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)

Abstract

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
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Wight, Professor Daniel
• Authors: Wight, D.
• College/School: College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > MRC/CSO SPHSU
• Journal Name: Health Education
• ISSN: 0965-4283