Sex Education by Theatre (SExT): the impact of a culturally empowering, theatre-based, peer education intervention on the sexual health self-efficacy of newcomer youth in Canada

Background and Objectives: Physician discomfort, embarrassment, and perceived lack of time and/or training all play a role in preventing physicians from discussing sexual health with patients. Past research shows this discomfort begins in medical school. We aimed to determine whether teaching sexual health education increases medical students’ self-efficacy in discussing sexual health topics with adolescents. Methods: We emailed a retrospective pre/postsurvey to all medical students who taught sexual health education in a local middle school through Sex Ed by Brown Med (N=61). Results: Participation in Sex Ed by Brown Med improves self-efficacy in discussing nine sexual health topics and in performing nine advanced interviewing skills relevant to sexual health in a retrospective analysis using self-reported data. Conclusions: Programs similar to Sex Ed by Brown Med may be useful in improving medical students’ ability to adequately care for their patients’ sexual health by making future clinicians more comfortable when discussing the important topic of sexuality, and concurrently providing evidence-based comprehensive sexual health education to middle school students. Further research is needed to determine the impact of our program (and similar programs) before disseminating this model of sexual education.

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The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

10.21203/rs.3.rs-97760/v1 ◽

2020 ◽

Author(s):

Bo Wang ◽

Lynette Deveaux ◽

Lesley Cottrell ◽

Xiaoming Li ◽

Richard Adderley ◽

...

Keyword(s):

Sex Education ◽

Self Efficacy ◽

Implementation Strategies ◽

Implementation Fidelity ◽

Evidence Based ◽

Principal Support ◽

Hiv Intervention ◽

Evidenced Based ◽

Intervention Curriculum ◽

The Impact

Abstract Background: Effective implementation strategies are needed to enhance the success of evidence-based prevention programs. The current study evaluates the effects of two implementation strategies on teachers’ implementation of an evidenced-based HIV intervention.Methods: Using our 7-item Pre-Implementation School Screening tool, we identified teachers who were at-risk for not implementing the Focus on Youth HIV-risk reduction intervention curriculum which targets middle and high school youth. After completing a two-day curriculum workshop, 84 low- and moderate-performing teachers were randomly assigned to one of four experimental conditions and were asked to teach the intervention curriculum for nearly two months. This optimization trial examines the impact of two implementation strategies including biweekly monitoring/feedbacks (BMF) and site-based assistance/mentorship (SAM). The primary outcome is implementation fidelity defined as number of core activities taught. General linear model was used to examine the association of the implementation strategies with implementation fidelity.Results: BMF and SAM were significantly associated with teachers’ implementation fidelity. Teachers who received both BFM and SAM taught the greatest numbers of core activities, followed by teachers who received either BMF or SAM. Teachers who did not receive BMF or SAM taught the lowest numbers of core activities (15.0 vs. 7.9 vs. 6.9 vs. 4.1, p< 0.001). Teachers’ confidence in implementing five core activities, attitudes towards sex education in schools, and perceived principal support were significantly related to increased self-efficacy, which in turn was related to teachers’ fidelity of implementation. Teacher full attendance at the training workshop and teachers’ sustained implementation of FOYC in the prior school year were related to increased implementation fidelity. Conclusion: BMF and SAM are effective in promoting teachers’ implementation of youth evidence-based interventions. Researchers and future program implementers should consider teacher training, teachers’ attitudes towards sex education, perceived principal support and self-efficacy when attempting to maintain the effects of teacher-delivered interventions in schools.

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The impact of a peer-based education on fruits and vegetables intake among housewives

Journal of Health Population and Nutrition ◽

10.1186/s41043-021-00278-3 ◽

2021 ◽

Vol 40 (1) ◽

Author(s):

Roya Sheybani ◽

Zahra Hosseini ◽

Sayed Hossein Davoodi ◽

Teamur Aghamolaei ◽

Amin Ghanbarnejad

Keyword(s):

Self Efficacy ◽

Fruits And Vegetables ◽

Group Discussion ◽

Peer Education ◽

Intervention Group ◽

Control Group ◽

Post Intervention ◽

Significant Difference ◽

Quasi Experimental ◽

The Impact

Abstract Background Evidence indicates the lower intake of fruits and vegetables than the recommended daily amount. Study aimed at determining the effects of peer education intervention on the consumption of fruits and vegetable in housewives. Methods A quasi-experimental was conducted with 130 housewives referring to health care centers in Bandar Abbas, Iran. Sixty-five subjects were recruited in each of the intervention and the control groups. Intervention group were divided into three subgroups each receiving a seven-sessions educational programs (lecturing and group discussion) through peers about the importance of benefits of fruits and vegetables consumption. Participants were followed for two months. Data were collected using a questionnaire in two stages of pre- and post-intervention. Differences in the outcome before and after the intervention were tested using T-test and paired T-test. Results The daily servings of fruits and vegetables in the intervention group increased from 1.73 to 4.20 and in the control group from 1.96 to 2.16; a statistically significant difference was also observed between the groups (P < 0.001). After the intervention benefits and self-efficacy of fruits and vegetables consumption significantly increased and perceived barriers of fruits and vegetables consumption significantly decreased in the intervention group (P < 0.001). Conclusion Peer education improves benefits and self-efficacy, reduces barriers, and increases the daily servings of fruits and vegetables in housewives.

