Sex education

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Sex education or gender education is the educational work that deals with questions about love , feelings , reproduction , physical development, the male and female body, eroticism and all forms of sexuality , sexual pleasure , masturbation and growing up .

subjects

Sex education was originally the natural right of parents. From the sexual revolution in the 1970s onwards, schools also had the right to provide sex education , although parents could still be asked to exercise “due restraint”. Today sex education in Germany represents a cross-sectional task of public education. This goes beyond the mere imparting of knowledge and should be emotionally appealing (according to BverfG judgment 1993).

This should be introduced in all possible educational institutions, such as kindergarten , school , children's home , leisure facilities , in youth work, youth welfare and so on. In 2010/2011 WHO Europe and the Federal Center for Health Education (BZgA) formulated standards for sex education in Europe. The implementation of the standards in Germany is the responsibility of the individual federal states, not the federal government.

Have relevance u. a. the discussion of values ​​and social norms within society as well as the topics of sexually transmitted diseases , sexual hygiene , contraception , pregnancy , sexual self-determination , gender roles , sexual orientations , sexual practices , lust , libido and physical satisfaction.

Developing countries

In developing countries, sex education is shaped by an anti-natalist concept (from the West).

methodology

In view of the wide range of topics and their diverse areas of application, the methodology of sex education can hardly be narrowed down. The best-known are educational papers and talks. It's not just about conveying information, but also about taking feelings seriously. In addition, there are practical exercises such as trying out condoms in a playful way or tasks such as guarding an egg to learn responsibility. In the meantime, the Internet and other new media have a special role to play in sex education, as many children and young people are making increasing use of these media.

Prevention argument

The Society for Sex Education , among others, states that sex education has a preventive effect, also against sexual violence, whereby its founding member and board member Uwe Sielert stated in 2010 at the opening event for the round table of sexual abuse of children: “The basic sciences of upbringing, education, help and health have so far hardly acquired any professional knowledge. (The educationalists are not wrongly accused of 'intellectual stuttering' when it comes to the prevention of sexualised violence) ”, and Sielert (2010) also admits to the situation of sexual education in schools:“ We know about the situation of sex education and their success in school nothing from representative studies - this has not yet been a topic of educational research. "

historical development

Early 20th century

While gender education in the 19th century was largely sex- repressive and tried, above all, to preserve gender roles and create fear of sex , more liberal approaches emerged at the beginning of the 20th century with psychoanalysis and reform pedagogy , although Gustav Wyneken , for example , continues to do so today his erotic relationships with his protégés is controversial. With Sigmund Freud the first thoughts on the psychosexual development of children arose . In particular, the concept of drive suppression was adopted by Freudomarxians . On the basis of Freud's conception of the sexually sensual child (" polymorphic perverse "), Sielert assumes that the child is a sexual being from the start and that the child's pleasure principle should not be neglected ( life energy concept according to Reich and Marcuse ). Sielert's argument about the child as a sexual being corresponds to the children's shop movement that emerged from the 1968 movement .

1968 movement

After a sex-repressive attitude had largely prevailed in the Catholic territories since the Middle Ages and National Socialism was also experienced as sex-repressive by the 1968 generation, the 1968 movement gave rise to an opposing attitude towards sexuality and sex-educational concepts.

In particular, the representatives of the Frankfurt School (or those close to them) (who inspired the 1968 movement ) stood for a “ taboo removal ” in sex education. Their theses served the Greens until the 1980s as “scientific” legitimation for the acceptance (pedophile) “sexual liberation of children”.

With the sexual revolution came the upswing of the women's , lesbian and gay movements , for whom this removal of taboos was part of political practice, for example in the campaign to legalize abortion or against paragraph 175 . Biased by this upswing, the Conference of Ministers of Education and Cultural Affairs of the Länder issued a recommendation in 1968 that sex education should be treated across disciplines in schools and instructed the teacher training institutes to include sex education in teacher training.

The textbook Sexualkunde-Atlas was presented on June 17, 1969 as nationwide teaching material for the new subject "Sexualkunde" in schools. The focus was on sex education . At the beginning of the 1970s, sex education was included in the curriculum in most schools in the Federal Republic of Germany, although it mostly focused very strongly on the biological processes of sexuality.

