old. For this reason it is also difficult to give percentages, figures or other data about the exact extent of sexuality education in secondary schools in the Netherlands.
Sexuality education in primary schools
Concerning primary schools, the situation is even more complicated. The key competences developed by the Ministry of Education show even less relation to subjects like sexuality and relationships then the ones in secondary schools (although recently last year the Ministry gave the assignment to adapt these key competences more focussing to sexuality issues. This will be a process of several years) . Primary schools can decide for themselves (with or without the involvement of parents) to organise some extracurricular lessons about sexuality and relationships. To support these lessons there is until now only one comprehensive curriculum available for all grades in primary schools (ranging from 4-12 years old). This comprehensive sexuality education curriculum is called Relationships and Sexuality (‘Relaties en Seksualiteit’) and exists since 1996. In 2004 it was adapted after a pilot in several primary schools. At the launch in 2004 the Ministry of Health offered financial support to implement this unique curriculum in all primary schools in the Netherlands. This implementation is done by a yearly national campaign called ‘Week of Spring Fever’ at the start of the spring season. Until now more than 700 primary schools are joining every year this campaign week in which they spend the whole week to lessons and school activities (with theatre, parents-meetings, exhibitions, etc) about sexuality and relationships from grade 1 (4 years old) to grade 8 (12 years old). Parents (mothers as well as fathers) are involved as much as possible during that week and all participating schools are offered materials and workshops how to teach lessons from the curriculum Relationships and Sexuality.
The curriculum was evaluated last year in the upper primary grades (10-12 years old) and several important outcomes are useful to mention here. (L.Bagchus e.a., 2010)
First of all knowledge about sexuality topics was increased. Not only about topics relating sexuality and relationships but also about sexual harassment and sexual abuse. The attitude towards homosexuality increased in a positive direction. And an increase was seen in communication skills and assertiveness among the children. Students, teachers and parents are very satisfied about the curriculum.
Why should we start as young as possible with sexuality education?
Several reasons can be mentioned why sexuality education can and must start as young as possible (at school preferably from 4 years old). According to the WHO standards for sexuality education, this can be started even from 0 on by parents (BzGa 2010). Most children enter primary school at 4 years old, therefore in-school sexuality education can start as soon as children become 4 years old.
From several studies (H. de Graaf 2010, M. Cense e.a. 2010, I. Vanwesenbeeck 1999) we know that some important key aspects can be analysed as important for a healthy sexual development.
Key skills are:
Ability to develop relationships based on equality, respect and empathy
Ability to communicate boundaries and wishes (how to say No and Yes)
Ability to deal with own and others emotions and needs
These skills are especially important to prevent problems like sexual harassment, sexual abuse and to develop pleasurable relationships. Remember that a sexual relationship is in fact a specific type of a social relationship. And developing relationships (and learning how to do that) is something that occurs already at a young age.
Key attitudes in developing a healthy sexuality are:
Self-esteem and positive body awareness
Accept and respect diversity in needs, boundaries, relationships
View sexuality as a positive, normal aspect of all human life, view sexuality as a human right
These attitudes are important to prevent negative attitudes towards sexuality, like fear, shame and guilt which lead to negative experiences with sexuality. The important attitude of accepting and respecting diversity includes sexual orientation and gender differences (and equalities).
Key aspects regarding knowledge are:
Basic knowledge of body, body changes and body differences
Basic knowledge of reproduction (and prevention of reproduction)
Basic knowledge of possible problems and how to prevent them
These knowledge aspects are important to know in order to prevent myths about reproduction and sexuality, misconceptions and to prevent sexual problems, like unwanted pregnancies, sexual abuse and STI’s and HIV/Aids.
