Culturally Competent HIV/AIDS Prevention: Understanding Program Effects on Adolescent Beliefs, Attitudes, and Behaviors

Lee, Jung‐Hee; Donlan, William Ted; Paz, Juan J.

doi:10.1080/15381500902736194

Cited by 5 publications

(5 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Improvements in knowledge and attitudes, among other cognitive variables, such as protection self-efficacy (Chen et al, 2008), sense of vulnerability to HIV/AIDS (Lee, Donlan, & Paz, 2009), condom use intentions (Gallegos, Villarruel, Loveland-Cherry, Ronis, & Zhou, 2008), and subjective norms (Armitage & Talibudeen, 2010;Givaudan et al, 2008), are often observed following preventive interventions. On a behavioral level, only some interventions with medium-and long-term follow-up achieve significant reductions in sexual risk prac- tices (Jemmott, Jemmott, Fong, & Morales, 2010; or greater condom use (Harper et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of a School HIV/AIDS Prevention Program for Spanish Adolescents

Espada¹,

Orgilés²,

Morales³

et al. 2012

AIDS Education and Prevention

View full text Add to dashboard Cite

Due to a lack of controlled studies on HIV prevention interventions among Spanish adolescents, COMPAS, a five-session behavioral intervention, was developed and tested on Spanish adolescents aged 15-18. Participants included 827 adolescents from central, east and north Spain. Six hundred and seven students (M = 15.71 years) received the intervention. The control group consisted of 220 students (M = 15.78 years). The authors used selfreport measures at two points in time to assess changes in HIV knowledge, HIV attitudes, perceived norms, and condom use intentions. Compared to the control group, the intervention group demonstrated improved outcomes with regard to HIV knowledge (d = .93) and HIV attitudes (d = .37), and maintained high levels of condom use intentions. The intervention's impact was greater in females and adolescents who were not sexually active. The findings suggest that COMPAS is an acceptable and feasible school intervention for reducing sexual risk among Spanish adolescents.

show abstract

Section: Discussionmentioning

confidence: 99%

Effectiveness of a School HIV/AIDS Prevention Program for Spanish Adolescents

Espada¹,

Orgilés²,

Morales³

et al. 2012

AIDS Education and Prevention

View full text Add to dashboard Cite

show abstract

“…A few programs have shown significant effects on delaying sexual debut or on contraceptive use for a subpopulation (e.g., girls but not boys [Kirby, 2007] or students who identify as Christians but not the general school population [Bearman & Brückner, 2001]). Others have produced an initially significant effect on students' reported behaviors that disappears over 6 months to 2 years (e.g., Lee, Donlan, & Paz, 2009;Kirby, 2002;Franklin & Corcoran, 2000). A very good sex education program-and scientific studies indicate that almost all effective programs are CSE programsmay decrease reported pregnancy rates by 30%, delay sexual initiation by 1 year, or increase reported condom use by 12% (Suellentrop, 2009).…”

Section: Culture War Researchmentioning

confidence: 99%

Sexuality education.

Kendall¹

2014

APA Handbook of Sexuality and Psychology, Vol. 2: Contextual Approaches.

View full text Add to dashboard Cite

show abstract

“…In peer education for sexuality and relationship education, more learners accept the main message that is communicated, and learners report more emotional connectedness to peer educators, compared to interventions provided by teachers and advisers. This creates a more open attitude and leads to more productive interactions among students and between peer educators and students (Lee, Donlan, & Paz, 2009;Sriranganathan et al, 2012;Wernick, Dessel, Kulick, & Graham, 2013). Furthermore, peers can act as role models when they want to act against LGBT phobia (Wernick et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Peer education on sexual diversity in Dutch secondary education: Peer educators’ perceptions of activities and perceived outcomes

Kroneman

Admiraal

Kleistra

2021

Journal of Gay & Lesbian Social Services

View full text Add to dashboard Cite

Process evaluations of peer education on the topic of sexuality and relationships pay little attention to the activities implemented by peer educators. Process evaluation with other target groups indicate clusters of activities that refer to educator skills, offering a safe place to learn, and efforts to change attitudes. An overarching factor named life experiences influences how peer educators implement activities. In this study, a peer education for social acceptance of LGBT was created and implemented in pre-vocational secondary schools. Students trained as peer educators implemented peer education, and after the implementation, they were interviewed about their activities. Sharing the coming-out story appeared to play a central role in the peer education intervention and its perceived outcomes.

show abstract

Culturally Competent HIV/AIDS Prevention: Understanding Program Effects on Adolescent Beliefs, Attitudes, and Behaviors

Cited by 5 publications

References 38 publications

Effectiveness of a School HIV/AIDS Prevention Program for Spanish Adolescents

Effectiveness of a School HIV/AIDS Prevention Program for Spanish Adolescents

Sexuality education.

Peer education on sexual diversity in Dutch secondary education: Peer educators’ perceptions of activities and perceived outcomes

Contact Info

Product

Resources

About