Sexuality Matters: Everything you wanted to know about sex, but were afraid (or didn't get a chance) to ask.
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This document discusses a sexuality education program called Sexuality Matters that was conducted online through the University of Minnesota School of Public Health. It outlines the objectives of the program which are to explain how health behavior theories and best practices can be applied to online sexuality education, describe the role of peer educators in supporting behavior change and providing referrals online, and summarize the results of surveys conducted with students during the spring 2014 semester. It then discusses the role, training, and benefits of peer educators in the program and finally provides contact information for the program coordinator.
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Sexuality Matters: Everything you wanted to know about sex, but were afraid (or didn't get a chance) to ask.
- 1. Sexuality Matters: Everything you wanted to know about sex, but were afraid (or didn't get a chance) to ask Emily Matson, MPH, MCHES Rothenberger Institute University of Minnesota School of Public Health
- 2. • Explain how health behavior theories and best practices in sexuality education can be applied to online learning. • Describe the role peer educators play supporting student behavior change and providing referrals in an online environment. • Summarize the results of pre/post surveys conducted among SM students during the spring 2014 semester. Objectives
- 7. • Role – Provide feedback - priority is supporting students • Why – Relatable, minimize power differential, share resources they’ve used, sense of anonymity, nonjudgmental • Training – Behavior change theory and application, Motivational Interviewing, active listening, appreciative inquiry, resource referral, inclusive language, self-care • Benefits to PEs – Resource to peers, leadership, apply content to their lives Peer Educators
- 8. Hi [Name], You mentioned that you know you definitely need to get tested which shows a lot of self-awareness and honesty. What are the first couple steps you would need to take in order to go get tested? You also mentioned that there are times when you run out of condoms or you don't have any on you at the time, so you don't always use them. I just wanted to let you know that SHADE at Boynton gives out free condoms! Additionally, what are some steps you could take in order to have barriers prepared? Let me know if you have any questions! Best, Chandler Benefits & Barriers of Safer Sex
- 9. Thank you for submitting your assignment this week, [Name]! You have big plans for your upcoming future and it is very important to you to do everything you can to stick to them. With pharmacy school in your sights, it is essential that you use an effective method of birth control. Going through the matrix and comparison, you are still a little torn on what method would really be the best option for you. Part of you wants to stick with the pill because it has worked well, while on the other hand using the implant would stop you from having to do any work. What specific questions might you ask the doctor to get a better sense? Might you try to ask around to find out about people's experience on the implant? What could help you make the final decision? Thank you! Emma Choosing a Method
- 15. UMN Office for Institutional Research • Study conducted February 2016 • Matched on 13 variables • Effect slightly stronger for Pell grant recipients and first- generation students
- 16. Contact Info Emily Matson, MPH, MCHES mats0166@umn.edu @mn_maven Ri.umn.edu
Notes de l'éditeur
- Offered over the course of a 16-week or 8-week term.
- Inputs Faculty/staff: instructor, media technology specialist, instructional designer, director To date, 14 peer educators, highly trained in motivational interviewing principals, have guided over 1,700 enrolled students through the course Campus/community partners: GLBTA office, Victim/survivor advocacy and education, student health service, local GLBTA inclusive sexual health clinic Volunteers: student interviews, expert interviews/review Outputs: 16 course lessons 6 quizzes 7 reflection assignments – not graded on opinions/beliefs, but rather on if they answered the question.
- ST outcomes: Confidence/efficacy/likelihood Effective communication Develop/maintaining healthy relationship Acting in alignment w/personal values Bystander intervention Protective health behaviors: barrier use, contraception, STI testing
- Demo – 3:14
- Training: A combo of online and in-person, weekly meetings Why we use them? Use undergrad students from all backgrounds/majors b/c they are relatable, minimize power differential, first priority is supporting them, second is their grade. Anonymity and time delay – students submit written work, TA/PE have time to think of tailored response – utilize instructor as needed. PE’s get leadership experience, become resources to peers IRL, engage in healthier behaviors in multiple dimensions of wellness.
- Contemplation/preparation for testing, affirmation, different stages for barriers, resource referral.
- Double-sided reflection, Preparation stage
- Conducted by the University’s Office of Measurement Services
- Study conducted by the University of Minnesota’s Office for Institutional Research, February 2016 First-year UMTC students who took an RI course* in Fall 2014 were 2.5 times more likely to re-enroll for their second year of study compared to their matched peers who didn't take an RI course. Students were matched on gender, race/ethnicity, age, first-generation status, Pell grant receipt, living in dorms, athlete status, college of enrollment, ACT scores, number of credits earned, participation in first-year seminars, participation in the President's Emerging Scholars program, and participation in Honors. The effect appeared to be slightly stronger for Pell grant recipients and first-generation students. *Rothenberger Institute (RI) offers four courses on the U of MN Twin Cities campus; Sexuality Matters (SM) is one of those courses.