Looking at these key skills, attitudes and knowledge aspects we have to realise that all of them can be taught and discussed already at a very young age. As long as it will be done in an age and developmental appropriate way. Why should we wait until children reach (or are just below) the age of becoming sexual active? A crucial condition to remember is that all the information you give to young children should be understandable (meaning as simple as possible) and offered in a way that is in accordance with the development and experiences of the child’s age. An example could be that you are not educating about the different types of condoms with 4 years old-ones, which can be part of the education program for 14 years old students. It also means that your sexuality education program should be adjusted to the questions children of that age ask. Because if they ask a question, it means children are interested to know an answer. Is it right to ignore their questions?
There are many more reasons why we should start earlier with sexuality education:
Sexual development starts at birth
We know from research that the sexual development starts from the day the child is born (H. de Graaff 2009, J. Rademakers 2000). As all other functions, skills, emotions and physical and non-physical aspects of life are starting to develop from birth, this is also the case with sexual feelings. Already in the first year of their life children start to touch their genitals and experience a specific feeling which we can call the base of sexual feelings (S. van der Doef, 2009). Like all other feelings and emotions, the sexual feeling has to develop (by experiences and interactions with the environment) in the following years towards an adult sexual feeling in adolescence and adulthood.
Sexuality means more than reproduction (gender, feelings, etc)
Sexuality as a concept is not limited to reproduction and physiological aspects (orgasm, lust). It is a much broader concept, it relates also to gender aspects and identity, relational aspects, feelings and emotions. All of these aspects can be discussed in a simple and age appropriate way with very young children. Moreover sexuality education at a young age can promote the development of relational skills, which children are about to develop from 4-12 years old.
To respect the rights of young children
One of the important human rights claim the right of children to get information (right to get education that fits their age level, International Convention of the Rights of the Child, 1994). Children as young as 4 years old can have questions about sexuality issues. Children have the right to get proper information that is understandable and appropriate for their age.
Young children show sexual behaviour and have sexual feelings (at child level)
Several studies (Friedrich W.N. 1997, 2000, Cohen P.T. 2000, Bancroft J. 2003) show that children as young as 2 years old show behaviours that can be called sexual or evoke sexual feelings (touching genitals, kissing, rubbing genitals against others, watching others undressing, looking at nude pictures, etc). These behaviours cannot be ignored. On the other hand we know that negative reactions of adults can lead to feelings of shame and guilt in the child. Sexuality education at a young age should cover explanations about the normality of sexual feelings, promoting a positive attitude towards sexuality and preventing the development of taboos. At the same time sexuality education at a young age should promote the development of social values by telling the child what in his society is appropriate behaviour (in relation to touching the genitals and other childish sexual behaviour), but without condemning the (normal) feelings of the child.
We also know that teaching sexuality issues (at a developmental appropriate level) is not stimulating early sexual behaviour (Mueller TE, et. Al 2008)
Sexuality education at a young age should promote the development of certain key personal and life skills (assertiveness, self-esteem, positive body awareness, communication skills, relational skills, respect towards diversity in gender and sexual orientation, etc) that are the foundation of healthy sexual relationships later in life.
To give alternative and correct information as replacement of media information
The media (TV, internet, magazines) send a huge bulk of images, messages and information about all kind of sexuality issues. Media are a uncensored source of information for children. They make their own interpretations of what they see and until the age of 7 years old children tend to consider what they see in the media as real, not being able yet to differentiate between fantasy and reality. Sexuality education at a young age should discuss with young children the unreality of media messages and give alternative information to the sexual messages from the media.
And finally, sexuality education should start earlier than secondary schools because of the fact that in some cultures we see already in upper primary some (forced or under peer pressure) sexual behaviour (Van der Doef and Bunoti 2011). Proper sexuality education before the age of first sexual activities can prevent children to experience sexual problems from engaging in sexual activities before they feel ready for it.
What subjects can be discussed in Primary Schools?
