Negotiating sexual intimacy: A PAUSE develops an approach using a peer‐led, theatre‐for‐development model in the classroom

Abstract

Based on the theories of Bandura, McGuire and Baric (see above), a theory of "collaborative goals" (Mellanby et al., 1996) has emerged as a theoretical basis for the A PAUSE work.

Sexual health information seeking: a survey of adolescent practices

“…However, the significance of this finding is that it highlights the potential influence, in helpful terms, of peer groups and supports the value of a peer‐led approach to sexual health provision (Evans et al . , Wight et al . , Evans & Tripp ).…”

“…), this remains an area that needs further exploration to provide a fuller understanding of how young people prefer to access information, a necessary project if information is to be targeted in a way that is accessible and relevant to young people and so increases the chance of a positive impact on adolescent sexual health (Evans et al . , Lester & Allan , Coad & Shaw ). The focus of this study therefore is to provide insight, to identify which information sources young people find most useful and approachable to inform a base upon which sexual health education, advice and support can be focused to more adequately and effectively meet specific needs in a timely manner (Measor et al .…”

Listening to the Boys: English boys' views on the desirable characteristics of teachers of sex education

“…In the climate in which much sex education is delivered this is not particularly easy. In many schools the form tutor is the teacher of sex education, though initiatives such as A PAUSE and the Newham Teenage Health Project both successfully use outsiders to support schools in delivering this part of the curriculum to good effect (Evans et al, 1998). There is little evidence of the training of teachers in this area, even though it is seen as essential by most researchers (Biddle & Forrest, 1997;BMA, 1997).…”

Process drama and sex education: Advocating for drama-based components of adolescent health initiatives

“…This category denotes a more participatory approach, and the Theatre for Development model, closely linked to Theatre of the Oppressed (Evans et al 1998) with this category. Theatre for Development adheres to the community-centred values of Theatre of the Oppressed while not focusing on oppression per se, and Theatre for Development is often utilized with HIV prevention in developing countries in Africa (Low 2010).…”

“…Glik et al (2002) found that theatrical interventions involving youth performers began either as youth performance groups that adopted health promotion or as youth health education groups that adopted performance. Some of the most common incarnations are Forum Theatre-style work with students, in which students are presented with a scene and then go onstage to replace characters in the scene to play out alternative resolutions (Evans et al 1998;Francis 2010), educational plays performed by professional actors (Blakey and Pullen 1991;McEwan et al 1991;Denman et al 1995;Elliott et al 1996), educational plays performed by peers (Berlin and Berman 1995;Middelkoop et al 2006;Kamo et al 2008;Hovey et al 2007) and youth devising theatre about issues of sexual health (Douglas et al 2000). Many interventions feature multiple forms of the theatrical techniques as listed above (Kafewo 2008;Chinyowa 2009).…”