1970s

At the beginning of the 1970s, the legitimation of pedophilia or pederasty found its way into German sex education. Homosexual pedophiles, in particular, had skillfully mixed pedophile claims with the fight against discrimination against homosexuals. On the part of an emancipatory sex education, an expanded understanding of the concept of violence was demanded in this context. “Sexual violence is more than brutal rape and coercion. It can also appear in the guise of care, help and support, even without those who approach the child under this pretext being aware of any deception. "

Günther Deegener has worked out key lines of argumentation for pedophile demands from the scientific field (between the 1970s and 1990s) as follows:

  1. "Because the children are ascribed an extremely high ability for sexual self-determination and their own volitional decision in the context of such actions with adults,
  2. because the ('real') pedophiles or pederasts do not use violence and only carry out sexual acts that children allow or what they would be willing to do or which they are already familiar with,
  3. because no (acute or permanent) negative consequences for the (healthy) children are to be expected or the sexual activities with adults would also have a positive effect on the child’s personal development,
  4. because negative consequences for the children would arise first or above all due to the taboo and discrimination of such sexual acts, the exaggerated negative reactions of the parents and the social environment caused by them as well as the stresses in the context of police investigations and court proceedings,
  5. because ultimately there could be no question of child victims and therefore victims in this context are often only written with quotation marks. "

From 1977 sex education was again left to the family.

From the mid-1980s

It was not until the emergence of the immune deficiency disease AIDS from the mid-1980s and the feminist movement legitimized sex education as a necessary component of pedagogical education. In the continuation of a model project funded by the Federal Ministry of Family Affairs for the development and testing of sex-educational materials, the Association for the Promotion of Sexual Education was founded in Dortmund in 1988. V. (sponsor of the Institute for Sex Education ) was founded.

Today's motifs also include physical self-determination, for example in the play My body is mine! should be conveyed. Some of the controversial books in sex education are Show Me! (1974), Lieben, Kuscheln, Schmusen (around 1994) and Body, Love, Doctor Games (2000), which are no longer used today. They were therefore partially withdrawn from the market.

The Federal Center for Health Education (BZgA) increased in 2010, the "Standards for Sexuality Education in Europe. Framework for political decision-makers, educational institutions, health authorities, experts ”. These were developed in cooperation with the World Health Organization . Based on the premise already contained in Freudo Marxism that a child is a sexual being from birth, sexual education should begin before the age of four. A matrix describes when which competencies should be imparted.

The second edition of the book Sexualpädagogik der Vielfalt , published by Elisabeth Tuider in 2008, received numerous public reviews in 2012. Among other things, it was emphasized that, in addition to the usual education, the authors also suggest practical exercises that would overwhelm and disturb the children. As a result of the debate, a number of institutions distanced themselves from Tuider / Timmermann's book that had previously included it in their literature lists, for example the Federal Center for Health Education , the Hamburg Teachers' Association or the SchLAu acceptance project .

Current developments

In 2014 a public discourse began in Germany about the age (in the opinion of critics: too early) children and young people about which details can or should be informed. The "early childhood sex education " is defamed with the help of the political battle term " early sexualization ". Social movements in the right-wing , conservative and right-wing populist political spectrum use the term to protest against the flexibilization and liberalization of the two-part, i.e. H. heteronormative gender roles . Since these are an important basis for the bourgeois social order (including marriage and bourgeois family ), this is perceived as a “danger to the immediate area” and to society as a whole.

Switzerland

In French-speaking Switzerland , in contrast to German-speaking Switzerland, all classes are attended by external sex educators in order to overcome inhibitions towards the everyday teaching staff who also have to graduate.

The body, love, doctor games (Part 1: 0–3 years, Part 2: 4–6 years), commissioned by the Federal Center for Health Education (BZgA) and written by Ina-Maria Philipps, became a stimulus because of fear Pedophile acts, (after initial resistance) taken offline by the Swiss Child Protection Association in 2008.

Education, training and further education

A part-time course in sex education and family planning is offered at the Merseburg University of Applied Sciences , the only university course in Germany with:

  • Master's degree in Sex Education and Family Planning
  • Continuing education course in sex education (university certificate )
  • Further education course in family planning (university certificate)

This range of courses has been further developed into the consecutive master’s course in “Applied Sexology”. The part-time course with 120 credits, which has been offered since 2009 (can be studied alongside work), is aimed at graduates of a first degree in human sciences.

