Pengaruh Tayangan TV

Pengaruh Tayangan TV

Jawa Pos, Minggu 25 Mei 2003

Seks di luar nikah membawa banyak kerugian. Terutama bagi kaum hawa. Kerugian ini misalnya kehamilan di luar nikah dan potensial mengakibatkan aborsi, dan kanker rahim. Ini disebabkan pergaulan yang terlalu bebas dan tontonan yang kurang terkontrol. Kebanyakan stasiun televisi menayangkan film-film tentang kehidupan pergaulan yang bersifat liberal. Di sinilah peran pendidikan seks sangat dibutuhkan. Pasalnya, dalam pendidikan seks, dijelaskan risiko apa yang bakal diterima ketika melakukan seks pranikah. Cara termudah untuk mencegah terjadinya seks pranikah ini adalah dengan membiarkan paramuda berpacaran namun ada tidak sampai kelewat batas.

Pengaruh Tayangan TV

Pengaruh Tayangan TV

Jawa Pos, Minggu 25 Mei 2003

Seks di luar nikah membawa banyak kerugian. Terutama bagi kaum hawa. Kerugian ini misalnya kehamilan di luar nikah dan potensial mengakibatkan aborsi, dan kanker rahim. Ini disebabkan pergaulan yang terlalu bebas dan tontonan yang kurang terkontrol. Kebanyakan stasiun televisi menayangkan film-film tentang kehidupan pergaulan yang bersifat liberal. Di sinilah peran pendidikan seks sangat dibutuhkan. Pasalnya, dalam pendidikan seks, dijelaskan risiko apa yang bakal diterima ketika melakukan seks pranikah. Cara termudah untuk mencegah terjadinya seks pranikah ini adalah dengan membiarkan paramuda berpacaran namun ada tidak sampai kelewat batas.

51,5% Remaja Lakukan Hubungan Seksual di Tempat Kos

51,5% Remaja Lakukan Hubungan Seksual di Tempat Kos

Majalah Gemari, Juni 2003

Sebuah Polling yang dilakukan Lembaga Swadaya Masyarakat Sahabat Anak Dan Remaja Indonesia (Sahara Indonesia) menyebutkan bahwa 44,8 persen mahasiswa dan remaja Bandung telah melakukan hubungan seks hampir sebagian besar berada di wilayah kos-kosan bagi mahasiswa yang kuliah di PTN dan PTS terbesar di Bandung. Bagaimana para mahasiswa ini menjadikan tempat kos-kosan sebagai ajang prostitusi dan atas dasar apa mereka bisa terjebak dalam budaya seks bebas?

Lokasi rumah yang berjauhan dari tempat kuliah menuntut mahasiswa sebagian memilih kos-kosan sebagai rumah kedua. Banyak hal yang positif yang didapat dari lepasnya "remaja beranjak dewasa" ini dari lingkungan keluarga menuju lingkungan yang penuh sebaya. Antara lain, mereka menjadi lebih mandiri, berani mengambil keputusan sendiri dan tidak cengeng. Namun ada sisi negatif yang mungkin kurang disadari oleh mereka, yaitu lemahnya pengawasan orang tua dan pemilik kos membuat mereka begitu mudahnya melakukan hubungan seks di dalam kamar tertutup.

Dari sekitar 1000 remaja peserta konsultasi (curhat) dan polling yang dilakukan Sahara Indonesia selama tahun 2000-2002, tempat mereka melakukan hubungan seksual terbesar dilakukan di tempat kos (51,5%). Menyusul kemudian di rumah (30%), di rumah perempuan (27,3%), di hotel (11,2%), di taman (2,5%), di tempat rekreasi (2,4%), di kampus (1,3%), di mobil (0,4%) dan tak diketahui (0,7%).

Menurut Agus Mochtar, Ketua Sahara Indonesia, banyak mahasiswa yang menjadikan kos-kosan sebagai tempat melakukan hubungan seks karena ada kecenderungan pola hubungan sosial sangat renggang antara pemilik kos dengan penghuni yang bersifat hubungan transaksional. Ini juga menyebabkan tempat kos bebas tanpa ada yang mengawasi.

Agus juga menambahkan, sebanyak 72,9 persen responden mengaku hamil. Sebanyak 91,5 persen diantaranya mengaku telah melakukan aborsi lebih dari satu kali. Aborsi umumnya dilakukan dengan bantuan dukun/nonparamedik (94,8%) dan hanya 5,2% dilakukan dengan bantuan paramedic. Sementara 33,2 persen (perempuan) dan 16,8% (laki-laki)mengaku menderita penyakit kelamin akibat hubungan seks bebas itu.

Yang lebih mengenaskan , semua peserta polling mengaku melakukan hubungan seks tanpa ada paksaan. Semua dilakukan atas dasar suka sama suka dan adanya kebutuhan. Selain itu, ada sebagian yang mengaku melakukan hubungan seks dengan lebih dari satu pasangan dan tidak bersifat komersil.

Kurangnya Pengetahuan Reproduksi

Lemahnya pengawasan orang tua, terutama dalam berkomunikasi dengan anaknya, menurut Nia R Raihanah Psi dari Biro Psikologi Salman (Bipsis) Bandung, membuat para orang tua hanya berfikir dengan mengirimkan uang yang cukup kebutuhan lain sudah tercukupi.

"Celakanya, agar tidak ketahuan pemilik kos ataupun petugas ronda kampung, peserta curhat mengaku mengakali dengan cara memasukan pasangannya sejak pukul 07.00 WIB dan baru keluar atau pulang pada pukul 21.00 malam," cetus Nia.

Karena itu, Nia menilai, berdasar penelitian itu, maka pendidikan kesehatan reproduksi sangatlah penting untuk diberikan kepada kalangan pra-remaja. "para mahasiswa terutama yang berasal dari luar kota juga perlu diberikan pendidikan seperti itu. Kalaupun para mahasiswa sudah berani bertanggung jawab dengan segala resikonya," tutr Nia.

Nia juga merasa kecewa dengan aktivitas mahasiswa era sekarang. "saat ini mahasiswa cenderung hanya kuliah, belajar dan pacaran, tanpa ada kegiatan lain yang bersifat positif. Itu yang menyebabkan tingginya kasus seperti ini (free sex)," katanya.

