1
|
Valli JL, Shearer K, Zachry AH, Weisser-Pike O, Boughter JD. A Missing Piece of Occupational Therapy Education: Attitudes About Sex. Occup Ther Health Care 2024:1-16. [PMID: 38557162 DOI: 10.1080/07380577.2024.2325069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Accepted: 02/26/2024] [Indexed: 04/04/2024]
Abstract
Following a lecture on sexual health and function, occupational therapy students were surveyed regarding their past sex education and their comfort level with the topic of sex. Students indicated a lack of sexual education received from parents/guardians and a prevalence of fear-based education from formal or informal sources. Results reflected a significant increase in students' perceived comfort level with the topic following the lecture from a provider trained and certified in sexual health. As sexuality falls within the domain of occupational therapy, these results suggest a need for comprehensive sex education taught to students by qualified instructors.
Collapse
Affiliation(s)
- Jennifer L Valli
- Department of Urology, University of TN Health Science Center, Memphis, TN, USA
| | - Katie Shearer
- School of Medicine, University of Tennessee Health Science Center, Memphis, TN, USA
| | - Anne H Zachry
- Department of Occupational Therapy, University of Tennessee Health Science Center, Memphis, TN, USA
| | - Orli Weisser-Pike
- Department of Occupational Therapy, University of Tennessee Health Science Center, Memphis, TN, USA
| | - John D Boughter
- Department of Anatomy & Neurobiology, University of Tennessee Health Science Center, Memphis, TN, USA
| |
Collapse
|
2
|
Alaybek B, Olsen GP, Kansagra SM, Hogan K, Stratman SE, Honess-Morreale LR, Kriz S. Strategies for recruiting, training, and retaining educators for adolescent pregnancy prevention programs: Insights from organization leaders and educators. DIALOGUES IN HEALTH 2022; 1:100052. [PMID: 38515912 PMCID: PMC10953962 DOI: 10.1016/j.dialog.2022.100052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Revised: 09/04/2022] [Accepted: 09/25/2022] [Indexed: 03/23/2024]
Abstract
This paper provides insights into how 17 community-based organizations (CBOs) recruited, trained, and retained educators in pregnancy prevention program implementations for underserved adolescents in different areas of the United States. The paper also highlights problems and potential solutions associated with these practices. The study adopted a qualitative descriptive framework. We conducted 41 interviews with leaders and educators of CBOs and conducted qualitative content analysis of the interview data integrating deductive and inductive coding approaches. We found that a commonly emphasized recruitment and selection challenge was finding qualified candidates for short-term project-based employment. Interviewees highlighted limitations of curriculum training in preparing novice educators for program implementation and shared their strategies to overcome these limitations. Post-onboarding professional development opportunities were available for long-term educators, but not for short-term project-based educators. Educators reported receiving sufficient support from their organizations and coworkers to perform their jobs and maintain their well-being. Although none of the educators desired to leave their roles, they shared potential reasons for turnover, such as project-based employment and a desire to explore different career paths. We align the study findings with best practices proposed in the adolescent health education and human resources literatures and present a set of recommendations. Researchers interested in adolescent pregnancy prevention program implementation and organizations that plan to implement programs can benefit from the findings and recommendations presented in this article.
Collapse
|
3
|
Allsop Y, Anderman EM. Developing Sexual Self-Efficacy Beliefs During Adolescence: Do Health Teachers Really Matter? J Youth Adolesc 2022; 51:2061-2076. [PMID: 35794443 DOI: 10.1007/s10964-022-01646-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Accepted: 06/14/2022] [Indexed: 11/29/2022]
Abstract
Teacher attitudes and instructional strategies impact success of human sexuality programs. Limited prior research has examined the relations of teachers' attitudes and instruction to the development of adolescents' sexual self-efficacy beliefs. This study examined how adolescents' perceptions of their health teachers (i.e., teacher value of content, teacher affinity, teacher caring for students) predict changes in efficacy beliefs related to HIV/STD and pregnancy prevention, and if perceptions of mastery goal structure predicted adaptive efficacy beliefs. Data were collected in 4 Midwestern/Appalachian high schools in health class where the delivery of a 14-lesson sexual health curriculum occurred. Participants included 561 students (50.4% 9th graders, 43.5% female, 56.3% White, 53.7% did not have a current romantic partner, and 59.7% had previously not engaged in sexual activity). The findings indicate students' perceptions of teachers valuing the content predicted perceptions of mastery goal structure for all sexual self-efficacy beliefs: learning efficacy, condom negotiation efficacy, refusal self-efficacy, and situational self-efficacy. Students who perceive a mastery goal structure in health class, and who feel their teachers value learning about HIV/STD and pregnancy prevention, are likely to experience positive adaptive self-efficacy beliefs related to sexual health, ultimately leading to behaviors indicative of decreased STDs among teenagers and safe sexual practices, such as abstinence, the use of a condom, and saying "no" to having sex.
