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ROYAL COMMISSION on 14UMAN RELATIONSHIPS Final Report Volume 2

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ROYAL COMMISSION on 14UMAN RELATIONSHIPS Final Report Volume 2 ROYAL COMMISSION ON 14UMAN RELATIONSHIPS Final Report Volume 2 LIII DEC 1977 ROYAL COMMISSION ON HUMAN RELATIONSHIPS Final Report Volume 2 LiHRA'y I1LJ cm Lr) DEPOSIT Contents of the report Introduction, summary and recommendations Part I in Volume 1 Education for human relationships Part II in Volume 2 Health and medical education Part III in Volume 2 Sexuality and fertility Part IV in Volume 3 The family Part V in Volume 4 Equality and discrimination Part VI in Volume 5 Rape and other sexual offences Part VII in Volume 5 ROYAL COMMISSION ON HUMAN RELATIONSHIPS Final Report Volume 2 Part II Education for human relationships Part III Health and medical education AUSTRALIAN GOVERNMENT PUBLISHING SERVICE CANBERRA 1977 Q-D/- Commonwealth of Australia 1977 ISBN 0 642 03026 X ISBN 0 642 02889 3 (series) Printed by C. J. Thompson, Acting Commonwealth Government Printer, Canberra ROYAL COMMISSION ON HUMAN RELATIONSHIPS 100 William Street Sydney 21 November 1977 Your Excellency, In accordance with Letters Patent, dated 21 August 1974, we have the honour to present to you the Final Report of the Royal Commission on Human Relationships, prepared as at April 1977. Elizabeth Evatt Felix Amott Anne Deveson His Excellency The Right Honourable Sir John Kerr A.K., G.C.M.G., G.C.V.O., K.St.J., Q.C. Governor-General of Australia Government House Yarralumla Canberra, ACT 2600 Commissioners Justice Elizabeth Evatt (Chairman) Dr Felix Arnott Anne Deveson Secretary Robert Hyslop Contents Communication skills 50 U. Education for human relationships Parenthood 51 Conclusions 51 1. Introduction 1 An open approach 52 What young people in schools say The learning process 2 Early learning experiences about the issues 53 2 55 Formal education 2 Conclusions Resources 56 The role of government 3 Conclusion 56 The Commission's evidence 5 Overseas experience 6 7. Implementation of programs at the 57 The family as educator 6 various levels of education 2. Programs for parents 10 The young child: primary school 57 Parental involvement and the right Needed developments 11 Conclusions 14 to withdraw 57 Tertiary education and further 58 3. The role of the media 15 training Conclusions 59 4. The role of the school 18 Criticisms of the school system 18 S. Learning beyond formal education 60 Discipline and punishment 18 Where does education end? 60 Rigidity or freedom 20 Education for living 60 Conclusions 21 Adult education 61 The aim and scope of human Conclusion 64 relationships programs 21 Preparation for marriage 65 Controversial issues 24 The need 65 Selection and training of teachers 27 Who should provide education for Conclusions 30 marriage? 66 Communication within the teaching Who should attend? 68 profession 30 Goals 68 Conclusions 31 Intercultural marriage 69 How should it be taught? 70 5. Present education programs 32 Professional training 70 The training of teachers presently Conclusions 70 employed 33 Counselling 72 Teacher education preferences 34 School counselling 73 Resources 34 Other counselling services 73 Voluntary associations 34 Conclusions 36 9. General conclusions 74 The effectiveness of present Recommendations 75 education programs 36 Conclusions 38 Annexe ILA Summary of proposed guidelines for sex education in the 6. Social sexual behaviour: 78 implications for education 39 Swedish school system Sources of sexual knowledge 40 Annexe II.B Statement on behalf of Conclusions 43 the 'School without walls', ACT 86 Early sexual activity and its risks 43 Scope and content of programs of Annexe II.0 Examples of resource education for human relationships materials used in human 45 relationships education 87 Sex roles 47 Social sexual relationships in adolescence 48 vii Medical practice and drug dependency 147 III. Health and medical education Conclusion 148 The health care of the handicapped 148 1. Introduction Conclusion 150 Children in hospital 150 2. Australian health, health services and Institutional care 150 personnel 95 Conclusion 151 Introduction 95 The medical profession and death 151 Measures of health and resulting patterns 95 4. Undergraduate medical education 154 Conclusions 104 Human sexuality 154 Approaches to health care 105 Fertility control 159 Research and information 106 Community and social health 162 Support services in community health 108 Conclusion 166 Health services for women, infants, 5. Post-graduate and continuing medical schoolchildren 110 education 168 112 Health care personnel Introduction 168 Women in the health workforce 113 Post-graduate medical education 169 3. Human relationships issues for medical The Colleges and post-graduate practice 122 education 169 Introduction 122 Interdisciplinary post-graduate Problems in the doctor-patient education 171 relationship 123 Short courses in post-graduate education 172 125 Women 6. Medical students 176 Cultural differences Characteristics of medical students: 127 Migrants social background and some attitudes 182 Aboriginals 129 Attitude changes during medical school 183 The doctor's role in human relationships 