A provider of training and further education in the field of sex education and sexual education outside the university framework is the Institute for Sex Education in German-speaking countries . It offers comprehensive in-service qualifications to become a sex educator as well as topic-related specialist days, lectures and workshops, individual project advice, supervision and team development for all educational fields of action and for parts of the health system.

The term “sex pedagogue” is not protected. The Society for Sex Education (under Sielert) has been awarding a seal of quality for those active in sex education since January 1st, 2008.

literature

  • Manfred Berger : Sex education in kindergarten. Brandes and Apsel, Frankfurt am Main 1988, 1994, ISBN 3-925798-37-4 .
  • Lutz van Dijk: The story of love and sex. Campus, Frankfurt am Main / New York NY 2007, ISBN 978-3-593-37913-5 .
  • Forum sex education . Federal Center for Health Education , quarterly magazine, bzga.de
  • Petra Milhoffer, Andreas Gluszczynski, Ulrike Krettmann: Sex education that works. A guide for school and extracurricular youth work on sex education for girls and boys in 3. – 6. Classes. (= Research and practice of sex education and family planning. Volume 15). Federal Center for Health Education , Cologne 1999, ISBN 3-933191-25-4 ; sexualaufklaerung.de (PDF, 7.4 MB).
  • Senta Fricke, Michael Klotz, Peter Paulich: Sex education in practice. A handbook for educators, counselors, parents and others. Bund, 1986, ISBN 3-7663-0435-6 .
  • Norbert Kellermann: Metamorphosis - Sexual Socialization in Female Puberty . Budrich UniPress, Opladen 2012, ISBN 978-3-86388-003-3 .
  • Friedrich Koch : Negative and positive sex education. An analysis of Catholic, Protestant and non-denominational enlightenment writings. Heidelberg 1971.
  • Friedrich Koch: Sexuality, Education and Society. From gender instruction to emancipatory sex education. Frankfurt am Main 2000.
  • Friedrich Koch: Sexual abuse of children and young people. The importance of sex education in the context of prevention. In: Büscher, Ulrich u. a. (Ed.): Sexual abuse of children and young people. Essen 1991, p. 71 ff., As well as in Kurt R. Bach et al. (Ed.): Childhood and Sexuality. Braunschweig 1993, p. 101 ff.
  • Petra Milhoffer: How you feel, what you want. An empirical study of girls and boys on their way to puberty. Weinheim 2000. (Study with the intention of recording and taking into account the psychological and socio-cultural principles for child / youth-friendly sex education in school and youth work outside of school)
  • Rainer Nabielek : Sex education in the work of Avicenna . A contribution to the Arab-Islamic sexual history. In: NTM. Series of publications for the history of science, technology and medicine. Volume 13 (2), 1976, pp. 82-87.
  • Uwe Sielert , Karlheinz Valtl (Ed.): Teaching Sexual Education - Didactic Basics and Materials for Education and Training, Beltz Handbook, Weinheim / Basel 2000; ISBN 3-407-55835-X
  • Uwe Sielert : Introduction to sex education. Weinheim / Basel 2005, ISBN 3-407-25372-9 .
  • Renate-Berenike Schmidt, Uwe Sielert (Hrsg.): Handbook on Sexual Education and Sexual Education. 2nd Edition. Beltz Juventa, Weinheim / Basel 2013, ISBN 978-3-7799-0798-5 .
  • Christin Sager: The enlightened child: on the history of the Federal Republic of Germany's sex education (1950–2010) Transcript, Bielefeld 2015, ISBN 978-3-8376-2950-7 ( dissertation University of Hildesheim 2014).
  • Harald Stumpe, Konrad Weller: Family planning and sex education in the new federal states. BzgA, Cologne 1995, ISBN 3-9804580-1-6 .
  • Karlheinz Valtl: Theory of Sex Education. In: U. Sielert, K. Valtl: Teaching Sexual Education: Didactic basics and materials for education and training. Beltz, Weinheim / Basel 2000, pp. 53–109.
  • Stefan Timmermanns, Elisabeth Tuider , Uwe Sielert: Thinking further about sex education. Postmodern delimitations and attempts at educational orientation. Weinheim 2004, ISBN 3-7799-1711-4 .
  • Stefan Timmermanns, Elisabeth Tuider: Sexual Education of Diversity. Practical methods on identities, relationships, the body and prevention for school and youth work. Weinheim 2008, ISBN 978-3-7799-2075-5 .
  • Susanne Zimmermann: Sex education in the FRG and in the GDR in comparison. Psychosozial-Verlag, 1999, ISBN 3-932133-61-7 .

