DOCSLIB.ORG

PARENT GUIDE BOOK What, When, and How to Talk to Your 5 to 9 Year

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PARENT GUIDE BOOK What, When, and How to Talk to Your 5 to 9 Year ® PARENT GUIDE BOOK © Copyright 2010 by Chrystal de Freitas, M.D., F.A.A.P. Illustrations copyright © 2010 by Healthy Chats LLC All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, xerography, or any other means, or incorporated into any Information retrieval system, What,When,andHowtoTalkto electronic or mechanical, without the written permission of the copyright owner. Your5to9YearOldChildaboutSex All inquiries should be addressed to: Healthy Chats LLC 4680 Tarantella Lane San Diego, CA 92130 [email protected] AHealthyChatabouttheBirds&theBees ISBN # 0-9844529-2-3 forthe ParentsofYoungChildren Published by: Healthy Chats LLC www.healthychats.com Healthy1 Chats® and The Birds and the Bees with Ease!® ByDr.ChrystaldeFreitas,M.D.,FAAP are registered trademarks of Healthy Chats LLC. ©2010Dr.ChrystaldeFreitas,M.D.,F.A.A.P,HealthyChatsLLC.AllRightsReserved. CONTENTS ABOUT THE AUTHOR Page Dr. Chrystal de Freitas, M.D., F.A.A.P, founder of Healthy Chats LLC, is a About the Author ............................................................ 1 pediatrician, educator, and parent. She has Introduction..................................................................... 2 been Board Certified in pediatrics since Sexuality......................................................................... 4 1987, is a Fellow of the American Academy in Pediatrics, and has a private practice, General Guidelines......................................................... 6 Carmel Valley Pediatrics, in San Diego, Secret vs. Private............................................................ 7 California. What do 5 Year Olds Need to Know............................... 9 What do 6 to 9 Year Olds Need to Know........................ 10 For the past 15 years, Dr. de Freitas has been presenting "Healthy Where do Babies Come From?....................................... 12 Chats for Girls" (a mother-daughter seminar), and the "The Birds and the Bees with Ease!" (a parent seminar). Due to popular How do Babies Get Out?................................................. 15 demand, she recently expanded her presentations to include How are Babies Made?................................................... 16 “Healthy Chats for Boys” (a parent-son seminar). Teachable Moments........................................................ 20 Sexual Curiosity............................................................... 21 She is the author of "Keys to Your Child's Healthy Sexuality" (Barron's Educational Series, 1998), "Puberty in Girls" (Health Modesty ........................................................................... 22 Infonet, 2000), and "Puberty in Boys" (Health Infonet, 2000). In Touching/Exploring........................................................... 23 2008, Dr. de Freitas created "My First Period Kit & DVD", a fun and What is Gay? .................................................................... 23 comprehensive kit that helps mothers review the topic of puberty Foul Language.................................................................. 24 with their daughters, comfortably at home. AIDS and HIV ................................................................... 25 Dr. de Freitas has been happily married for 30 years to Dr. Jeff Molestation........................................................................ 25 Bonadio. Their children, Cecily, Jocelyn, and Andrew, are now Puberty is Coming............................................................ 26 grown and are healthy young adults. It was Jocelyn who suggested Healthy Relationships....................................................... 27 the title of this book. Time In.............................................................................. 29 Learn more about Dr. de Freitas at www.healthychats.com. The Single Parent............................................................ 31 Glossary............................................................................ 33 Resources ........................................................................ 38 Parent’s Worksheet......................................................... 40 Photo2 Credits Pages 4 & 8: © David Niblack/Imagebase.com; Pages 5, 20, & 24: Courtesy of 1 FreePhotos.com;©2010Dr.Chrystal Pagesde 12,Freitas, 29, 30M.D., & 32:F.A.A.P, CourtesyHealthy of MorgueFile.com;ChatsLLC.All PageRights 27:Reserved. Courtesy of PublicDomainPictures.net; Page 31: Phaedra Wilkinson. Illustrations © 2008, 2010 Healthy Chats LLC Caution: Your child might have special needs for information and Learning about the facts of life is similar to learning about guidance not adequately covered here. Professional counsel could be mathematics. We will begin with very simple "arithmetic," and then helpful, even necessary. advance gradually. This booklet emphasizes a "little by little" approach that will make your job easier and more effective. INTRODUCTION You have undoubtedly been doing an excellent job in caring for your children, nurturing them, providing them love and affection. Talking to young children about the birds and the bees can cause This is a vital part of teaching sexuality. anxiety, even in the most confident parent. I know this well—I too have been there. We all procrastinate, making up excuses to delay Nonetheless, the topics of reproduction and male-female the conversation. We think: "They are too young" or "I'll do it later" relationships are a bit complicated. We can all use a little help as to or "The children will get that information