Charmaraman Linda, McKamey Corinne
Wellesley Centers for Women, Wellesley College, 106 Central Street, Wellesley, MA 02481-8203, USA.
Sex Res Social Policy. 2011;8(4):253-266. doi: 10.1007/s13178-011-0052-3. Epub 2011 May 26.
In this paper, we examine the ways that early adolescents talked, interacted, and made references to events in their individual and collective lives during photography-based focus groups about sexuality and relationships. Twenty-three participants (10 boys and 13 girls) were recruited from three urban schools participating in a comprehensive sex education impact evaluation in the Northeast. We analyzed conversational narratives that were elicited in a group process while sharing photos of important people, contexts, and situations, showcasing participants' exploration of sexuality and relationships. Our analysis revealed four main themes: (a) direct and indirect family communication about sexuality, (b) accidental and intentional Internet usage, (c) shared and contested peer knowledge, and (d) school as a direct and indirect learning context. Implications and future directions for practice, research, and policy are explored.
在本文中，我们研究了在以摄影为基础的关于性与人际关系的焦点小组讨论中，青少年早期如何谈论、互动以及提及他们个人生活和集体生活中的事件。我们从东北部三所参与全面性教育影响评估的城市学校招募了23名参与者（10名男孩和13名女孩）。我们分析了在小组过程中，当分享重要人物、背景和情境的照片时引发的对话叙述，展示了参与者对性与人际关系的探索。我们的分析揭示了四个主要主题：（a）关于性的直接和间接家庭沟通，（b）偶然和有意的互联网使用，（c）共享和有争议的同伴知识，以及（d）学校作为直接和间接的学习环境。本文还探讨了对实践、研究和政策的启示及未来方向。
