Sex education: The case for primary prevention and peer education

Evans, David L.; Tripp, J. H.

doi:10.1016/j.cupe.2005.12.007

Cited by 13 publications

(9 citation statements)

References 10 publications

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“…This supports the approach of providing sexual health advice and guidance tailored to different year group needs (Office for Standards in Education, Children's Services & Skills Dixon et al . , (Ofsted)'s , Evans & Tripp ). It also highlights the need for formal sources of information and support, such as primary care and family planning clinics, to provide a more tailored service that is accessible to the different age groups, aware of and sensitive to the needs of young people at different stages in their development.…”

Section: Discussionmentioning

confidence: 99%

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Sexual health information seeking: a survey of adolescent practices

Whitfield

Jomeen

Hayter

et al. 2013

Journal of Clinical Nursing

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The findings contribute to an understanding of sources of information and support preferred by adolescents. In particular, they need to reconsider how services external to the school may be developed so they are youth-focused and approachable. Nurses need to consider how best to work in partnership with adolescents and their families to disseminate accurate information and develop relevant services.

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Section: Discussionmentioning

confidence: 99%

“…, Wight et al . , Evans & Tripp ). The comparative effectiveness of peer‐led SRE provision (Wight & Stephenson ) shows that young people are capable of making a constructive contribution and, through peer support, can impact positively on other young people's consideration of the potential consequences of sexual activity.…”

Section: Discussionmentioning

confidence: 99%

Sexual health information seeking: a survey of adolescent practices

Whitfield

Jomeen

Hayter

et al. 2013

Journal of Clinical Nursing

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“…Research has found that peer education is effective because peer educators share socio-economic circumstances with programme participants and, therefore, are able to make educational material accessible and credible to participants (Evans & Tripp 2006). Addressing real youth needs that impact on HIV and AIDS, recognising the psychosocial or emotional 'desert' that many adolescents in poor communities inhabit, and finding ways to help young people for whom services are few are urgent tasks.…”

Section: Peer Educationmentioning

confidence: 99%

“…It is a system that is considered to be adaptable to diverse needs and which can be implemented in a diverse range of settings, such as schools, the workplace and churches (Evans & Tripp 2006). In the developmental context of South Africa, peer education has been regarded as an appropriate and costeffective intervention with outcomes at both individual and societal levels (Visser 2007;Ward, Van der Heijden, Mukoma, Phakati, Mhlambi, Pheiffer, et al 2008).…”

Section: Peer Educationmentioning

confidence: 99%

Measuring change in vulnerable adolescents: Findings from a peer education evaluation in South Africa

Swartz¹,

Deutsch

Makoae

et al. 2012

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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Introduction: In the context of poverty and HIV and AIDS, peer education is thought to be capable of providing vulnerable youth with psychosocial support as well as information and decision-making skills otherwise limited by scarce social and material resources. As a preventative education intervention method, peer education is a strategy aimed at norms and peer group influences that affect health behaviours and attitudes. However, too few evaluations of peer-led programmes are available, and they frequently fail to reflect real differences between those who have been recipients of peer education and those who have not. This article reports on an evaluation of a pilot peer-led intervention, entitled Vhutshilo, implemented on principles agreed upon through a collaborative effort in South Africa by the Harvard School of Public Health and the Centre for the Support of Peer Education (the Rutanang collaboration). Vhutshilo targeted vulnerable adolescents aged 14 -16 years living in some of South Africa's under-resourced communities. Methodology: The research design was a mixed-method (qualitative and quantitative), longitudinal, quasi-experimental evaluation. Tools used included a quantitative survey questionnaire (n ¼ 183) and semi-structured interviews (n ¼ 32) with beneficiaries of peer education. Surveys were administered twice for beneficiaries of peer education (n ¼ 73), immediately after completion of the programme (post-test) and 4 months later (delayed post-test), and once for control group members (n ¼ 110). The three main methodological limitations in this study were the use of a once-off control group assessment as the baseline for comparison, without a pre-test, due to timing and resource constraints; a small sample size (n ¼ 183), which reduced the statistical power of the evaluation; and the unavailability of existing tested survey questions to measure the impact of peer education and its role in behaviour change. Findings: This article reports on the difficulties of designing a comprehensive evaluation within time and financial constraints, critically evaluates survey design with multi-item indicators, and discusses six statistically significant changes observed in Vhutshilo participants out of a 92-point survey. Youth struggling with poor quality education and living in economically fraught contexts with little social support, nonetheless, showed evidence of having greater knowledge of support networks and an expanded emotional repertoire by the end of the Vhutshilo programme, and 4 months later. At both individual and group level, many with low socio-economic status showed great improvement with regard to programme indicator scores. Conclusion: For the poorest adolescents, especially those living in the rural parts of South Africa, peer education has the potential to change future orientation, attitudes and knowledge regarding HIV and AIDS, including an intolerance for multiple concurrent partnerships. When well organised and properly supported, peer education programmes (and the Vhutshilo ...

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“…19,20 Numerous studies have also reported the importance of listening to the views of young people during the development of strategies for sexual health services and SRE. 15,[21][22][23] Research on the sexual behaviour of young people clearly recognises the complexities of the issues involved in developing appropriate services. For example, Marston and King 24 completed a systematic review concerning sexual behaviour among young people, based on a thematic analysis of data from qualitative studies.…”

Section: Introductionmentioning

confidence: 99%

School-linked sexual health services for young people (SSHYP): a survey and systematic review concerning current models, effectiveness, cost-effectiveness and research opportunities

2010

Clinical Governance: An International Journal

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Sex education: The case for primary prevention and peer education

Cited by 13 publications

References 10 publications

Sexual health information seeking: a survey of adolescent practices

Sexual health information seeking: a survey of adolescent practices

Measuring change in vulnerable adolescents: Findings from a peer education evaluation in South Africa

School-linked sexual health services for young people (SSHYP): a survey and systematic review concerning current models, effectiveness, cost-effectiveness and research opportunities

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