High School Health‐Education Teachers' Perceptions and Practices Related to Teaching HIV Prevention

Herr, Scott William; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Stone, G. M.

doi:10.1111/j.1746-1561.2012.00731.x

Cited by 27 publications

(34 citation statements)

References 14 publications

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“…Their most common reasons for not addressing these topics were structural barriers, concerns about potential parent, administrator, and student responses, and perceived restrictive policies 2, 6. Research suggests that teacher training can influence educators' knowledge and perceptions about the importance of teaching health as well as their comfort level, intentions for teaching in the discipline, and actions for implementing sexuality education 7–14. In fact, teacher training is the most significant indicator in determining the comprehensiveness of the sexuality education instruction and the number of sexuality topics taught within any curriculum …”

Section: Teacher Preparationmentioning

confidence: 99%

“…2,6 Research suggests that teacher training can influence educators' knowledge and perceptions about the importance of teaching health as well as their comfort level, intentions for teaching in the discipline, and actions for implementing sexuality education. [7][8][9][10][11][12][13][14] In fact, teacher training is the most significant indicator in determining the comprehensiveness of the sexuality education instruction and the number of sexuality topics taught within any curriculum. 9…”

Section: Teacher Preparationmentioning

confidence: 99%

See 1 more Smart Citation

Improving Sexuality Education: The Development of Teacher‐Preparation Standards

Barr

Goldfarb

Russell

et al. 2014

Journal of School Health

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Section: Teacher Preparationmentioning

confidence: 99%

Section: Teacher Preparationmentioning

confidence: 99%

Improving Sexuality Education: The Development of Teacher‐Preparation Standards

Barr

Goldfarb

Russell

et al. 2014

Journal of School Health

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“…School nurses have always been useful in enhancing health protective behavior as well as providing one‐on‐one instruction and guidance to adolescents regarding their reproductive health . However, for the most part, school‐based instruction on reproductive health and the prevention of disease (eg, STIs, HIV) has been carried out by health education and science teachers who have received varying levels of preparation to deliver such programming …”

mentioning

confidence: 99%

Effectiveness of Health Education Teachers and School Nurses Teaching Sexually Transmitted Infections/Human Immunodeficiency Virus Prevention Knowledge and Skills in High School

Borawski

Tufts

Trapl

et al. 2015

Journal of School Health

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BACKGROUND We examined the differential impact of a well-established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula. METHODS Group-randomized intervention study of 1357 ninth and tenth grade students in 10 schools. Twenty-seven facilitators (6 nurses, 21 teachers) provided programming; nurse-led classrooms were randomly assigned. RESULTS Students taught by teachers were more likely to report their instructor to be prepared, comfortable with the material, and challenged them to think about their health than students taught by a school nurse. Both groups reported significant improvements in HIV/STI/condom knowledge immediately following the intervention, compared to controls. Yet, those taught by school nurses reported significant and sustained changes (up to 12 months after intervention) in attitudes, beliefs, and efficacy, whereas those taught by health education teachers reported far fewer changes, with sustained improvement in condom knowledge only. CONCLUSIONS Both classroom teachers and school nurses are effective in conveying reproductive health information to high school students; however, teaching the technical (eg, condom use) and interpersonal (eg, negotiation) skills needed to reduce high-risk sexual behavior may require a unique set of skills and experiences that health education teachers may not typically have.

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“…Although participants seemed savvy about having sex with men and the risk of catching HIV, they seemed unaware of the greater likelihood of contracting HIV through receptive than insertive anal intercourse. Given that discussion of anal sex in HIV/AIDS education in high school is routinely avoided (Dake, Price, McKinney, & Ward, 2011;Herr, 2011;Kubicek, Beyer, Weiss, Iverson, & Kipke, 2010), college student's failure to know that bottoms are more likely to contract HIV than tops is predictable.…”

Section: Discussionmentioning

confidence: 97%

Straight white American college students’ attitudes toward a self-identified straight, not gay or gay man who has sex with men: incongruent sexual orientation identity diminishes perceived psychological health

Mitchell

Stroupe

2016

Psychology & Sexuality

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Print) 1941-9902 (Online) Journal homepage: http://www.tandfonline.com/loi/rpse20Straight white American college students' attitudes toward a self-identified straight, not gay or gay man who has sex with men: incongruent sexual orientation identity diminishes perceived psychological health Straight white American college students' attitudes toward a self-identified straight, not gay or gay man who has sex with men: incongruent sexual orientation identity diminishes perceived psychological health This study examines how participants view men who have sex with men (MSM) based on their sexual orientation identity (SOI) and sexual position identity (SPI). White heterosexual male (n = 93) and female (n = 210) American college students read one of six scenarios about an ordinary man named John who has sex with men. In the scenarios, John's SOI and SPI were manipulated, in that he considers himself gay, straight or not gay, and thinks of himself as either a top or a bottom. Participants rated their attitudes towards John's psychology, social character, HIV vulnerability and status as gay. Men were less interested in being friends with John and found him less interesting than women did, and agreed more that, if they were John, they would think of themselves as gay. Participants agreed for all SOIs that, if they were John, they would think of themselves as gay, though they agreed more strongly when John's SOI was gay than otherwise. Compared to their ratings for gay John, participants rated straight and not gay John as more conflicted about his sexuality, in need of counselling, irresponsible and unpredictable. John's SPI had almost no influence on any attitudes towards John. Findings suggest that, if MSM identify themselves as straight or not gay, people not only think that they are gay, but also experience them as more psychologically unhealthy than if they identify themselves as gay. These attitudes suggest that, because people commonly use SOIs to make predictions about sexual orientation, incongruence between a man's SOIs and his sexual orientation implicates psychological difficulties.

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High School Health‐Education Teachers' Perceptions and Practices Related to Teaching HIV Prevention

Cited by 27 publications

References 14 publications

Improving Sexuality Education: The Development of Teacher‐Preparation Standards

Improving Sexuality Education: The Development of Teacher‐Preparation Standards

Effectiveness of Health Education Teachers and School Nurses Teaching Sexually Transmitted Infections/Human Immunodeficiency Virus Prevention Knowledge and Skills in High School

Straight white American college students’ attitudes toward a self-identified straight, not gay or gay man who has sex with men: incongruent sexual orientation identity diminishes perceived psychological health

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