scholarly journals Supplementing Substance Use Prevention With Sexual Health Education: A Partner-Informed Approach to Intervention Development

2020 ◽  
pp. 152483992094768
Author(s):  
Terrinieka W. Powell ◽  
Meghan Jo ◽  
Anne D. Smith ◽  
Beth D. Marshall ◽  
Santha Thigpen ◽  
...  
Keyword(s):  
Substance Use ◽  
Health Education ◽  
Sexual Health ◽  
Intervention Development ◽  
Lessons Learned ◽  
Evidence Based ◽  
Substance Use Prevention ◽  
Sexual Health Education ◽  
Multiple Sources ◽  
Wide Range

Supplementing substance use prevention with sexual health education would allow educators to address the risk and protective factors that influence both health issues. This streamlined approach may minimize the inefficiencies of multisession, single-purpose interventions. Our team developed a supplemental sexual and reproductive health (SRH) unit to align with an existing evidence-based intervention, LifeSkills Training (LST). This goal of this article is to describe our process, final product, lessons learned, and future directions. Our partner-informed approach took place across three key phases: (1) formative insights, (2) unit development, and (3) pilot implementation. The final supplemental SRH unit is ten, 45-minute sessions offered to seventh- and eighth-grade students and includes a set of learning objectives that are aligned with individual sessions. The supplemental SRH unit also mirrors existing LST modules in length, flow, layout, facilitator instructions, focus on prevention, and utilization of a student workbook. Lessons learned include strategies to effectively incorporate a wide range of ongoing feedback from multiple sources and quickly respond to staff turnover. This partnership approach serves as a model for researchers and practitioners aiming to extend the reach of existing evidence-based programs.

scholarly journals Supplementing Substance Use Prevention with Sexual Health Education A Partner-Informed Approach to Intervention Development

2020 ◽  
Author(s):  
Terrinieka W Powell ◽  
Meghan Jo ◽  
Anne D. Smith ◽  
Beth D. Marshall ◽  
Santha Thigpen ◽  
...  
Keyword(s):  
Middle School ◽  
Substance Use ◽  
Health Education ◽  
Sexual Health ◽  
Developmentally Appropriate ◽  
Intervention Development ◽  
School Personnel ◽  
Substance Use Prevention ◽  
Sexual Health Education ◽  
Pilot Implementation

Abstract Background Threats to adolescent health have been shown to co-occur and influence one another. Supplementing substance use prevention with sexual health education would allow educators to address the risk and protective factors that influence both health issues. This streamlined approach may minimize the inefficiencies of multi-session, single-purpose interventions. Methods LifeSkills Training (LST) for middle school is a skills-based cognitive behavioral prevention program delivered over three years during grades 6-8, with a focus on substance use and violence prevention. This paper describes the development of a supplemental sexual and reproductive health (SRH) unit for the middle school LST curriculum, in partnership with content experts and school personnel. This partner-informed approach took place across three key phases: 1) formative insights, 2) unit development, and 3) pilot implementation. Result The final supplemental SRH unit is ten 45-minute sessions offered to 7 th and 8 th grade students and includes a set of learning objectives that are aligned with individual sessions. The supplemental SRH unit also mirrors existing LST modules in length, flow, layout, facilitator instructions, focus on prevention, and utilization of a student workbook. Conclusions Our findings suggest that there is great potential in partnering with content experts and school personnel to develop supplemental materials for existing interventions. This collaborative approach resulted in a set of sessions that are medically accurate and developmentally appropriate. This partnership approach may serve as a model for future researchers and practitioners aiming to extend the reach of existing evidence-based programs.