Based on our knowledge of key skills, attitudes and knowledge aspects and based on our assumptions why sexuality education should start as young as possible and finally based on what the WHO writes in their standards for sexuality education, the following theme’s and subjects can be taught to children between the age of 4-12 years old:
Body awareness and self esteem
Body knowledge, body differences, body changes, puberty, masturbation, positive self, uniqueness, gender (roles), gender equality and equity
Relationships
Building and maintain relationships, aspects of healthy relationships, feelings of love and friendship, diversity in relationships and family structures, sexual orientation
Reproduction
How a baby is made and born, pregnancy, couples with(out) children, prevention of unwanted pregnancies, STI, Hiv
Prevention sexual abuse
How to say no, looking for help, good and bad secrets
Some examples of sexuality education programs for young children
Rutgers WPF works both as a national and international expert centre on sexuality. This means that experts work and develop programs on sexuality education both for target groups in the Netherlands as in Asian and African countries. Rutgers WPF has 3 field offices (Indonesia, Vietnam and Hanoi) and in other countries there is collaboration with local organisations. In the Netherlands the program for primary schools is called ‘Relaties en Seksualiteit’ (Relationships and Sexuality) and contains a great number of lessons for children between 4-12 years old. Recently the part of the program meant for the upper grades (grade 7 and 8, 10-12 years old children) was evaluated and several positive outcomes were revealed (L. Bagchus 2010).
From the evaluation outcomes we understand that it is possible talking with very young children of 4 years old about sensitive issues as masturbation (touching the genitals), homosexuality (people can love each other. Some men love men and some men love women. And this can be the case with women also) and reproduction (a woman has an egg in her belly and a man has sperm in his penis. When a man and a woman love each other the sperm can meet the egg and melt together to become a baby). The program is promoted during the yearly national campaign ‘Week of the Spring Fever’ on more than 700 primary schools in the country. Parents are involved in this campaign and both teachers, children and parents are enthusiastic about the campaign, the program and about the lessons.
Based on this program for primary schools in the Netherlands, a separate program for kindergarten children (4-6 years old) was developed in Indonesia together with staff members of the field office in Jakarta. The program was developed based on the outcomes of a needs assessment with teachers and parents who had many questions about how to deal with the sexual behaviours and questions of their children. Also cases of sexual abuse were reported by the teachers. The program covers many of the above mentioned theme’s and subjects. Four booklets for children were developed (about gender and gender roles, about body differences, about reproduction and about prevention of sexual abuse). To explain body differences and the changes in body parts and genitals between boys and girls, men and women, and to explain the process of delivering a baby, 4 dolls were produced which can be shown and undressed by the teacher in the classroom.
The program, called You & Me, is just recently adopted by the China Family Planning Association to be implemented in China. In Indonesia, the development, piloting and implementation in 3 regions proceeded for 3 years in which a group of 20 kindergarten teachers were trained 4 times to become Master Trainers who are now able to train other teachers. The program was evaluated positively and can be considered a success.
To talk and discuss all aspects of sexuality with children from 4 up to 12 years old in a respectful, simple but understanding way seems now a joy for all teachers, parents and children. Further longitudinal studies has to show what the effect can be on later sexual behaviour in adolescence and adulthood.
