Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi-stakeholder exploration in Panama

Abstract

Adolescents in Panama face multiple challenges to their sexual health, rights and well-being such as high rates of teenage pregnancy (∼30% of all pregnancies), increased HIV infections and sexual violence. In the absence of sufficient evidence-based data and an ongoing debate in Panamanian society about how to approach adolescents’ health problems, the aim of this qualitative study was to explore the perceptions and attitudes of different societal actors, namely governmental employees, NGO employees, academics, members from religious groups, teachers and parents. We conducted in-depth interviews (N = 34) which focused on the behavioural and environmental factors considered to influence adolescents’ decision making with regard to love, friendships and family relations. Furthermore, we explored how these stakeholders viewed the role of the education system, and the potential of including social–emotional learning (SEL) in the curriculum to provide skills and capacities, which could encourage adolescents to make better decisions and improve their well-being, in general but also in the context of sexual behaviours. Analysis revealed five central themes, i.e. perceptions towards gender roles and equality, adolescents’ love (sexual) relationships, capacity needs regarding prevention of risk behaviours and the role of education, comprehensive sexuality education in schools and the potentiality of SEL in the education system. The findings of the study can enhance understanding on the views of stakeholders regarding the factors influencing adolescents’ decision making, as well as regarding the possibilities of introducing SEL in the Panamanian educational curriculum.

Me and My New World

“…The development of the program followed the process of Intervention Mapping (IM), an effective protocol for theory-and evidence-based intervention development (Schutte et al, 2016;Van Der Veen et al, 2012), see Figure 1. First, a needs assessment was carried out with various stakeholders (this is reported elsewhere; please refer to Araúz Ledezma et al, 2020a). After the objectives and limitations of the program were set, theory and empirical evidence were selected accordingly to develop the program.…”

“…The results of a needs assessment among parents, teachers, and other stakeholders in Boquete, Panama (Araúz Ledezma et al, 2020a) (CASEL, 2003;Durlak et al, 2011;Elias & Arnold, 2006;Zins et al, 2007a).…”

“…Second, participants from different institutions such as government, ombudsman office, NGOs', academics and religious groups received a short description of the research, including the purpose, as well as the voluntary and especially the confidential nature of handling the research information. For a full overview of this needs assessment, please see AraúzLedezma et al, 2020a. The research consisted of in-depth, semi-structured interviews conducted in Spanish (by the first author) with diverse stakeholders: government representatives (2 males, 1 female), academics (2 females), teachers (1 male, 13 females), health promotion specialists (1 male, 1 female), ombudsman (1 female), religious groups members (2 males), ngo representative (1 female), and parents (6 females, 3 males). The opinions of adolescents are presented in a separate article.Interviews lasted from 30-60 minutes.…”

“…", and "What is the role of education in the promotion of gender equality?". The results of this needs assessment are described in detail elsewhere(Araúz Ledezma et al, 2020a).…”

“…SEL could facilitate the provision of gender equality lessons and healthy interpersonal relationships through schools.The inclusion of a SEL-based lesson plan in secondary schools in Panama might provide an alternative route to achieving more gender equal relationships among adolescents, characterized by mutual respect. A needs assessment among different stakeholders in Panama (AraúzLedezma et al, 2020a), such as parents, teachers, government and NGO representatives, revealed that these stakeholders recognized the importance of interpersonal skills development of adolescents. Moreover, they agreed that educational programs based on SEL could be a suitable option to start improving personal capacities of young people towards more equal and respectful personal relationships.…”