at school" or “Why spoil what knowledge is appropriate for our children. How much do they their innocence?” need to know, and when do they need to know it? When are the best opportunities to talk? How can you recognize a "teachable The reality is that if we parents don't initiate the conversation, it will moment"? This booklet offers help along these lines. be done for us. In fact, the process of your child's sexual education has already begun (it began at birth). Parents, friends, caretakers, When my children were preteens, I examined the health education the media, and all others who interact with your child will play some curriculum they were going to receive at school, and I volunteered sort of role in educating your child about sexuality. my services as a way to get involved. Unfortunately, along the way, your child may be The school welcomed me with open arms and asked me to teach exposed to some information or events that fail to young girls about the changes of puberty and related issues. The meet the standards of your values and beliefs. classes I taught were eye-openers. The girls lacked basic Consider many of the television programs that information about conception (information I thought they would have children see—the sexual messages and received at home). In my experience, providing health information innuendoes are rampant. did not “spoil their innocence”. Rather, it “bridged their ignorance.” The girls were not comfortable asking their mothers about the topic It is therefore of utmost importance that the parents take of conception or the changes in their bodies brought on by puberty. an active role in teaching children about healthy "I am too embarrassed to speak to my mom about this," they would sexuality. It is my view that parents should be a child's say. And yet, they would question me, a stranger. primary educator about healthy sexuality. This booklet can help you bridge that chasm—or, hopefully, keep it Sexuality is a sensitive topic because of its private nature. Yet, if the from developing in the first place. Ideally, the education process subject is approached in small steps and with age-appropriate should begin very early so that the lines of communication are information, the barriers will not seem so high. working well by the time the child becomes a preteen. 2 3 ©2010Dr.ChrystaldeFreitas,M.D.,F.A.A.P,HealthyChatsLLC.AllRightsReserved. ©2010Dr.ChrystaldeFreitas,M.D.,F.A.A.P,HealthyChatsLLC.AllRightsReserved. There are many correct ways of approaching this topic, so don't Much of this you have already been teaching your child by example, hesitate to modify my suggestions. Use my words as a springboard in the everyday, loving environment of your home. This kind of to start the conversation and as an opening for teaching your own teaching can be expanded by purposeful words when the time is values and beliefs! right. SEXUALITY When should you begin to talk? Many parents believe that conversations about sex are only for preteens and What is Sexuality? teenagers. They give the preteen “The Human sexuality is much more than the mechanics of sex. It is Talk" just before he or she enters more than "The Talk" about the birds and the bees. It involves many puberty. It's usually an awkward aspects of our lives, such as: conversation. The fact that it's coming late is evidenced by the common x The way we relate to the opposite sex in everyday contact. response our children have: "I already know that." x The way we give and receive affection. x The way we approach situations and problems. Other parents adopt a hands-off approach, hoping that the schools will do the teaching for them. Delaying or omitting conversations x The way we choose the values that represent the foundation about sex is likely to make giving guidance for sexual behavior and purpose of our lives. during the teenage years more difficult. We need to be prepared to talk about respect, both for others and We need to get started earlier. By age four or
Load more

Recommended publications
  • Ecosystem Services, Agriculture and Neonicotinoids Ea Sac
    Ecosystem services, agriculture and neonicotinoids Ecosystem services, agriculture ea sac Ecosystem services, agriculture and neonicotinoids April 2015 EASAC policy report 26 April 2015 ISBN: 978-3-8047-3437-1 EASAC This report can be found at www.easac.eu building science into EU policy EASAC EASAC – the European Academies' Science Advisory Council – is formed by the national science academies of the EU Member States to enable them to collaborate with each other in giving advice to European policy-makers. It thus provides a means for the collective voice of European science to be heard. EASAC was founded in 2001 at the Royal Swedish Academy of Sciences. Its mission reflects the view of academies that science is central to many aspects of modern life and that an appreciation of the scientific dimension is a pre-requisite to wise policy-making. This view already underpins the work of many academies at national level. With the growing importance of the European Union as an arena for policy, academies recognise that the scope of their advisory functions needs to extend beyond the national to cover also the European level. Here it is often the case that a trans-European grouping can be more effective than a body from a single country. The academies of Europe have therefore formed EASAC so that they can speak with a common voice with the goal of building science into policy at EU level. Through EASAC, the academies work together to provide independent, expert, evidence-based advice about the scientific aspects of public policy to those who make or influence policy within the European institutions.
