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Allsop Y, Anderman EM. Developing Sexual Self-Efficacy Beliefs During Adolescence: Do Health Teachers Really Matter? J Youth Adolesc 2022; 51:2061-2076. [PMID: 35794443 DOI: 10.1007/s10964-022-01646-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Accepted: 06/14/2022] [Indexed: 11/29/2022]
Abstract
Teacher attitudes and instructional strategies impact success of human sexuality programs. Limited prior research has examined the relations of teachers' attitudes and instruction to the development of adolescents' sexual self-efficacy beliefs. This study examined how adolescents' perceptions of their health teachers (i.e., teacher value of content, teacher affinity, teacher caring for students) predict changes in efficacy beliefs related to HIV/STD and pregnancy prevention, and if perceptions of mastery goal structure predicted adaptive efficacy beliefs. Data were collected in 4 Midwestern/Appalachian high schools in health class where the delivery of a 14-lesson sexual health curriculum occurred. Participants included 561 students (50.4% 9th graders, 43.5% female, 56.3% White, 53.7% did not have a current romantic partner, and 59.7% had previously not engaged in sexual activity). The findings indicate students' perceptions of teachers valuing the content predicted perceptions of mastery goal structure for all sexual self-efficacy beliefs: learning efficacy, condom negotiation efficacy, refusal self-efficacy, and situational self-efficacy. Students who perceive a mastery goal structure in health class, and who feel their teachers value learning about HIV/STD and pregnancy prevention, are likely to experience positive adaptive self-efficacy beliefs related to sexual health, ultimately leading to behaviors indicative of decreased STDs among teenagers and safe sexual practices, such as abstinence, the use of a condom, and saying "no" to having sex.
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Affiliation(s)
- Yvonne Allsop
- The Ohio State University, Department of Educational Studies, 101 B Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH, 43210, USA.
| | - Eric M Anderman
- The Ohio State University, Department of Educational Studies, 101 B Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH, 43210, USA
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Rasberry CN, Young E, Szucs LE, Murray C, Sheremenko G, Parker JT, Roberts G, Lesesne CA. Increases in Student Knowledge and Protective Behaviors Following Enhanced Supports for Sexual Health Education in a Large, Urban School District. J Adolesc Health 2022; 70:588-597. [PMID: 35305794 PMCID: PMC9237957 DOI: 10.1016/j.jadohealth.2021.05.015] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 02/17/2021] [Accepted: 05/05/2021] [Indexed: 12/28/2022]
Abstract
PURPOSE School-based sexual health education (SHE) can teach students critical knowledge and skills. For effective SHE, school districts can offer support, including strong curricula and professional development. This study assessed changes in students' sexual health knowledge and sexual behaviors following implementation of enhanced support for SHE delivery in one school district. METHODS Sexual health knowledge was assessed at the beginning and end of middle and high school health education classes in a large, urban district (n = 7,555 students). Sexual behaviors were assessed using Youth Risk Behavior Survey data from the district (2015 and 2017) and state (2017). Analyses explored differences in behavior from 2015 (n = 2,596) to 2017 (n = 3,371) among intervention district students and compared intervention district students (n = 3,371) to other students in the same state (n = 1,978). RESULTS Hierarchical linear model regression analyses revealed significant knowledge gains among students. Logistic regression results revealed that among students in the intervention district, 6 of 16 examined behaviors moved in the intended direction from 2015 to 2017; 1 moved in the unintended direction. Logistic regression results of 2017 data revealed that in comparison of intervention district students to other students in the state, intervention district students had significantly higher odds of reporting condom use at last sex (adjusted odds ratio [AOR] = 1.36, 95% confidence interval [CI] = 1.07-1.72) and significantly lower odds of reporting having had sex with 4+ persons (AOR = .72, 95% CI = .55-.94) or alcohol or drug use before last sex (AOR = .63, 95% CI = .42-.94). CONCLUSIONS Findings suggest potential effects of the district's SHE in increasing knowledge and improving behaviors and experiences among youth.
