Louise A Rohrbach1, Nancy F Berglas2, Petra Jerman2, Francisca Angulo-Olaiz2, Chih-Ping Chou1, Norman A Constantine3. 1. Department of Preventive Medicine, Keck School of Medicine, University of Southern California, Los Angeles, California. 2. Center for Research on Adolescent Health and Development, Public Health Institute, Oakland, California. 3. Center for Research on Adolescent Health and Development, Public Health Institute, Oakland, California; Division of Community Health and Human Development, School of Public Health, University of California, Berkeley, California. Electronic address: nconstantine@berkeley.edu.
Abstract
PURPOSE: The purpose of this study was to evaluate the impact of a rights-based sexuality education curriculum on adolescents' sexual health behaviors and psychosocial outcomes 1 year after participation. METHODS: Within 10 urban high schools, ninth-grade classrooms were randomized to receive a rights-based curriculum or a basic sex education (control) curriculum. The intervention was delivered across two school years (2011-2012, 2012-2013). Surveys were completed by 1,447 students at pretest and 1-year follow-up. Multilevel analyses examined curriculum effects on behavioral and psychosocial outcomes, including four primary outcomes: pregnancy risk, sexually transmitted infection risk, multiple sexual partners, and use of sexual health services. RESULTS: Students receiving the rights-based curriculum had higher scores than control curriculum students on six of nine psychosocial outcomes, including sexual health knowledge, attitudes about relationship rights, partner communication, protection self-efficacy, access to health information, and awareness of sexual health services. These students also were more likely to report use of sexual health services (odds ratio, 1.37; 95% confidence interval, 1.05-1.78) and more likely to be carrying a condom (odds ratio, 1.97; 95% confidence interval, 1.39-2.80) relative to those receiving the control curriculum. No effects were found for other sexual health behaviors, possibly because of low prevalence of sexual activity in the sample. CONCLUSIONS: The curriculum had significant, positive effects on psychosocial and some behavioral outcomes 1 year later, but it might not be sufficient to change future sexual behaviors among younger adolescents, most of whom are not yet sexually active. Booster education sessions might be required throughout adolescence as youth initiate sexual relationships.
RCT Entities:
PURPOSE: The purpose of this study was to evaluate the impact of a rights-based sexuality education curriculum on adolescents' sexual health behaviors and psychosocial outcomes 1 year after participation. METHODS: Within 10 urban high schools, ninth-grade classrooms were randomized to receive a rights-based curriculum or a basic sex education (control) curriculum. The intervention was delivered across two school years (2011-2012, 2012-2013). Surveys were completed by 1,447 students at pretest and 1-year follow-up. Multilevel analyses examined curriculum effects on behavioral and psychosocial outcomes, including four primary outcomes: pregnancy risk, sexually transmitted infection risk, multiple sexual partners, and use of sexual health services. RESULTS: Students receiving the rights-based curriculum had higher scores than control curriculum students on six of nine psychosocial outcomes, including sexual health knowledge, attitudes about relationship rights, partner communication, protection self-efficacy, access to health information, and awareness of sexual health services. These students also were more likely to report use of sexual health services (odds ratio, 1.37; 95% confidence interval, 1.05-1.78) and more likely to be carrying a condom (odds ratio, 1.97; 95% confidence interval, 1.39-2.80) relative to those receiving the control curriculum. No effects were found for other sexual health behaviors, possibly because of low prevalence of sexual activity in the sample. CONCLUSIONS: The curriculum had significant, positive effects on psychosocial and some behavioral outcomes 1 year later, but it might not be sufficient to change future sexual behaviors among younger adolescents, most of whom are not yet sexually active. Booster education sessions might be required throughout adolescence as youth initiate sexual relationships.
Authors: Chelsea N Proulx; Robert W S Coulter; James E Egan; Derrick D Matthews; Christina Mair Journal: J Adolesc Health Date: 2019-01-26 Impact factor: 5.012
Authors: Alexandra Morales; José P Espada; Mireia Orgilés; Silvia Escribano; Blair T Johnson; Marguerita Lightfoot Journal: PLoS One Date: 2018-06-28 Impact factor: 3.240
Authors: Stephanie Tsz Hei Lau; Kitty Wai Ying Choi; Julie Chen; William Pak-Hing Mak; Ho Kong Christopher Au Yeung; Joseph Tucker; William Chi-Wai Wong Journal: Trials Date: 2019-02-06 Impact factor: 2.279
Authors: Anna E Kågesten; Anggriyani Wahyu Pinandari; Anna Page; Siswanto Agus Wilopo; Miranda van Reeuwijk Journal: Reprod Health Date: 2021-07-20 Impact factor: 3.223
Authors: Chien-Liang Lin; Yuan Ye; Peng Lin; Xiao-Ling Lai; Yuan-Qing Jin; Xin Wang; Yu-Sheng Su Journal: Int J Environ Res Public Health Date: 2021-06-11 Impact factor: 3.390
Authors: William Cw Wong; Wai Han Sun; Shu Ming Cheryl Chia; Joseph D Tucker; William Ph Mak; Lin Song; Kitty Wai Ying Choi; Stephanie Tsz Hei Lau; Eric Yuk Fai Wan Journal: J Med Internet Res Date: 2020-10-30 Impact factor: 5.428