“Let’s Talk About: Sex”: development, pilot and evaluation of a positive sexual-health education group for individuals within secure ID settings

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah Ashworth ◽  
Hannah Carton
Keyword(s):  
Statistical Analysis ◽  
Health Education ◽  
Sexual Health ◽  
Statistical Significance ◽  
Sexual Health Education ◽  
Content Type ◽  
Sex Development ◽  
Education Group ◽  
Qualitative Feedback ◽  
The Uk

Purpose There is a dearth of positive, proactive, sexual-health education programmes available for individuals with intellectual disabilities (IDs). This paper aims to provide an overview of the development, pilot and evaluation of a programme aimed at increasing awareness of the intricacies and risks of sexual health, intercourse and relationships. This programme covers relevant topics in a non-judgemental, informative and supportive approach. Design/methodology/approach A pre-post comparison within-group design was used (N = 14). The programme was run separately across three in-patient ID secure services within the UK and lasted for 16 weeks. The measure used to explore change was the sexual attitudes and knowledge questionnaire (SAK; Heighway and Webster, 2007). Findings Scores indicated improvement across all sub-factors as measured by the SAK, although no results reached statistical significance using Wilcoxon signed rank tests. Qualitative feedback indicated the benefits of this programme in relation to participants’ increased knowledge and confidence. Results have been discussed in terms of both the statistical analysis and clinical implication. Originality/value Results have been discussed in terms of statistical analysis and clinical implications with the aim of clinicians considering the programme’s application and utility within various clinical contexts. Additionally, gaining insight into the process of programme development and refinement, including future directions.

An iterative process for developing digital gamified sexual health education for adolescent students in low-tech settings

2019 ◽  
Vol 120 (11/12) ◽  
pp. 723-742 ◽  
Author(s):  
Hussein Haruna ◽  
Zamzami Zainuddin ◽  
Robin R. Mellecker ◽  
Samuel K.W. Chu ◽  
Xiao Hu
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Sexual Health ◽  
Well Being ◽  
Health Issues ◽  
Sexual Health Education ◽  
Content Type ◽  
Adolescent Students ◽  
Adolescent Reproductive Health ◽  
Gamified Learning

Purpose Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the promotion of the sexual well-being of adolescents more effective. Although venereal diseases such as HIV/AIDS have become a greater problem in Sub-Saharan African (SSA) countries than in any country outside of Africa, little is publicly known about the development of gamified learning for use in counter-measures. This paper aims to address that deficit by presenting the process of developing one such game. The paper highlights how the “My Future Begins Today” game for sexual health education was developed, evaluated and refined in the real-world of low-tech settings and made improvements based on the response of users. Design/methodology/approach Design-based research (DBR) was used to guide the design, develop, test and refine the digital game in iterative cycles. The evaluation of the effectiveness of iterations of the game was done using adolescent sexual health literacy tests and the validated Motivation, Attitude, Knowledge and Engagement framework, the authors developed based on existing approaches. That framework combines the elements of motivation, attitude, knowledge and engagement, effectiveness was evaluated based on the game’s ability to motivate students, improve their attitudes, increase their acquisition of knowledge and engage them in learning self-rating surveys and interviews. The whole process of game design, testing, evaluation and refinement were underpinned by the activity theory, DBR and participatory design (PD) research. Findings Participants in the gamified learning platforms demonstrated higher average scores on their post-tests than their counterparts subjected to the traditional teaching classroom. Also, gamified learning groups commented positively on the effectiveness of their instructional approach than their counterparts in the traditional learning group. The stakeholders’ involvement in developing gamified learning provided a good understanding of the importance of the game to the adolescent students and how it was going to be used to address the problem identified. The application of PD contributed to the effectiveness of the game. It involved various actors from various fields who were relevant to the game. Also, engaging targeted users from the beginning resulted in the creation of a better correspondence with the preferences of end-users. Practical implications This study has contributed to a better understanding of sex education and knowledge in the area of adolescent reproductive health issues, using developed innovative game mechanics features and its applicability in low-tech settings. Originality/value The study will be a recommendation for future researchers in applying this gamified learning concept and its suitability in their teaching practice, particularly regarding sexual health education and adolescent reproductive health issues in low-tech settings of SSA.

Behaviour change and sexual health; SHARE programme evaluation

2013 ◽  
Vol 114 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Hannah Dale ◽  
Bronagh Raftery ◽  
Heather Locke
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Behaviour Change ◽  
Behaviour Change Techniques ◽  
Sexual Risk Taking ◽  
Small Range ◽  
Sexual Health Education ◽  
Content Type ◽  
Educational Package ◽  
Self Examination

Purpose – The purpose of this paper is to examine a national sexual health and relationships education (SHARE) educational package for behaviour change techniques (BCTs) utilised in order to make recommendations for further improvements. Design/methodology/approach – Using BCTs taxonomy (BCT V1), two coders independently examined the 22 session plans within SHARE for their utilisation of BCTs. All three authors then examined the results, and agreed on any discrepancies. Findings – The SHARE package utilises only a small range of BCTs detailed in BCT V1. SHARE makes use of a range of techniques which may impact on the distal factors that influence sexual risk taking, such as self-esteem and building confidence to say “no” to sex. Practical implications – SHARE – and perhaps other sexual health education programmes – may need to draw on more BCTs, particularly those supported by evidence, in order to effectively reduce risky sexual behaviours among young people. Programmes may also benefit from including broader elements around pleasure, self-examination and screening behaviour. Originality/value – Sexual health packages rarely encounter such scrutiny, particularly being examined in relation to the BCTs. The new and rigorous way of rating the SHARE package has enabled a range of recommendations relating to BCTs to be made both for improving the package and other sexual health education programmes.