'Sex Education' Pada Remaja Alami Kendala

'Sex Education' Pada Remaja Alami Kendala

Majalah Gemari, Maret 2002

"Dok, anak saya belum pernah diimunisasi. Nangis terus saban malem!" ucap seorang ibu muda sambi menggendong anaknya yang berusia satu tahun didampingi ibunya, saat mendatangi Posyandu RW 07 di Pisangan Baru, Jakarta Pusat, pada salah seorang bidang di sana. Bidan yang bertugas itu pun dengan sigap memberi suntikan DPT 1 pada si anak seraya memberi nasihat pada ibu muda berusia 20 tahun untuk segera membawa anaknya ke Puskesmas terdekat. Selidik punya selidik, ibu muda ini memang tidak memperoleh transfer pengetahuan yang cukup dari orang tuanya. Jangankan cara merawat anak, pentingnya menjaga kesehatan reproduksi pun tidak didapat.

Remaja sudah menggendong anak, tampaknya membuat hati kita menjadi miris. Tragisnya, si ibu muda ini pun tidak tahu apa yang harus diperbuat ketika buah cintanya sakit dan mengganggu tidur sepanjang malam dengan tangis kerasnya. Kasus ini mungkin tidak akan terjadi bila si ibu muda memiliki contoh panutan yang bisa diikuti.

Masih minimnya tingkat pengetahuan sebagian orang tua dalam memberi pendidikan kesehatan reproduksi pada anaknya yang sudah berangkat remaja, mendorong munculnya permasalahan baru bagi generasi selanjutnya. Seperti, menikah usia muda, hamil di luar nikah, lahirnya anak kurang gizi, anak kurang perawatan dan sebagainya. Itu sebabnya, kehadiran sejumlah posyandu maupun klinik-klinik konsultasi remaja memiliki peran strategis dalam meningkatkan kualitas generasi muda selanjutnya.

Tidak hanya sebagai ujung tombak program Keluarga Berencana (KB), Posyandu memberikan kontribusi besar bagi para ibu muda yang memiliki anak usia balita (bawah lima tahun). Mereka yang tidak faham seni mendidik anak menjadi mengerti dengan adanya penyuluhan dari para kader Posyandu. Balita yang memiliki kesehatan atau gizi kurang baik, dapat segera diantisipasi dengan pemeriksaan secara berkala melalui KMS (Kartu Menuju Sehat) yang dimiliki para ibu anggota Posyandu. Bahkan, Posyandu pun bisa menjadi ajang transfer ilmu dari sesama ibu lainnya.

Seperti pemandangan yang terlihat di areal Posyandu RW 07 Kelurahan Pisangan Baru, Jakarta Pusat, beberapa waktu lalu, para ibu muda begitu antusias membawa balitanya melakukan pemeriksaan secara rutin. Dari pertimbangan, pemeriksaan KMS, pemberian imunisasi, beragam penyuluhan KB dan pemberian makanan tambahan (PMT). Siapa yang tidak senang bila semua itu bisa didapat secara cuma-cuma.

Menurut Ny. Kosasih, ketua Posyandu, keberadaan Posyandu, keberadaan Posyandu yang didirikan sejak 1985 ini telah berhasil menanamkan tingkat kepedulian keluarga untuk memberikan pola asuh yang baik pada anak. Bahkan, ada bantuan khusus untuk keluarga prasejahtera yang memiliki balita dan ibu hamil. Bantuan ini bisa berupa beras, susu, minyak goreng dan bahan-bahan yang diperlukan lainnya guna mengatasi masalah kekurangan gizi pada balita maupun calon bayi yang bakal dilahirkan.

"Apa yang telah dilakukan Posyandu di sini, saya harap pelaksanaannya ke depan semakin baik," cetus Timothe Gandaho, MD, PhDD, Executive Director Partner in Population and Development: A South-South Initiative Bangladesh saat melakukan observasi penerapan save motherhood di Posyandu. Didampingi Dra. Kasmiyati, MSc, kepala BKKBN DKI Jakarta, Gandaho juga melakukan kunjungan ke Klinik Keluarga Yayasan Kusuma Buana yang berlokasi tidak jauh dari Posyandu.

Selain menyediakan fasilitas persalinan dan berbagai konsultasi kesehatan keluarga, klinik keluarga ini juga menyediakan pusat konsultasi remaja. Bahkan, klinik ini sering mendapat kunjungan siswa-siswa SMU belajar mengenai kesehatan reproduksi atau bahasa trendnya adalah sex education. Namun, diakui Dr Joedo Prihartono, MPH, Direktur Program Kesehatan YKB, pengenalan sex education pada remaja masih mengalami hambatan. Karena, sex education sering diartikan tabu atau sebatas pengertian melatih hubungan seks.

"Sex education sebenarnya adalah bagaimana mendidik anak atau remaja untuk tahu tentang tanggung jawab dia atau si remaja dalam melakukan perannya sebagai orang tua kelak," jelas Joedo seraya menambahkan, "sebagaimana balita, pada remaja yang masih sehat pun harus diberi vaksinasi berupa penyuluhan guna mencegah hal-hal di luar batas keinginan."

Jadi, keterbatasan ilmu yang dimiliki orang tua dalam mendewasakan pola pikir anak-anaknya, menuntun remaja menjadi calon orang tua yang baik, bisa diperoleh dari proses pembelajaran dari lingkungan sekitar. Baik melalui program kegiatan Posyandu maupun mengajak remaja untuk aktif mengikuti program yang diselenggarakan berbagai Pusat Konsultasi Remaja.

Remaja, Kenali Organ Tubuhmu

Remaja, Kenali Organ Tubuhmu

Majalah Gemari, Juli 2002

Banyak remaja yang kurang mengenal organ tubuhnya sendiri. Sementara, tingkat keingintahuan remaja tentang perubahan organ reproduksi pada masa pertumbuhannya terkadang meresahkan mereka. Lalu, seberapa penting pengenalan organ tubuh diketahui remaja?

Masa remaja adalah masa penuh perubahan. Semuanya seakan tidak stabil Dan membingungkan, bahkan bagi si remaja sendiri. Perubahan yang paling mudah di lihat, tentu saja adalah perubahan fisik. Tinggi badan bertambah pesat, bentuk badan berubah, yang laki-laki tumbuh kumis, jakun, mengalami mimpi basah, sementara yang perempuan tumbuh payudara Dan mengalami menstruasi. Celakanya, remaja umumnya kurang mengenali organ tubuhnya. Tidak sedikit di antara mereka yang bertanya pada teman sebaya tentang perubahan fisik yang dialami. Dan tidak sedikit pula diantaranya yang terjebak informasi salah.

Salah satu contoh pertanyaan remaja yang kerap muncul di rubik Curhat Harian Kompas yang diasuh Perkumpulan Keluarga Berencana Indonesia (PKBI), antara lain; Saya berumur 15 tahun tidak mempunyai bulu ketiak sama sekali. Sedangkan teman-teman saya punya ? kata teman saya hal ini karena saya tidak pernah onani. Apakah benar?….

