CHAPTER I
INTRODUCTION
1.1 INTRODUCTION
There is a burgeoning need, in recent times, to impart sex education to our teenagers. During adolescence, not only do the hormones work overtime, but there are physical changes too that are taking place in the body structure; particularly so in the sex organs, making the teenager curious to explore these changes. During the last three decades media both audio visual and printed has been feeding the young curious minds more often with misinformation and wrong notions about sex. The 'sexual arena' is in constant focus among the teens; in the absence of proper guidance, this can result in more harm than good. Enlightening a teenager is the best preventive policy to tackle the growing health problems in this age group. They need to understand very early that it is better to be safe than sorry. (Taruna http:// tarunamlife. blogspot. com/2010_10_01_archive.html)
Sex education means different things to different people. Perhaps this is because we precise sex, as we do other things, in relation to our own expression and attitude. First of all, sex education which is sometimes called sexuality education involves all aspects of the individual not merely the physiological process and physical needs. Sex education is also about developing young people’s skill so that they make informed choices about their behaviour, and feel confident and competent about acting on these choices. Sex education is about taking precautionary measures and making children aware of what it is all about and it is not about encouraging children to have sex.
It is widely accepted that young people have a right to sex education. This is because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies and sexually transmitted diseases. Sex education aims to reduce the risk of potentially negative outcome