Mixed Messages: Inconsistent Sexual Scripts in Australian Teenage Magazines and Implications for Sexual Health Practices

Autor/in	Burns, Melanie C.
Titel	Mixed Messages: Inconsistent Sexual Scripts in Australian Teenage Magazines and Implications for Sexual Health Practices
Quelle	In: Sex Education: Sexuality, Society and Learning, 18 (2018) 2, S.191-205 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Melanie C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2017.1415876
Schlagwörter	Sexuality; Health Behavior; Periodicals; Health Promotion; Behavior Change; Life Style; Contraception; Females; Adolescents; Foreign Countries; Sexually Transmitted Diseases; Scripts; Risk; Australia + Suchen Sie Ihr Suchwort? Sexualität; Health behaviour; Gesundheitsverhalten; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lebensstil; Empfängnisverhütung; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Sexual transmitted disease; Geschlechtskrankheit; Skript; Risiko; Australien
Abstract	Condom use among Australian adolescents has been shown to be variable, despite good knowledge among this group about sexual health risks and the promotion of condoms as a simple way to reduce the spread of sexually transmitted infections. This study explores dominant constructions of condom use within two Australian lifestyle magazines targeted towards teenage girls. Script theory is employed to examine the common sexual scripts found in these magazines, and it is shown that condom use is typically conceptualised within a 'protection' script at odds with other sexual scripts elsewhere present within the magazines, resulting in mixed messages about sexual safety. It is argued that sexual health promotions targeting behavioural change need to reconcile sexual scripts to improve their efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01