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A Technology-Based Peer Education Intervention: Results from a Sexual Health Textline Feasibility Study

American Journal of Sexuality Education ◽

10.1080/15546128.2017.1372831 ◽

2017 ◽

Vol 12 (4) ◽

pp. 383-394 ◽

Cited By ~ 2

Author(s):

Teagen L. O'Malley ◽

Katie Rose Horowitz ◽

José Garth ◽

Christina Mair ◽

Jessica G. Burke

Keyword(s):

Sexual Health ◽

Feasibility Study ◽

Peer Education ◽

Education Intervention

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Violating the Rights of the Child through Inadequate Sexual Health Education

The International Journal of Children s Rights ◽

10.1163/092755608x278939 ◽

2009 ◽

Vol 17 (1) ◽

pp. 143-154 ◽

Cited By ~ 7

Author(s):

Charlene Kennedy ◽

Katherine Covell

Keyword(s):

Health Education ◽

Sexual Health ◽

Sex Education ◽

Health Knowledge ◽

Children's Rights ◽

Children’S Rights ◽

Sexual Health Education ◽

Rights Of The Child ◽

Gays And Lesbians ◽

The Impact

AbstractThe focus of this research was to examine the impact of traditional sexual health education, an approach that infringes upon children's rights to information, on 15 year-olds' knowledge of birth control, sexually transmitted infections, pregnancy, attitudes toward gays and lesbians. One hundred and twenty grade ten students completed a survey comprising measures of sex education received, sexual activity, sexual health knowledge, attitudes toward gays, lesbians, and the teaching of homosexuality, and school-based experiences with homophobia. Our findings reinforce the inadequacy of traditional sexual health education to meet rights consistent standards. Although many of the respondents were sexually active, their knowledge of sexual health issues, and especially of homosexuality, was poor. Homophobic expression was reported to be very common in schools, and teacher interventions were few. Prejudicial attitudes toward gays and lesbians were related to experience with homophobia and to a lack of knowledge about homosexuality. In essence current practices are violating the rights of all children but particularly those of sexual minority status. Consistency with children's rights requires shifts in sex education practices and teacher attitudes and behaviors.

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Peer-led sex education--characteristics of peer educators and their perceptions of the impact on them of participation in a peer education programme

Health Education Research ◽

10.1093/her/17.3.327 ◽

2002 ◽

Vol 17 (3) ◽

pp. 327-338 ◽

Cited By ~ 48

Author(s):

V. Strange

Keyword(s):

Sex Education ◽

Peer Education ◽

Education Programme ◽

Peer Educators ◽

The Impact

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Peer Education Intervention to Promote Drug Abuse Prevention among Secondary Schools Students

NeuroQuantology ◽

10.14704/nq.2021.19.5.nq21050 ◽

2021 ◽

Vol 19 (5) ◽

pp. 68-78

Author(s):

Naglaa M. EL Mokadem ◽

Eman A. Shokr ◽

Alyaa H. Salama ◽

Hanaa M. Abo Shereda ◽

Hanaa A. Radwan ◽

...

Keyword(s):

Drug Abuse ◽

Secondary Schools ◽

Self Efficacy ◽

Peer Education ◽

Control Group ◽

Abuse Prevention ◽

Education Intervention ◽

Drug Abuse Prevention ◽

Post Intervention ◽

And Control

Drug abuse is a worldwide serious health problem. Peer education is an effective method in preventing risky behaviors and educating teens about drug abuse. Aim of the current study was to evaluate the effectiveness of peer education intervention to promote drug abuse prevention among secondary schools students. Methods: a quasi-experimental research design was used. A multi-stage random sample selection of six secondary schools affiliated to the Ministry of Education and Technical Education was utilized. A convenience sample of 1200 students was selected from the 1st, 2nd and 3rd grades of the selected schools at Shebin El kom, Menoufia Governorate, Egypt. Instruments: (1) Sociodemographic data questionnaire; (2) Basic knowledge of students about drug abuse questionnaire; (3) Attitudes of the students toward drug abuse prevention assessment questionnaire and; (4) Self-efficacy of students about drug abuse prevention questionnaire. Results: the mean age of the studied students in both study and control groups were (16.14 ± 1.08 &15.96 ± 1.01) respectively. There were statistically significant differences between study and control group in the total mean score of knowledge about drug abuse post intervention (12.39 ±1.72 & 6.88 ± 1.35; P value .000) compared to pre-intervention (6.95 ± 2.14 & 6.72 ± 2.19; P 0 .535). There was a statistically significant difference between study and control group regarding students' attitudes toward drug abuse post intervention (160.98 ± 11.72 & 75.55 ± 13.35; P 0.000) compared to pre-intervention (77.53 ± 12.14 & 75.89 ± 11.19; P 0.735). Finally, there was a statistically significant difference between study and control group regarding students' self efficacy about drug abuse prevention post intervention (11.84 ± 1.92 & 8.18 ± 1.55; P 0.000) compared to pre-intervention (8.89 ± 3.14 & 7.99 ± 1.92; P 0.598). Conclusions: the findings of the current study suggest that peer education intervention has a positive effect and significantly enhances knowledge, self-efficacy and attitudes of secondary school students toward drug abuse. Recommendation: Peer education intervention as a school-based prevention programs is an appropriate model to be implemented for drug abuse prevention among school students.

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