Designing an online sex education resource for gender-diverse youth

Liang, Calvin; Albertson, Katie; Williams, Florence; Inwards-Breland, David J.; Munson, Sean A.; Kientz, Julie A.; Ahrens, Kym R.

doi:10.1145/3392063.3394404

Cited by 22 publications

(3 citation statements)

References 29 publications

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“…Moreover, most TGD adolescents lacked knowledge and skills in navigating sexual/romantic relationships online, underscoring the need for TGD-affirming sex education in schools or through adolescent-focused websites and social media. In a recent qualitative study on TGD youths' sexual/relationship health needs, teens shared a preference for hybrid in-person/online information on how to interpret potential partners' body language and tone of voice, ideally delivered by SGM teens with lived experiences (Liang et al, 2020). This suggests that future sex education and relationship guidance should highlight TGD teens' voices and lived experiences or come from TGD youth themselves.…”

Section: Discussionmentioning

confidence: 99%

Patterns of online relationship seeking among transgender and gender diverse adolescents: Advice for others and common inquiries.

Ma¹,

Korpak²,

Choukas‐Bradley³

et al. 2022

Psychology of Sexual Orientation and Gender Diversity

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Online relationship seeking is a normative aspect of adolescent development and is common among sexual minority adolescents. Yet, little is known about transgender and gender diverse (TGD) adolescents' subjective experiences with and needs related to online relationship seeking. This online, mixed-method study examined TGD adolescents' patterns and experiences of online relationship seeking. A sample of 130 TGD adolescents (68.5% non-Hispanic White, M age 16.8 years, 73.8% transgender men) were recruited online to complete a survey assessing patterns of online relationship seeking and their questions and advice about online partner seeking. Thematic analysis showed that adolescents emphasized maintaining personal safety, setting realistic expectations, and strategies for online relationship seeking as three key areas of advice to share with other sexual and gender minority (SGM) adolescents. Participants also had questions about ways to connect with other SGM teens, gender identity disclosure, and relationship management when seeking partners online. Mixed-methods analysis revealed that participants who had dated before offered more specific advice and asked more nuanced questions about online relationship seeking than those who had not dated. Findings highlighted identity-specific needs and the lack of knowledge about online relationship seeking among TGD adolescents. This study underscored the needs for TGD-inclusive relationship and sex education for this population. Public Significance StatementThis study described transgender and gender diverse (TGD) adolescents' experiences with online relationship seeking, explored TGD adolescents' advice for other sexual and gender minority youth, and identified their questions about sex and relationships. Findings highlighted TGD adolescents' identity-specific needs and their lack of knowledge in seeking relationships online. Findings suggest the importance of tailoring sex education to the needs of TGD adolescents.

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Section: Discussionmentioning

confidence: 99%

Patterns of online relationship seeking among transgender and gender diverse adolescents: Advice for others and common inquiries.

Ma¹,

Korpak²,

Choukas‐Bradley³

et al. 2022

Psychology of Sexual Orientation and Gender Diversity

View full text Add to dashboard Cite

show abstract

“…Alternatively, our research team could have spent more time getting to know the youth and building a rapport before shifting to data collection. Another approach would be switching to remote activities only after a synchronous focus group where participants met each other [ 68 ]. Other work engaging children and adolescents in participatory design [ 69 , 70 ], especially using remote activities made necessary by the COVID-19 pandemic, has similarly demonstrated the need to build rapport with children and adolescents both at the beginning and repeatedly throughout extended design activities as we conducted.…”