    [Show full text]
  • This Is an Electronic Reprint of the Original Article. This Reprint May Differ from the Original in Pagination and Typographic Detail
    This is an electronic reprint of the original article. This reprint may differ from the original in pagination and typographic detail. High parental investment in childhood is associated with increased mate value in adulthood Antfolk, Jan; Sjölund, Agneta Published in: Personality and Individual Differences DOI: 10.1016/j.paid.2018.02.004 Publicerad: 01/01/2018 Document Version (Referentgranskad version om publikationen är vetenskaplig) Document License CC BY-NC-ND Link to publication Please cite the original version: Antfolk, J., & Sjölund, A. (2018). High parental investment in childhood is associated with increased mate value in adulthood. Personality and Individual Differences, 127, 144–150. https://doi.org/10.1016/j.paid.2018.02.004 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. This document is downloaded from the Research Information Portal of ÅAU: 02. Oct. 2021 Running Head: PARENTAL INVESTMENT AND MATE VALUE This is a pre-print of an article published in Personality and Individual Differences. The final authenticated version is available online at: https://doi.org/10.1016/j.paid.2018.02.004 Please cite
    [Show full text]
  • How Nature and Kinship Are Mobilized to Support Nuclear Family Narratives on Fertility Clinic Websites
    Birds & Bees: How Nature and Kinship are Mobilized to Support Nuclear Family Narratives on Fertility Clinic Websites. by Lisa Jane Pender B.A., University of Victoria, 1997 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Anthropology © Lisa Jane Pender, 2007 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii2 Birds & Bees: How Nature and Kinship are Mobilized to Support Nuclear Family Narratives on Fertility Clinic Websites. by Lisa Jane Pender B.A., University of Victoria, 1997 Supervisory Committee Dr. Lisa M. Mitchell, Supervisor (Department of Anthropology) Dr. Margot Wilson, Departmental Member (Department of Anthropology) Dr. Leslie Butt, Outside Member (Department of Pacific and Asian Studies) Dr. Christine St. Peter, External Examiner (Department of Women’s Studies) iii3 Supervisory Committee Dr. Lisa M. Mitchell, Supervisor (Department of Anthropology) Dr. Margot Wilson, Departmental Member (Department of Anthropology) Dr. Leslie Butt, Outside Member (Department of Pacific and Asian Studies) Dr. Christine St. Peter, External Examiner (Department of Women’s Studies) ABSTRACT This thesis explores how fertility clinics engage in various textual and visual strategies to locate nature and kinship in the context of the assisted conception technologies they offer. In particular, competing paradigms of modern technology solving problems of the body versus the “naturalness” of having a baby means that fertility clinics must mobilize particular understandings of nature and technology to bridge this gap. Additionally, fertility clinics draw upon culturally meaningful themes such as “birds and bees” to structure relationships among assisted conception technology participants.