References:
Drs. L. Bagchus, Dr. M. Martens, M. vander Sluis MSc, Relationele en seksuele vorming in het basisonderwijs. Een effect- en procesevaluatie van de lespakketten 'Relaties & Seksualiteit' en 'Lekker in je vel', 2010, ResCon, Amsterdam
M. Cense, M. Martens, S. Maris, E. Janssen, H. de Graaf, Onderzoek naar determinanten van succesvolle implementatie van het leskatern relaties & seksualiteit in het basisonderwijs, 2011 RutgersWPF, Utrecht
BZgA and WHO Regional Office for Europe, Standards for Sexuality Education in Europe, 2010
H. de Graaf, et. al, 2010; literatuuronderzoek Leefstijlcampagne Seksuele weerbaarheid, 2010
Vanwesenbeeck, et. al, Factors and processes in heterosexual competence and risk: an integrated review of the evidence. Psychology and Health, 1999, vol. 14, pp.25-50
H. de Graaf, In: Seksuologie onder redactie van Luc Gijs, 2009
J. Rademakers and Theo Sandfort, Childhood Sexuality: Normal Sexual Behavior and Development, The Haworth Press, New York, 2000
S. van der Doef, Kleine Mensen, Grote Gevoelens, Ploegsma, Amsterdam 2009
W. Friedrich, Children with sexual behavior problems, New York 2007
John Bancroft, Sexual Development in Childhood, 2003
Peggy Cohen, Sexual Behavior in Dutch and Belgian Children as observed by their mothers, In: Childhood Sexuality: Normal Sexual Behavior and Development, The Haworth Press, New York, 2000
Mueller TE, et. al. The association between sex education and youth’s engagement in sexual intercourse, age at first intercourse and birth control use at first sex. Journal of Adolescent Health 2008; 42:89-96
S. van der Doef and S. Bunoti, Promotion of sexual and reproductive health and rights of children of 9-14 years in primary schools in Uganda, in press 2011
Relaties en Seksualiteit, een lespakket voor het basisonderwijs, ThiemeMeulenhoff, 2004
John Bancroft, Sexual Development in Childhood. Hij was directeur van Het Kinsey Instituut. Gesponsord door niemand minder dan de Rockefeller Foundation. Bron:https://en.wikipedia.org/wiki/Kinsey_Institute
Het Kinsey Instituut is opgericht door Alfred Charles Kinsey. Deze meneer genoot een liefdeloze opvoeding. Hij was Amerikaans bioloog en seksuoloog en stond aan het begin van de seksuele revolutie en werd gesponsord door de Rockefeller Foundation.
Vanaf 1938 heeft hij zich beziggehouden met de studie van de menselijke seksualiteit. Hij zocht en vond onder meer een sponsor in de Rockefeller Foundation die net zoals hij voorstander waren van de eugenetica.
Bron: https://nl.wikipedia.org/wiki/Alfred_Kinsey
Niet verwonderlijk dat er opgeroepen word om dit instituut te stoppen. https://stopthekinseyinstitute.org
Zomaar even een naam uit de referenties dit document. https://www.researchgate.net/publication/298325410_THE_DUTCH_APPROACH-STARTING_AS_YOUNG_AS_POSSIBLE
The origins of the Kinsey Institute lie in the scientific research of Indiana University professor and entomologist turned sexuality researcher, Alfred Kinsey. The 1947 creation of the nonprofit institute, originally named the Institute for Sex Research (ISR), was supported by both Indiana University president Herman B Wells and the Rockefeller Foundation, a major financial backer of Kinsey's research. The ISR was established to protect and preserve the confidentiality of Kinsey's data and research materials by creating a secure, permanent repository for them.[4]
Bron:https://en.wikipedia.org/wiki/John_Bancroft_(sexologist)
The Dutch Approach: starting as young as possible
June 2011
Sanderijn van der Doef, Technical Advisor Sexual Health Children and Young People, Rutgers WPF The Netherlands
Introduction
In the Netherlands sexuality education in schools has some specific characteristics which contribute to a low percentage of young people with sexual problems. In this article some of these characteristics will be discussed.
The Netherlands does not have a long history in sexuality education. It may seem the Dutch schools are used to give sexuality education for a long time, this is not the fact at all. Nor was sexuality education compulsory in Dutch schools. Before the nighties of the past century, sexuality education was given in secondary schools mostly by special sex educators from Rutgers Foundation (Rutgers Stichting), the Dutch Family Planning Centre. The Rutgers Foundation (in 2010 merged with the World Population Foundation to become the Dutch international working expertise centre for sexuality and now called Rutgers WPF) started with promoting sexuality education in schools since the seventies in the past century. There were not many schools at that time where the teachers themselves were willing or able to give lessons about sexuality. But this changed since 1996. The Ministry of Education developed a list of key competences (for all subjects) students must reach at the end of their school carrier. Some of these key competences could be related to the topics of sexuality, prevention of sexual problems (unplanned pregnancies, STI’s, HIV/Aids) and relational topics, especially the competences that belong to the subject of biology and social sciences. Examples of a key competence is: nr 34: The student learns to understand the essentials of structure and function of the human body, to establish links with the promotion of physical and mental health, and learns to take responsibility.
