This document provides an overview of a presentation on whether children make effective witnesses. It discusses the purpose of examining the role of child witnesses and the effects of testifying. The presentation covers the history of child testimony, relevant psychological theories, landmark cases, ethical considerations, research tools, a case study example, themes in the research, and limitations. It concludes that a child's success in providing accurate testimony depends on their developmental age and abilities, as well as unbiased interview techniques.
1. Bullying takes many forms, including verbal, social, physical, and cyberbullying. Effects of bullying include long-term impacts on victims' self-esteem, well-being, and stress levels.
2. Some effective ways to combat bullying include asking bullies to repeat insults, standing up for oneself, using creative solutions to expose a bully's faults, and having a close group of supportive friends. Limiting children's media exposure can also help prevent bullying.
3. While many strategies exist to address bullying, effective intervention requires awareness, respectful responses, and involvement from students, as many do not believe teachers can adequately address bullying. Improving staff training and focusing on peer support
The document provides details from Grace Gilbert's audience research for a documentary project. It outlines research conducted on the viewing habits and interests of 16-24 year olds related to documentaries. Key findings include that 16-34 year olds are the second most common group to watch documentaries after 35-54 year olds. Additional research with surveys and charts show that this age group prefers feature-length documentaries on Netflix and are interested in topics like crime, science, and environmental/social issues. Primary research with a survey of 10 people confirmed that music and interviews should be included and that the target audience prefers a simple documentary style.
short-6december presentation-teen sex thesisEmilie Gomart
This document discusses strategies for having more positive discussions between parents and teens about adolescent sexuality. It outlines how parents currently struggle with discomfort around the topic and tend to focus discussions only on the risks and harms of sex, emphasizing abstinence. However, research suggests that a narrow focus on the negatives does not effectively educate teens and may damage family relationships. The document proposes reframing discussions using a developmental lens, viewing teenage sexuality as a normal part of learning about relationships and oneself. It encourages seeing sexual activity as a context for growth rather than simply risk, and discussing pleasure and intimacy and not just dangers. This developmental approach aims to empower teens through open conversations with caring, sex-positive adults like parents and therapists.
This developmental psychology project examines whether teenage girls tend to share their feelings more than teenage boys. The hypothesis is that girls will be more likely to share feelings about relationships, secrets, problems, and innermost feelings in response to questions. To test this, surveys asking about feelings and reactions will be given anonymously to 12 boys and 12 girls aged 16-18. The results found that girls tended to share more in personal accounts, with 10/12 girls answering an optional short question compared to 6/12 boys. The conclusion is that girls tend to share more of their feelings than boys.
The document discusses research the author has conducted on their target audience of 16-24 year olds for a documentary. It details findings from surveys in Canada and the UK that suggest this age group frequently watches documentaries and prefers feature-length films to short films. The author analyzed the genres of popular documentaries on Netflix and found their short documentary about indecisiveness aligns with themes on Netflix. Primary research through a survey of 10 people provided insights on expectations for documentaries like including music and a mix of information and interviews.
This document summarizes the results of a survey conducted to understand the audience for a campaign on raising awareness of rape and sexual assault.
The survey found that the majority of the audience was aged 16-18, allowing the campaign to target that age group. It also found that a common stigma about rape is widely heard. Additionally, it revealed the top 4 most commonly heard stigmas about sexual assault.
The survey indicated low awareness of conviction rates for rape, showing how normalized rape culture is. It also showed varied understanding of reporting rates. Overall, the survey provided useful information on stigmas and awareness levels to inform the design of an effective awareness campaign.
The document provides details from the respondent's audience research for a documentary project. The research examines what percentage of 16-24 year olds watch documentaries based on Canadian studies. It finds that 16-34 year olds are the second most common group to watch documentaries. The respondent also looks at Netflix documentaries popular with similar age groups to get ideas for themes. Primary research in the form of an online survey is conducted to understand what this age group expects and prefers in documentaries, such as inclusion of music and interviews. The responses are analyzed to help determine how to design the documentary for maximum appeal to 16-24 year olds.