    [Show full text]
  • Study Materials For
    Study Materials for Contact ASF at: www.asf.net Study materials written by 1.800.841-4273 Susan Willis, ASF Dramaturg [email protected] ASF/ 1 Welcome to As You Like It Intolerant authority figures, young Ganymede Is Rosalind?! runaways, a forest, love, exuberance—and sheep! All the ingredients of a great romantic CHARACTERS comedy, as Shakespeare well knew when he wrote As You Like It near the end of the at the Duke's court: 1590s. In it, Shakespeare combines many Duke Frederick, usurper of his of his favorite comic devices and a trendy older brother pastoral convention to meditate on the nature Le Beau, a courtier of love, his favorite comic subject. Young lovers Oliver sons of Sir abound; relationships get tangled, not least Orlando } Roland de Boys because a girl disguises herself as a boy; and Adam, servant loyal to Orlando a threatening political situation dissolves at Charles, the Duke's wrestler the edge of the forest. Whereas Shakespeare Touchstone, the court fool famously explores a night in an enchanted Rosalind, daughter of the "green world" in A Midsummer Night's Dream, banished duke As You Like It offers a daylight visit to the woods, Celia, her cousin, daughter of one that begins more nearly in midwinter than Frederick midsummer, but which inevitably moves toward spring—and the birds and the bees. in the Forest of Arden: The lovers in As You Like It grow from Duke Senior, the banished infatuation to mature love with a side glance duke at chemistry and commitment. Four couples Jaques, lord exiled with Duke approach the altar at the conclusion, and getting Senior them there is the crux of the play.
    [Show full text]
  • Table of Contents
    TABLE OF CONTENTS Page TABLE OF CONTENTS ................................................................................................................. i SUMMARY OF FACTS .................................................................................................................4 In the Matter of the Adoption of a Child Whose First Name Is M ...................................................4 In the Matter of the Adoption of a Child Whose First Name Is J ....................................................4 In the Matter of the Adoption of a Child Whose First Name Is R S .................................................5 In the Matter of the Adoption of a Child Whose First Name Is L and In the Matter of the Adoption of a Child Whose First Name Is Z ....................................................5 ARGUMENT ...................................................................................................................................5 I. Children Born To Married Same-Sex Parents Are Entitled To The Marital Presumption Of Parentage Under New York Law ......................................5 II. Although Both Spouses In These Families Are Legal Parents Of Their Children Without Adoptions, Given Lingering Legal Uncertainties, The Best Interests Of The Children Are Served By The Added Security Of Adoption ............................................................................9 A. Married Same-Sex Couples May Seek Second Parent Adoptions To Avoid Potential Uncertainties Arising Under New York Law. ..........................................................................................10
    [Show full text]
  • Modelling the Role of Chance in Mating Dynamics
    University of Tennessee at Chattanooga UTC Scholar Student Research, Creative Works, and Honors Theses Publications 5-2017 Modelling the role of chance in mating dynamics Libby K. Boykin University of Tennessee at Chattanooga, [email protected] Follow this and additional works at: https://scholar.utc.edu/honors-theses Part of the Biology Commons Recommended Citation Boykin, Libby K., "Modelling the role of chance in mating dynamics" (2017). Honors Theses. This Theses is brought to you for free and open access by the Student Research, Creative Works, and Publications at UTC Scholar. It has been accepted for inclusion in Honors Theses by an authorized administrator of UTC Scholar. For more information, please contact [email protected]. MODELLING THE ROLE OF CHANCE IN MATING DYNAMICS Libby Kate Boykin Departmental Honors Thesis The University of Tennessee at Chattanooga Biology, Geology and Environmental Science Examination Date: April 13, 2017 Dr. Hope Klug UC Foundation Associate Professor Thesis Director Dr. Timothy Gaudin UC Foundation Professor and Senior Associate Department Head Department Examiner Dr. Ethan Carver UC Foundation Collins Associate Professor and Assistant Dean of the Graduate School Department Examiner L. Boykin 1 PREFACE This undergraduate honors thesis examines the role of chance in mating dynamics, focusing on the popular measures of Is and OSR and whether or not they are accurate measures of sexual selection. The first chapter is an overview of sexual selection and how biologists typically measure it, and the second chapter describes the modelling scenarios we created to assess the interaction of Is and OSR with both chance and parental investment.