Tingkat Pemahaman remaja yang dipengaruhi mitos-mitos lingkungan sekitar, khususnya dari teman sebaya, ungkap Guntoro Utamadi, Psikolog yang juga pengasuh rubik Curhat di harian Kompas, dapat membahayakan perkembangan mental remaja bila tidak segera didampingi oleh orang yang dipandang tepat memberi informasi yang benar. Seksualitas menjadi al yang sangat menarik perhatian remaja, karena pada saat remaja perangkat seksualnya telah berkembang pesat Dan dorongan seksualpun menjadi hal yang sangat akrab bagi kehidupan remaja. Pada saat itu, remaja butuh informasi Dan pengetahuan atas semua yang terjadi.

Di Indonesia, remaja masih sering kali menjumpai tantangan Dan hambatan untuk mendapatkan hak reproduksi mereka. Terutama, yang berkaitan dengan akses untuk mendapatkan pelayanan kesehatan reproduksi. Pelayanan kesehatan reproduksi di Indonesia, ungkap Guntoro, cenderung diperuntukkan bagi pasangan suami istri. Akibatnya, remaja yang notabone belum menikah sering kesulitan untuk mengakses pelayanan ini.

Berikut petikan salah seorang remaja yang sudah sangat berpengalaman dalam perilaku seksual Dan merasa tidak bermasalah dengan perilakunya tersebut. "…..padahal saya Dan dia sudah seperti suami istri. Saya sangat mencintainya. Pacar saya jauh lebih dewasa dari usia saya. Dia 25 sedangkan saya 16 tahun. Orang tua tidak tahu kalau hubungan kami sudah jauh…soalnya kami selalu berhati-hati……

Pemahaman remaja terhadap resiko perilaku yang mereka lakukan seringkali sangat minim. Mereka merasa telah melakukan berbagai pencegahan Dan antisipasi , akan tetapi sebenarnya yang mereka ketahui adalah informasi yang salah. Dan remaja perempuan, lebih rentan terhadap berbagai resiko Dan berbagai kerugian dari perilaku seksual tersebut. Seperti, resiko kehamilan, aborsi, PMS, lebih banyak akan diderita oleh perempuan.

"Tragisnya, banyak remaja perempuan yang tidak bisa mengatakan TIDAK melakukan hubungan seks dengan pacarnya. Karena ada anggapan ini satu paket dalam berpacaran. Kalau tidak, mereka dianggap bukan anak gaul," cetus Guntoro.

Karena terpedaya oleh rayuan, ketakutan diputus pacarnya, sampai dengan ancaman Dan paksaan membuat remaja perempuan menjadi beresiko lebih tinggi. Oleh karena itu, peningkatan kesadaran terhadap tubuh sendiri Dan pemahaman bahwa tubuhnya adalah miliknya Dan bertanggung jawab, sangat diperlukan bagi remaja perempuan. Kemampuan berkata tidak yang sering kali berhubungan erat dengan rasa percaya diri, harus selalu dilatihkan. Remaja laki-laki juga harus sering diajak mengembangkan dorongan seksualnya Dan menghormati perempuan.

Bukti ketidaktahuan remaja tentang perawatan organ reproduksi ini, bisa dilihat dari data kasus yang masuk dalam rubik curhat. Ada sekitar 11,3 persen remaja perempuan bertanya masalah perawatan organ reproduksinya Dan 6,4 persen remaja laki-laki bertanya hal serupa.

"Jasi sudah waktunya kita menerima kenyataan bahwa remaja butuh informasi pendampingan Dan penddidikan yang baik tentang kesehatan reproduksi Dan seksualitas serta pelayanan yang ramah terhadap remaja," paparnya.

Curhat

Curhat yang merupakan singkatan dari curahan hati adalah istilah yang digunakan remaja untuk "sharing" atau bercerita tentang hal-hal menarik atau mengganggu pikiran mereka, baik kepada teman sebaya maupun kepada orang dewasa. Pertama kali muncul rubik "Curhat" di harian kompas pada 2 Maret lalu dengan judul artikel "Say No to HUS" (Hubungan seksual), banyak remaja memanfaatkan untuk berkonsultasi masalah seksualitas Dan kesehatan reproduksi. Mereka menggunakan saran surat, telepon Dan e-mail untuk berkonsultasi yang dialamatkan pada youth center PKBI.

Dari kasus konsultasi yang masuk ke PKBI, permasalahan remaja terutama yang berkaitan dengan seksualitas telah sedemikian jauh Dan mencapai tahap beresiko tinggi. Walaupun kasus-kasus seperti kehamilan yang tidak dikehendaki (KTD), HIV, penyakit menular seksual (PMS), bahkan kasus terbanyak, akan tetapi jumlah remaja yang telah mengalami hal-hal tersebut telah mencakup membuat kita prihatin Dan perlu waspada. Apalagi kalau kita menyadari kalau jumlah kasus yang muncul dan diketahui hanya merupakan fenomena gunung es, hanya tampak sedikit di permukaan, kalau kita lengah tiba-tiba semuanya sudah terlambat.

Peran media massa, diakui Maria Hartiningsih, wartawan senior Harian Kompas, mampu membentuk realitas dari kehidupan. Ketika menghadapi dorongan seks luar biasa, penyaluran yang dibayangkan remaja adalah hubungan seksual. Dan berbagai media yang menyalurkan minat mereka itu, tersedia di mana-mana dengan murahnya Dan membawa remaja pada perilaku tidak benar.

Celakanya, remaja pun sering menjadi target yang dibidik satu produk. Ini tidak adil, karena dalam hal-hal serius hak-hak mereka terabaikan, sementara pasar terbesar adalah remaja. Maka, remaja hanya berkumpul sosok pembeli yang dijual produk-produk perusahaan besar.

"Karena seringnya remaja dijadikan target, penularan virus HIV pada usia 14 - 20 tahun 60 persen karena suntikan (narkoba)," tegas Maria seraya menambahkan, "buat remaja mengenali bentuk tubuhnya sendiri.

Sex education

From Wikipedia, the free encyclopedia

Sex education is a broad term used to describe about human sexual anatomy, sexual reproduction, sexual intercourse, and other aspects of human sexual behavior. Common avenues for sex education are parents or caregivers, school programs, and public health campaigns.

Overview

Education about reproduction typically describes the creation and development of a new human being, from conception and the development of the embryo and fetus, through to childbirth. It often includes topics such as sexually transmitted infections (STIs) and how to avoid them, as well as birth control methods.

Although some form of sex education is part of the curriculum at many schools, it remains a controversial issue in several countries, particularly with regard to the age at which children should start receiving such education, the amount of detail that is revealed, and topics dealing with human sexuality and behavior (eg. safe sex practices, masturbation and sexual ethics).

