A Technology-Based Peer Education Intervention: Results from a Sexual Health Textline Feasibility Study

Autor/inn/en	O'Malley, Teagen L.; Horowitz, Katie Rose; Garth, José; Mair, Christina; Burke, Jessica G.
Titel	A Technology-Based Peer Education Intervention: Results from a Sexual Health Textline Feasibility Study
Quelle	In: American Journal of Sexuality Education, 12 (2017) 4, S.383-394 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
DOI	10.1080/15546128.2017.1372831
Schlagwörter	Sex Education; Sexuality; Technology Uses in Education; Educational Technology; Handheld Devices; Telecommunications; Peer Teaching; Teaching Methods; Pregnancy; Prevention; School Community Programs; Training; High School Students; Program Effectiveness; Access to Information; Computer Software; Observation; Audio Equipment; Radio; Feasibility Studies; Pennsylvania + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Telekommunikationstechnik; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Schwangerschaft; Prävention; Vorbeugung; Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Beobachtung; Audio-CD
Abstract	Sexuality health education is moving beyond the classroom, with technology expanding youth access to sexual health information. While text message services are increasingly being used to provide information, a peer education approach has yet to be incorporated. Results from this feasibility study support a sexual health textline (IOTAS), incorporating teens asking and answering questions. Our findings suggest IOTAS fills a gap for sexual health information, and the technology-based approach offers peer educators an opportunity to expand their knowledge of healthy sexual behaviors and educate an extended peer network. Further work to refine IOTAS will enable dissemination of the intervention model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01