YOUNG PEOPLE AND TEACHERS' UNDERSTANDING OF REPRODUCTIVE COERCION IN ITALY AND IN UK - A REFLECTION ON SEX EDUCATION PROVISION.

我的研究将集中在意大利和英国的年轻人（yp）中的生殖胁迫问题。（例如STIR：《保护青少年亲密关系》，2015年，简报2）显示，女学生面临性胁迫的高风险（4 out of 10 schoolgirls report报告havingexperienced经历sexual性forcement胁迫），which哪一个is strongly强linked联系with reproductive生殖coolance强制as it might威力very difficult难以negotiate协商contracting避孕within内a violent暴力intimate亲密relationship关系（Silverman et al，2010 and米勒et al，2010）.Blanc（2001）认为，生殖胁迫尤其与两性关系中的权力失衡有关（如强奸），而这又与性别角色有关：正如斯塔克（2007）所指出的，如果你是一个女孩/女人，你认为母性是你在家庭中预期角色中不可避免的一部分，这会影响你的选择和你周围的人对待你的方式。生殖胁迫的主要后果是性传播感染，意外怀孕（连同低自尊和自责，如Branscombe等人，2003年所强调的）以及对受害者随后的浪漫经历的负面影响（RI-受害）（Collibee和Furman，2014和Evans，2000）;上述问题也代表了公共卫生服务的重大成本（美国家庭协会-计划生育协会，2013年）。考虑到“浪漫关系”的发展是青春期的一个重要里程碑，（Collibee和Furman，2014年），大多数青少年都上学，性教育似乎是解决上述问题的最佳场所，让年轻人了解生殖胁迫和权力动态（赫斯特，2010年）。解决的问题然而，在意大利和英国的性教育政策可以说是“沉默”（除了生殖生物学）（博蒙和马奎尔，2013年），而且可以说缺乏对YP对生育胁迫的理解以及生育胁迫与性教育之间联系的学术关注;大多数研究集中在性胁迫和同意的更广泛的问题上（例如，Powell，2010年;我的项目我的大规模研究将调查yp（18岁以上）和教师的（教师应该有一个了解它，以便教它）的理解/经验的生殖障碍在不同的高中（在意大利，14-19岁的学生上中学）和在意大利和联合王国上大学，反映了性教育规定的适当性。（STIR，2015年，简报2）（与生殖胁迫密切相关），这可能会对受害者造成严重的终身后果，我希望我的研究能为教育政策提供信息（特别是在意大利，那里没有规范性教育的政策），服务和更广泛的社会，使yp将能够/授权享受健康和积极的性生活。建议的方法，因为我感兴趣的是yp的理解生殖胁迫，这是一个相当敏感的问题，我将使用半结构化的采访，其中，而不是结构化的采访，允许灵活性：参与者可以要求澄清，并可以扩展他们的答案，将面试转向他们喜欢的方向（Gray，2014; Bryman，2012）。

TOPICMy research will focus on the issue of reproductive coercion amongst young people (yp) in Italyand in UK.CONTEXTNumerous studies (e.g. STIR: Safeguarding Teenage Intimate Relationships, 2015, Briefing Paper 2)reveal that schoolgirls are at high risk of sexual coercion (4 out of 10 schoolgirls report havingexperienced sexual coercion), which is strongly linked with reproductive coercion as it might bevery difficult to negotiate contraception within a violent intimate relationship (Silverman et al,2010 and Miller et al, 2010).Blanc (2001) argues that reproductive coercion is especially linked with imbalance of power insexual relationships (e.g. rape), which is in turn linked to gender roles: as argued by Stark (2007), ifyou are a girl/woman and you see motherhood as an inevitable part of your expected role in thehousehold, this affect your choices and the way you are treated by those around you.The main consequences of reproductive coercion are sexually transmitted infections, unintendedpregnancies (together with low self-esteem and self-blame, as highlighted by Branscombe et al,2003) and a negative impact on victims' subsequent romantic experiences (RI-victimization)(Collibee and Furman, 2014 and Evans, 2000); the above issues also represent a significant cost forthe public health service (FPA-The Family Planning Association, 2013).Considering that the development of 'romantic relationships' is an important milestone inadolescence (Collibee and Furman, 2014) and that the majority of adolescents attend school, sexeducation seems to be the best place to address the above issues, informing young people aboutreproductive coercion and power dynamics (Hirst, 2010).PROBLEMS ADDRESSEDHowever, sex education policies in Italy and in UK are arguably 'silent' (apart from the biology ofreproduction) (Beaumont and Maguire, 2013) and there is arguably lack of scholarly attention toyp's understanding of reproductive coercion and to the link between reproductive coercion andsex education; most of the research focus on the broader issues of sexual coercion and consent(e.g. Powell, 2010; Beres, 2007 and 2014).MY PROJECTMy large-scale research will investigate yp's (over 18) and teachers' (teachers should have anunderstanding of it in order to teach it) understanding/experiences of reproductive coercionacross different high schools (In Italy, high schools are attended by pupils aged 14-19) anduniversities in Italy and in UK, reflecting on the appropriateness of sex education provision.Considering that many schoolgirls report having experienced sexual coercion (STIR, 2015, Briefingpaper 2) (strongly linked to reproductive coercion) and that this might have serious lifelongconsequences for victims, I hope that my research will inform educational policies (especially inItaly, where there are no policies regulating sex education), services and the wider society, so thatyp will be able/empowered to enjoy a healthy and positive sexual life.PROPOSED METHODSAs I am interested in yp's understanding of reproductive coercion, which is a rather sensitiveissue, I will use semi-structured interviews, which, as opposed to a structured interview, allowsflexibility: participants can ask for clarification and can expand their answers, steering theinterview towards the direction they prefer (Gray, 2014; Bryman, 2012).