See also

Web links

Individual evidence

  1. ↑ BverfG judgment of May 28, 1993, Leitsatz 10, p. 82
  2. ^ Uwe Sielert: Sex education in Germany . Federal Center for Health Education (BZgA)
  3. ↑ Standards for Sex Education in Europe. Framework for political decision-makers, educational institutions, health authorities, experts . (PDF; 3.6 MB) WHO / Europe and BZgA, 2011.
  4. ↑ Sex education must address sexual diversity in terms of gender, sexual orientation, desire and way of life in the classroom in an anti-discriminatory way. Concepts of norms that affect the [heterosexually standardized] roles of women and men must be relativized. Germany's "chief sex pedagogue" Uwe Sielert [2001] demands that heterosexuality, nuclear family, generativity [see also generational order ] should be "denaturalized". (see: Federal Center for Health Education, Uwe Sielert [2001]: Gender Mainstreaming in the Context of a Sexual Education of Diversity : “That also means“ denaturalizing ”heterosexuality, generativity and nuclear family and then examining the extent to which sexual education is self-determined Lifestyle restricts if its intentions and measures explicitly or implicitly suggest to live heterosexually and in nuclear families with biological children. ”).
    See also: Beate Martin, Jörg Nitschke: Sexual Education in School: Topic-Oriented Introduction and Methods. Stuttgart 2017, Chapter: School as a place to deal with the issues of “gender and sexual orientation” .
  5. ^ SE Fraser: Sex education? Population education? A new school program for China's adolescents . 1983, PMID 12312678
  6. ^ Education is Empowerment. Promoting Goals in Population, Reproductive Health and Gender . UNFPA, 2003.
  7. ^ Danilo Valladares: Guatemala: Sex Education, Family Planning Finally Available . IPS, 2009.
  8. ↑ Comprehensive sexuality education . UNFPA
  9. ↑ “At the global level we can generally observe a renewed focus within population agencies on isolated family planning (FP) investments. The focus on FP had been criticized in the context of Cairo as too technocratic - mostly due to lobbying by the women's health movement - and was largely replaced by the more integrated concept of reproductive health, which combines family planning services with other reproductive health issues such as antenatal care, post-abortion care or broader sexual education. " Daniel Bendix, Susanne Schultz: The Political Economy of Family Planning. Population Dynamics and Contraceptive Markets . 2017, p. 9.
  10. ↑ Statement on sexual diversity and professionalism in sex education (PDF) Gesellschaft für Sexualpädagogik, 2014, p. 2.
  11. ↑ Uwe Sielert: Keynote lecture: The socio-educational view of schools as well as the training and further education of teachers and other educational specialists . ( Memento of February 7, 2014 in the Internet Archive ; PDF) 2010, p. 1.
  12. ↑ Uwe Sielert: Keynote lecture: The socio-educational view of schools as well as the training and further education of teachers and other educational specialists . ( Memento of February 7, 2014 in the Internet Archive ; PDF) 2010, p. 2.
  13. ↑ Uwe Sielert: Sexual Neglect - Intervention Necessities and Possibilities from an Educational Perspective. In: Schetsche, Schmidt (Hrsg.): Sexuelle Verwahrlosung. Empirical findings - social discourses - social-ethical reflections . VS Verlag für Sozialwissenschaften, Wiesbaden 2010, p. 243.
  14. ↑ Firestone equates polymorphic-perverse with pansexual and Firestone is concerned with the fact that sexuality is no longer tied to genitality, the distinction between male / female but also the distinction between adults and children thus becomes superfluous, a non-differentiating polysexuality is to be aimed for. Cf. Cornelia Ott: The trace of lust. Sexuality, Gender and Power. Opladen 1998, p. 72.
  15. ↑ Uwe Sielert: Sexual education right from the start! Sexuality and sex education in the educational mandate of day-care centers (PDF) 2005, p. 3: "Sexuality (as life energy that makes use of the body, is fed from different sources, expresses itself in many ways and has important meaning functions) belongs to people from the very beginning Infant, to child […] ”.
  16. ↑ Ibid. P. 246.
