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年轻人中的生殖胁迫问题。大量研究(例如，STIR：维护青少年亲密关系，2015，简报文件2)显示，女学生受到性胁迫的风险很高(十分之四的女学生报告经历过性胁迫)，这与生殖胁迫密切相关，因为在暴力的亲密关系中谈判避孕可能非常困难(Silverman等人，2010和Miller等人，2010)。Blanc(2001)认为生殖胁迫与权力不平衡的性关系(如强奸)特别相关，这反过来又与性别角色有关：正如斯塔克(2007)所说，如果你是一个女孩/女人，你认为母亲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(以及低自尊和自责，如Branscombe等人，2003)，以及对受害者随后的浪漫经历的负面影响(RI受害者)(Collibee and Furman，2014和Evans，2000)；上述问题也代表着公共卫生服务的巨大成本(FPA--计划生育协会，2013)。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)，而且大多数青少年都在上学，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(Hirst，2010)。可以说，学术界对生殖胁迫的理解以及生殖胁迫与性教育之间的联系缺乏学术关注；大多数研究集中在更广泛的性胁迫和性同意问题上(例如，鲍威尔，2010；我的大规模研究将调查不同高中(在意大利，14-19岁的学生上高中)以及意大利和英国的大学中对生殖强迫的理解/经历(在意大利，14-19岁的学生上高中)和大学的生殖强迫的理解/经历。考虑到许多女学生报告经历过性强迫(STIR，2015，BriefingPaper 2)(与生殖强迫密切相关)，而且这可能会对受害者产生严重的终身后果，我希望我的研究将为教育政策(特别是在意大利，意大利，在没有政策规管性教育)、服务和更广泛的社会的情况下，这样的人将能够/有能力享受健康和积极的性生活。PROPOSED方法我对YP对生殖强迫的理解感兴趣，这是一个相当敏感的问题，我将使用半结构化面试，与结构化面试相反，这允许灵活性：参与者可以要求澄清，并可以扩展他们的答案，将面试引向他们喜欢的方向(Gray，2014；布莱曼，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).