The Effectiveness of Group-Based Comprehensive Risk-Reduction and Abstinence Education Interventions to Prevent or Reduce the Risk of Adolescent Pregnancy, Human Immunodeficiency Virus, and Sexually Transmitted Infections

Chin, Helen B; Sipe, Theresa Ann; Elder, Randy; Mercer, Shawna L.; Chattopadhyay, Sajal K.; Jacob, Verughese; Wethington, Holly; Kirby, Doug; Elliston, Donna B.; Griffith, Matt; Chuke, Stella O.; Briss, Susan C.; Ericksen, Irene; Galbraith, Jennifer; Herbst, Jeffrey H.; Johnson, Robert L.; Kraft, Joan Marie; Noar, Seth M.; Romero, Lisa; Santelli, John

doi:10.1016/j.amepre.2011.11.006

Cited by 321 publications

(203 citation statements)

References 96 publications

Supporting

Mentioning

190

Contrasting

Unclassified

Order By: Relevance

“…A difference of 1.4% in unprotected sex has been shown to have a meaningful impact on pregnancy rates. 18,122,124,149 The between-group difference in the incidence of unprotected sex of 1.3% (95% CI 0.5% to 2.2%) by 9 months in our feasibility trial demonstrates that such an effect size is plausible and is consistent with effect sizes seen in the literature. 122 The study will take account of clustering.…”

Section: Discussionsupporting

confidence: 89%

“…16,18,[121][122][123] Studies indicate that, although other behavioural determinants (such as frequency of sexual intercourse and number of sexual partners) are important, avoidance of unprotected sex via consistent use of contraception is central in explaining variation in levels of teenage pregnancy. 22,124 A reduction in UTP rates would be the ideal primary outcome measure.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

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

View full text Add to dashboard Cite

show abstract

“…A 2012 Centers for Disease Control meta-analysis of 66 comprehensive sex education programs for youth regardless of ASD diagnosis found that the programs reduced the frequency of unprotected sexual activity, increased the use of protection (either condoms and/or hormonal contraception), reduced pregnancy, and reduced sexually transmitted diseases [33]. Moreover, research indicates that states that include sexuality education (and not simply abstinence education) have the lowest mean rates of infection among the overall population and among adolescents [34].…”

Section: Disease Dysfunction or Infirmitymentioning

confidence: 99%

Sex Education, Sexual Health, and Autism Spectrum Disorder

Loftin

S²

2015

Pediat Therapeut

View full text Add to dashboard Cite

Sex education is an important but often inadequately addressed topic for patients with autism spectrum disorder. A dominant theory in autism, Theory of Mind, helps to explain why the sex education needs of people with this disorder are unique. This paper argues the importance of high quality sex education from the perspective of the World Health Organization's recent comprehensive definition of sexual health. Each point from the World Health Organization's definition is addressed with discussion of its application to people with autism spectrum disorder, suggestions for remediation, and public health implications. Seven points are addressed: physical well-being in relation to sexuality; emotional and mental well-being in relation to sexuality; social well-being in relation to sexuality; disease, dysfunction, or infirmity; positive and respectful approaches to sexuality and sexual relationships; freedom from coercion and violence; and freedom from discrimination. Sex education is important to the quality of life and safety of people with autism. The needs of this population are apparent in all seven areas identified.

show abstract

“…La evidencia ha demostrado de manera consolidada que, cuando las intervenciones educativas enfocadas en el cambio del comportamiento sexual entre adolescentes eran integrales, lograban ser efectivas 21 al lograr el cambio en la actividad sexual (usar condón o anticonceptivos y reducir el número de parejas sexuales), así como en los niveles de ITS o embarazo. Otros estudios encontraron que la ESI es uno de los programas más efectivos para mejor la SSR, 22 reducir embarazos e ITS y disminuir el comportamiento sexual riesgoso.…”

Section: Educación Sexual Integral En Méxicounclassified

Educación sexual integral: cobertura, homogeneidad, integralidad y continuidad en escuelas de México

Rojas¹,

Castro

Villalobos

et al. 2017

Salud Publica Mex

View full text Add to dashboard Cite

Objetivo. Analizar la cobertura de la educación sexual integral (ESI) en México y describir su integralidad, homogeneidad y continuidad en cuanto a contenidos sobre salud sexual yreproductiva, autoeficacia, derechos y relaciones. Material y métodos. En una encuesta probabilística transversal con muestreo estratificado y por conglomerados, se aplicó uncuestionario sobre ESI a una muestra representativa a nivel nacional de 3 824 adolescentes de 45 escuelas de educación media superior públicas y privadas, en localidades urbanasy rurales. Resultados. El porcentaje de adolescentes que reportan recibir educación sexual integral varía dependiendo de los temas y nivel escolar. Los temas más frecuentes estánrelacionados con salud sexual y reproductiva; los menos tratados con derechos y relaciones. Los contenidos de educación sexual se trasmiten mayoritariamente durante la escuela secundaria. Conclusiones. Se requiere garantizar la integralidad, homogeneidad y continuidad de los contenidos de la ESI, asegurando que se imparta la totalidad de los temas planteados en recomendaciones nacionales e internacionales.

show abstract

The Effectiveness of Group-Based Comprehensive Risk-Reduction and Abstinence Education Interventions to Prevent or Reduce the Risk of Adolescent Pregnancy, Human Immunodeficiency Virus, and Sexually Transmitted Infections

Abstract: Based on these findings, group-based comprehensive risk reduction was found to be an effective strategy to reduce adolescent pregnancy, HIV, and STIs. No conclusions could be drawn on the effectiveness of group-based abstinence education.

Cited by 321 publications

References 96 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

Sex Education, Sexual Health, and Autism Spectrum Disorder

Educación sexual integral: cobertura, homogeneidad, integralidad y continuidad en escuelas de México

Contact Info

Product

Resources

About