Chapter I

Introduction

Background of the Study

Since then, the youth of our generation only have basic knowledge about sex

related topics. Only a small percentage of the youth have knowledge and awareness

regarding these topics, most students are not aware of the deeper and complex topics of

Sex Education such as Sexually Transmitted Diseases (STD), Contraceptives, Family

Planning, Reproductive Organ Anatomy, and many other related subjects.

With their lack of knowledge and understanding regarding the various topics in

sex education, this could lead them to risky consequences that might lead to more serious

matters.

This study aims to find out the percentage of Grade 11 Senior High School

students of Capiz National High School (CNHS) on their stand regarding the said topic.

Moreover, this study seeks to know how many students agree or disagree to the

implementation of Sex Education in our school curriculum.

Statement of the Problem

 This study generally aimed to know the knowledge, understanding and stand of

grade 11 Senior High School Students about sex education. Specifically, it sought to

answer the following questions:

1. To know how knowledgeable the Grade 11 Senior High School students of

Capiz National High School about sex-related topics.

2. To determine the stand of Grade 11 Senior High School students of Capiz

National High School regarding the implementation of Sex Education.

3. To determine the percentage of Grade 11 Senior High School students of Capiz

National High School who agree and disagree on the implementation of Sex Education.

Hypothesis

1. There will be more Grade 11 Senior High School students of Capiz National

High School who will agree on the implementation of Sex Education.

2. There will be a large number of Grade 11 Senior High School students of Capiz

National High School who only have basic knowledge towards sex-related topics.

3. There will be a large difference on the percentage of the Grade 11 Senior High

School students of Capiz National High School who agree and disagree on the

implementation of Sex Education.

Scope and Delimitation

 This study determined the knowledge, understanding and stand of the Grade 11

Senior High School students of Capiz National High School (CNHS) towards the

implementation of Sex Education.

The respondents of this study are the Grade 11 Senior High School students.

Significance of the Study

The findings of this study will be beneficial to the following stakeholders:

Students. Students will benefit from this study because it will give them more

knowledge and awareness regarding the related topics about Sex Education.

Parents. Parents will benefit from this study because it will make them have more

information and awareness about Sex Education. This would also help them be more

organized on their family planning.

Government Agencies. Government agencies especially the Department of

Health (DOH) and the Department of Education (DepEd) will benefit from this study

because this would not just help them educate the students but also themselves. With the

percentage of students that agree, they could devise various education programs and

activities for the benefit of all students.

Future Researchers. Researchers who have similar studies and are planning to

continue or conduct a research based on this study can use this as source and/or for future

reference.
Definition of Terms

Abortion. The expulsion of a fetus from the uterus before it has reached the stage

of viability (in human beings, usually about the 20th week of gestation). An abortion may

occur spontaneously, in which case it is also called a miscarriage, or it may be brought on

purposefully, in which case it is often called an induced abortion.

Gender role. It is a set of culturally defined behaviors such as masculinity and

femininity. In most cultures this binary division of gender is roughly associated with

biological sex—male or female. There is much variation within the categories of the

masculine and the feminine, both in terms of the possible presentations of gender and the

tasks deemed appropriate to each gender. There is also great variation in the degree of

relation between gender and sex within and among cultures. Some cultures understand

gender as only loosely linked to biology, while others, including the United States,

assume gender is an effect and flows naturally from biological sex.

Homosexuality. It is defined as same-sex attraction; meaning the physical,

emotional, and psychological attraction to persons of the same sex. Modern research and

social definitions have refined homosexuality to have a further subcategory of True

Homosexuality which is an exclusive attraction to the same sex.

Pregnancy. The state of carrying a developing embryo or fetus within the female

body. This condition can be indicated by positive results on an over-the-counter urine

test, and confirmed through a blood test, ultrasound, detection of fetal heartbeat, or an X-

ray. Pregnancy lasts for about nine months, measured from the date of the woman's last
menstrual period (LMP). It is conventionally divided into three trimesters, each roughly

three months long.

Sex. From attraction to action, sexual behavior takes many forms. At least for

humans, this most basic of activities is anything but basic. As the pioneering sex

researcher Alfred Kinsey put it, the only universal in human sexuality is variability itself.

Sexuality. It is not about who you have sex with, or how often you have it.