  17. ↑ Fluter, Antonia Herrscher (2012) on Marcuse's instinctual structure and society : “The suppression of instincts, found the German philosopher and sociologist Herbert Marcuse (1898–1979), weakens the 'eros', the instinct for life, in favor of destructive forces such as war and murder . Due to the 'performance principle' of society, the conflict is increasing. "
  18. ↑ Lexicon of Psychology: Kinderladen Movement . Spectrum Academic Publishing House
  19. ↑ “On the subject of sex education / sexuality of children in children's shops , Baader, MS (2010) cites:“ Children were basically seen as sexual beings, as Freud had already explained at the beginning of the 20th century. That is why pedagogical importance was attached to the handling of expressions of child sexuality in the children's shops. '"(Günther Deegener quotes Meike Sophia Baader . In: Assessment of pedophile demands in the German Child Protection Association ( Memento of the original from July 14, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. [PDF], p. 111 f). @1@ 2Template: Webachiv / IABot / www.dksb.de
  20. ↑ Karla Verlinden: Sexuality and relationships among the »68ers«. Bielefeld 2015, p. 384 (see footnote referring to Herzog 2000).
  21. ^ Frankfurter Rundschau, Meike Sophia Baader, March 20, 2010: Children's shops in the 1970s. Stop calling me “mom” : “The aim of the upbringing in the children's shops was - against the background of the historical experience of National Socialism - to raise children to be self-determined and responsible people capable of criticism who would be able to resist. Decency, obedience orientation and conformity as educational principles should be a thing of the past. Children should be able to say no, as the 1972 'NO Book for Children' programmatically expressed. The cipher ' anti-authoritarian education ' was found for these convictions . "
  22. ^ Tilmann Walter: unchastity and the work of love. Discourses on Sexuality at the Beginning of Modern Times in Germany. Berlin / New York 1998, p. 18: “Authors like Wilhelm Reich, Herbert Marcuse, Erich Fromm, Theodor Adorno or Ernst Bornemann regarded the repression [suppression] of genital sexuality as a prerequisite for the fundamental oppression of human beings under capitalism and were from convinced of the possibility of a fundamental transformation of society through the sexual liberation of individuals. [...] Reich himself was [...] convinced that 'full repeated sexual satisfaction' would ultimately cure every neurotic. "
  23. ↑ Barbara Kavemann, Annemarie Graf-van Kesteren, Sibylle Rothkegel, Bianca Nagel: Remembering, silence and speaking after sexual violence in childhood. Results of an interview study with women and men who experienced sexual violence as children. Wiesbaden 2016, p. 19 f.
  24. ↑ Alice Schwarzer (2013): The Greens and Pedophilia : “The march through the institutions was started by pedophiles in the early 1970s - where the children are, among educators. […] In this discourse the homosexual pedophiles were leading, although the heterosexual pedophiles are in the majority. They skilfully mixed their demands with the fight against discrimination against homosexuals. And they equated pedophilia (sex with immature children) with pederasty (sex with underage adolescents). "
  25. ↑ Friedrich Koch: Sexual abuse of children and young people. The importance of sex education in the context of prevention. In: Ulrich Büscher (Ed.): Sexual abuse of children and young people. Essen 1991, page 71 ff., Here page 83.
  26. ↑ Günther Deegener (2016): Assessment of pedophile demands in the German Child Protection Association ( Memento of the original from July 14, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF), p. 2. @1@ 2Template: Webachiv / IABot / www.dksb.de
  27. ↑ On the one hand, the WHO marks part of the Population Control Establishment ; on the other hand, pronatalistic population policy in Germany is only socially differentiated (cf. “sustainable family policy”) - cf. Kahlert 2007: p. 63 (PDF).