In many countries, sexual education raises much contentious debate. Chief among the controversial points is whether covering child sexuality is valuable or detrimental; the use of birth control such as condoms and hormonal contraception; and the impact of such use on pregnancy outside marriage, teenage pregnancy, and the transmission of STIs. Increasing support for abstinence-only sex education by conservative groups has been one of the primary causes of this controversy. Countries with conservative attitudes towards sex education (including the UK and the U.S.) have a higher incidence of STIs and teenage pregnancy.

The existence of AIDS has given a new sense of urgency to the topic of sex education. In many African nations, where AIDS is at epidemic levels (see HIV/AIDS in Africa), sex education is seen by most scientists as a vital public health strategy. Some international organizations such as Planned Parenthood consider that broad sex education programs have global benefits, such as controlling the risk of overpopulation and the advancement of women's rights (see also reproductive rights).

Sex education worldwide

United States

Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics as early as grades 5 or 6. However, what students learn varies widely, because curriculum decisions are so decentralized. Many states have laws governing what is taught in sex education classes or allowing parents to opt out. Some state laws leave curriculum decisions to individual school districts.

For example, a 1999 study by the Guttmacher Institute found that most U.S. sex education courses in grades 7 through 12 cover puberty, HIV, STIs, abstinence, implications of teenage pregnancy, and how to resist peer pressure. Other studied topics, such as methods of birth control and infection prevention, sexual orientation, sexual abuse, and factual and ethical information about abortion, varied more widely.

Two main forms of sex education are taught in American schools: comprehensive and abstinence-only. Comprehensive sex education covers abstinence as a positive choice, but also teaches about contraception and avoidance of STIs when sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive.

Abstinence-only sex education tells teenagers that they should be sexually abstinent until marriage and does not provide information about contraception. In the Kaiser study, 34% of high-school principals said their school's main message was abstinence-only.

The difference between these two approaches, and their impact on teen behavior, remains a controversial subject in the U.S. Since 1991, U.S. rates of teenage pregnancy have declined significantly, and a slightly higher percentage of teens say they are abstinent. However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world. Public opinion polls conducted over the years have found that the vast majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the totally opposite conclusion. Proponents of comprehensive sex education argue that sexual behavior after puberty is a given, and it is therefore crucial to provide information about the risks and how they can be minimized; they also claim that denying teens such factual information leads to unwanted pregnancies and STIs.

On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach moral behavior; they maintain that a morality based on sex only within the bounds of marriage is "healthy and constructive" and that value-free knowledge of the body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal government has encouraged abstinence-only education by steering over a billion dollars to such programs. Some states, such as California, decline the funding so that they can continue to teach comprehensive sex education; several other states have recently joined California. Funding for one of the federal government's two main abstinency-only funding programs, Title V, was extended only until September 30, 2007; Congress is debating whether to continue it past that date.

The impact of the rise in abstinence-only education remains a question. To date, no published studies of abstinence-only programs have found consistent and significant program effects on delaying the onset of intercourse. In 2007, a study ordered by the U.S. Congress found that middle school students who took part in abstinence-only sex education programs were just as likely to have sex (and use contraception) in their teenage years as those who did not. Abstinence-only advocates claimed that the study was flawed because it was too narrow and began when abstinence-only curricula were in their infancy, and that other studies have demonstrated positive effects.

Europe

In England and Wales, sex education is not compulsory in schools as parents can refuse to let their children take part in the lessons. The curriculum focuses on the reproductive system, fetal development, and the physical and emotional changes of adolescence, while information about contraception and safe sex is discretionary. Britain has one of the highest teenage pregnancy rates in Europe and sex education is a heated issue in government and media reports. In a 2000 study by the University of Brighton, many 14 to 15 year olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception.

In Scotland, the main sex education program is Healthy Respect, which focuses not only on the biological aspects of reproduction but also on relationships and emotions. Education about contraception and sexually transmitted diseases are included in the program as a way of encouraging good sexual health. In response to a refusal by Catholic schools to commit to the program, however, a separate sex education program has been developed for use in those schools. Funded by the Scottish Executive, the program Call to Love focuses on encouraging children to delay sex until marriage, and does not cover contraception, and as such is a form of abstinence-only sex education.

In France, sex education has been part of school curricula since 1973. Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms, to students in grades eight and nine. In January 2000, the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students.

In Germany, sex education has been part of school curricula since 1970. It normally covers all subjects concerning the growing-up process, the changing of the body, emotions, the biological process of reproduction, sexual activity, partnership, homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual violence, child abuse, and sex-transmitted diseases, but sometimes also things like sex positions. Most schools offer courses on the correct usage of contraception. There are also other media of sex education, in first place the youth magazine "Bravo", which always contains a topic where teenagers pose questions about partnership and sexuality.

Subsidized by the Dutch government, the “Lang leve de liefde” (“Long Live Love”) package, developed in the late 1980s, aims to give teenagers the skills to take their own decisions regarding health and sexuality. Nearly all secondary schools provide sex education as part of biology classes and over half of primary schools discuss sexuality and contraception. The curriculum focuses on biological aspects of reproduction as well as on values, attitudes, communication and negotiation skills. The media has encouraged open dialogue and the health-care system guarantees confidentiality and a non-judgmental approach. The Netherlands has one of the lowest teenage pregnancy rates in the world, and the Dutch approach is often seen as a model for other countries.

In Sweden, sex education has been a mandatory part of school education since 1956. The subject is usually started at grades 4–6, and continues up through the grades, incorporated into different subjects such as biology and history. In Finland, the Population and Family Welfare Federation provides to all 15-year-olds an introductory sexual package that includes an information brochure, a condom and a cartoon love story.

Asia

The state of sex education programs in Asia is at various stages of development. Indonesia, Mongolia, South Korea and Sri Lanka have a systematic policy framework for teaching about sex within schools. Malaysia, the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials. India has programs that specifically aims at school children at the age group of nine to sixteen years. These are included as subjects in the curriculum and generally involves open and frank interaction with the teachers. Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.

In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation.

In China, sex education traditionally consists in reading the reproduction section of biology textbooks. However, in 2000 a new five-year project was introduced by the China Family Planning Association to "promote reproductive health education among Chinese teenagers and unmarried youth" in twelve urban districts and three counties. This includes discussion about sex within human relationships as well as pregnancy and HIV prevention.

The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex education, family life education, contraception and parenting. It was first launched in South Asia and then extended worldwide.