Identifying Implementation Drivers for Teen Sexual Health Education Curricula

2021 ◽  
pp. 152483992110465
Author(s):  
Aleena Glinski ◽  
Jenny Cox ◽  
Michel F. Lahti
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Teen Pregnancy ◽  
Community Support ◽  
Pregnancy Prevention ◽  
Evidence Based ◽  
Sexual Health Education ◽  
Teen Pregnancy Prevention ◽  
School Site ◽  
Birth Rates

This article focuses on examining the implementation of evidence-based teen pregnancy prevention programming in a select school district. Results are presented based on the following implementation drivers: (1) actions taken by leadership to make decisions, provide guidance, and support how the school site and community-based organizations are functioning in support of implementation; (2) actions taken to ensure competent staff delivery of the curricula; and (3) actions taken to create and sustain a hospitable context in order to implement the interventions at the school site. The need for adolescent sexual health education is evident in this geographic location where Hispanic or Latino teens consistently have higher birth rates among race and ethnicities that are routinely reported. For 2018, when this project started, those rates were 40 births per 1,000 females aged 15 to 19 years. For 2018, the birth rates for African Americans was 31 and for Whites was 17 per 1,000 females aged 15 to 19 years. The project goals were to reduce teen birth rates by (1) providing evidence-based teen pregnancy prevention curricula to youth aged 11 to 19 years over the course of the 5-year project period, (2) training school staff and community members in the curricula, and (3) generating community support of youth access to reproductive health care and education. Despite a funding interruption to implementation of the project and the impact of COVD-19, educational programming was provided to 9,616 youth. The article details the key implementation strategies and solutions so that other practitioners can consider application of these implementation drivers in their own adolescent health education programming.

Sexual health professionals’ evaluations of a prototype computer-based contraceptive planning intervention for adolescents: implications for practice

Sexual Health ◽  
2012 ◽  
Vol 9 (4) ◽  
pp. 341 ◽  
Author(s):  
K. E. Brown ◽  
C. Abraham ◽  
P. Joshi ◽  
L. M. Wallace
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Health Professionals ◽  
Intervention Development ◽  
Sexual Health Education ◽  
Online Planning ◽  
Rapport Building ◽  
On Line ◽  
Computer Based ◽  
Planning Intervention

Background This paper aims to demonstrate how an online planning intervention to enhance contraceptive and condom use among adolescents was viewed by sexual health professionals. It identifies feedback that has facilitated improvement of the intervention both in terms of potential effectiveness and sustainability in practice. The data illustrate how professionals’ feedback can enhance intervention development. Method: Ten practitioners (two male; eight female) representing a range of roles in sexual health education and healthcare were given electronic copies of the prototype intervention. Interviews were conducted to elicit feedback. Transcripts of the interviews were subjected to thematic analysis. Results: Practitioners provided positive feedback about the intervention content, use of on-line media, the validity of planning techniques and the inclusion of males in contraceptive planning. Issues with rapport building, trust, privacy, motivation, and time and resources were raised, however, and the promotion of condom carrying was contentious. Conclusions: Professionals’ feedback provided scope for developing the intervention to meet practitioners’ concerns, thus enhancing likely feasibility and acceptability in practice. Ways in which particular feedback was generalisable to wider theory-based and online intervention development are explored. Some responses indicated that health practitioners would benefit from training to embed theory-based interventions into sexual health education and healthcare.

scholarly journals The Need for Nurse Interventions in Sex Education in Adolescents

2021 ◽  
Vol 18 (2) ◽  
pp. 492
Author(s):  
Ľuboslava Pavelová ◽  
Alexandra Archalousová ◽  
Zuzana Slezáková ◽  
Dana Zrubcová ◽  
Andrea Solgajová ◽  
...  
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Sexual Health ◽  
Sex Education ◽  
School Environment ◽  
School Health ◽  
School Nurse ◽  
Sexual Education ◽  
Evidence Based ◽  
Sexual Health Education

Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.

Socio‐Ecological Factors Associated With Students' Perceived Impact of an Evidence‐Based Sexual Health Education Curriculum

2020 ◽  
Vol 90 (8) ◽  
pp. 604-617
Author(s):  
Christine M. Markham ◽  
Melissa F. Peskin ◽  
Elizabeth R. Baumler ◽  
Robert C. Addy ◽  
Melanie A. Thiel ◽  
...  
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Ecological Factors ◽  
Evidence Based ◽  
Education Curriculum ◽  
Sexual Health Education ◽  
Factors Associated ◽  
Perceived Impact

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.

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