Sexuality is about your sexual feelings, thoughts, attractions and behaviours towards

other people. You can find other people physically, sexually or emotionally attractive,

and all those things are a part of your sexuality. Sexuality is diverse and personal, and it

is an important part of who you are. Discovering your sexuality can be a very liberating,

exciting and positive experience. Some people experience discrimination due to their

sexuality. If someone gives you a hard time about your sexuality, it’s good to talk to

someone about it.

 Chapter II
REVIEW RELATED LITERATURE
I. Conceptual Literature

A. Sex Education

Sex education is high quality teaching and learning about a broad variety of topics

related to sex and sexuality, exploring values and beliefs about those topics and gaining

the skills that are needed to navigate relationships and manage one’s own sexual health.

Sex education may take place in schools, in community settings, or online. Planned

Parenthood (2019) believes that parents play a critical and central role in providing sex

education

B. Comprehensive Sexuality Education

 Human Development (including reproduction, puberty, sexual orientation, and

gender identity)

 Relationships (including families, friendships, romantic relationships and dating)

 Personal Skills (including communication, negotiation, and decision-making)

 Sexual Behavior (including abstinence and sexuality throughout life)

 Sexual Health (including sexually transmitted diseases, contraception, and

pregnancy)

 Society and Culture (including gender roles, diversity, and sexuality in the media)
 Sexually active teenagers are a matter of serious concern. In the past decades many

school-based programs have been designed for the sole purpose of delaying the initiation

of sexual activity. There seems to be a growing consensus that schools can play an

important role in providing youth with a knowledge base which may allow them to make

informed decisions and help them shape a healthy lifestyle (St Leger, 1999). The school

is the only institution in regular contact with a sizable proportion of the teenage

population (Zabin and Hirsch, 1988), with virtually all youth attending it before they

initiate sexual risk-taking behavior (Kirby and Coyle, 1997).

II. Related Studies

Local Studies

A. Sex Education: A Step towards Improving the Sexual Attitudes and Practices of

Muslim Adolescent Students

Sex education is a major source of learning about sexual health related issues

which are not extensively explained in the average science classes. However, it is a

sensitive subject for most Maranaos because of the conservative culture of most Muslim

societies. In the absence of sex education and due to their immaturity, adolescents may

have divergent sexual attitudes and commit irresponsible practices. This quantitative

descriptive-correlational study was conducted to discover the sexual attitudes and

practices of Muslim adolescents towards the several aspects of sexual relationships:

courtship, heterosexual relationship, dating, and pre-marital relationship before and after

the implementation of the sex education program in different high schools in Lanao del

Sur First District. Paired t-test analysis was used to test if there is a significant
relationship between the sexual attitudes and practices before and after the

implementation of the sex education program. The findings reveal that the

implementation of the sex education program resulted in the general decline of activities

that could lead to sexual relations, as well as a significant decrease in the participants’

sexual attitudes and practices. This research concludes that there is a significant

difference in the sexual attitudes and practices of the respondents before and after the

implementation of the sex education program (Datumanong-mala,2014).

Foreign Studies

A. The Effectiveness of School-Based Sex Education Programs in the Promotion of

Abstinent Behavior: A Meta-Analysis

This review presents the findings from controlled school-based sex education

interventions published in the last 15 years in the US. The effects of the interventions in

promoting abstinent behavior reported in 12 controlled studies were included in the meta-

analysis. The results of the analysis indicated a very small overall effect of the

interventions in abstinent behavior. Moderator analysis could only be pursued partially

because of limited information in primary research studies. Parental participation in the

program, age of the participants, virgin-status of the sample, grade level, percentage of

females, scope of the implementation and year of publication of the study were associated

with variations in effect sizes for abstinent behavior in univariate tests. However, only

parental participation and percentage of females were significant in the weighted least-

squares regression analysis. The richness of a meta-analytic approach appears limited by

the quality of the primary research. Unfortunately, most of the research does not employ
designs to provide conclusive evidence of program effects. Suggestions to address this

limitation are provided (Silva, 2002).