Sexuality education in secondary schools
Secondary schools can choose their own ways of reaching these competences by choosing the books and methods that fit the pedagogic (and religious) culture of their schools the best. Because of these competences all biology books contain several chapters covering topics of sexuality, growing up and the prevention of unplanned pregnancies, STI’s and HIV/Aids. Some books discuss also emotional changes. Every school can decide if they need extra materials to cover the topics of sexuality and relationships. Some schools do (the broader method) and others keep strict to the content of biology school books (the minimum method). Because the Ministry of Education does not prescribe in a clear and structured way which topics on what age concerning sexuality must be educated to secondary school children, sexuality education is not given in a structured way (like is done for example in Finland). Therefore we cannot say sexuality education is compulsory, although the topic is discussed (in various ways, in different extent, sometimes minimal, sometimes very extensive) in all secondary schools between the ages of 12-16 years old. For this reason it is also difficult to give percentages, figures or other data about the exact extent of sexuality education in secondary schools in the Netherlands.
Sexuality education in primary schools
Concerning primary schools, the situation is even more complicated. The key competences developed by the Ministry of Education show even less relation to subjects like sexuality and relationships then the ones in secondary schools (although recently last year the Ministry gave the assignment to adapt these key competences more focussing to sexuality issues. This will be a process of several years) . Primary schools can decide for themselves (with or without the involvement of parents) to organise some extracurricular lessons about sexuality and relationships. To support these lessons there is until now only one comprehensive curriculum available for all grades in primary schools (ranging from 4-12 years old). This comprehensive sexuality education curriculum is called Relationships and Sexuality (‘Relaties en Seksualiteit’) and exists since 1996. In 2004 it was adapted after a pilot in several primary schools. At the launch in 2004 the Ministry of Health offered financial support to implement this unique curriculum in all primary schools in the Netherlands. This implementation is done by a yearly national campaign called ‘Week of Spring Fever’ at the start of the spring season. Until now more than 700 primary schools are joining every year this campaign week in which they spend the whole week to lessons and school activities (with theatre, parents-meetings, exhibitions, etc) about sexuality and relationships from grade 1 (4 years old) to grade 8 (12 years old). Parents (mothers as well as fathers) are involved as much as possible during that week and all participating schools are offered materials and workshops how to teach lessons from the curriculum Relationships and Sexuality.
The curriculum was evaluated last year in the upper primary grades (10-12 years old) and several important outcomes are useful to mention here. (L.Bagchus e.a., 2010)
First of all knowledge about sexuality topics was increased. Not only about topics relating sexuality and relationships but also about sexual harassment and sexual abuse. The attitude towards homosexuality increased in a positive direction. And an increase was seen in communication skills and assertiveness among the children. Students, teachers and parents are very satisfied about the curriculum.
Why should we start as young as possible with sexuality education?
Several reasons can be mentioned why sexuality education can and must start as young as possible (at school preferably from 4 years old). According to the WHO standards for sexuality education, this can be started even from 0 on by parents (BzGa 2010). Most children enter primary school at 4 years old, therefore in-school sexuality education can start as soon as children become 4 years old.
From several studies (H. de Graaf 2010, M. Cense e.a. 2010, I. Vanwesenbeeck 1999) we know that some important key aspects can be analysed as important for a healthy sexual development.