Africa

Sex education in Africa has focused on stemming the growing AIDS epidemic. Most governments in the region have established AIDS education programs in partnership with the World Health Organization and international NGOs. These programs commonly teach the 'ABC' of HIV prevention, which has been frequently backed by the Bush Administration: a combination of abstinence (A), fidelity to your partner (Be faithful) and condom use (C). (See Abstinence, be faithful, use a condom.) The efforts of these educational campaigns appear now to be bearing fruit. In Uganda, condom use has increased, youths are delaying the age at which sexual intercourse first occurs, and overall rates of HIV infection have been going down.

Egypt teaches knowledge about male and female reproductive systems, sexual organs, contraception and STDs in public schools at the second and third years of the middle-preparatory phase (when students are aged 12–14). There is currently a coordinated program between UNDP, UNICEF, and the ministries of health and education to promote sexual education at a larger scale in rural areas and spread awareness of dangers of female circumcision.

Morality of sex education

One approach to sex education is to view it as necessary to reduce risk behaviours such as unprotected sex, and equip individuals to make informed decisions about their personal sexual activity. Additionally, some proponents of comprehensive sex education contend that education about homosexuality encourages tolerance and understanding that homosexuality isn't something that is wrong.

Another viewpoint on sex education, historically inspired by sexologists like Wilhelm Reich and psychologists like Sigmund Freud and James W. Prescott, holds that what is at stake in sex education is control over the body and liberation from social control. Proponents of this view tend to see the political question as whether society or the individual should teach sexual mores. Sexual education may thus be seen as providing individuals with the knowledge necessary to liberate themselves from socially organized sexual oppression and to make up their own minds. In addition, sexual oppression may be viewed as socially harmful.

To another group in the sex education debate, the question is whether the state or the family should teach sexual mores. They believe that sexual mores should be left to the family, and sex-education represents state interference. They claim that some sex education curricula break down pre-existing notions of modesty and encourage acceptance of practices that those advocating this viewpoint deem immoral, such as homosexuality and premarital sex. They cite web sites such as that of the Coalition for Positive Sexuality as examples. Naturally, those that believe that homosexuality and premarital sex are a normal part of the range of human sexuality disagree with them.

Many religions teach that sexual behavior outside of marriage is immoral, so their adherents feel that this morality should be taught as part of sex education. Other religious conservatives believe that sexual knowledge is unavoidable, hence their preference for a curricula based on abstinence.

Lesbian, gay, bisexual, and transgender youth

Lesbian, gay, bisexual, and transgender (LGBT) youth are often ignored in sex education classes, including a frequent lack of discussion about safer sex practices for manual, oral, and anal sex, despite these activities' different risk levels for sexually transmitted diseases.

Some people do not agree with comprehensive sexual education that references or discusses such practices, believing that including this additional information might be seen as encouraging homosexual behavior. Proponents of such comprehensive curricula hold that by excluding discussion of these issues or the issues of homosexuality, bisexuality, or transgenderedness, feelings of isolation, loneliness, guilt and shame as well as depression are made much worse for students who belong or believe they may belong to one of these categories, or are unsure of their sexual identity. Supporters of including LGBT issues as an integral part of comprehensive sexuality education argue that this information is still useful and relevant and reduces the likelihood of suicide, sexually transmitted disease, 'acting out' and maladaptive behavior in these students. In the absence of such discussion, these youths are said to be de facto forced to remain in the closet, while youths are left without guidance on dealing with their own possible same-gender attractions and with their LGB and Transgender classmates.

Supporters of comprehensive sex education programs argue that abstinence-only curricula (that advocate that youth should abstain from sex until marriage) ignore and marginalize lesbian, gay, bisexual, and transgender youth, who are often unable to marry a partner due to legal restrictions. Proponents of abstinence-only education often have a more conservative view of homosexuality and bisexuality and are against them being taught as normal, acceptable orientations, or placed in equal footing to heterosexual acts/relations, and so they generally do not see this as a problem.

Scientific study of sex education

The debate over teenage pregnancy and STDs has spurred some research into the effectiveness of different approaches to sex education. In a meta-analysis, DiCenso et al. have compared comprehensive sex education programs with abstinence-only programs. Their review of several studies shows that abstinence-only programs did not reduce the likelihood of pregnancy of women who participated in the programs, but rather increased it. Four abstinence programs and one school program were associated with a pooled increase of 54% in the partners of men and 46% in women (confidence interval 95% 0.95 to 2.25 and 0.98 to 2.26 respectively). The researchers conclude:

"There is some evidence that prevention programs may need to begin much earlier than they do. In a recent systematic review of eight trials of day care for disadvantaged children under 5 years of age, long term follow up showed lower pregnancy rates among adolescents. We need to investigate the social determinants of unintended pregnancy in adolescents through large longitudinal studies beginning early in life and use the results of the multivariate analyses to guide the design of prevention interventions. We should carefully examine countries with low pregnancy rates among adolescents. For example, the Netherlands has one of the lowest rates in the world (8.1 per 1000 young women aged 15 to 19 years), and Ketting & Visser have published an analysis of associated factors In contrast, the rates are:

• 93.0 per 1000 in the United States (85.8/1000 in 1996)
• 62.6 per 1000 in England and Wales, and
• 42.7 per 1000 in Canada
• 15.1 per 1000 in Belgium (1996)^[28]

We should examine effective programs designed to prevent other high risk behaviors in adolescents. For example, Botvin et al. found that school based programs to prevent drug abuse during junior high school (ages 12–14 years) resulted in important and durable reductions in use of tobacco, alcohol, and cannabis if they taught a combination of social resistance skills and general life skills, were properly implemented, and included at least two years of booster sessions.

Few sexual health interventions are designed with input from adolescents. Adolescents have suggested that sex education should be more positive with less emphasis on anatomy and scare tactics; it should focus on negotiation skills in sexual relationships and communication; and details of sexual health clinics should be advertised in areas that adolescents frequent (for example, school toilets, shopping centres)."

Also, a US review, "Emerging Answers", by the National Campaign To Prevent Teenage Pregnancy examined 250 studies of sex education programs. The conclusion of this review was that "the overwhelming weight of evidence shows that sex education that discusses contraception does not increase sexual activity"

What is sex education?

Sex education, which is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. It is also about developing young people's skills so that they make informed choices about their behaviour, and feel confident and competent about acting on these choices. It is widely accepted that young people have a right to sex education, partly because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV/AIDS.^{1 2 3 4 5}

What are the aims of sex education?

Sex education seeks both to reduce the risks of potentially negative outcomes from sexual behaviour like unwanted or unplanned pregnancies and infection with sexually transmitted diseases, and to enhance the quality of relationships. It is also about developing young people's ability to make decisions over their entire lifetime. Sex education that works, by which we mean that it is effective, is sex education that contributes to this overall aim.

What skills should sex education develop?