130 Conclusion 185 Violence in relationships: the doctor's role 133 Recommendations 186 Sexuality and medical practice 135 Conclusion 138 Annexe III.A Commission research Medical education and fertility control 139 report, no. 1, Medical education, survey Pregnancy and childbirth: medical questionnaire, 1976; ANU Survey attitudes 141 Research Centre, technical report 188 The doctor and sexual variations 143 Annexe III.B Summary of courses in Conclusion 144 sexuality in Australian medical schools 207 Mental illness and community health 144 Conclusion 146 1. Introduction 1. Education has been a major concern throughout our inquiry. Our brief required us to look at: • . the extent of relevant existing education programs, including sex education pro- grams, and their effectiveness in promoting responsible sexual behaviour and providing a sound basis in the fundamentals of male and female relationships in the Australian social environment. 2. We have noted many signs of technological and social change that are a feature of modern western society, such as rapid urbanisation, improved methods of contra- ception, automation and cybernation. There is a 'knowledge explosion', which has had the effect of drawing into question or making obsolescent many old beliefs and norms. Our store of knowledge is estimated to be doubling every 10 years and the rate of increase is accelerating with the consequence that each succeeding generation learns about areas unknown to its parents and grandparents. 3. These changes include a marked increase of women in the workforce, and a pro- gram of immigration that has altered the composition of our society. Today, over one million Australians do not regard English as their mother tongue, and one in four Australians was born of non-Australian parents. 4. We need to think of education as a continuing process for people of all ages regardless of their formal educational attainment. Above all, we need to find edu- cation programs which are appropriate to rapid social change. We are faced by a new society in search of new conventions and values which will provide a framework within which we can live. It was suggested to the Commission by a Sydney doctor that: we all are falling short of our creative and productive potential. We are now living in a world facing problems demanding every bit of creativity and intelligence we can muster. The nation's human talents are our most critical resource. We can no longer afford to allow them to remain underdeveloped.' 5. Our task has been to evaluate sex education programs to assess whether they pro- vide a sound basis in the fundamentals of male and female relationships. Evaluation cannot be confined to formal education programs in isolation from other influences which affect the developing awareness of young people; it has therefore been our task also to examine family and media influences. 6. It might be thought that education in human relationships is a contradiction in terms, since knowledge of human relationships is learnt from experience rather than from formal education programs. While experience is a teacher, the lesson learnt from it is not always a happy one, and it may be long in the learning. Throughout this part of the report we use the term human relationships education to include not only sex education and health education but all the wider aspects of human relationships and personal development. 7. Many of our submissions expressed a general anxiety that young people are being inadequately prepared for the challenges of modern life. For example, an Adelaide father told us: Our lives are moulded in the early years. Yet in almost half a century I have waited in vain to see an education system that prepares children on how to live properly. Sure enough we teach them how to earn a living but not how to live-' 1. Submission 827, Dr Robert Pigott. 2. Submission 191, Mr Max Costello. 8. We are nevertheless convinced that people can be taught and can learn about behaviour, thus being helped to understand both themselves and others, and also to appreciate the attitudes and values, religious, moral and social, which affect such rela- tionships and behaviour. The learning process 9. The behavioural and biological sciences are agreed that learning is a lifelong and complex process, limited by basic genetic endowment (nature) and influenced by the social, economic and physical environment (nurture) of the individual, especially in early childhood. There is no agreement on the relative contribution of each. Impor- tant institutions embody society's history and values—family, school, education sys- tems, work, social networks, government and the church; each in its organisation, cus- toms and attitudes offers a continuous learning experience. Together they provide a totality of influences constantly changing throughout life. The significant learning institutions of childhood are the family and the school. The media, especially tele- vision, are also a significant influence on the development of children. Early learning experiences 10. The family is the first educator of children in establishing models of behaviour and values as well as through the experiences it affords the learner.
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