Managing Sex Education Controversy Deep in the Heart of Texas: A Case Study of the North East Independent School District (NEISD)

Wiley, David C.; Plesons, Marina; Chandra-Mouli, Venkataram; Ortega, Margarita

doi:10.1080/15546128.2019.1675562

Cited by 10 publications

(9 citation statements)

References 6 publications

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“…When resistance arises, we must map influential stakeholders and decision-makers, understand their priorities and concerns, proactively engage with media and civil society, and directly counter misinformation with compelling data, evidence, and stories. By using such strategies, programs have shown that it is possible to navigate sensitivities to CSE, for example, in countries as diverse as Mexico, Nigeria, Pakistan, and the U.S. [45,46,102,103].…”

Section: What Strategic and Specific Actions Mustmentioning

confidence: 99%

Forward, Together: A Collaborative Path to Comprehensive Adolescent Sexual and Reproductive Health and Rights in Our Time

Plesons

Cole

Hainsworth

et al. 2019

Journal of Adolescent Health

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Section: What Strategic and Specific Actions Mustmentioning

confidence: 99%

Forward, Together: A Collaborative Path to Comprehensive Adolescent Sexual and Reproductive Health and Rights in Our Time

Plesons

Cole

Hainsworth

et al. 2019

Journal of Adolescent Health

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“…Finally, phase 3 parent focus groups demonstrated not only parent receptivity but also positive regard for the Mighty Teens program. This argues for the program's ability to surmount the political and ideological issues surrounding sex education that typically impede sexual health program dissemination and uptake [6][7][8].…”

Section: Discussionmentioning

confidence: 99%

“…Our findings suggest that either narrative writing is not consistently taught in 7th grade, despite being part of the US 7th grade common core standards [ 38 ], or, if it is taught, the content and related skills can be challenging for early adolescents to master. The ability of a sexual health program to support learning of an academic skill should increase the program’s appeal to parents and public schools, thereby facilitating dissemination [ 6 ]. Third, the app should be introduced earlier and used to build narrative-generating skills over the course of the program, opening up possibilities for classroom activities to move into the app, and creating more time for class discussion.…”

Section: Discussionmentioning

confidence: 99%

“…Although these are certainly worthy goals, they are often at odds with achieving scale, particularly for school-based programs. Additionally, political and ideological issues, especially parent disapproval [ 6 ], can create barriers to dissemination [ 7 , 8 ]. Failure to consider these issues prior to scaling up for widespread dissemination can threaten the successful dissemination of evidence-based programs [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…An alternative, less costly narrative-generating technological component such as a smartphone app would address this sustainability barrier. Third, it is wise to gauge potential parent support for any school-based sexual health program [ 6 ], particularly one that uses a smartphone app [ 19 ], early in the scaling-up process when changes are easier to accommodate.…”

Section: Introductionmentioning

confidence: 99%

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Multicultural Adaptation of Mighty Girls for Widespread Dissemination: Pilot Study, App Development and Usability Testing, and Gauging Parent Support With Focus Groups

Norris¹,

Thalasinos²,

Hecht³

2021

JMIR Form Res

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Background Taking evidence-based interventions to scale is a challenge for prevention science. Mighty Girls is an evidence-based sexual health intervention program that combines classroom sessions with novel, cutting-edge technology (digital puppetry). The program was developed for 7th grade Latinas, but US school and community demographics rarely allow interventions targeting a single ethnic group. Additionally, digital puppetry is costly to scale up, and parent disapproval often prevents successful dissemination of adolescent sexual health programs. Intervening steps along the scaling-up pathway are needed to adapt the program prior to scaling up for dissemination. Objective The aims of this study were to create a multicultural adaptation of the Mighty Girls program using a mobile app that is less costly to disseminate and is acceptable to parents of 7th grade girls. Methods This study used a three-phase process to adapt Mighty Girls into Mighty Teens. All phases used purposive (nonprobability) sampling of low-income, multicultural, urban metropolitan groups (7th grade girls and their parents) within central Florida. Phase 1 involved two videotaped implementations of a multicultural adaptation of the classroom sessions, one involving focus groups (N=14) and the other serving as a single-group pretest-posttest pilot study (N=23). Phase 2 involved development of a narrative cell phone app prototype, which was subjected to usability testing (N=25). App usability and engagement were assessed qualitatively (observation, focus group, open-ended questions) and quantitatively. Phase 3 used focus groups to assess parent support for the program (N=6). Qualitative data were analyzed using descriptive content analysis. Quantitative data were analyzed using descriptive statistics and paired t tests. Results Qualitative findings supported classroom sessions being multicultural, and identified simple changes to improve engagement and learning. Quantitative findings from the second classroom session implementation pilot study indicated a significant pre-post difference in intention to delay sexual intercourse (P=.04). App usability and appeal were supported by a System Usability Scale score of 76 (exceeding 68 per the industry standard) and 83% (20/24) of participants agreeing they would recommend the app to friends. Parents (mothers) expressed only positive regard for program goals, and classroom session and app activities. Conclusions This study adapted Mighty Girls into an engaging, easier-to-disseminate, multicultural program, termed Mighty Teens, that uses a narrative-generating app to support behavior change, and is likely to be accepted by parents of 7th grade girls. This study also provides evidence of the preliminary effectiveness of Mighty Teens classroom sessions. The sampling method and sample size were appropriate for adaptation, but research involving a more representative US sample is needed to confirm multicultural fit, parent receptivity, and program effectiveness. Study implications include integrating app use throughout the classroom sessions to build narrative-generating skills across the program and increasing the number of narratives produced, which should in turn increase the program’s behavior change potency.

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Racial-Ethnic Disparities Between Sex Education and Contraceptive Use Method at the Last Sexual Encounter Among Adolescent Females in the USA

Espinoza

Talleff²,

Espinoza³

et al. 2022

Sex Res Soc Policy

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Managing Sex Education Controversy Deep in the Heart of Texas: A Case Study of the North East Independent School District (NEISD)

Cited by 10 publications

References 6 publications

Forward, Together: A Collaborative Path to Comprehensive Adolescent Sexual and Reproductive Health and Rights in Our Time

Forward, Together: A Collaborative Path to Comprehensive Adolescent Sexual and Reproductive Health and Rights in Our Time

Multicultural Adaptation of Mighty Girls for Widespread Dissemination: Pilot Study, App Development and Usability Testing, and Gauging Parent Support With Focus Groups

Racial-Ethnic Disparities Between Sex Education and Contraceptive Use Method at the Last Sexual Encounter Among Adolescent Females in the USA

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