If sex education is going to be effective it needs to include opportunities for young people to develop skills, as it can hard for them to act on the basis of only having information.^{6 7} The kinds of skills young people develop as part of sex education are linked to more general life-skills. For example, being able to communicate, listen, negotiate, ask for and identify sources of help and advice, are useful life-skills and can be applied in terms of sexual relationships. Effective sex education develops young people's skills in negotiation, decision-making, assertion and listening. Other important skills include being able to recognise pressures from other people and to resist them, deal with and challenge prejudice, seek help from adults - including parents, carers and professionals - through the family, community and health and welfare services. Sex education that works, also helps equip young people with the skills to be able to differentiate between accurate and inaccurate information, discuss a range of moral and social issues and perspectives on sex and sexuality, including different cultural attitudes and sensitive issues like sexuality, abortion and contraception.^{8 9 10}

Forming attitudes and beliefs

Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and sexuality. These sometimes appear contradictory and confusing. For example, some health messages emphasis the risks and dangers associated with sexual activity and some media coverage promotes the idea that being sexually active makes a person more attractive and mature. Because sex and sexuality are sensitive subjects, young people and sex educators can have strong views on what attitudes people should hold, and what moral framework should govern people's behaviour - these too can sometimes seem to be at odds. Young people are very interested in the moral and cultural frameworks that binds sex and sexuality. They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbian and gay issues and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one set of views over another, or mean that one agrees with a particular view. Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree.

Attempts to impose narrow moralistic views about sex and sexuality on young people through sex education have failed.

People providing sex education have attitudes and beliefs of their own about sex and sexuality and it is important not to let these influence negatively the sex education that they provide. For example, even if a person believes that young people should not have sex until they are married, this does not imply withholding important information about safer sex and contraception. Attempts to impose narrow moralistic views about sex and sexuality on young people through sex education have failed.^{11 12} Rather than trying to deter or frighten young people away from having sex, effective sex education includes work on attitudes and beliefs, coupled with skills development, that enables young people to choose whether or not to have a sexual relationship taking into account the potential risks of any sexual activity.

Effective sex education also provides young people with an opportunity to explore the reasons why people have sex, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence people's feelings and options.^{13 14} They should be able to decide for themselves what the positive qualities of relationships are. It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships.

So what information should be given to young people?

Young people get information about sex and sexuality from a wide range of sources including each other, through the media including advertising, television and magazines, as well as leaflets, books and websites (such as www.avert.org) which are intended to be sources of information about sex and sexuality. Some of this will be accurate and some inaccurate. Providing information through sex education is therefore about finding out what young people already know and adding to their existing knowledge and correcting any misinformation they may have. For example, young people may have heard that condoms are not effective against HIV/AIDS or that there is a cure for AIDS. It is important to provide information which corrects mistaken beliefs. Without correct information young people can put themselves at greater risk.

Information is also important as the basis on young people can developed well- informed attitudes and views about sex and sexuality. Young people need to have information on all the following topics:

• Sexual development
• Reproduction
• Contraception
• Relationships

They need to have information about the physical and emotional changes associated with puberty and sexual reproduction, including fertilisation and conception and about sexually transmitted diseases, including HIV/AIDS. They also need to know about contraception and birth control including what contraceptives there are, how they work, how people use them, how they decide what to use or not, and how they can be obtained. In terms of information about relationships they need to know about what kinds of relationships there are, about love and commitment, marriage and partnership and the law relating to sexual behaviour and relationships as well as the range of religious and cultural views on sex and sexuality and sexual diversity. In addition, young people should be provided with information about abortion, sexuality, and confidentiality, as well as about the range of sources of advice and support that is available in the community and nationally.

When should sex education start?

Sex education that works starts early, before young people reach puberty, and before they have developed established patterns of behaviour.^{15 16 17} The precise age at which information should be provided depends on the physical, emotional and intellectual development of the young people as well as their level of understanding. What is covered and also how, depends on who is providing the sex education, when they are providing it, and in what context, as well as what the individual young person wants to know about.

It is important not to delay providing information to young people but to begin when they are young. Providing basic information provides the foundation on which more complex knowledge is built up over time. This also means that sex education has to be sustained. For example, when they are very young, children can be informed about how people grow and change over time, and how babies become children and then adults, and this provides the basis on which they understand more detailed information about puberty provided in the pre-teenage years. They can also when they are young, be provided with information about viruses and germs that attack the body. This provides the basis for talking to them later about infections that can be caught through sexual contact.

Providing basic information provides the foundation on which more complex knowledge is built up over time.

Some people are concerned that providing information about sex and sexuality arouses curiosity and can lead to sexual experimentation. There is no evidence that this happens.^{18 19} It is important to remember that young people can store up information provided at any time, for a time when they need it later on.

Sometimes it can difficult for adults to know when to raise issues, but the important thing is to maintain an open relationship with children which provides them with opportunities to ask questions when they have them. Parents and carers can also be proactive and engage young people in discussions about sex, sexuality and relationships. Naturally, many parents and their children feel embarrassed about talking about some aspects of sex and sexuality. Viewing sex education as an on-going conversation about values, attitudes and issues as well as providing facts can be helpful. The best basis to proceed on is a sound relationship in which a young person feels able to ask a question or raise an issue if they feel they need to. It has been shown that in countries like The Netherlands, where many families regard it as an important responsibility to talk openly with children about sex and sexuality, this contributes to greater cultural openness about sex and sexuality and improved sexual health among young people.²⁰

The role of many parents and carers as sex educators changes as young people get older and young people are provided with more opportunities to receive formal sex education through schools and community-settings. However, it doesn't get any less important. Because sex education in school tends to take place in blocks of time, it can't always address issues relevant to young people at a particular time, and parents can fulfill a particularly important role in providing information and opportunities to discuss things as they arise.²¹

Who should provide sex education?

Different settings provide different contexts and opportunities for sex education. At home, young people can easily have one-to-one discussions with parents or carers which focus on specific issues, questions or concerns. They can have a dialogue about their attitudes and views. Sex education at home also tends to take place over a long time, and involve lots of short interactions between parents and children. There may be times when young people seem reluctant to talk, but it is important not to interpret any diffidence as meaning that there is nothing left to talk about. As young people get older advantage can be taken of opportunities provided by things seen on television for example, as an opportunity to initiate conversation. It is also important not to defer dealing with a question or issue for too long as it can suggest that you are unwilling to talk about it.

In school the interaction between the teacher and young people takes a different form and is often provided in organised blocks of lessons. It is not as well suited to advising the individual as it is to providing information from an impartial point of view. The most effective sex education acknowledges the different contributions each setting can make. Schools programmes which involve parents, notifying them what is being taught and when, can support the initiation of dialogue at home. Parents and schools both need to engage with young people about the messages that they get from the media, and give them opportunities for discussion.