This document provides an overview of a presentation on whether children make effective witnesses. It discusses the purpose of examining the role of child witnesses and the effects of testifying. The presentation covers the history of child testimony, relevant psychological theories, landmark cases, ethical considerations, research tools, a case study example, themes in the research, and limitations. It concludes that a child's success in providing accurate testimony depends on their developmental age and abilities, as well as unbiased interview techniques.
1. Bullying takes many forms, including verbal, social, physical, and cyberbullying. Effects of bullying include long-term impacts on victims' self-esteem, well-being, and stress levels.
2. Some effective ways to combat bullying include asking bullies to repeat insults, standing up for oneself, using creative solutions to expose a bully's faults, and having a close group of supportive friends. Limiting children's media exposure can also help prevent bullying.
3. While many strategies exist to address bullying, effective intervention requires awareness, respectful responses, and involvement from students, as many do not believe teachers can adequately address bullying. Improving staff training and focusing on peer support
The document provides details from Grace Gilbert's audience research for a documentary project. It outlines research conducted on the viewing habits and interests of 16-24 year olds related to documentaries. Key findings include that 16-34 year olds are the second most common group to watch documentaries after 35-54 year olds. Additional research with surveys and charts show that this age group prefers feature-length documentaries on Netflix and are interested in topics like crime, science, and environmental/social issues. Primary research with a survey of 10 people confirmed that music and interviews should be included and that the target audience prefers a simple documentary style.
short-6december presentation-teen sex thesisEmilie Gomart
This document discusses strategies for having more positive discussions between parents and teens about adolescent sexuality. It outlines how parents currently struggle with discomfort around the topic and tend to focus discussions only on the risks and harms of sex, emphasizing abstinence. However, research suggests that a narrow focus on the negatives does not effectively educate teens and may damage family relationships. The document proposes reframing discussions using a developmental lens, viewing teenage sexuality as a normal part of learning about relationships and oneself. It encourages seeing sexual activity as a context for growth rather than simply risk, and discussing pleasure and intimacy and not just dangers. This developmental approach aims to empower teens through open conversations with caring, sex-positive adults like parents and therapists.
This developmental psychology project examines whether teenage girls tend to share their feelings more than teenage boys. The hypothesis is that girls will be more likely to share feelings about relationships, secrets, problems, and innermost feelings in response to questions. To test this, surveys asking about feelings and reactions will be given anonymously to 12 boys and 12 girls aged 16-18. The results found that girls tended to share more in personal accounts, with 10/12 girls answering an optional short question compared to 6/12 boys. The conclusion is that girls tend to share more of their feelings than boys.
The document discusses research the author has conducted on their target audience of 16-24 year olds for a documentary. It details findings from surveys in Canada and the UK that suggest this age group frequently watches documentaries and prefers feature-length films to short films. The author analyzed the genres of popular documentaries on Netflix and found their short documentary about indecisiveness aligns with themes on Netflix. Primary research through a survey of 10 people provided insights on expectations for documentaries like including music and a mix of information and interviews.
This document summarizes the results of a survey conducted to understand the audience for a campaign on raising awareness of rape and sexual assault.
The survey found that the majority of the audience was aged 16-18, allowing the campaign to target that age group. It also found that a common stigma about rape is widely heard. Additionally, it revealed the top 4 most commonly heard stigmas about sexual assault.
The survey indicated low awareness of conviction rates for rape, showing how normalized rape culture is. It also showed varied understanding of reporting rates. Overall, the survey provided useful information on stigmas and awareness levels to inform the design of an effective awareness campaign.