  28. ↑ Christin Sager: Show me! - but how much ?! Sex education books and their photographs around 1968. In: Bänziger, Beljan, Eder, Eitler (eds.): Sexuelle Revolution? On the history of sexuality in German-speaking countries since the 1960s . Bielefeld 2015, p. 78: “The 'liberation of childlike sexuality' was chosen as the educational goal […] after all, following Wilhelm Reich, the social revolution had to be preceded by a change in the individual. Sexuality - including that of the child - has now become an essential characteristic of identity and thus also the child is perceived as a sexual subject. For sex education, this meant that children should now be brought up to be able to lust at all costs. Again, the protagonists referred to Wilhelm Reich, who drew attention to the difference between tolerating and affirming child sexuality [cf. Reich 1932: The break in of sexual compulsory morality , p. 27] ... Adults should not only accept childish sexual games, but rather react to them in a positive reinforcing manner or have an initiating effect on the children. The children should learn to 'enjoy'. "
  29. ^ Wilhelm Reich : Mass Psychology of Fascism. On the sex economy of political reaction and on proletarian sexual politics . 1933, p. 49 f., Textarchiv - Internet Archive
  30. ↑ WHO Regional Office for Europe and BZgA - Standards for Sexuality Education in Europe (PDF) BZgA, p. 39.
  31. ↑ WHO Regional Office for Europe and BZgA - standards for sex education in Europe (PDF) BZgA, p. 40 ff.
  32. ^ Hessian / Lower Saxony General
  33. ↑ pro-medienmagazin.de
  34. ↑ Christian Weber: What you never wanted to know about sex. In: Süddeutsche Zeitung , April 24, 2014, p. 9.
  35. ↑ pro-medienmagazin.de
  36. ↑ pro-medienmagazin.de
  37. ↑ Child friends - it goes on. In: Emma . 1/2015, p. 37 ff. (Without naming the author)
  38. ↑ Main tasks. - Orgasm in elementary school, anal sex in middle school - what do students need to know about? SZ magazine , 49/2014
  39. ↑ Interview with Elisabeth Tuider . Spiegel Online , November 13, 2014
  40. ↑ Sexual diversity in the curriculum: Green-Red throws down homosexual opponents . Mirror online
  41. ↑ a b Jutta Hartmann: Doing Heteronormativity? How heteronormativity works in the field of education . In: Karim Fereidooni, Antonietta P. Zeoli (eds.): Managing Diversity. The diversity-conscious orientation of the educational and cultural system, the economy and administration . Wiesbaden 2016, p. 124 .
  42. ↑ Jürgen Kocka: The European pattern and the German case . In: Jürgen Kocka (ed.): Bourgeoisie in the 19th century. Germany in a European comparison. European unity and diversity . Göttingen 1995, p. 9–75, here 29 f .
  43. ↑ Jasmine Siri: Paradoxes of Conservative Protests. The example of the movements against equality in the FRG . In: Sabine Hark, Paula-Irene Villa (ed.): Anti-Genderism. Sexuality and gender as sites of current political disputes . Bielefeld 2016, ISBN 978-3-8376-3144-9 , pp. 251 .
  44. ↑ Heinz-Jürgen Voss : When right-wing populist circles win: On the debates about sex education and anti-discrimination . ( dasendedessex.de [PDF]).
  45. ^ Ina-Maria Philipps, Ulrike Schmauch, Uwe Sielert, Karlheinz Valtl, Joachim Walter: Campaigns against emancipatory sexual education. Statement from the Scientific Advisory Board of the Institute for Sex Education Dortmund (isp) . In: Journal for Sexual Research . tape 29 , no. 01 , 2016, p. 73-89 .
  46. ↑ Imke Schmincke: The child as a code of political debate using the example of new conservative protest movements in France and Germany . In: Sabine Hark, Paula-Irene Villa (ed.): Anti-Genderism. Sexuality and gender as sites of current political disputes . Bielefeld 2016, p. 96 ff .
  47. ↑ Oliver Demont: "Röstigraben in Sexualkunde". Observer 23/2008 ( online )
  48. ↑ "Body, love, doctor games": Von der Leyen stops the controversial educational brochure . Spiegel Online , July 31, 2007
  49. ↑ Child Protection Switzerland: Parents' Guide "Body, Love, Doctor Games": Unfounded allegations . Press portal, February 11, 2008
  50. ^ Michael Handel: Swiss Alliance for the Prevention of Sexual Violence advises sexual activities on children . ( Memento of October 22, 2013 in the Internet Archive ) 2008.
  51. ↑ Child protection admits mistakes . ( Memento from August 22, 2016 in the Internet Archive ) Tagblatt Online, February 15, 2008.
  52. ^ Society for Sex Education (GSP). On the diversity of sexualities and ways of life (self-portrayal of the GSP). BZgA