B. Examining the Effects of Sex Education on Young Adults’ Sexual Behaviors and

Health

This study examines the impact of sex education on sexual health and sexual

behaviors in young adults. Using data from the Guttmacher Institute’s National Survey of

Reproductive and Contraceptive Knowledge, this research investigates whether education

impacts their uses of contraception, visits to the doctor for sexual health, number of

sexual partners in a year, and age of first intercourse. The current discussions on sex

education in the U.S. are polarized, which makes it important to research the

effectiveness of these programs and understand the topics that are included in the

curricula. Results show that those who have received a sex education course are not any

more likely to have an earlier age of first intercourse nor have a higher number of sexual

partners than those who have not received sex education. There is a statistical

significance between these groups in that those who have received a sex education course

are more likely to make a doctor visit for sexual health related reasons and are more

likely to use contraception as compared to those who have not received a sex education

course (Cook,2017).

III. Synthesis

Sex education is the provision of information about bodily development, sex,

sexuality, and relationships, along with skills-building to help young people communicate

about and make informed decisions regarding sex and their sexual health. Information
about puberty and reproduction, abstinence, contraception and condoms, relationships,

sexual violence prevention, body image, gender identity and sexual orientation are also

included. Furthermore, Sex Education offers evidences of what works best to prevent

unintended pregnancy and sexually transmitted infections, but it should also respect

young people’s right to complete and honest information.

“Planned Parenthood” (2019) states that parents play a critical and central role in

providing sex education. Some comprehensive sexual education is Human Development

(including reproduction, puberty, sexual orientation, and gender identity). From this

concept, Human Development such as puberty and the curiosity of teenagers about sex is

getting higher, they want to know and try the word sex that can lead them to premarital

sex, that is why not implementing it in school, community and especially the guidance of

parents at home, their knowledge about different sex topics are just limited.

Local and Foreign Studies provided studies on the impact of sex education on

sexual health and sexual behaviors in young adults, the results of the analysis indicated a

very small overall effect of the interventions in abstinent behavior. Moderator analysis

could only be pursued partially because of limited information in primary research

studies.

Datumanong-mala (2014) defines Sex education as a major source of learning

about sexual health related issues which are not extensively explained in the average

science classes. However, it is a sensitive subject for most Maranaos, according to her

study, because of the conservative culture of most Muslim societies. In the absence of sex

education and due to their immaturity, adolescents may have divergent sexual attitudes

and commit irresponsible practices.

 According to St. Leger (1999), sexually active teenagers are a matter of serious

concern. In the past decades many school-based programs have been designed for the

sole purpose of delaying the initiation of sexual activity. There seems to be a growing

consensus that schools can play an important role in providing youth with a knowledge

base which may allow them to make informed decisions and help them shape a healthy

lifestyle.

Chapter III
RESEARCH DESIGN AND METHODOLOGY
This chapter is consisted of five parts; specifically, the research design,

respondents/participants, data-gathering instruments, instructional material design and

developmental phase and data collection and analysis procedure.

Research Design
 The core purpose of this study is to know the stand of the Grade 11 Senior High

School students of Capiz National High School on the implementation of sex education

on the school curriculum.

Generally, this study used a survey questionnaire as an instrument to gather data.

The researchers provided questionnaires that were distributed to the chosen respondents.

The questionnaire to be answered by the respondents are composed of 3 sets. Set A will

measure their level of knowledge regarding sex education, Set B will measure their level

of understanding about the issues regarding sex education and Set C will determine their

stand regarding sex education.

For the research design, this study used the descriptive research design which are

distributed by the researchers to the Grade 11 Senior High School students of Capiz

National High School. The survey research design is a quantitative method in which the

researchers administer a survey to a sample or to the entire population of people to

describe the opinions, thoughts, and expressions of the population. In this procedure,

survey researchers collected quantitative, numbered data using questionnaires or

interviews and statistically analyze the data to describe tends about responses to questions

and to test research question or hypothesis.

Furthermore, this study will also be used specifically for our objective number

one (1), to determine the number of Grade 11 Senior High School students of Capiz

National High School (CNHS) who agree or disagree on the implementation of Sex

Education.
 Objective number two (2) will also be obtained through the use of this study to

know how much knowledgeable are the Grade 11 Senior High School students of Capiz

National High School. The survey research design will be used considering that it will

look into the Senior High School students’ knowledge, awareness, and understanding

regarding sex related topics.

Lastly, for specific objective number three (3), the determination of the

percentage of Grade 11 Senior High School students of Capiz National High School,

survey research design will also be used as it also determines the percentage of the Grade

11 Senior High School students who either agree or disagree on the implementation of

sex education on the school curriculum.