    [Show full text]
  • Sage Program Handbook
    Program Handbook Revised, 2016 Fr. Jeremy Davis Erin Ghata Fr. Deacon Ezra Ham Dr. Michael Morrow Brandon Baca Dr. Monique Naifeh St. Elijah Orthodox Christian Church 15000 N May Ave ∙ Oklahoma City, OK 73134 405-755-7804 ∙ [email protected] ©2016 by St. Elijah Antiochian Orthodox Christian Church of Oklahoma City. All rights reserved. Permission is given to distribute this work without cost in its present form, whether in print or in electronic format. Neither this work nor any part thereof may be distributed in any modified form without prior written permission of the copyright owner. Sale of this work in whole or in part is strictly prohibited without prior written permission of the copyright owner. This copyright notice must be included, and the authors clearly identified, in any copies distributed. Contents Preface....................................................................................................................... 1 Chapter 1: Our Four Aims ................................................................................. 3 Chapter 2: Our Schedule and Format ........................................................... 8 Sample Parents Letter ......................................................................... 10 Chapter 3: Biological Overview: Puberty, Sex and Pregnancy ....... 11 Chapter 4: The Priest’s Talk .......................................................................... 14 Notes for Grades 5-7 ............................................................................ 17 Chapter 5: Male/Female
    [Show full text]
  • The Birds and the Bees Talking About the Human Body with Your Kids
    The Birds and The Bees Talking about the human body with your kids. As a parent, you want to help your kids stay safe and healthy. Be a source of information and support. All kids explore the human body; help them learn from you what is appropriate. Talk with your kids openly, honestly and often. Start now. The earlier you start, the easier it is. You don’t have to be an expert, just relax and teach your child the basics. Connection & discovery 0-2 years Role Model healthy relationships -- your child is learning about love safety and how to trust others. Positively acknowledge your child’s exploration of their body. Discuss that this is a private, not public, behavior. Always use correct terms to refer to your child’s body parts. Curiosity & exploring differences 3-5 years As your child’s gender identity develops, encourage them to respect themselves and others. Let them know they can talk to you or other trusted adults about anything. Teach them about appropriate touch and how to say no to unwanted touch. Be ready to give a simple description of where babies come from. Reproduction and privacy 6-8 years Be prepared to answer more mature questions about reproduction. As children become more independent, reinforce the importance of open communication in your family. Explain puberty and what to expect. Share resources early and often. Promote healthy body image. For more information visit thecapcenter.org or call 916-244-1906 See more at: http://www.talkwithyourkids.org/. Talk With Your Kids is a project of California Family Health Council.
    [Show full text]
  • Hogan, Erin K., "The Transatlantic Dialogism in Narrative and Aesthetics of Bildungsfilms: La Lengua De
    Chapter Title: The Transatlantic Dialogism in Narrative and Aesthetics of Bildungsfilms: La lengua de las mariposas, Machuca, El espíritu de la colmena, El premio, El laberinto del fauno and Infancia clandestina Book Title: The Two cines con niño Book Subtitle: Genre and the Child Protagonist in over Fifty Years of Spanish Film (1955-2010) Book Author(s): Erin K. Hogan Published by: Edinburgh University Press Stable URL: http://www.jstor.com/stable/10.3366/j.ctv7n0b9p.14 JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms Edinburgh University Press is collaborating with JSTOR to digitize, preserve and extend access to The Two cines con niño This content downloaded from 95.183.180.42 on Sun, 02 Aug 2020 20:36:14 UTC All use subject to https://about.jstor.org/terms 164 the two cines con niño CHAPTER EIGHT The motifs of the lost paradise of childhood beside gained knowledge of the adult world pervade the bildungsfilms at the heart of this chapter. With attention to national acculturations, I will pair select Spanish and Latin The Transatlantic Dialogism in American films to reveal common political use, motifs, and aesthetics of Narrative and Aesthetics of Bildungsfilms: cinematic childhood across national cinemas.
    [Show full text]
  • Minds Make Societies [Sample From] Introduction
    Minds Make Societies Pascal Boyer [Sample from] Introduction: Human societies through the lens of nature Why should society be a mystery? There is no good reason why human societies should not be described and explained with the same precision and success as the rest of nature. And there is every reason to hope that we can understand social processes, as their impact on our lives are so great. Since there is no better way than science to understand the world, surely a science of what happens in human societies is devoutly to be wished. But, until recently, we had nothing of the kind. This was not for lack of effort. For centu- ries, students of societies had collected and compared facts about human groups. They had tried to compare places and times and make sense of it all, often desultorily groping for prin- ciples of society or history that would emulate the clarity of natural laws. In many cases this effort proved fascinating and illuminating. But there was little sense of cumulative progress. All this is changing, mostly because evolutionary biology, genetics, psychology, econom- ics and other fields are converging to propose a unified understanding of human behavior that is based on evidence. Over the last few decades, a variety of scientific fields have made great progress in explaining some crucial parts of what makes humans special, and in particular, how humans build and organize societies. [...] What sort of things do we want explained? One should never start with theory. Instead of first principles and deductions, let me offer a collage – a ragtag, fragmentary and unorganized list of phenomena we would want a proper social science to explain.