Key skills are:
Ability to develop relationships based on equality, respect and empathy
Ability to communicate boundaries and wishes (how to say No and Yes)
Ability to deal with own and others emotions and needs
These skills are especially important to prevent problems like sexual harassment, sexual abuse and to develop pleasurable relationships. Remember that a sexual relationship is in fact a specific type of a social relationship. And developing relationships (and learning how to do that) is something that occurs already at a young age.
Key attitudes in developing a healthy sexuality are:
Self-esteem and positive body awareness
Accept and respect diversity in needs, boundaries, relationships
View sexuality as a positive, normal aspect of all human life, view sexuality as a human right
These attitudes are important to prevent negative attitudes towards sexuality, like fear, shame and guilt which lead to negative experiences with sexuality. The important attitude of accepting and respecting diversity includes sexual orientation and gender differences (and equalities).
Key aspects regarding knowledge are:
Basic knowledge of body, body changes and body differences
Basic knowledge of reproduction (and prevention of reproduction)
Basic knowledge of possible problems and how to prevent them
These knowledge aspects are important to know in order to prevent myths about reproduction and sexuality, misconceptions and to prevent sexual problems, like unwanted pregnancies, sexual abuse and STI’s and HIV/Aids.
Looking at these key skills, attitudes and knowledge aspects we have to realise that all of them can be taught and discussed already at a very young age. As long as it will be done in an age and developmental appropriate way. Why should we wait until children reach (or are just below) the age of becoming sexual active? A crucial condition to remember is that all the information you give to young children should be understandable (meaning as simple as possible) and offered in a way that is in accordance with the development and experiences of the child’s age. An example could be that you are not educating about the different types of condoms with 4 years old-ones, which can be part of the education program for 14 years old students. It also means that your sexuality education program should be adjusted to the questions children of that age ask. Because if they ask a question, it means children are interested to know an answer. Is it right to ignore their questions?
There are many more reasons why we should start earlier with sexuality education:
Sexual development starts at birth
We know from research that the sexual development starts from the day the child is born (H. de Graaff 2009, J. Rademakers 2000). As all other functions, skills, emotions and physical and non-physical aspects of life are starting to develop from birth, this is also the case with sexual feelings. Already in the first year of their life children start to touch their genitals and experience a specific feeling which we can call the base of sexual feelings (S. van der Doef, 2009). Like all other feelings and emotions, the sexual feeling has to develop (by experiences and interactions with the environment) in the following years towards an adult sexual feeling in adolescence and adulthood.
Sexuality means more than reproduction (gender, feelings, etc)
Sexuality as a concept is not limited to reproduction and physiological aspects (orgasm, lust). It is a much broader concept, it relates also to gender aspects and identity, relational aspects, feelings and emotions. All of these aspects can be discussed in a simple and age appropriate way with very young children. Moreover sexuality education at a young age can promote the development of relational skills, which children are about to develop from 4-12 years old.
To respect the rights of young children
One of the important human rights claim the right of children to get information (right to get education that fits their age level, International Convention of the Rights of the Child, 1994). Children as young as 4 years old can have questions about sexuality issues. Children have the right to get proper information that is understandable and appropriate for their age.
Young children show sexual behaviour and have sexual feelings (at child level)
Several studies (Friedrich W.N. 1997, 2000, Cohen P.T. 2000, Bancroft J. 2003) show that children as young as 2 years old show behaviours that can be called sexual or evoke sexual feelings (touching genitals, kissing, rubbing genitals against others, watching others undressing, looking at nude pictures, etc). These behaviours cannot be ignored. On the other hand we know that negative reactions of adults can lead to feelings of shame and guilt in the child. Sexuality education at a young age should cover explanations about the normality of sexual feelings, promoting a positive attitude towards sexuality and preventing the development of taboos. At the same time sexuality education at a young age should promote the development of social values by telling the child what in his society is appropriate behaviour (in relation to touching the genitals and other childish sexual behaviour), but without condemning the (normal) feelings of the child.
