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Marriage Council of Philadelphia, a community service agency which offers leadership of sex education courses requested by schools, colleges, and lay and religious groups, uses a ‘counselor-educator’ approach and process rather than the traditional educator's emphasis on information-giving. Staff members try to help teenagers not only to increase sex knowledge but to enlarge their understanding of emotional interactions and to develop the verbal and nonverbal skills needed for interpersonal competence. This paper emphasizes the leader's approach to the concept that sex experience is related to the full range of self-expressiveness and communication, and hopefully to the full valuing of another human being in sex and in all of life's personal relationships. Contacts with parents, schools, and community groups are also described as part of the leader's responsibility in educating teen-agers about sex. [ABSTRACT FROM AUTHOR]

More than 80 reports of the effectiveness of marriage courses are reviewed. Major types of evaluation studies are: (1) collecting student and alumni reactions to completed courses; (2) pre- and posttesting of student knowledge, attitudes, and competence at the beginning and end of courses; (3) administering standardized instruments to marriage course students and matched controls before and after a course. Marriage courses are found effective by all measures used to evaluate them to date. Implications for upgrading marriage and family life education are suggested. [ABSTRACT FROM AUTHOR]

Presents tips on how physicians can communicate with adolescents about sexual issues. Establishment of rapport; Sex education of adolescents; Questions to be asked during physical examination.

Discusses a survey of parental attitudes on, and methods of management of, sex education in fifty non-institutionalized adolescent retardates. Prevalence of frank sexual misbehavior; Family attitudes towards marriage and reproduction for the retardate; Apparent need for professional counseling and guidance regarding the adolescent development of the retardate.

This article discusses the public apathy on education for family life. There are a growing number of people who have something good to say about love and sex, who believe that sex education is more than the giving of anatomical or physiological facts and who realize that sex education is, and should be, part of an overall educational program, and that great good can come from it. In a boys' high school, a course which dealt with budgets and economics and a course on the history of marriage were offered. The courses, however, did not include any discussion of courtship, marriage or anything on the sexual side of marriage. These topics are important since a richer and more creative family life would help society in many different and far reaching ways. First, a creative marriage offers so much to the couple itself. Their enjoyment of life, their effectuality as citizens and their personal health are all enhanced by a marriage which gives satisfaction. Second, it is an accepted fact that a happy marriage is important for the healthy emotional development of children. A good leadership could overcome this apathy in hundreds of areas and support ideas that would soon create courses in human relations that would adequately prepare youngsters for marriage and family life.

Presents a letter to the editor in response to the article "Sex Education of Adolescents: An Exchange," published in the November 1960 issue of the journal "Marriage and Family Living."

The article focuses on the issue that concerns sex hygiene in young boys and girls. Both home and school have significant part in maintaining such thing in the youth. A candid and respectful attitude toward all sexual matters should be established in the mind of children. The young people should be taught what they are curious to know about the science of reproduction. They should carefully be instructed in everything that they need to understand about the matter.

The article narrates the author's experience on some experiments in teaching sex education. He has mention that his early experiences of handling problems of sex education were unsatisfactory and only later would he understand the reasonable and effective methods of presenting the subject. For him biological facts cannot be taught effectively in the classroom to large group of students who are to differ well in age and experience.

Discusses a research about the attitudes of parents towards the sex education of their children. Reference to a study by B. B. Levin et al published in the October 1972 issue of "The Journal of School Health"; Observation of age differences in the attitudes towards sex and sex education; Claim that parents prefer sex educators who are both prescriptive and proscriptive.