"I Learned to Accept Every Part of Myself": The Transformative Impact of a Theatre-Based Sexual Health and HIV Prevention Programme

Autor/inn/en	Grewe, Mary E.; Taboada, Arianna; Dennis, Alexis; Chen, Elizabeth; Stein, Kathryn; Watson, Sable; Barrington, Clare; Lightfoot, Alexandra F.
Titel	"I Learned to Accept Every Part of Myself": The Transformative Impact of a Theatre-Based Sexual Health and HIV Prevention Programme
Quelle	In: Sex Education: Sexuality, Society and Learning, 15 (2015) 3, S.303-317 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2015.1022820
Schlagwörter	Intervention; Sexuality; Health Promotion; Sexually Transmitted Diseases; Acquired Immunodeficiency Syndrome (AIDS); Undergraduate Students; Health Education; Teaching Methods; Theater Arts; Essays; Student Attitudes; Attitude Change; Knowledge Level; Communication Skills; Emotional Development; Career Choice; Creativity; Writing Assignments; Group Dynamics; Interaction; Peer Teaching; High School Students; Qualitative Research; Surveys; Feedback (Response); Focus Groups; Interviews; Coding; Health Behavior + Suchen Sie Ihr Suchwort? Sexualität; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Sexual transmitted disease; Geschlechtskrankheit; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Theaterwissenschaft; Essay; Aufsatzunterricht; Schülerverhalten; Attitudinal change; Einstellungsänderung; Wissensbasis; Kommunikationsstil; Gefühlsbildung; Kreativität; Gruppendynamik; Interaktion; Peer group teaching; Peer Group Teaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Codierung; Programmierung; Health behaviour; Gesundheitsverhalten
Abstract	Theatre-based interventions have been used in health promotion with young people to address HIV and sexual health. In this study, we explored the experience of undergraduate student performers participating in a theatre-based HIV prevention and sexual health education intervention for high school students in the USA. Undergraduate students enrolled in a credit-bearing course to learn about HIV and sexual health, participatory theatre and health education techniques. We analysed students' reflective essays written throughout the semester to identify any changes and the intervention processes that promoted these changes. Students experienced five interrelated forms of transformation: (1) increased knowledge about HIV and sexual health; (2) changes in attitudes and communication about sex; (3) artistic growth; (4) emotional growth; and (5) clarification of career goals and future plans. Intervention processes that contributed to these transformations included improvisation, guided writing exercises, the creation of a close-knit cohesive group and interactions with a group of HIV-positive speakers. Theatre-based, peer-led sexual health programmes can provide a transformative experience for undergraduate student performers. These transformative effects are linked to specific activities and processes of the intervention and require examination in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01