We also know that teaching sexuality issues (at a developmental appropriate level) is not stimulating early sexual behaviour (Mueller TE, et. Al 2008)
Sexuality education at a young age should promote the development of certain key personal and life skills (assertiveness, self-esteem, positive body awareness, communication skills, relational skills, respect towards diversity in gender and sexual orientation, etc) that are the foundation of healthy sexual relationships later in life.
To give alternative and correct information as replacement of media information
The media (TV, internet, magazines) send a huge bulk of images, messages and information about all kind of sexuality issues. Media are a uncensored source of information for children. They make their own interpretations of what they see and until the age of 7 years old children tend to consider what they see in the media as real, not being able yet to differentiate between fantasy and reality. Sexuality education at a young age should discuss with young children the unreality of media messages and give alternative information to the sexual messages from the media.
And finally, sexuality education should start earlier than secondary schools because of the fact that in some cultures we see already in upper primary some (forced or under peer pressure) sexual behaviour (Van der Doef and Bunoti 2011). Proper sexuality education before the age of first sexual activities can prevent children to experience sexual problems from engaging in sexual activities before they feel ready for it.
What subjects can be discussed in Primary Schools?
Based on our knowledge of key skills, attitudes and knowledge aspects and based on our assumptions why sexuality education should start as young as possible and finally based on what the WHO writes in their standards for sexuality education, the following theme’s and subjects can be taught to children between the age of 4-12 years old:
Body awareness and self esteem
Body knowledge, body differences, body changes, puberty, masturbation, positive self, uniqueness, gender (roles), gender equality and equity
Relationships
Building and maintain relationships, aspects of healthy relationships, feelings of love and friendship, diversity in relationships and family structures, sexual orientation
Reproduction
How a baby is made and born, pregnancy, couples with(out) children, prevention of unwanted pregnancies, STI, Hiv
Prevention sexual abuse
How to say no, looking for help, good and bad secrets
Some examples of sexuality education programs for young children
Rutgers WPF works both as a national and international expert centre on sexuality. This means that experts work and develop programs on sexuality education both for target groups in the Netherlands as in Asian and African countries. Rutgers WPF has 3 field offices (Indonesia, Vietnam and Hanoi) and in other countries there is collaboration with local organisations. In the Netherlands the program for primary schools is called ‘Relaties en Seksualiteit’ (Relationships and Sexuality) and contains a great number of lessons for children between 4-12 years old. Recently the part of the program meant for the upper grades (grade 7 and 8, 10-12 years old children) was evaluated and several positive outcomes were revealed (L. Bagchus 2010).
From the evaluation outcomes we understand that it is possible talking with very young children of 4 years old about sensitive issues as masturbation (touching the genitals), homosexuality (people can love each other. Some men love men and some men love women. And this can be the case with women also) and reproduction (a woman has an egg in her belly and a man has sperm in his penis. When a man and a woman love each other the sperm can meet the egg and melt together to become a baby). The program is promoted during the yearly national campaign ‘Week of the Spring Fever’ on more than 700 primary schools in the country. Parents are involved in this campaign and both teachers, children and parents are enthusiastic about the campaign, the program and about the lessons.
Based on this program for primary schools in the Netherlands, a separate program for kindergarten children (4-6 years old) was developed in Indonesia together with staff members of the field office in Jakarta. The program was developed based on the outcomes of a needs assessment with teachers and parents who had many questions about how to deal with the sexual behaviours and questions of their children. Also cases of sexual abuse were reported by the teachers. The program covers many of the above mentioned theme’s and subjects. Four booklets for children were developed (about gender and gender roles, about body differences, about reproduction and about prevention of sexual abuse). To explain body differences and the changes in body parts and genitals between boys and girls, men and women, and to explain the process of delivering a baby, 4 dolls were produced which can be shown and undressed by the teacher in the classroom.