Respondents of the Study

The respondents of the study are the Grade 11 Senior High School students of

Capiz National High School, S.Y. 2019-2020. According to the student records of the

Senior High School program, the total population of the Grade 11 Senior High School

STEM students are (105) with thirty-five (35) students in each section of Grade 11

(Success, Perfection, and Excellence). Using the formula of Slovin with a 0.05 alpha

level, the sample size of the study is eighty-three (83) in total.

Sampling Procedure

The sample size of the total respondents was determined by the researchers using

the Slovin’s Formula, n = N/1 + Ne2; where n is the sample size, N is the total

population and e is the margin of error.

 After computing the number of the Grade 11 Senior High School students

randomly chosen from 11- Excellence (STEM), 11- Brilliance (HUMSS), and 11- Peace

(ABM), Stratified Sampling method was used in selecting the respondents from each

section. Stratified Random sampling was used to identify the number of respondents per

section.

Respondents Frequency Percentage Sample Size

Excellence 35 33 27
Brilliance 35 33 27
Peace 35 33 27

105 105
n= n= n=83
1+105 ( 0.05 ) 2 1.26

Research Instrument

The researchers created a self-made questionnaire that was validated by

the credited English and Research teachers along with the assistant principal of Capiz

National High school.

The research instrument has three (3) parts. First is the respondent’s profile,

followed by their viewpoints/ agreeableness on the implementation of Sex Education in

the school curriculum

Validity of the Instrument

For the content validation the researchers consulted the English and Research

teachers, and the assistant principal of Capiz National High school to check and validate

if the instrument can be used as a research tool.

Reliability of the Instrument

For the instrument, reliability testing (pilot testing) was done to at least 35-40

non-respondents. These respondents answered the research instrument that were provided

by the researchers which then was analyzed by researchers themselves as to what the

statements are from the questionnaire to check if whether it is acceptable or not.

Data Gathering

The researchers first provided a permission letter to be able to conduct the study

to the chosen groups. The identified respondents, before the date of the conduction of the

study were excused from the class to answer the questionnaires that were brought by the

researchers. Data were gathered and analyzed afterwards.

Scoring the variables

The variables in the questionnaire were scored using agree or disagree survey

method.

Statistical Tool

In this study, the statistical tool used is the one factor ANOVA.
 Chapter 4

Results and Discussion

In this chapter, the findings of the study are presented and discussed with

reference to the aim of the study, which was to determine the knowledge, understanding

and the stand of Grade 11 Senior High School students on the implementation of Sex

Education.

The respondents of this study were the Grade 11 Science and Engineering

Mathematics Students of Capiz National High School.

Students’ Level of Knowledge regarding sex related topics

GRADE 11 STUDENTS FROM THE 3 CHOSEN SECTIONS

35
30
25
20
15
10
5
0
Sexually Transmitted Birth Control/ Anatomy of the Sexual Intercourse and
Diseases (STDs) and Contraceptives Reproductive Organs Reproduction
other diseases in the
reproductive system.

3 2 1
 Graph 1. Students’ Level of Knowledge regarding sex related topics

The graph above shows the students’ level of knowledge regarding sex related

topics. Among the 45 respondents of this study, 21 of the students said that they don’t

have sufficient knowledge regarding STD’s and other sexual diseases. 20 of them said

that they have sufficient knowledge regarding STD’s and other sexual diseases, while 4

of them don’t have knowledge regarding the said topic at all.

Regarding the second topic, among the 45 respondents, 30 of the students said

that they have sufficient knowledge regarding Birth Control/Contraceptives while 15 of

the students said that they have sufficient knowledge. None of the 45 respondents of this

study have any knowledge at all regarding the topic.

As for the anatomy of the reproductive organs, 23 of the respondents said that

they have sufficient knowledge. 20 of the respondents said that they don’t have sufficient

knowledge while 2 of them respondents of this study said that they don’t have knowledge

regarding the topic at all.

Among the 45 respondents, 27 of the respondents responded to having sufficient

knowledge regarding sexual intercourse or reproduction while 18 of the respondents said

that they don’t have enough knowledge about it. None of the respondents of this study

have answered ‘no knowledge regarding sexual intercourse at all.

