Online Program

Effectiveness of two school sexuality education intervention approaches following health promoting school model in Taiwan

Monday, November 4, 2013

Chi-Chia Cheng, Department of Public Health, Fu-jen Catholic University, New Taipei City 24205, Taiwan
Edwin H. Yen, Department of Health Promotion and Health Education, National Taiwan Normal University, Taipei 106, Taiwan
Jia-Yuh Ferng, Student Affair Office, Xinzhuang Junior High School, New Taipei City, 24204, Taiwan
Health Promoting School (HPS hereafter) is a whole school approach, including six dimensions of policy setting, environment building, community partnership, and skill development. However, many schools ignored the importance of health education curriculum and emphasized on holding various activities instead. The purpose of the study was to investigate the effectiveness of two approaches of elementary school sexuality education interventions based on the HPS model. One implied the HPS model to develop and carry out health promotion actions without class meetings (Exp B); another had an additional component of class meetings (Exp A). Both happened at the same school settings. Nearby schools were selected for the purpose of comparison (Comp). Two experimental schools and two comparison schools, totaled 605 sixth and fifth graders participated in the study. There were 244 (56.5% boys) students in the Exp A, 208 (53.4%boys) students in the Exp B, and 153 (53.6% boys,) students in the Comp. Pre-test of sex knowledge, attitude, and intention happened in 2009. The post-test was administered three months later. Experimental schools applied HPS model to carry out various activities, including partnership with parents and NGOs. GEE analyses indicated that the improvement of total knowledge and total attitude scores from baseline was significantly higher for Exp A than for Comp (p=.000, p=.039 respectively). Exp A outscored Comp on 3 sub-knowledge and 2 sub-attitude scales. In terms of behavior intention, no significant difference was found among groups. With sufficient class meetings, the HPS model could improve students' sex knowledge as well as sex attitude effectively.

Learning Areas:

Administer health education strategies, interventions and programs
Advocacy for health and health education
Conduct evaluation related to programs, research, and other areas of practice
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Social and behavioral sciences

Learning Objectives:
Demonstrate the effectiveness of health promotion framework in a school setting. Compare between schools which had a curricular component and had not a curricular component.

Keyword(s): Health Promotion, Sexuality

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am the writer of the paper and the abstract and participated in data collection and analyses.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

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