The program, called You & Me, is just recently adopted by the China Family Planning Association to be implemented in China. In Indonesia, the development, piloting and implementation in 3 regions proceeded for 3 years in which a group of 20 kindergarten teachers were trained 4 times to become Master Trainers who are now able to train other teachers. The program was evaluated positively and can be considered a success.
To talk and discuss all aspects of sexuality with children from 4 up to 12 years old in a respectful, simple but understanding way seems now a joy for all teachers, parents and children. Further longitudinal studies has to show what the effect can be on later sexual behaviour in adolescence and adulthood.
References:
Drs. L. Bagchus, Dr. M. Martens, M. vander Sluis MSc, Relationele en seksuele vorming in het basisonderwijs. Een effect- en procesevaluatie van de lespakketten 'Relaties & Seksualiteit' en 'Lekker in je vel', 2010, ResCon, Amsterdam
M. Cense, M. Martens, S. Maris, E. Janssen, H. de Graaf, Onderzoek naar determinanten van succesvolle implementatie van het leskatern relaties & seksualiteit in het basisonderwijs, 2011 RutgersWPF, Utrecht
BZgA and WHO Regional Office for Europe, Standards for Sexuality Education in Europe, 2010
H. de Graaf, et. al, 2010; literatuuronderzoek Leefstijlcampagne Seksuele weerbaarheid, 2010
Vanwesenbeeck, et. al, Factors and processes in heterosexual competence and risk: an integrated review of the evidence. Psychology and Health, 1999, vol. 14, pp.25-50
H. de Graaf, In: Seksuologie onder redactie van Luc Gijs, 2009
J. Rademakers and Theo Sandfort, Childhood Sexuality: Normal Sexual Behavior and Development, The Haworth Press, New York, 2000
S. van der Doef, Kleine Mensen, Grote Gevoelens, Ploegsma, Amsterdam 2009
W. Friedrich, Children with sexual behavior problems, New York 2007
John Bancroft, Sexual Development in Childhood, 2003
Peggy Cohen, Sexual Behavior in Dutch and Belgian Children as observed by their mothers, In: Childhood Sexuality: Normal Sexual Behavior and Development, The Haworth Press, New York, 2000
Mueller TE, et. al. The association between sex education and youth’s engagement in sexual intercourse, age at first intercourse and birth control use at first sex. Journal of Adolescent Health 2008; 42:89-96
S. van der Doef and S. Bunoti, Promotion of sexual and reproductive health and rights of children of 9-14 years in primary schools in Uganda, in press 2011
Relaties en Seksualiteit, een lespakket voor het basisonderwijs, ThiemeMeulenhoff, 2004
John Bancroft, Sexual Development in Childhood. Hij was directeur van Het Kinsey Instituut. Gesponsord door niemand minder dan de Rockefeller Foundation. Bron:https://en.wikipedia.org/wiki/Kinsey_Institute
Het Kinsey Instituut is opgericht door Alfred Charles Kinsey. Deze meneer genoot een liefdeloze opvoeding. Hij was Amerikaans bioloog en seksuoloog en stond aan het begin van de seksuele revolutie en werd gesponsord door de Rockefeller Foundation.
Vanaf 1938 heeft hij zich beziggehouden met de studie van de menselijke seksualiteit. Hij zocht en vond onder meer een sponsor in de Rockefeller Foundation die net zoals hij voorstander waren van de eugenetica.
Bron: https://nl.wikipedia.org/wiki/Alfred_Kinsey
Niet verwonderlijk dat er opgeroepen word om dit instituut te stoppen. https://stopthekinseyinstitute.org
Bericht teruggeplaatst.
Mike
Mike
G
Guest
Guest
Fijn, dankjewel. Alhoewel ik nu zie dat ik de verkeerde post heb geplakt. Staat er wat door elkaar. Als er niet uit te komen is laat maar weten. Dan organiseer ik het beter. De naam om wie het gaat en er in eerste instantie uit de referenties heb gepikt is John Bancroft en heeft geleid tot aan de Rockefellers.
Mike
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