Theoretical bases for teacher- and peer-delivered sexual health promotion

Wight, D. (2008) Theoretical bases for teacher- and peer-delivered sexual health promotion. Health Education, 108(1), pp. 10-28. (doi: 10.1108/09654280810842102)

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Purpose – This paper seeks to explore the theoretical bases for teacher-delivered and peer-delivered sexual health promotion and education. Design/methodology/approach – The first section briefly outlines the main theories informing sexual health interventions for young people, and the second discusses their implications for modes of delivery. Findings – Most interventions that claim to be theoretically based draw on social-psychological cognition theories. Other programmes aim to develop self-esteem and/or empowerment, while the two main sociological ideas underpinning sexual health programmes are the gendered construction of sexuality and the diffusion of innovations. Research limitations/implications – More research is necessary to clarify the mechanisms by which sexual health promotion works, which in turn should contribute to more empirically based theory. Practical implications – If theoretical ideas are to be translated into potentially effective programmes, the specific features of the setting, target group and those delivering the programme must be taken into account. Originality/value – This paper compares the theoretical justifications for different modes of delivering sexual health promotion, through outreach peer educators, formal school-based peer educators and teachers.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Wight, Professor Danny
Authors: Wight, D.
College/School:College of Medical Veterinary and Life Sciences > Institute of Health and Wellbeing > MRC/CSO SPHSU
Journal Name:Health Education

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