Pupil-led sex education in England (RIPPLE study): cluster-randomised intervention trial

Stephenson, JM; Strange, Vicki; Forrest, Simon; Oakley, Ann; Copas, Andrew; Allen, Elizabeth; Babiker, Abdel; Black, Stephanie; Ali, Mohamed M.; Monteiro, Helen; Johnson, AM

doi:10.1016/s0140-6736(04)16722-6

Cited by 173 publications

(264 citation statements)

References 17 publications

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“…For studies that did not report an ICC we imputed a value of 0.2, based on that used for the power calculation in one of the trials included in the systematic review [the RIPPLE (randomised intervention of pupil peerled sex education) trial]. 50 This value was higher than ICC values reported by the other included studies. Therefore, the effects of imputing lower ICC values, and of omitting an ICC value when none was reported, were tested.…”

Section: Meta-analysismentioning

confidence: 99%

“…It was decided that the study by Borgia and colleagues 51 would not be included in the meta-analysis as it compared two very similar behavioural interventions (the only difference between them being that one was teacher-led, while the other was peer-led), whereas the other studies generally compared a behavioural intervention with either a control or with standard practice. (Note: The trial by Stephenson and colleagues, 50 which also compared peer-led with teacher-led interventions, was included in the meta-analysis as the teacher-led intervention was standard practice -see Chapter 4, Synthesis of results of sound outcome evaluations. )…”

Section: Meta-analysismentioning

confidence: 99%

See 1 more Smart Citation

The effectiveness and cost-effectiveness of behavioural interventions for the prevention of sexually transmitted infections in young people aged 13–19: a systematic review and economic evaluation

Shepherd¹,

Kavanagh²,

Picot³

et al. 2010

Health Technol Assess

136

124

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How to obtain copies of this and other HTA programme reports An electronic version of this title, in Adobe Acrobat format, is available for downloading free of charge for personal use from the HTA website (www.hta.ac.uk). A fully searchable DVD is also available (see below).Printed copies of HTA journal series issues cost £20 each (post and packing free in the UK) to both public and private sector purchasers from our despatch agents.Non-UK purchasers will have to pay a small fee for post and packing. For European countries the cost is £2 per issue and for the rest of the world £3 per issue. How to order:-fax (with credit card details) -post (with credit card details or cheque) -phone during office hours (credit card only).Additionally the HTA website allows you to either print out your order or download a blank order form. Contact details are as follows:Synergie UK (HTA Department) Digital House, The Loddon Centre Wade Road Basingstoke Hants RG24 8QW Email: orders@hta.ac.uk Tel: 0845 812 4000 -ask for 'HTA Payment Services' (out-of-hours answer-phone service) Fax: 0845 812 4001 -put 'HTA Order' on the fax header Payment methods Paying by chequeIf you pay by cheque, the cheque must be in pounds sterling, made payable to University of Southampton and drawn on a bank with a UK address. Paying by credit cardYou can order using your credit card by phone, fax or post. SubscriptionsNHS libraries can subscribe free of charge. Public libraries can subscribe at a reduced cost of £100 for each volume (normally comprising 40-50 titles). The commercial subscription rate is £400 per volume (addresses within the UK) and £600 per volume (addresses outside the UK). Please see our website for details. Subscriptions can be purchased only for the current or forthcoming volume. How do I get a copy of HTA on DVD?Please use the form on the HTA website (www.hta.ac.uk/htacd/index.shtml). HTA on DVD is currently free of charge worldwide.The website also provides information about the HTA programme and lists the membership of the various committees. HTAThe effectiveness and costeffectiveness of behavioural interventions for the prevention of sexually transmitted infections in young people aged 13-19: a systematic review and economic evaluation NIHR Health Technology Assessment programmeT he Health Technology Assessment (HTA) programme, part of the National Institute for Health Research (NIHR), was set up in 1993. It produces high-quality research information on the effectiveness, costs and broader impact of health technologies for those who use, manage and provide care in the NHS. 'Health technologies' are broadly defined as all interventions used to promote health, prevent and treat disease, and improve rehabilitation and long-term care. The research findings from the HTA programme directly influence decision-making bodies such as the National Institute for Health and Clinical Excellence (NICE) and the National Screening Committee (NSC). HTA findings also help to improve the quality of clinical practice in the NHS indirectly in that the...

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Section: Meta-analysismentioning

confidence: 99%

Section: Meta-analysismentioning

confidence: 99%

The effectiveness and cost-effectiveness of behavioural interventions for the prevention of sexually transmitted infections in young people aged 13–19: a systematic review and economic evaluation

Shepherd¹,

Kavanagh²,

Picot³

et al. 2010

Health Technol Assess

136

124

View full text Add to dashboard Cite

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“…To date, peer‐based programmes have been employed to target substance use, sexual risk behaviour, HIV prevention and psychosocial wellbeing among young people 19, 20, 21, 22, 23, 24, 25, and there is promising evidence from existing intervention models 19, 22, 26. Earlier systematic reviews suggested that there was evidence that peer interventions could change behaviour, as well as improve knowledge 18, 27, 28.…”