Improving practice: Giving voice to the experiences of sexual health education teachers

2021 ◽  
pp. 001789692110296
Author(s):  
Carol A Cummings ◽  
Christine M Fisher ◽  
Rosemary Reilly-Chammat
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Teacher Perceptions ◽  
Rhode Island ◽  
Sex Education ◽  
Comparative Approach ◽  
Accurate Information ◽  
Sexual Health Education ◽  
Cross Sectional ◽  
K 12

Objective: To explore teachers’ beliefs, experiences and barriers influencing teaching related to sexual health education. Methods, Design and Setting: Descriptive, cross-sectional study design. Rhode Island certified health teachers ( n = 190) completed an online sexual health education survey. Teacher perceptions about the need and benefits of teaching this subject, coverage of essential topics, their experiences and the barriers they faced were gathered. Qualitative questions were analysed using open, axial and selective coding. Constant comparative approach was used to identify themes. Descriptive statistics were used to analyse quantitative items. Results: Findings indicated that 98% of teachers felt that sexual health education should be taught. Less than 50% agreed that coverage for topics identified in the national sexuality education standards for grades K-12 should begin at each grade level. Two common themes – prevention and access to accurate information – emerged as reasons for teaching the subject. Themes generated from teacher experiences revealed the use of a risk reduction approach to sexual health education. Healthy sexual development, gender identity, inclusive education and all components of a comprehensive approach were not identified. Perceived barriers to teaching included teacher comfort, time, parents’ likely responses and lack of training. Conclusion: Findings signal the need for ongoing professional development to broaden teachers’ understanding of comprehensive sex education and address the beliefs and barriers that hinder inclusive and comprehensive teaching approaches. Good quality training in which teachers reflect on their beliefs and develop proficiency in the use of effective pedagogies can strengthen educator capacity and self-efficacy.

The State of Sexual Health Education in U.S. Medicine

2014 ◽  
Vol 9 (1) ◽  
pp. 65-80 ◽  
Author(s):  
S. Criniti ◽  
M. Andelloux ◽  
M. B. Woodland ◽  
O. C. Montgomery ◽  
S. Urdaneta Hartmann
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
The State ◽  
Sexual Health Education

Contraceptive Use Among Korean High School Adolescents: A Decision Tree Model

2021 ◽  
pp. 105984052098753
Author(s):  
Sung Hae Kim ◽  
Yoona Choi
Keyword(s):  
Risk Factors ◽  
High School ◽  
High School Students ◽  
Health Education ◽  
Decision Tree ◽  
Sexual Health ◽  
Sexual Intercourse ◽  
Contraceptive Use ◽  
Sexual Health Education ◽  
School Students

Although the rate of sexual intercourse among adolescents has increased in Asian countries, including Korea, many sexually active adolescents still do not use contraception. The aim of this study was to identify the risk factors for contraceptive nonuse among adolescents using decision tree analysis of the 2018 Korea Youth Risk Behavior Survey data from 2,460 high school students who had an experience of sexual intercourse. The findings indicated that the highest risk group who did not use contraception during sexual intercourse did not receive sexual health education in school and was involved in habitual or purposeful drug use. The experience of ever receiving treatment due to violence and the experience of sexual intercourse after drinking were also identified as risk factors for contraceptive nonuse. To encourage contraceptive use, development of standard sexual health education, counseling, and educational intervention intended to prevent risky behaviors is needed.

Bridging the Gap between Sexual Health Education and Clinical Services: Adolescent Perspectives and Recommendations

2021 ◽  
Vol 91 (11) ◽  
pp. 928-935
Author(s):  
Martha J. Decker ◽  
Shebani Dandekar ◽  
Abigail Gutmann‐Gonzalez ◽  
Claire D. Brindis
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Clinical Services ◽  
Sexual Health Education

The place of sexual health education in the life of children and adolescents

2021 ◽  
Vol 15 (2) ◽  
pp. 92-95
Author(s):  
Melek Anday Rifat qızı Tolunay ◽  
Keyword(s):  
Health Education ◽  
Young People ◽  
Sexual Health ◽  
General Purpose ◽  
After School ◽  
Sufficient Information ◽  
Sexual Health Education ◽  
The Family ◽  
Questions And Answers ◽  
Age Range

The general purpose of planned sexual health education for children and young people is to provide them with sufficient information about sexual health according to their age range, to inform them about attitude-value and understanding, to gain relationship and interpersonal skills, to develop their necessary responsibilities. The protection, development and maintenance of sexual health depends on the awareness of individuals about sexuality and sexual health. Awareness begins in the family and is provided with comprehensive sexual health education in accordance with the needs in all periods of life such as preschool, school and after school. Sexual health education is not welcomed in developing countries. At the heart of this is the belief that sexual health education will encourage young people to have sexual intercourse. The development of sexual education is achieved in all age ranges with questions and answers that arise according to different age characteristics. Sexual health education is a very important factor for the psychological and physiological health of individuals in a society. Key words: sexual health education, sexual health education, reproductive health, abuse , parents, child abuse, Source of sexual information

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