Collapse
Affiliation(s)
- Yvonne Allsop
- The Ohio State University, Department of Educational Studies, 101 B Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH, 43210, USA.
| | - Eric M Anderman
- The Ohio State University, Department of Educational Studies, 101 B Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH, 43210, USA
| |
Collapse
|
4
|
Szucs LE, Rasberry CN, Jayne PE, Rose ID, Boyce L, Murray CC, Lesesne CA, Parker JT, Roberts G. School district-provided supports to enhance sexual health education among middle and high school health education teachers. TEACHING AND TEACHER EDUCATION 2020; 92:10.1016/j.tate.2020.103045. [PMID: 38482254 PMCID: PMC10936327 DOI: 10.1016/j.tate.2020.103045] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/17/2024]
Abstract
Schools support teachers in their professional learning, just as teachers support students in their learning. To accomplish this, schools can provide support systems that enhance teachers' knowledge, comfort, and instructional skills. This study examined the impact of two district-provided supports (curriculum and professional development) on sexual health instruction among middle and high school health education teachers. Data were abstracted and analyzed using inductive coding from 24 teacher interviews (2015-2016). Findings illustrate outcomes from both curriculum and PD on teachers' self-reported knowledge, comfort, and skills. The district-provided supports appeared to contribute to improved teachers' self-efficacy in delivering sexual health education.
Collapse
Affiliation(s)
- Leigh E. Szucs
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, US8-1, Atlanta, GA, 30329-4027, USA
| | - Catherine N. Rasberry
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, US8-1, Atlanta, GA, 30329-4027, USA
| | - Paula E. Jayne
- Formerly with Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS E-75, Atlanta, GA, 30333, USA
| | - India D. Rose
- Formerly with Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS E-75, Atlanta, GA, 30333, USA
| | - Lorin Boyce
- Formerly with Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS E-75, Atlanta, GA, 30333, USA
| | | | | | - J. Terry Parker
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, US8-1, Atlanta, GA, 30329-4027, USA
| | - Georgi Roberts
- Fort Worth Independent School District, Department of Health and Physical Education, 100 N University Dr, Fort Worth, TX, 76107, USA
| |
Collapse
|
5
|
Dickson E, Parshall M, Brindis CD. Isolated Voices: Perspectives of Teachers, School Nurses, and Administrators Regarding Implementation of Sexual Health Education Policy. THE JOURNAL OF SCHOOL HEALTH 2020; 90:88-98. [PMID: 31813167 PMCID: PMC7004136 DOI: 10.1111/josh.12853] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/11/2018] [Revised: 02/12/2019] [Accepted: 04/28/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Comprehensive sexual health education (SHE) reduces risky sexual behavior and increases protective behavior in adolescents. It is important to understand how professionals responsible for implementing SHE policy interpret state and local policy and what influences their commitment to formal SHE policy implementation. METHODS This descriptive study explored content and delivery of SHE policy in a rural, southwestern state with high levels of poverty, unintended adolescent pregnancy, and sexually transmitted infections. The social ecological model (SEM) was used to better understand levels of influence on the implementation of SHE policy. RESULTS We conducted telephone surveys with 38 teachers, 63 nurses, and 21 administrators in public secondary schools. There was substantial local variability in the scope and content of SHE curricula. Respondents identified significant barriers to the delivery of SHE content and minimal evaluation of whether educational objectives were met. Based on participant responses, community and organizational SEM levels had the greatest influence on SHE policy implementation, although examples of all SEM levels were identified. CONCLUSIONS Given perceived challenges regarding subject matter, successful SHE implementation at the local level requires committed stakeholders working in concert at the school and community levels, backed by strong policy commitment at the state level.
Collapse
Affiliation(s)
- Elizabeth Dickson
- University of New Mexico, College of Nursing, MSC07 4380 Box 9, 1 University of New MexicoAlbuquerqueNM87131
| | - Mark Parshall
- University of New Mexico, College of Nursing, MSC07 4380 Box 9, 1 University of New MexicoAlbuquerqueNM87131
| | - Claire D. Brindis
- Department of Pediatrics, Division of Adolescent Medicine, University of California San Francisco, Philip R. Lee Institute for Health Policy Studies, Adolescent and Young Adult Health National Resource Center, 3333 California StreetSan FranciscoCA94118
| |
Collapse
|
6
|
Wolfe PS, Wertalik JL, Monaco SD, Gardner S. Review of Curricular Features of Socio-sexuality Curricula for Individuals with Developmental Disabilities. SEXUALITY AND DISABILITY 2019. [DOI: 10.1007/s11195-019-09585-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
7
|
Szlachta A, Champion J. Working toward culturally responsive sexuality education: Recommendations for becoming a culturally responsive teacher. J Prev Interv Community 2019; 48:348-364. [DOI: 10.1080/10852352.2019.1627083] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Alaina Szlachta
- Center for Human Sexuality Studies Alumni, Widener University, Chester, PA, USA
| | - Jane Champion
- School of Nursing, University of Texas at Austin, Austin, TX, USA
| |
Collapse
|
8
|
Rose ID, Boyce L, Murray CC, Lesesne CA, Szucs LE, Rasberry CN, Parker JT, Roberts G. Key factors influencing comfort in delivering and receiving sexual health education: Middle school student and teacher perspectives. AMERICAN JOURNAL OF SEXUALITY EDUCATION 2018; 14:466-489. [PMID: 33897308 PMCID: PMC8064695 DOI: 10.1080/15546128.2019.1626311] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Sexual health education (SHE) provides students with knowledge and skills to establish healthy relationships, understand sexual development, and prevent risk behaviors; therefore, it is critical to understand how to optimize the delivery and receipt of this education. Using a grounded theory approach, interviews with middle school health education teachers (n=13) and focus groups with students (n=41) were conducted to examine factors that influence perceived comfort delivering and receiving SHE in a public school district. Findings identified key barriers including disruptive behavior, insufficient time, and lack of dedicated classrooms. Some key facilitators to comfort included professional development and establishing ground rules.