Section: Introductionmentioning

confidence: 99%

Peer‐led interventions to prevent tobacco, alcohol and/or drug use among young people aged 11–21 years: a systematic review and meta‐analysis

et al. 2016

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Background and AimsPeer‐led interventions may offer a beneficial approach in preventing substance use, but their impact has not yet been quantified. We conducted a systematic review to investigate and quantify the effect of peer‐led interventions that sought to prevent tobacco, alcohol and/or drug use among young people aged 11–21 years.MethodsMedline, EMBASE, PsycINFO, CINAHL, ERIC and the Cochrane Library were searched from inception to July 2015 without language restriction. We included randomized controlled trials only. Screening and data extraction were conducted in duplicate and data from eligible studies were pooled in a random effects meta‐analysis.ResultsWe identified 17 eligible studies, approximately half of which were school‐based studies targeting tobacco use among adolescents. Ten studies targeting tobacco use could be pooled, representing 13 706 young people in 220 schools. Meta‐analysis demonstrated that the odds of smoking were lower among those receiving the peer‐led intervention compared with control [odds ratio (OR) = 0.78, 95% confidence interval (CI) = 0.62–0.99, P = 0.040]. There was evidence of heterogeneity (I 2 = 41%, χ2 15.17, P = 0.086). Pooling of six studies representing 1699 individuals in 66 schools demonstrated that peer‐led interventions were also associated with benefit in relation to alcohol use (OR = 0.80, 95% CI = 0.65–0.99, P = 0.036), while three studies (n = 976 students in 38 schools) suggested an association with lower odds of cannabis use (OR = 0.70, 0.50–0.97, P = 0.034). No studies were found that targeted other illicit drug use.ConclusionsPeer interventions may be effective in preventing tobacco, alcohol and possibly cannabis use among adolescents, although the evidence base is limited overall, and is characterized mainly by small studies of low quality.

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“…Peer-delivered health education may be perceived as more appealing than teacher-delivered health education (Stephenson et al, 2004), and may address young people's views that alcohol education tends to be patronizing or paternalistic (de Visser et al, 2013) Peer education can also provide opportunities for young people to develop a critical consciousness of how socially constructed norms place their health at risk, and encourage the development of alternative norms (Campbell & MacPhail, 2002). This perspective can be aligned with a resilience framework that highlights the importance of developing not only individual capacities, but also broader protective mechanisms including micro-and macrosocial support for non-or moderate-drinking.…”

Section: Peer Influence and Peers As Educatorsmentioning

confidence: 99%

“…Therefore, the video: used an informal "behind-the-scenes" style and a lighthearted tone to reduce defensiveness; presented non-drinkers and moderate drinkers as socially competent; and modeled effective strategies. An introductory voice-over made it clear that the "actors" in the video were young people who had participated in Phase 2 or other volunteers to help viewers to perceive the strategies as credible and feasible (Stephenson et al, 2004). The sixth author guided development of the video in light of his substantial experience of producing videos for late adolescents and young adult audiences.…”

Section: Resource Developmentmentioning

confidence: 99%

Using qualitative methods within a mixed-methods approach to developing and evaluating interventions to address harmful alcohol use among young people.

Visser¹,

Graber²,

Hart³

et al. 2015

Health Psychology

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Objective: This paper illustrates how qualitative methods can be used in the development and evaluation of behavior change interventions. Although many campaigns advise young people to drink responsibly, few clarify how to convert this general advice into specific behavioral strategies. Resilience-based approaches argue that treating young non-drinkers and moderate drinkers as "experts" in responsible alcohol use may facilitate co-creation of acceptable interventions that focus on how to change behavior. Methods: Four distinct phases of intervention development were linked to past research and future developments.Results: First, analysis of correlates of alcohol use using data from a survey of 1412 people aged 16-21 indicated that alcohol harm-reduction interventions should help young people to develop skills and strategies to resist alcohol. Second, Interpretative Phenomenological Analysis of 25 interviews with people purposively-selected from among the survey sample identified general strategies and specific tactics used by young people to manage opportunities to drink. Third, insights from the first two phases and past qualitative research guided development of video resources to be use in school-based alcohol education to illustrate strategies and tactics for moderate-or non-use of alcohol. Fourth, 18 focus groups with students and teachers were used to evaluate the video: structured Thematic Analysis indicated that after revision the video would be a valuable addition to school-based alcohol education. Conclusions: Findings from the four phases highlight the value of using different qualitative and quantitative methods as part of a program of work designed to inform the development, refinement, and evaluation of health psychology interventions.

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Pupil-led sex education in England (RIPPLE study): cluster-randomised intervention trial

Cited by 173 publications

References 17 publications

The effectiveness and cost-effectiveness of behavioural interventions for the prevention of sexually transmitted infections in young people aged 13–19: a systematic review and economic evaluation

The effectiveness and cost-effectiveness of behavioural interventions for the prevention of sexually transmitted infections in young people aged 13–19: a systematic review and economic evaluation

Peer‐led interventions to prevent tobacco, alcohol and/or drug use among young people aged 11–21 years: a systematic review and meta‐analysis

Using qualitative methods within a mixed-methods approach to developing and evaluating interventions to address harmful alcohol use among young people.

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