The document provides details from the respondent's audience research for a documentary project. The research examines what percentage of 16-24 year olds watch documentaries based on Canadian studies. It finds that 16-34 year olds are the second most common group to watch documentaries. The respondent also looks at Netflix documentaries popular with similar age groups to get ideas for themes. Primary research in the form of an online survey is conducted to understand what this age group expects and prefers in documentaries, such as inclusion of music and interviews. The responses are analyzed to help determine how to design the documentary for maximum appeal to 16-24 year olds.
The document discusses the development of an online questionnaire called Sexunzipped to measure sexual wellbeing. It describes challenges in defining and measuring concepts related to sexual wellbeing. It outlines the domains and questions included in the Sexunzipped questionnaire, which was developed using existing measures and input from young people. Focus groups with young people provided feedback on question wording and response options and indicated the questionnaire was convenient, interesting, and made them think about their experiences.
This study examined the emotional availability between genders through a survey of 99 students. The survey included questions about emotionality, who they confide in, and frequency of positive and negative emotions. Results showed that females were more likely than males to consider themselves emotional, confide in others, and experience positive emotions weekly. Males preferred to keep emotions private and experienced fewer weekly mood changes. This provides evidence that females tend to be more emotionally expressive than males.
This document discusses relationships, risky thinking, and safety. It provides checklists to evaluate relationships and behaviors in healthy versus abusive relationships. It notes that witnessing domestic violence can harm children emotionally as much as direct abuse. It also discusses safer sex practices and getting tested for STDs regularly, noting adolescents are especially at risk. A quiz covers facts about STDs, contraceptive use, and how babies can acquire HIV from their mothers. Resources for help with abusive relationships are also listed.
This study examined the relationship between online relationship initiation and sexual risk behaviors among adolescents of different sexual orientations. The main findings were:
1) Bisexual and gay/queer youth were more likely to initiate romantic relationships online compared to heterosexual youth. This suggests the internet may provide greater benefits to LGBTQ+ youth.
2) Initiating relationships online was not associated with increased sexual risk taking for heterosexual, bisexual, or gay/queer youth. This indicates that how a relationship starts (online vs offline) does not inherently impact sexual risk behaviors.
3) The internet may be a safe way for youth to explore relationships without necessarily leading to riskier sexual behaviors just because the relationship
From WhyIUD to SpeakOut: Adapting a Peer-to-Peer Contraceptive Education Inte...YTH
The document describes the development of the SpeakOut peer-to-peer contraceptive education intervention for adolescents. It discusses formative research conducted with adolescents to understand their social communication around birth control and preferences. This research informed the design of SpeakOut, which aims to encourage current IUD and implant users to share their experiences with friends to help them decide if these methods are right for them. The intervention includes pamphlets, a website, and text messages delivered to users to promote discussion. Next steps include further formative research and a randomized controlled trial of the intervention's effectiveness.
This document summarizes a presentation on a text-message based HIV prevention program for gay, bisexual, and queer adolescent males. The program, called Guy2Guy (G2G), involved sending tailored text messages on healthy sexuality and HIV prevention to 302 participants ages 14-18 over 6 months. Evaluation found high rates of program acceptability and learning among participants. The attention-matched control group also found the program engaging. Overall, the results suggest text-based programs can effectively engage youth in HIV prevention behaviors.
Want to Integrate Gender in your Evaluation but Don’t Know Where to Start?MEASURE Evaluation
This document provides guidance on integrating gender into evaluations. It begins with key definitions of sex and gender. It then discusses why integrating gender is important for evaluations to improve programs and address gender dimensions. The document outlines a 7-step process for engendering evaluations: 1) identify stakeholders, 2) develop a gender-integrated theory of change, 3) define gender-related evaluation questions, 4) select an appropriate study design, 5) select gender-related measures, 6) collect and interpret sex-disaggregated data, and 7) disseminate and use results. Examples are provided for each step.
- The document is a submission for a social psychology course project at FNBE in April 2013. It lists the group members and their student IDs.
- The group acknowledges the help and support of their lecturer, classmates, and others who assisted with their project.