Collapse
Affiliation(s)
- India D. Rose
- ICF, Health, Research, Informatics, and Technology Division, Atlanta, GA
| | - Lorin Boyce
- ICF, Health, Research, Informatics, and Technology Division, Atlanta, GA
| | | | | | - Leigh E. Szucs
- Oak Ridge Institute for Science and Education, Oak Ridge, TN
| | - Catherine N. Rasberry
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, GA
| | - J. Terry Parker
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, GA
| | - Georgi Roberts
- Fort Worth Independent School District, Department of Health and Physical Education, Fort Worth, TX
| |
Collapse
|
9
|
Barr EM, Goldfarb ES, Russell S, Seabert D, Wallen M, Wilson KL. Improving sexuality education: the development of teacher-preparation standards. THE JOURNAL OF SCHOOL HEALTH 2014; 84:396-415. [PMID: 24749922 DOI: 10.1111/josh.12156] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2013] [Revised: 02/04/2014] [Accepted: 02/07/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND Teaching sexuality education to support young people's sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the overwhelming public support for sexuality education instruction. In support of the implementation of the National Sexuality Education Standards, the current effort focuses on better preparing teachers to deliver sexuality education. METHODS An expert panel was convened by the Future of Sex Education Initiative to develop teacher-preparation standards for sexuality education. Their task was to develop standards and indicators that addressed the unique elements intrinsic to sexuality education instruction. RESULTS Seven standards and associated indicators were developed that address professional disposition, diversity and equity, content knowledge, legal and professional ethics, planning, implementation, and assessment. CONCLUSIONS The National Teacher-Preparation Standards for Sexuality Education represent an unprecedented unified effort to enable prospective health education teachers to become competent in teaching methodology, theory, practice of pedagogy, content, and skills, specific to sexuality education. Higher education will play a key role in ensuring the success of these standards.
Collapse
Affiliation(s)
- Elissa M Barr
- Associate Professor, , Department of Public Health, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224-7699
| | | | | | | | | | | |
Collapse
|
10
|
Eisenberg ME, Madsen N, Oliphant JA, Sieving RE. Barriers to providing the sexuality education that teachers believe students need. THE JOURNAL OF SCHOOL HEALTH 2013; 83:335-342. [PMID: 23517001 DOI: 10.1111/josh.12036] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2011] [Revised: 05/07/2012] [Accepted: 06/04/2012] [Indexed: 06/01/2023]
Abstract
BACKGROUND Sexuality education teachers' perspectives are important to gain a full understanding of the issues surrounding teaching this subject. This study uses a statewide sample of public school teachers to examine what sexuality education content is taught, what barriers teachers face, and which barriers are associated with teaching specific topics. METHODS Participants included 368 middle and high school teachers with sexuality education assignments in Minnesota. Survey data included topics they teach, what they think they should teach, and barriers they face. Logistic regression was used to examine associations between barriers and teaching each of 9 sexual health topics, among those who believed the topic should be taught. RESULTS Almost two thirds of participants faced structural barriers; 45% were concerned about parent, student, or administrator response; and one quarter reported restrictive policies. Structural barriers were inversely associated with teaching about communication (OR = 0.20), teen parenting (OR = 0.34), and abortion (OR = 0.32); concerns about responses were associated only with teaching about sexual violence (OR = 0.42); and restrictive policies were inversely associated with teaching about abortion (OR = 0.23) and sexual orientation (OR = 0.47). CONCLUSIONS Addressing teachers' barriers requires a multipronged approach, including curriculum development and evaluation, training, and reframing the policy debate to support a wider range of sexuality education topics.
Collapse
Affiliation(s)
- Marla E Eisenberg
- Division of Adolescent Health and Medicine, Department of Pediatrics, University of Minnesota, 717 Delaware St. SE, Minneapolis, MN 55455, USA.
| | | | | | | |
Collapse
|