The design, implementation and evaluation of a peer group sexuality psycho-education programme for university students

[摘要] ENGLISH ABSTRACT:Health and social problems associated with the high-risk sexual behaviour of young peopleworldwide gave rise to the priority status accorded to sex education in the past decade. Despite theattention focused on and the goals set for sexual health education, surveys indicate that the AIDSepidemic is still spreading, STD infections are increasing and a growing number of unwantedpregnancies are reported every year. It seems therefore that many young people are not yet ableto manage their sexual health effectively and sex educators are confronted with the challenge toprovide more effective sexl education interventions.This study attempted to address the need for effective sexuality education for young people bydesigning, implementing and evaluating a peer group sexuality psycho-education programmetargeted at university students. The process of programme development was guided by the phasesproposed by the Psycho-education model: Phase 1: Problem-identification. This phase entailedbecoming aware of the problem through media attention, social awareness, discussions withmembers of the community and exploring problems around young people's sexual health throughan extensive literature review. Phase 2: Situation Analysis. During this phase the researcherclarified the identified problem by conceptualizing and defining relevant concepts and identifyingtheoretical frameworks and principles that could be used to address the problem. as well as theAction Research model were identified as useful theories. Phase 3: Development of theprogramme. The Information-Motivation-Behavioural skills (1MB) model and the Guerney modelwere used to guide the design of the programme. Phases 4, 5 and 6: Implementation, evaluationand re-evaluation. These interdependent phases entailed three consecutive implementations of thesexuality psycho-education programme. The principles of Action Research were used to guide theimplementation and evaluation processes. Evaluation of qualitative data obtained throughparticipatory research after each implementation allowed for continuous adaptation andimprovement of the programme. At the end of the third implementation quantitative data wassupplemented by quantitative data obtained with a pen-and-paper test-retest method. Quantitativeresults indicated that the sexuality education programme significantly increased subjects'knowledge regarding sex en sexuality, but did not have a significant impact on attitudes andperceived behavioural skills. There was an indication that clarification of attitudes had beenpromoted, and that attitudes relating to the use of contraception had positively changed.Furthermore, a significant change in perceived behavioural skills regarding communication aboutand behaviour for the prevention of HIV/STDs had been achieved. Qualitative evaluation indicatedthat subjects felt more positive about using condoms and about communicating with their partnersabout the use of contraceptives. Step 6 and full circle back to step 1: Final Re-evaluation andproblem-identification. During this phase the researcher reviewed the outcomes of theintervention. New problems were identified and recommendations made for future continuation.The researcher concluded that the deficits in research methodology, such as a lack of structuredqualitative evaluation, hampered effective evaluation of the programme. Further research needs tobe conducted to develop appropriate theoretical frameworks and measuringinstruments with whichto inform and evaluate the effectiveness of sex education programmes.

[发布机构] Stellenbosch University