HIV Prevention for Rural Youth (HP4RY), Nigeria is a Canada-Nigeria collaboration funded under the Global Health Research Initiative (Canada) to develop research-informed programming to reduce the vulnerability to HIV infection of youth living in rural communities. This paper presents results of impact evaluation of school and community-based programmes delivered in Junior Secondary Schools and their communities on student knowledge, attitudes, motivations and behaviours 6 and 18 months after programme initiation.
Thirty schools in Edo State, Nigeria, were selected and assigned to research arms (school program, school and community, control) using proportional geographic random sampling. Questionnaires were completed pre-programme (2009) and 6 (2010) and 18 (2011) months after programme initiation by a longitudinal sample of nearly 1000 students. A subset participated in focus group discussions as well. Teachers and community mobilizers were trained in programme delivery in August 2009 with programmes initiated in September 2009.
Analysis of data at 6 months post initiation showed statistically significant gains in intervention as against control schools in student knowledge, attitudes supportive of greater gender equity in sexual matters, motivation to delay sexual initiation and use condoms, and delays in sexual initiation for some subgroups of youth. Certain gains were greater among youth in the school and community programme group than in the school-only group. This presentation will include analysis of both the 6 and 18 month data and will highlight specific areas of success as well as challenges faced in using school- and community-based programming to counteract youth vulnerability to HIV.
Sexually traumatized patients often have problems with flashbacks, nightmares and avoidance. This workshop teaches an integrated method for trauma relief, combining knowledge from NLP, psycho dynamic therapy, cognitive therapy and modern trauma research. The method is based on the human memory storing system, which functions in the same way in all human beings. This means that the method easily can be used cross-culturally and for all gender combinations.
To explore how sexual health and sexual ethics are represented in the Bible and how these are relevant to the 21st century. God created humans as physical and relational beings. Sexuality is a good, healthy element of that created physical relatedness, with three functions: relational bonding; mutual pleasure; and procreation. The biblical pattern for sexual expression which best accords with these functions is heterosexual monogamy.
How should the Public Health Model be applied so it really contributes to improved sexual health for all? Public Health recognizes three levels of prevention - Primary, Secondary and Tertiary. Primary prevention involves prevention of the disease or injury itself, Fluoride, Immunization, Education to avoid smoking and substance abuse. Secondary prevention blocks the progression of an injury or disease from an impairment to a disability. An impairment has already occurred, but disability may be prevented through early intervention.
The UK has among the highest teenage pregnancy and STI rates in Western Europe and strategies to reduce these outcomes have a high priority. This paper seeks to draw lessons from the rigorous evaluations of three sexual health initiatives: SHARE (a cluster randomised trial (CRT) of teacher-delivered sex education), RIPPLE (CRT of peer-delivered school sex education) and Healthy Respect Phase 2 (a quasi-experimental study of a multi-component Scottish national sexual health demonstration project encompassing youth friendly sexual health drop-ins, social marketing, branding, a parenting component and SHARE).
This symposium will focus on presentation of the results and discussion of a ground-breaking study into the cost and cost-effectiveness of sexuality education (SE) in six countries, commissioned by UNESCO in 2010. Why an economic analysis? Policy-makers all over the world, involved in decisions on school-based sexuality education (SE) programmes, are facing three important economic questions: what are the costs of developing the programmes, what are the costs of implementing and scaling up the programmes, and do the programmes provide value for money?
This presentation, "Responding to the needs of consumers with complex trauma histories a consumer perspective" focuses on the needs of adult survivors of child abuse, highlighting the frequent