Development of "Long Live Love+," a School-Based Online Sexual Health Programme for Young Adults. An Intervention Mapping Approach

Autor/inn/en	Mevissen, Fraukje E. F.; van Empelen, Pepijn; Watzeels, Anita; van Duin, Gee; Meijer, Suzanne; van Lieshout, Sanne; Kok, Gerjo
Titel	Development of "Long Live Love+," a School-Based Online Sexual Health Programme for Young Adults. An Intervention Mapping Approach
Quelle	In: Sex Education: Sexuality, Society and Learning, 18 (2018) 1, S.47-73 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2017.1389717
Schlagwörter	Intervention; Program Development; Program Descriptions; Sexuality; Contraception; Sex Education; Health Education; Secondary School Students; Interviews; Teacher Attitudes; Focus Groups; Student Attitudes; Teaching Guides; Foreign Countries; Prevention; Sexually Transmitted Diseases; Interpersonal Relationship; Pregnancy; Sexual Harassment; Program Evaluation; Online Courses; Netherlands + Suchen Sie Ihr Suchwort? Programmplanung; Sexualität; Empfängnisverhütung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Sekundarschüler; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Lehrerhandbuch; Ausland; Prävention; Vorbeugung; Sexual transmitted disease; Geschlechtskrankheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schwangerschaft; Sexuelle Belästigung; Programme evaluation; Programmevaluation; Online course; Online-Kurs; Niederlande
Abstract	This paper describes the development of a Dutch online programme called "Long Live Love+" focusing on positive, coercion-free relationships, contraception use, and the prevention of STIs, using the Intervention Mapping (IM) approach. All six steps of the approach were followed. Step 1 confirmed the need for a sexual health programme targeting young people aged 15 and over enrolled in higher level secondary education. Step 2 resulted in the production of a series of matrices-of-changes, including detailed programme objectives at the behavioural and the psycho-social level. Step 3 involved the selection of relevant methods and applications. Step 4 consisted of programme development, resulting in a sexual health programme with online and offline components, and including interactive exercises. Step 5 focused on adoption and implementation and included the production of a detailed teacher manual. Step 6 involved detailed planning for the process and effect evaluation and included interviews with teachers and focus group discussions with students to evaluate their experiences of the programme. The inclusion of a linkage group--and especially the inclusion of teachers in the development of the programme--turned out to be essential in terms of developing a programme in line with their context and needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01