Alexandra Morales1, Eileen Garcia-Montaño2, Cristian Barrios-Ortega3, Janivys Niebles-Charris4, Paola Garcia-Roncallo5, Daniella Abello-Luque6, Mayra Gomez-Lugo7, Diego Alejandro Saavedra8, Pablo Vallejo-Medina9, José Pedro Espada10, Marguerita Lightfoot11, Omar Martínez12. 1. Universidad Miguel Hernández, Spain. Electronic address: alexandra.moraless@umh.es. 2. Universidad de la Costa, Colombia. Electronic address: egarcia6@cuc.co. 3. Universidad de la Costa, Colombia. Electronic address: cbarrios21@cuc.edu.co. 4. Universidad de la Costa, Colombia. Electronic address: jniebles4@cuc.edu.co. 5. Universidad de la Costa, Colombia. Electronic address: pgarcia5@cuc.edu.co. 6. Universidad de la Costa, Colombia. Electronic address: dabello1@cuc.edu.co. 7. Fundación Universitaria Konrad Lorenz, Colombia. Electronic address: mayraa.gomezl@konradlorenz.edu.co. 8. Fundación Universitaria Konrad Lorenz, Colombia. Electronic address: diegoa.saavedrar@konradlorenz.edu.co. 9. Fundación Universitaria Konrad Lorenz, Colombia. Electronic address: pablo.vallejom@konradlorenz.edu.co. 10. Universidad Miguel Hernández, Spain. Electronic address: jpespada@umh.es. 11. University of California San Francisco, USA. Electronic address: marguerita.Lightfoot@ucsf.edu. 12. Temple University, USA. Electronic address: tug29454@temple.edu.
Abstract
RATIONALE: Given the disproportionate impact of HIV and STIs among youth in Latin America, there is a compelling need for effective sex education programs. In particular, Colombia lacks a nationally standardized youth sex education program, despite the fact that 15 to 24-year-olds accounted for the highest incidence and prevalence rates of HIV and STIs in the nation. In an attempt to fill this void, our team adapted COMPAS, a Spanish school-based sexual health promotion intervention, for Colombian adolescents. OBJECTIVE: This study describes the adaptation process that resulted in a modified version of COMPAS for youth in Colombia. METHOD: We employed a systematic cultural adaptation process utilizing a mixed methods approach, including intervention adaptation sessions with 100 young adolescents aged 15-19. The process included six steps: 1) consulting international researchers and community stakeholders; 2) capturing the lived experiences of a diverse sample of colombian youth; 3) identifying priorities and areas in need of improvement; 4) integrating the social cognitive theory, information-motivation-behavioral skills model, and an ecological framework for colombian youth; 5) adapting intervention content, activities, and materials; and 6) quantitative evaluation of COMPAS by Colombian youth. RESULTS: The adapted intervention incorporates elements common to effective youth sex education interventions, including: a solid theoretical foundation, sexual communication skills and social support for protection, and guidance on how to utilize available cultural- and linguistic-appropriate services. In addition, the adapted intervention incorporates cultural and linguistic appropriate content, including an emphasis on tackling machismo to promote risk reduction behaviors. CONCLUSIONS: The systematic adaptation approach to sexual health intervention for youth can be employed by researchers and community stakeholders in low-resource settings for the promotion of health wellness, linkage to care, and STI and unplanned pregnancy prevention for youth.
RATIONALE: Given the disproportionate impact of HIV and STIs among youth in Latin America, there is a compelling need for effective sex education programs. In particular, Colombia lacks a nationally standardized youth sex education program, despite the fact that 15 to 24-year-olds accounted for the highest incidence and prevalence rates of HIV and STIs in the nation. In an attempt to fill this void, our team adapted COMPAS, a Spanish school-based sexual health promotion intervention, for Colombian adolescents. OBJECTIVE: This study describes the adaptation process that resulted in a modified version of COMPAS for youth in Colombia. METHOD: We employed a systematic cultural adaptation process utilizing a mixed methods approach, including intervention adaptation sessions with 100 young adolescents aged 15-19. The process included six steps: 1) consulting international researchers and community stakeholders; 2) capturing the lived experiences of a diverse sample of colombian youth; 3) identifying priorities and areas in need of improvement; 4) integrating the social cognitive theory, information-motivation-behavioral skills model, and an ecological framework for colombian youth; 5) adapting intervention content, activities, and materials; and 6) quantitative evaluation of COMPAS by Colombian youth. RESULTS: The adapted intervention incorporates elements common to effective youth sex education interventions, including: a solid theoretical foundation, sexual communication skills and social support for protection, and guidance on how to utilize available cultural- and linguistic-appropriate services. In addition, the adapted intervention incorporates cultural and linguistic appropriate content, including an emphasis on tackling machismo to promote risk reduction behaviors. CONCLUSIONS: The systematic adaptation approach to sexual health intervention for youth can be employed by researchers and community stakeholders in low-resource settings for the promotion of health wellness, linkage to care, and STI and unplanned pregnancy prevention for youth.
Authors: Pablo Vallejo-Medina; Juan C Correa; Mayra Gómez-Lugo; Diego Alejandro Saavedra-Roa; Eileen García-Montaño; Diana Pérez-Pedraza; Janivys Niebles-Charris; Paola García-Roncallo; Daniella Abello-Luque; José Pedro Espada; Alexandra Morales Journal: Prev Med Rep Date: 2020-04-08