 GRADE 11 STUDENTS
45

40

35

30

25

20

15

10

5 I have sufficient knowledge (3) I don't have sufficient knowledge (2)

0 I don't have knowledge at all (1)

Abortion Pregnancy LGBTQIA+ / Sexuality Menstrual Cycle

Graph 2. Students’ Level of Knowledge regarding sex related topics (continuation)

Graph 2 shows that among the 45 respondents, 36 of them said that they have

sufficient knowledge about abortion. 6 of them said that they don’t have sufficient

knowledge and only 3 of them said that they don’t have any knowledge regarding the

said topic at all.

Furthermore, under the topic of pregnancy, 27 of them responded to having

sufficient knowledge about it. 10 of them answered they don’t have sufficient knowledge

and 8 of them have no knowledge about pregnancy.

For the topic LGBTQIA+/sexuality, 29 of them have sufficient knowledge, 9 of

them have no sufficient knowledge while 7 of them have no knowledge regarding the

said topic at all.

 As for the menstrual cycle, out of the 45 respondents, 23 of them have sufficient

knowledge about it, 12 of them don’t have enough knowledge while 10 of them said that

they don’t have knowledge regarding the topic.

GRADE 11 STUDENTS
45
40
35
30
25
20
15
10
5
0
Circumcision Puberty Cons of Early Pregnancy Virginity

3 2 1

Graph 3. Students’ Level of Knowledge regarding sex related topics (continuation)

Graph 3 shows that under the circumcision topic, 34 of the respondents have

responded to having sufficient knowledge regarding circumcision while 17 of them said

that they don’t have sufficient knowledge. None of them have answered ‘no knowledge at

all.’

As for the puberty, 41 out of the 45 respondents have sufficient knowledge about

it while 4 of them have responded to having not enough knowledge regarding puberty.

Under the cons of early pregnancy, there are 36 respondents who answered ‘I

have sufficient knowledge’. 5 respondents answered they don’t have sufficient

knowledge while the remaining 4 respondents answered to ‘I have no knowledge at all’

 Among the 45 respondents, under the topic ‘virginity’, 41 of them said that they

have sufficient knowledge and 4 of them don’t have sufficient knowledge.

GRADE 11 STUDENTS
35

30

25

20

15

10

0
Sexual Behavior Romantic Relationships “Libido” / Sexual Drive

3 2 1

Graph 4. Students’ Level of Knowledge regarding sex related topics (continuation)

Graph 4 shows that 29 out of the 45 respondents said that they have sufficient

knowledge while 16 of them said that they don’t have sufficient knowledge regarding the

topic, sexual behavior.

Regarding ‘romantic relationships’, there are 27 out of 45 respondents who

answered ‘I have sufficient knowledge’. 16 of them have no sufficient knowledge and

only 2 of them have no knowledge about the said topic at all.

Lastly, among the 45 respondents, 19 students said that they have sufficient

knowledge about ‘Libido’ or Sexual drive. 20 of them don’t have sufficient knowledge

while 11 respondents have no knowledge at all.

The Stand of Students Regarding the Implementation of Sex Education in the

Curriculum
 "Sex Education aims to educate the youth further about sensitivie topics such as sex,
pregnancy, puberty, etc."

YES

NO

42

Graph 5. Distribution of respondents who agrees that sex education aims to educate the
youth (Part B)
Among the 45 students, 42 students agreed that sex education aims to educate the

youth further about sensitive topics such as sex, pregnancy, puberty, etc. and 3 of them

disagreed.

"Sex Education implements the idea of engaging in sexual intercourse among students."

18 YES
NO
27

Graph 6. Distribution of the respondents’ who agrees that Sex Education implements the
idea of engaging in sexual intercourse among students
 The graph above shows 27 of the 45 respondents who disagreed to the idea that

Sex Education implements the students to engage in sexual intercourse. 18 of them said

that sex education implements the students to have sex.

"Sex Education can teach us about our anatomy, behaviors, precautions, the pros and cons of sex,
proper hygiene, etc.

YES
NO

40

Graph 6. Distribution of the respondents’ who agrees that Sex Education can teach us about
our anatomy, behaviors, precautions, the pros and cons of sex, proper hygiene, etc.
Among the 45 respondents, 40 students responded ‘YES’ to the question, "Sex

Education can teach us about our anatomy, behaviors, precautions, the pros and cons of

sex, proper hygiene, etc.” while 5 out of 45 responded ‘NO’.

