Development of <i>Long Live Love</i>+, a school-based online sexual health programme for young adults. An intervention mapping approach

Mevissen, Fraukje E. F.; Empelen, Pepijn van; Watzeels, Anita; Duin, Gee van; Meijer, Suzanne; Lieshout, Sanne van; Kok, Gerjo

doi:10.1080/14681811.2017.1389717

Cited by 11 publications

(6 citation statements)

References 42 publications

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“…First of all, the intervention developers had involved teachers and students in the development of their programs. Previous research showed that involving them in the development and evaluation of school-based sex education programs was effective in the later adoption of the program [27, 28]. In line with earlier research results [24, 29–31], we recommend that parents should also be involved in the development of programs focusing on adolescent sexual health.…”

Section: Discussionsupporting

confidence: 79%

Preventing adolescent sexual harassment: evaluating the planning process in two school-based interventions using the Intervention Mapping framework

2019

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BackgroundThe development of school-based programs for preventing adolescent sexual harassment often lacks an evidence-based approach and use of proper theories. Appropriate stakeholders are often not involved in the development process. To help improve this process, we used the Intervention Mapping framework to retrospectively evaluate the development of two school-based programs, Benzies & Batchies and Boys, each of which was intended to prevent sexual harassment among adolescent students of a lower educational level in the Netherlands. The two interventions were among the first school-based programs targeting sexual harassment, and were implemented in Dutch secondary schools.MethodsAs well as doing desk research into the context and content of the interventions, we used semi-structured focused interviews with the initial developers to gather their opinions on and experiences with the development process, whereby the topics were based on the six steps of the IM framework. To better suit the needs of the respondents, we had adapted the language of our topics and had used open-ended questions The data we had gathered from the desk research and face-to-face consultations were checked against a planning tool that was based on 19 tasks within the six steps of IM.ResultsAlthough both programs had been developed in practice and lacked a thorough theoretical foundation, the methods and materials used represented aspects of behavior-change theories. The developers of Benzies & Batchies completed slightly more planning criteria within the six steps of the planning process, and used more change methods than the developers of Boys did.ConclusionsWe recommend that parents should also be involved in the development of sex and relationship education programs, and should be allowed to participate in the program itself. To meet the needs of intervention developers, greater insight is needed into the importance of the individual steps in the Intervention Mapping framework. In our view, the development of practice-based interventions will improve if future intervention developers combine evidence-based theories with their practice-based experience. This will increase the success and effectiveness of their interventions.

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Section: Discussionsupporting

confidence: 79%

Preventing adolescent sexual harassment: evaluating the planning process in two school-based interventions using the Intervention Mapping framework

2019

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“…This way, the subject can receive the repeated attention that is required for effectiveness. For the development of evidence and theory-based interventions we suggest the application of the Intervention Mapping Approach (Bartholomew Eldredge et al, 2016 ; Mevissen et al, 2018 ). This approach uses a thorough, systematic and detailed protocol to guide intervention development, implementation and evaluation and has been widely used to plan health promotion programs in the Netherlands.…”

Section: Discussionmentioning

confidence: 99%

Prevalence and Correlates of Sext-Sharing Among a Representative Sample of Youth in the Netherlands

et al. 2021

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Many adolescents use their electronic devices to send each other sexually explicit texts, photos, and videos of themselves—commonly known as sexting. This can be fun and is not usually problematic. However, if the intended recipient decides to share these sexts with a broader audience, the consequences for the depicted can be detrimental. The purpose of this study was to investigate the prevalence of (non-consensual) sext-sharing among Dutch adolescents and explore the characteristics of those who do, to gain a better understanding of factors involved in dissemination. We used data from “Sex under the age of 25,” a representative national survey on sexual health among a sample of 20,834 Dutch 12–24-year-olds. The prevalence of sext-sharing was estimated using Complex Samples. Logistic regressions were used to assess associations between demographics, school-based sexting education, sexual- and online behavior, and mental health and sext-sharing. About 4% of the adolescents reported having shared someone else's sext in the last six months. Being male, aged 12–14 years, frequent social media usage, watching online porn, sexual experience, and being subjected to sext-sharing themselves associated most strongly with sext-sharing. Our findings show that the likelihood of sext-sharing is lower in older adolescents and that it associates with the extent of adolescents' sexual curiosity and online activity. The overlap between sharing sexts of others and having one's own sext shared suggests that dissemination of personal sexual content might be normalized or used as an act of retribution. Further research could be helpful to explain the mechanisms underlying this overlap. The results of this study illustrate the importance of exposing adolescents to evidence based preventive educational interventions on sexting from 12 years onwards and not just within the context of traditional school-based sex education, but also as a part of the (online) media-literacy curriculum.

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“…First of all, the intervention developers had involved teachers and students in the development of their programs. Previous research showed that involving teachers and students in the development and evaluation of school-based sex education programs was effective in the later adoption of the program (Mevissen et al 2018;Arnab et al 2013). In line with earlier research results (Shackleton et al 2016;Peter et al 2015;Grossman et al 2014;Grossman et al 2013), we recommend that parents should also be involved in the development of programs focusing on adolescent sexual health.…”

Section: Implications For Practicesupporting

confidence: 77%

School-based sex and relationship education

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Development of Long Live Love+, a school-based online sexual health programme for young adults. An intervention mapping approach

Cited by 11 publications

References 42 publications

Preventing adolescent sexual harassment: evaluating the planning process in two school-based interventions using the Intervention Mapping framework

Preventing adolescent sexual harassment: evaluating the planning process in two school-based interventions using the Intervention Mapping framework

Prevalence and Correlates of Sext-Sharing Among a Representative Sample of Youth in the Netherlands

School-based sex and relationship education

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