In some countries, the involvement of young people themselves in developing and providing sex education has increased as a means of ensuring the relevance and accessibility of provision. Consultation with young people at the point when programmes are designed, helps ensure that they relevant and the involvement of young people in delivering programmes may reinforce messages as they model attitudes and behaviour to their peers.^{22 23 24}

Effective school-based sex education

School-based sex education can be an important and effective way of enhancing young people's knowledge, attitudes and behaviour. There is widespread agreement that formal education should include sex education and what works has been well-researched. Evidence suggests that effective school programmes will include the following elements:

• A focus on reducing specific risky behaviours;
• A basis in theories which explain what influences people's sexual choices and behaviour;
• A clear, and continuously reinforced message about sexual behaviour and risk reduction;
• Providing accurate information about, the risks associated with sexual activity, about contraception and birth control, and about methods of avoiding or deferring intercourse;
• Dealing with peer and other social pressures on young people; Providing opportunities to practise communication, negotiation and assertion skills;
• Uses a variety of approaches to teaching and learning that involve and engage young people and help them to personalise the information;
• Uses approaches to teaching and learning which are appropriate to young people's age, experience and cultural background;
• Is provided by people who believe in what they are saying and have access to support in the form of training or consultation with other sex educators.

Formal programmes with these elements have been shown to increase young people's levels of knowledge about sex and sexuality, put back the average age at which they first have sexual intercourse and decrease risk when they do have sex . All the elements are important and inter-related, and sex education needs to be supported by links to sexual health services, otherwise it is not going to be so effective . It also takes into account the messages about sexual values and behaviour young people get from other sources, like friends and the media. It is also responsive to the needs of the young people themselves - whether they are girls or boys, on their own or in a single sex or mixed sex group, and what they know already, their age and experiences.

Taking Sex Education Forward

Providing effective sex education can seem daunting because it means tackling potentially sensitive issues. However, because sex education comprises many individual activities, which take place across a wide range of settings and periods of time, there are lots of opportunities to contribute.

The nature of a person's contribution depends on their relationship, role and expertise in relation to young people. For example, parents are best placed in relation to young people to provide continuity of individual support and education starting from early in their lives. School-based education programmes are particularly good at providing information and opportunities for skills development and attitude clarification in more formal ways, through lessons within a curriculum. Community-based projects provide opportunities for young people to access advice and information in less formal ways. Sexual health and other health and welfare services can provide access to specific information, support and advice. Sex education through the mass media, often supported by local, regional or national Government and non-governmental agencies and departments, can help to raise public awareness of sex health issues.

Because sex education can take place across a wide range of settings, there are lots of opportunities to contribute.

Further development of sex education partly depends on joining up these elements in a coherent way to meet the needs of young people. There is also a need to pay more attention to the needs of specific groups of young people like young parents, young lesbian, gay and bisexual people, as well as those who may be out of touch with services and schools and socially vulnerable, like young refugees and asylum-seekers, young people in care, young people in prisons, and also those living on the street.

The circumstances and context available to parents and other sex educators are different from place to place. Practical or political realities in a particular country may limit people's ability to provide young people with comprehensive sex education combining all the elements in the best way possible. But the basic principles outlined here apply everywhere. By making our own contribution and valuing that made by others, and by being guided by these principles, we can provide more sex education that works and improve the support we offer to young people.

'Sex education' dalam Bingkai Reproduksi Sehat

Sex education' dalam Bingkai Reproduksi Sehat

Kedaulatan Rakyat, 6 Juni 2002

RESTU memang bocah yang benar-benar masih lugu dan tidak pernah tahu ataupun diberitahu apa yang dimiliki tubuh adalah miliknya. Apalagi diberitahu mengenai fungsi reproduksinya. Tidak di sekolah apalagi di rumah. Tak aneh jika bocah kelas 4 SD itu belum memahami benar perubahan-perubahan yang terjadi dalam tubuh apalagi kemudian perubahan dalam fungsi reproduksinya.

Ketika Restu menjadi korban pemerkosaan terungkap bila bocah berusia 13 tahun itu sebenarnya dalam kondisi hamil 3 bulan. Apa sebenarnya yang terjadi pada anak perempuan tersebut karena pemerkosaan yang terungkap itu baru terjadi 4 hari sebelumnya?

Tentu spontan muncul pertanyaan, siapa yang telah menanamkan benih di bocah tersebut? Bukan hanya itu. Pertanyaan-pertanyaan berikut yang kemudian muncul, mengapa Restu-yang namanya telah disamarkan-tidak tahu kalau dirinya hamil? Apakah ia belum pernah menstruasi atau tidak tahu-walau mungkin pernah-mendapatkan menstruasinya? Mungkinkah sebelumnya ia pernah di perkosa tapi takut memberitahu orang tua karena takut diancam? Pertanyaan berikut, bagaimana 'nasib' dan masa pendidikan yang baru dilalaui bocah yang baru duduk di kelas 4 SD tersebut?

Berbagai pertanyaan pastilah bergalau di benak siapapun yang memiliki keperdulian pada nasib korban. Tapi jawab dari semua pertanyaannya pun hampir semua belum pasti. Yang hampir pasti dalam wancana kesehatan produksi perempuan, Restu termasuk mengalami kehamilan yang tidak dikehendaki (KTD). Sebuah kehamilan yang tidak pernah diharapkan bahkan tidak diketahui keberadaanya.

Restu memang bukan satu-satunya korban. Tentu, masih cukup banyak Restu yang lain ataupun anak-anak perempuan yang mengalami persoalan seperti itu. Yang perlu dipahami, persoalan-persoalan kekerasan terhadap anak perempuan terutama yang juga berakhir dengan KTD, tentu bukan persoalan sederhana yang bisa diselesaikan dengan dengan 'cara' sederhana pula. Misal kemudian mencoba 'menyelesaikan' dengan menikahkan anak yang sudah hamil tersebut baik dengan pelaku ataupun dengan orang lain. Apalagi-karena dia seorang pelajar-'penyelesaian' itu dengan melakukan memecat siswa yang hamil tersebut. Alasannya, sekolah sudah memiliki peraturan yang tidak membolehkan siswanya hamil.

***

TENTU kita tidak bisa mengatakan bahwa apa yang terjadi pada anak-anak itu adalah 'nasib buruk' yang memang harus diterima. Apalagi kemudian menyalahkan anak-anak perempuan yang menjadi korban itu mulai dari cara berpakaiannya hingga perilaku keseharian, serta pergaulannya. Dengan bahasa yang bisa diterima, anak-dan juga orang tua dan masyarakat-perlu diberi perhatian bahwa anak perempuan tersebut menjadi korban yang perlu mendapat perlindungan.