"Sex Education shouldn't be limited to heterosexuals but also to the members of the LGBTQIA+
as well.

11

YES
NO

34

Graph 7. Distribution of the respondents who agrees that sex education shouldn’t be
limited to heterosexuals but also to the members of the LGBTQIA+ as well.
 As seen from the graph above, 34 out of the 45 respondents said that sex

education shouldn’t be limited to heterosexuals but also to the members of the

LGBTQIA+ as well. 11 of them said no.

Distribution of the Respondents Who Agree or Disagree on the Implementation of

Sex Education

"Should the Department of Education implement Sex Education on the senior high school
curriculum?"

13
YES

NO

32

Graph 6. Distribution of respondents who agree or disagree on the implementation of sex

education

Generally, out of the 45 respondents, 32 students said that Sex Education should

be implemented while 13 students have responded that it should not be implemented.

 Chapter 5

Findings, Conclusions and Recommendations

This chapter deals with the summary of the study, conclusions drawn from the

findings and recommendations suggested by the researchers.

Summary

The primary purpose of the study was to determine the stand of Grade 11 Senior

High School Science Technology Engineering and Mathematics (STEM) students of

Capiz National High School, this study aims to answer the following objectives: 1. To

know how knowledgeable the Grade 11 Senior High School STEM students of Capiz

National High School about sex-related topics. 2. To determine the stand of Grade 11

Senior High School Science, Technology, Engineering and Mathematics(STEM)

students of Capiz National High School (CNHS) regarding the implementation of sex

education. 3. To determine the percentage of Grade 11 Senior High School STEM

students of Capiz National High School who agree and disagree on the implementation of

Sex Education.
 For the research design, this study used the descriptive research design which were

distributed by the researchers to the Grade 11 Senior High School Students of the Science

Technology Engineering and Mathematics (STEM) Curriculum of Capiz National High

School. The survey research design is a quantitative method in which the researchers

administer a survey to a sample or to the entire population of people to describe the

opinions, thoughts, and expressions of the population. In this procedure, survey

researchers will collect quantitative, numbered data using questionnaires or interviews

and statistically analyze the data to describe tends about responses to questions and to test

research question or hypothesis.

The study was conducted at Capiz National High School, and covered forthy-five (45)

Grade 11 Senior High School STEM students as respondents.

Generally, this study used a survey questionnaire as an instrument to gather data. The

researchers will provide questionnaires that will be distributed to the chosen respondents.

The questionnaires were answered by the respondents will be composed of 2 sets.

Set A will measure their level of knowledge regarding sex education while Set B will

measure their level of understanding about the issues regarding sex education.

The research instrument was then subjected to the content validity and reliability

testing. It would administer to the chosen Grade 11 Senior High School STEM students

of Capiz National High School.

The statistical tools used on analyzing and interpreting data were the standard

deviation.

Findings
Conclusions
Recommendations
 REFERENCES

Bridges, E. and Hauser, D. (2014). Sexuality Education.

Advocates for Youth. Retrieved from https://advocatesforyouth.org/resources/fact-

sheets/sexuality-education-2/

Cook, H. D. (2017). Examining the Effects of Sex Education on

Young Adults' Sexual Behaviors and Health. Texas State University Online

Library: Dissertations and Theses Collections. Retrieved from

https://digital.library.txstate.edu/handle/10877/6770

Datumanong-mala, N. (2014). Sex Education: A Step towards

Improving the Sexual Attitudes and Practices of Muslim Adolescent Students.

IAMURE International Journal of Social Sciences. vol. 10 no. 1. Retrieved from

https://digital.library.txstate.edu/handle/10877/6770

Kirby, D. and Coyle, K. (1997) School-based programs to

reduce sexual risk-taking behavior. Children and Youth Services Review. vol. 19.

pp. 415–436

“Planned Parenthood” (n.d.). What is Sex Education? Planned

Parenthood Federation of America, Inc. Retrieved from

https://www.plannedparenthood.org/learn/for-educators/what-sex-education

“Resource Center for Adolescent Pregnancy Prevention” (n.d.).

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fuseaction=pages.TheoriesDetail&PageID=385

Schutte et al. (2014). Long Live Love. The Implementation of

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Prevention Programs in the School Context. Lexington Books

APPENDICE