Section: Discussionmentioning

confidence: 99%

Understanding Mental Health Apps for Youth: Focus Group Study With Latinx Youth

Agapie¹,

Chang²,

Patrachari³

et al. 2022

JMIR Form Res

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Background An increasing number of mental health apps (MHapps) are being developed for youth. In addition, youth are high users of both technologies and MHapps. However, little is known about their perspectives on MHapps. MHapps might be particularly well suited to reach the youth underserved by traditional mental health resources, and incorporating their perspectives is especially critical to ensure such tools are useful to them. Objective The goal of this study was to develop and pilot a process for eliciting youth perspectives on MHapps in a structured and collaborative way. We also sought to generate learnings on the perspectives of Latinx youth on MHapps and their use in ways that might facilitate discovery, activation, or engagement in MHapps, especially in Latinx populations. Methods We created a series of focus groups consisting of 5 sessions. The groups introduced different categories of MHapps (cognitive behavioral therapy apps, mindfulness apps, and miscellaneous apps). Within each category, we selected 4 MHapps that participants chose to use for a week and provided feedback through both between-session and in-session activities. We recruited 5 youths ranging in age from 15 to 21 (mean 18, SD 2.2) years. All the participants identified as Hispanic or Latinx. After completing all 5 focus groups, the participants completed a brief questionnaire to gather their impressions of the apps they had used. Results Our focus group methodology collected detailed and diverse information about youth perspectives on MHapps. However, we did identify some aspects of our methods that were less successful at engaging the youth, such as our between-session activities. The Latinx youth in our study wanted apps that were accessible, relatable, youth centric, and simple and could be integrated with their offline lives. We also found that the mindfulness apps were viewed most favorably but that the miscellaneous and cognitive behavioral therapy apps were viewed as more impactful. Conclusions Eliciting youth feedback on MHapps is critical if these apps are going to serve a role in supporting their mental health and well-being. We refined a process for collecting feedback from the youth and identified factors that were important to a set of Latinx youth. Future work could be broader, that is, recruit larger samples of more diverse youth, or deeper, that is, collect more information from each youth around interests, needs, barriers, or facilitators or better understand the various impacts of MHapps by using qualitative and quantitative measures. Nevertheless, this study advances the formative understanding of how the youth, particularly Latinx youth, might be viewing these tools.

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“…When deciding on a platform for ARC to deliver mental health interventions, we list the requirements for consideration by administrators or moderators ( Textbox 1 ). Although Slack was a helpful tool, researchers might consider alternatives such as Microsoft Teams (HIPAA compliant but not anonymous), Discord (supports anonymity) [ 38 ], Group Me, or a custom-built internet-based platform, which can still allow the option to be anonymous on the group while being intuitive, familiar to teens, and able to organize and present content. During the COVID-19 pandemic, the ARC method is a safe and accessible method for human-computer interaction and clinical research.…”

Section: Discussionmentioning

confidence: 99%

Designing Asynchronous Remote Support for Behavioral Activation in Teenagers With Depression: Formative Study

Bhattacharya¹,

Nagar²,

Jenness³

et al. 2021

JMIR Form Res

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Background Many teenagers in the United States experience challenges with symptoms of depression, and they lack adequate resources for accessing in-person mental health care. Involving teens and clinicians in designing technologies that use evidence-based practices that reduce barriers to accessing mental health care is crucial. Interventions based on behavioral activation (BA) help teens understand the relationship between mood and activity, help them practice goal-directed behaviors to improve mood, and may be particularly well-suited to delivery via internet-based platforms. Objective This study aims to understand the needs and challenges that teens and mental health clinicians face in depression management and involve them in the design process of a remote intervention that uses asynchronous remote communities. Our goal is to understand the benefits and challenges of adapting BA to an internet-based platform that supports the asynchronous remote community approach as a delivery tool for teen depression management. Methods We enrolled mental health clinicians (n=10) and teens (n=8) in separate, private, internet-based groups on Slack (Slack Technologies Inc). They participated in 20-minute design activities for 10 weeks and were then invited to interviews about their experiences in the study. Results Both teen and clinician participants wanted internet-based support for BA as a supplement to in-person therapy. Although participants perceived the asynchronous format as conducive to supporting accessible care, teens and clinicians raised concerns about safety, privacy, and the moderating of the internet-based group. Design decisions that address these concerns need to be balanced with the potential benefits of learning coping skills, increasing access to mental health care, and promoting asynchronous human connection to support teens. Conclusions We discuss considerations for balancing tensions in privacy and safety while designing and selecting internet-based platforms to support remote care and integrating evidence-based support when designing digital technologies for the treatment of teens with depression.

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Designing an online sex education resource for gender-diverse youth

Cited by 22 publications

References 29 publications

Patterns of online relationship seeking among transgender and gender diverse adolescents: Advice for others and common inquiries.

Patterns of online relationship seeking among transgender and gender diverse adolescents: Advice for others and common inquiries.

Understanding Mental Health Apps for Youth: Focus Group Study With Latinx Youth

Designing Asynchronous Remote Support for Behavioral Activation in Teenagers With Depression: Formative Study

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