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Affiliation(s)
- Catherine N. Rasberry
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS US 8-1, Atlanta, GA 30329
| | - Emily Young
- Oak Ridge Institute for Science and Education (ORISE), Oak Ridge, TN
| | - Leigh E. Szucs
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS US 8-1, Atlanta, GA 30329
| | - Colleen Murray
- Formerly with ICF, 2635 Century Center Pkwy, Suite 1000, Atlanta, GA 30329
| | | | - J. Terry Parker
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS US 8-1, Atlanta, GA 30329
| | - Georgi Roberts
- Fort Worth Independent School District, Department of Health and Physical Education, 100 N. University Dr., Suite 241A, Fort Worth, TX
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Szucs LE, Andrzejewski JD, Robin L, Telljohann S, Barnes SP, Hunt P. The Health Education Teacher Instructional Competency Framework: A Conceptual Guide for Quality Instruction in School Health. THE JOURNAL OF SCHOOL HEALTH 2021; 91:774-787. [PMID: 34498286 PMCID: PMC10924690 DOI: 10.1111/josh.13076] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Revised: 02/28/2021] [Accepted: 04/17/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Teacher instructional competency, the set of essential knowledge and skills needed to guide teaching practice, is critical to the successful implementation of school health education. The purpose of this paper is to introduce the Health Education Teacher Instructional Competency (HETIC) framework, a new conceptualization describing teacher characteristics, essential knowledge, and essential skills, which can influence instructional practice and improve student learning outcomes in health education. METHODS Data from 17 publicly available guidance documents, professional standards, published reports, and empirical studies relevant to the fields of public education, school health education, and sexual health education were abstracted and analyzed using qualitative thematic content analysis. RESULTS The framework describes 3 domains: personal characteristics, essential knowledge, and essential skills, which are believed to contribute to teachers' instructional competencies in delivering health education. The knowledge domain asserts 5 key categories, while the essential skills domain includes 3 categories (learning environments, content and delivery, and collaboration and learning) and contains 11 unique skills. Collectively, these domains are influenced by the learner, school/community, and policy-level factors that shape health education curriculum and instruction. CONCLUSIONS The HETIC framework presents a conceptual roadmap to guide quality health education preparation, job-embedded training, and delivery. Improving teachers' instructional competencies strengthens learning and prosocial environments that are inclusive, responsive, and affirming of students' health and learning needs. Teacher who demonstrate instructional competency can help students to achieve desired education and health outcomes, specifically acquiring the knowledge and skills needed to adapt, practice, and maintain healthy behaviors throughout their lifetime.
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Affiliation(s)
- Leigh E. Szucs
- Health Scientist, Centers for Disease Control and Prevention, Division of Adolescent and School Health,, 1600 Clifton Rd, NE, US8-1, Atlanta, GA 30329-4027
| | - Jack D. Andrzejewski
- Doctoral Student, San Diego State University—University of California, San Diego Joint Doctoral Program in Public Health, 5500 Campanile Drive, San Diego, CA 92182
| | - Leah Robin
- Health Scientist, Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Rd, NE, US8-1, Atlanta, GA 30329-4027
| | - Susan Telljohann
- Professor Emeritus, Health Education, The University of Toledo, School of Population Health, 2801 W. Bancroft, HH 1012, MS #119, Toledo, OH 43606
| | - Seraphine Pitt Barnes
- Health Scientist, Centers for Disease Control and Prevention, Division of Population Health, 1600 Clifton Rd, NE, S107-6, Atlanta, GA 30329-4027
| | - Pete Hunt
- Health Scientist, Centers for Disease Control and Prevention, Division of Adolescent and School Health (Retired), 1600 Clifton Rd, NE, US8-1, Atlanta, GA 30329-4027
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Szucs LE, Rasberry CN, Jayne PE, Rose ID, Boyce L, Murray CC, Lesesne CA, Parker JT, Roberts G. School district-provided supports to enhance sexual health education among middle and high school health education teachers. TEACHING AND TEACHER EDUCATION 2020; 92:10.1016/j.tate.2020.103045. [PMID: 38482254 PMCID: PMC10936327 DOI: 10.1016/j.tate.2020.103045] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/17/2024]
Abstract
Schools support teachers in their professional learning, just as teachers support students in their learning. To accomplish this, schools can provide support systems that enhance teachers' knowledge, comfort, and instructional skills. This study examined the impact of two district-provided supports (curriculum and professional development) on sexual health instruction among middle and high school health education teachers. Data were abstracted and analyzed using inductive coding from 24 teacher interviews (2015-2016). Findings illustrate outcomes from both curriculum and PD on teachers' self-reported knowledge, comfort, and skills. The district-provided supports appeared to contribute to improved teachers' self-efficacy in delivering sexual health education.
