Developing sexual competence? Exploring strategies for the provision of effective sexualities and relationships education

Hirst, Julia

doi:10.1080/14681810802433929

Cited by 61 publications

(44 citation statements)

References 16 publications

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“…14,17,19,[21][22][23]30,34,47,58 A recent NIHR Health Technology Assessment systematic review 19 of the effect of interventions aiming to encourage young people to adopt safer sexual behaviour found that school-based interventions that provide information and teach young people sexual health negotiation skills can bring about improvements in behaviour-mediating outcomes such as knowledge, attitudes and self-efficacy. The authors noted that these variables are no less valuable than behavioural variables because they provide young people with a solid foundation on which to make sexual decisions.…”

Section: Evidence Supporting the Use Of Skills-building Componentsmentioning

confidence: 99%

Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland

et al. 2017

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BackgroundAdolescent men have a vital yet neglected role in reducing unintended teenage pregnancy (UTP). There is a need for gender-sensitive educational interventions.ObjectivesTo determine the value and feasibility of conducting an effectiveness trial of theIf I Were JackRelationship and Sexuality Education (RSE) intervention in a convenience quota sample of post-primary schools in Northern Ireland. Secondary objectives were to assess acceptability to schools, pupils (male/female, aged 14–15 years) and parents/guardians; to identify optimal delivery structures and systems; to establish participation rates and reach, including equality of engagement of different socioeconomic and religious types; to assess trial recruitment and retention rates; to assess variation in normal RSE practice; to refine survey instruments; to assess differences in outcomes for male and female pupils; to identify potential effect sizes that might be detected in an effectiveness trial and estimate appropriate sample size for that trial; and to identify costs of delivery and pilot methods for assessing cost-effectiveness.DesignCluster randomised Phase II feasibility trial with an embedded process and economic evaluation.InterventionA teacher-delivered classroom-based RSE resource – an interactive video drama (IVD) with classroom materials, teacher training and an information session for parents – to immerse young people in a hypothetical scenario of Jack, a teenager whose girlfriend is unintentionally pregnant. It addresses gender inequalities in RSE by focusing on young men and is designed to increase intentions to avoid UTP by encouraging young people to delay sexual intercourse and to use contraception consistently in sexual relationships.Main outcome measuresAbstinence from sexual intercourse (delaying initiation of sex or returning to abstinence) or avoidance of unprotected sexual intercourse (consistent correct use of contraception). Secondary outcomes included Knowledge, Attitudes, Skills and Intentions.ResultsThe intervention proved acceptable to schools, pupils and parents, as evidenced through positive process evaluation. One minor refinement to the parental component was required, namely the replacement of the teacher-led face-to-face information session for parents by online videos designed to deliver the intervention to parents/guardians into their home. School recruitment was successful (target 25%, achieved 38%). No school dropped out. Pupil retention was successful (target 85%, achieved 93%). The between-group difference in incidence of unprotected sex of 1.3% (95% confidence interval 0.55% to 2.2%) by 9 months demonstrated an effect size consistent with those reported to have had meaningful impact on UTP rates (resulting in an achievable sample size of 66 schools at Phase III). Survey instruments showed high acceptability and reliability of measures (Cronbach’s alpha: 0.5–0.7). Economic evaluation at Phase III is feasible because it was possible to (1) identify costs of deliveringIf I Were Jack(mean cost per pupil, including training of teachers, was calculated as £13.66); and (2) develop a framework for assessing cost-effectiveness.ConclusionTrial methods were appropriate, and recruitment and retention of schools and pupils was satisfactory, successfully demonstrating all criteria for progression to a main trial. The perceived value of culture- and gender-sensitive public health interventions has been highlighted.Future workProgression to a Phase III effectiveness trial.Trial registrationCurrent Controlled Trials ISRCTN99459996.FundingThis project was funded by the NIHR Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 1. See the NIHR Journals Library website for further project information.

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Section: Evidence Supporting the Use Of Skills-building Componentsmentioning

confidence: 99%

Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland

et al. 2017

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“…Feminist analyses have pointed to the ways in which sex education constructs notions of 'normal' adolescent sexuality in ways which shape, regulate and discipline the sexual identities, experiences and behaviours of young people as much through what is excluded from the curriculum as through what is included (Bay-Cheng, 2003;Haywood, 1996). Academics, educators and young people alike criticise sex education for omitting information about sexual pleasure, enjoyment or orgasm (Allen, 2008;Hirst, 2008;Thomson and Scott, 1991), and for being too biological, scientific or placing too much emphasis on physiological changes (Holland et al, 1998;Measor, Tiffin and Miller, 2000;Allen, 2005). While sex education is predominantly about the reproductive body, it rarely focuses on bodily sensations and experiences, and the body is often presented as desexualised and divorced from sensuality.…”

Section: Embodied Pedagogymentioning

confidence: 98%

Orgasmic Bodies

Frith

2015

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Please respect intellectual property rightsThis material is copyright and its use is restricted by our standard site license terms and conditions (see http://www.palgraveconnect.com/pc/connect/info/terms_conditions.html). If you plan to copy, distribute or share in any format including, for the avoidance of doubt, posting on websites, you need the express prior permission of Palgrave Macmillan. To request permission please contact rights@palgrave.com. Or g a s mi c B o d i e sT h e Or g a s m i n C o n t e mp o r a r y We s t e r n C u l t u r e Ha n n a h F r i t h

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“…Research by Ingham (2005) and Hirst (2008) and the keynotes given at 'The Pleasure Principle' conference by Hirst and Ingham were stated as particularly pertinent to the development of the booklet (see appendix 2 for details).…”

Section: Pleasure Bookletmentioning

confidence: 99%

Initiatives to support the inclusion of pleasure in sexual health and sex education work with young people An impact evaluation

Hirst¹,

Wood²,

Burns-O’Connell³

2017

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Developing sexual competence? Exploring strategies for the provision of effective sexualities and relationships education

Cited by 61 publications

References 16 publications

Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland

Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland

Orgasmic Bodies

Initiatives to support the inclusion of pleasure in sexual health and sex education work with young people An impact evaluation

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