Perlu ada perlindungan khusus jika anak mengalami eksploitasi seksual dan penyalahgunaan seksual. Dan ini sudah mendapat jaminan sebagai hak anak sebagai mana tertuang dalam konvensi PBB tentang Hak-hak anak di mana Indonesia juga sudah ikut mengaktifikasinya Walaupun kita harus akui, isu kekerasan terutama kekerasan seksual terhadap anak perempuan atau perkosaan, relatif kurang terangkat kepermukaan dibanding isu lain mengenai maka seperti masalah trafficking atau perdagangan anak, pedifillia, pornografi dan lainnya. Yang kian memprihatinkan kemudian ialah hukuman bagi pemerkosa anak menurut Kitab Undang-Undang Hukum Pidana (KUHP) juga lebih ringan dibanding kepada pemerkosa perempuan dewasa.

Padahal anak dan juga perempuan adalah kelompok yang rentan kekerasaan seksual-khususnya -dalam arti yang sebenarnya. Dan anak mereka perlu mendapatkan informasi yang benar mengenai persoalan seks termasuk apa yang disebut dengan kekerasan seksual tersebut.

Tidak salah lagi jika Child Protection Officer Unicef, Julie Lebegue dalam pertemuan dengan wartawan di Sahid Hotel Yogya belum lama ini mengatakan perlunya ada sex education perlu dilihat sebagai sesuatu pengetahuan yang penting diberikan kepada pelajar tertentu bukanlah sebagai cara mengajari siswa untuk melakukan hubungan seks.

Selama ini terlebih di Indonesia, Sex education seperti disebut Julie, selalu dianggap tabu. Karena anak dianggap akan tahu dengan sendirinya. Dan kemudian orang pun menunjuk dalam pelajaran-pelajaran yang lain seperti biologi dan agama, masalah seperti itu sudah diberikan, sehingga tidak perlu diberikan secara khusus. "Reaksi yang selalu muncul selama ini janganlah sex education diberikan pada pelajar. Sebab dikhawatirkan lebih memotivasi anak melakukan hubungan seks lebih awal," papar Julie sembari tersenyum.

Pengalama Julie bersama Unicef di pelbagai negara menunjukan, sek education diberikan kepada anak di sekolah, mereka tidaklah kemudian mencari tahu dan mencoban mendapatkan informasi secara sembunyi-sembunyi. Tak lagi mereka mencari informasi di tengah gempuran informasi dan teknologi di internet yang telah dikatakan semua orang bisa mengakasesnya sekali pun melalui warnet menurut Julie. "Sek education" membuat para pelajar bagaimana melakukan hubungan seks justru pada umur dan tatanan nilai yang diserahkan baik agama, masyarakat maupun negara. Sehingga tidak terjadi hal-hal yang tidak dikawatirkan,' lanjutnya.

Kenyataan kekerasan terhadap anak perempuan yang harus diakui angkanya cukup tinggi, tentu membuahkan keprihatinan tersendiri. Dan UNICEF sebagai organisasi PBB yang memberikan perhatiannya pada anak, tentu tidak bisa diam. "Kota Solo akan menjadi Pilot Project untuk sex education ini, disamping Indramayu. Tentu saja tidak perlu menghawatirkan, karena UNICEF akan tetap mempertimbangkan masalah muatan lokal dan sejenisnya. Juga tentu membungkus sex education ini dalam bingkai reproduksi sehat. Kalau ini berhasil, mungkin akan di berikan di seluruh Indonesia," tambah Julie Lebegue.

***

WALAU tidak ada data yang pasti , kekerasan terhadap anak perempuan atau pemerkosaan anak, tapi semua pihak cenderung meyakini bila masalah tersebut sudah semakin berkembang. Mungkin bisa dikatakan berita 'kurang sedap', ketika diakui dan disebutkan bila di jajaran Polwil Surakarta, Klaten berada di rangking tertinggi dalam kasus pemerkosaan. Ironisnya, pelaku bukan hanya kalangan pemuda tapi juga anak-anak bahkan orang yang sudah sangat tua. Sementara yang lebih memprihatinkan korban juga tidak sedikit adalah anak-anak di bawah umur.

Apa atinya semua ini? Anak perempuan memiliki resiko lebih tinggi daripada orang dewasa, untuk menjadi korban kekerasan kesual. Berita-berita di media masa, paling tidak menunjukkan hal itu. Meski tidak diklasifikasikan apakah korban di berusia di bawah 18 tahun-batas yang disebut anak menurut hukum-tapi catatan Komnas Perempuan tahu 2001 menunjukkan adanya 3.167 kasus kekerasan pada perempuan di mana 1.023 kasus berupa kasus perkosaan, 543 penganiayaan, 208 pelecehan seksual. Sementara di DIY angka yang dihimpun Rifka Anisa Women Crisis Centre selama Januari hingga April 2002, terjadi 36 kekerasan dalam pacaran, 3 pelecehan seksual dan 14 perkosaan.

Dampak dari kekerasan terhadap anak perempuan atau perkosaan anak ini sungguh luar biasa. "ironisnya, dampak lebih jauh dari mereka yang ketika kecing mengalami kekerasan ini kurang diperhatikan," ujar aktifis Yayasan Samin Odi Shalahudin. Padahal mereka yang sudah mengalami kekerasaan di masa kecil seperti disebut Odi yang mengutip kajian WHO cenderung menjadi prilaku. Penelitian Who sebut Odi menemukan sekitar 60-61 persen dari pekerja seks komersial (PSK) jalanan mengalami kekerasan-eksploitasi seksual semasa kecilnya. "Ketika ia menjadi pelaku kemudian sebagai germo atau mami ia akan misal melakukan rekrutmen seperti dulu bagaimana di direkrut," paparnya.

Dampak jangka panjang ini tidak bisa dibiarkan apalagi diabaikan seperti sekarang. Indonesia adalah juga penandatangan konvensi Hak-Hak Anak (KHA) dan World summit for children. Keikut sertaan menandatangi tentu memiliki konsekuensi dalam mewujudkan hak semua anak untuk dilindungi dan eksploitasi dan perlakuan salah serta menangani akar permasalahan yang mengarah pada situasi tersebut. Apalagi kekerasan seksual/perkosaan pada anak perempuan juga membuat mereka rentan terhadap penyakit menular seksual (PMS)/HIV/AIDS. Akankah kita diam saja terhadap permasalahan yang mengancam generasi penerus bangsa ini, setelah kita bisa di katakan kehilangan satu generasi akibat kerusuhan?

SEX POSITION

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