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Affiliation(s)
- Leigh E. Szucs
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, US8-1, Atlanta, GA, 30329-4027, USA
| | - Catherine N. Rasberry
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, US8-1, Atlanta, GA, 30329-4027, USA
| | - Paula E. Jayne
- Formerly with Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS E-75, Atlanta, GA, 30333, USA
| | - India D. Rose
- Formerly with Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS E-75, Atlanta, GA, 30333, USA
| | - Lorin Boyce
- Formerly with Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS E-75, Atlanta, GA, 30333, USA
| | | | | | - J. Terry Parker
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, US8-1, Atlanta, GA, 30329-4027, USA
| | - Georgi Roberts
- Fort Worth Independent School District, Department of Health and Physical Education, 100 N University Dr, Fort Worth, TX, 76107, USA
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Mehri A, Jafari N, Akbarzadeh I, Hadavand Siri F, Abbassgholizadeh N. Students' Nutrition Literacy and the Existence of Health Care Providers in Iranian Schools. J Res Health Sci 2020; 20:e00476. [PMID: 32814699 PMCID: PMC7585749 DOI: 10.34172/jrhs.2020.11] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2019] [Revised: 03/06/2020] [Accepted: 04/25/2020] [Indexed: 01/22/2023] Open
Abstract
Background: The objective of this study was to investigate the relationship between Students' nutrition literacy and the existence of health care providers in Iranian schools.
Study design: A cross-sectional study.
Methods: This study was conducted on 504 students in Ardebil City, northwestern Iran from Oct 2017 to Jan 2018. The FLINT questionnaire was used to assessment the food and nutrition literacy. Socio-demographic characteristics and the existence of health care providers were collected using demographic questionnaire.
Results: Nearly 75% of students had not a health care provider. Most students had a low FNLIT (62% males and 58.1% females). The probability of low FNLIT was lower in students with health care providers than those without them (OR=0.46, CI 95%; 0.10, 0.91).
Conclusion: One of the reasons for the low nutritional literacy of students may be due to the lack of health care providers in schools. Health educational administrators employ specialized health care providers in Iranian schools.
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Affiliation(s)
- Ahmad Mehri
- Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Nasrin Jafari
- Department of Public Health, School of Health, Student Research Committee, Ardebil University of Medical Sciences, Ardebil, Iran
| | - Isa Akbarzadeh
- Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Fatemeh Hadavand Siri
- Department of Epidemiology, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Nategh Abbassgholizadeh
- Department of public health, School of Health, Ardebil University of medical sciences, Ardebil, Iran.
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Rose ID, Boyce L, Murray CC, Lesesne CA, Szucs LE, Rasberry CN, Parker JT, Roberts G. Key factors influencing comfort in delivering and receiving sexual health education: Middle school student and teacher perspectives. AMERICAN JOURNAL OF SEXUALITY EDUCATION 2018; 14:466-489. [PMID: 33897308 PMCID: PMC8064695 DOI: 10.1080/15546128.2019.1626311] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Sexual health education (SHE) provides students with knowledge and skills to establish healthy relationships, understand sexual development, and prevent risk behaviors; therefore, it is critical to understand how to optimize the delivery and receipt of this education. Using a grounded theory approach, interviews with middle school health education teachers (n=13) and focus groups with students (n=41) were conducted to examine factors that influence perceived comfort delivering and receiving SHE in a public school district. Findings identified key barriers including disruptive behavior, insufficient time, and lack of dedicated classrooms. Some key facilitators to comfort included professional development and establishing ground rules.
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Affiliation(s)
- India D. Rose
- ICF, Health, Research, Informatics, and Technology Division, Atlanta, GA
| | - Lorin Boyce
- ICF, Health, Research, Informatics, and Technology Division, Atlanta, GA
| | | | | | - Leigh E. Szucs
- Oak Ridge Institute for Science and Education, Oak Ridge, TN
| | - Catherine N. Rasberry
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, GA
| | - J. Terry Parker
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, GA
| | - Georgi Roberts
- Fort Worth Independent School District, Department of Health and Physical Education, Fort Worth, TX
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