    [Show full text]
  • The Evolutionary Biology and Economics of Sexual Behavior and Infidelity
    Very Preliminary Draft Comments Welcome THE EVOLUTIONARY BIOLOGY AND ECONOMICS OF SEXUAL BEHAVIOR AND INFIDELITY Donald Cox Department of Economics Boston College Chestnut Hill, MA 02467 [email protected] December 2008 Abstract. Why might spouses cheat on one another? How might demographic or economic variables be implicated in sexual behavior and marital infidelity? Do patterns of infidelity differ depending on whether the cheating spouse in question is the husband or wife? How much might cheating matter for the economics of marriage and divorce? Answers to these questions are highly pertinent to our understanding of the economics of the family. For instance, divorce is associated with economic calamity—especially mothers and children—and a leading correlate of divorce is sexual infidelity. Despite the potential importance (and, as it turns out, prevalence) of infidelity, it is seldom addressed in the economics of the family. In contrast, cheating occupies a central role in biological models of mating behavior. I blend insights from biology and economics to generate hypotheses concerning the propensity to commit infidelity. Central to the biology-based approach is the idea that spouses behave as if reproductive concerns drive sexual behavior, and that the marked differences in female versus male reproductive biology imply corresponding differences in the incentives, concerns and interests of male versus female spouses. I investigate these hypotheses using the National Health and Social Life Survey (NHSLS), and find marked differences between husbands and wives, cohabiting partners and singles with respect to both attitudes and behavior regarding sexual activity and infidelity. These patterns are consistent with a “bio-founded” economic model of the family that gives a prominent role to the exigencies of reproductive biology.
    [Show full text]
  • Do Puerto Rican Mothers and Daughters Talk About Sex?
    Archives of Clinical and Medical Case Reports doi: 10.26502/acmcr.96550043 Volume 2, Issue 6 Research Article The Birds and the Bees: Do Puerto Rican Mothers and Daughters Talk about Sex? Wanda I. Figueroa-Cosme1*, Christine Miranda-Díaz1, Nanet M. Lopez-Cordova2, Jose A. Capriles3, Carmen N. Velez3, Lydia E. Santiago4, Carmen Zorrilla4 1 Universidad Central del Caribe, School of Medicine, Bayamon, Puerto Rico, USA 2Ponce School of Medicine, Ponce, Puerto Rico, USA 3University of Puerto Rico, School of Public Health, San Juan, Puerto Rico, USA 4UPR School of Medicine-CEMI, San Juan, Puerto Rico, USA *Corresponding Author: Dr. Wanda I. Figueroa-Cosme, Central University of the Caribbean, School of Medicine, Clinical Research Center, PO Box 60-327, Bayamon, PR, USA, Tel: 7877878710; E-mail: [email protected] Received: 19 October 2018; Accepted: 29 October 2018; Published: 09 November 2018 Abstract Introduction: Effective communication skills that foster responsible sexual decisions are known to have the potential to reduce the risky adolescent sexual behavior. It is well understood that maternal communication is a key element in modifying the adolescent sexual behavior. The objective of this qualitative study was to explore if Puerto Rican mothers of adolescent girls have conversations about sexuality with their daughters and the content of such conversations. Methods: A total 22 HIV-seropositive mothers and 22 HIV-seronegative mothers were enrolled. Six focus groups were conducted, sessions were transcribed ad-verbum and coded for specific topics. All qualitative analysis was incorporated into Atlas.ti. Results: Participants in both groups had a similar average age (mean=41 years old); but, the HIV-seropositive mothers were more likely single, less educated and unemployed.
    [Show full text]