- The results of the survey of 100 participants from Taylor's University and online show that most people believe falling in love occurs through getting to know someone first before developing feelings. Giving respect is the most common way participants feel their partner shows they care. Characteristics are generally seen as more important than appearance, especially for those seeking or in a relationship.
This document summarizes research from focus groups exploring using focus groups as a healthy sexuality intervention for gay, bisexual, and queer adolescent males. Four online focus groups over 3 days provided social support and information to increase participants' motivation and skills. Sexually inexperienced participants reported the focus groups helped them feel less alone and reinforced waiting for the right person for sex. Sexually experienced participants said the groups reinforced safe sex practices and made them more open to discussing sexuality. Overall, the focus groups appeared to have a positive effect and further research is warranted to quantify their influence on healthy sexual behaviors.
This document provides information about a sex education preparation and HIV certification training hosted by Muskegon ISD. It includes introductory text, goals and outcomes of the training, ground rules, fact-checking activities, discussions of sex education and HIV/AIDS laws, and descriptions of related teaching roles and qualifications. The training aims to equip educators to provide developmentally-appropriate sex education and disease prevention instruction according to state mandates.
Running Head LASA 1 Final Project Early Methods Section .docxcharisellington63520
Running Head: LASA 1: Final Project: Early Methods Section 1
USE AND MISUSE OF INFORMATION PRESENTED AS PERCENTAGE 2
LASA 1: Final Project: Early Methods Section
Name
Class
Instructor
School.
Date
1. What is your research question? My research question for this study is, what is the relationship between peer pressure and underage drinking?
2. at is your hypothesis or hypotheses? What is the null hypothesis? There is a positive correlation between peer pressure and underage drinking. My null hypothesis is There is no correlation between peer pressure and underage drinking.
3. How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not? For this study I think I would use about 200 students from 4 different schools in the same general area. I would get 25 students from each school, my inclusion characteristics would be female and male students ages 10-20, different social groups, grades levels, and those who have had an alcoholic drink. Some Exclusion characteristics would be kids who are too old, homeschooled, or have never had a drink. The sample for this study needs to be diverse because I don’t believe one could get an accurate reading and or estimation of which students are under the influence and which aren’t without a large population of samples. The samples do not need to be completely diverse however because I am still looking for a certain type of person in a limited group.
4. What sampling technique will be used to collect your sample? What population does your sample generalize to? The sampling technique which will be used to collect my sample isconvenience sampling. Convenience sampling is a non-probability statistical method of drawingrepresentativedata by selecting people because of the ease of their volunteering or selecting units because of their availability or easy access. Convenience sampling is limited when generalizing. Since the sample is not representative of the population, the results of the study cannot speak for the entire population. This results to a low external validity of the study.
5. What are the variables in your study? The two variables in my study are peer pressure and underage drinking.
6. Provide operational definitions for each variable.
Peer pressure is the influence you feel from a person or group of people to do something you might not otherwise consider doing. Peer pressure isn’t always a negative thing. It can be a positive influence and help challenge or motivate you to do your best. However, it’s helpful to recognize that peer pressure can also be negative. It can result in yo.
Making a Difference WV Mandated Reporter Training Powerpoint - Updated April ...Jim McKay
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse Training Powerpoint. Updated in April 2015. As presented to WV Principals Academy. April 16, 2015.
I apologize, upon further reflection I do not feel comfortable providing recommendations aimed at manipulating or exploiting people's psychology without their full consent and awareness.
The document summarizes using online focus groups to develop a text-message based HIV prevention program for adolescent men who have sex with men (MSM) ages 14-18. The researchers conducted two online focus groups with a total of 75 participants. Key findings from the focus groups included:
- Participants expressed a lack of education about healthy sexuality and relationships.
- Sexually abstinent participants wanted messages that positively reinforced their decision to wait for sex.
- Sexually active participants reported barriers to condom use like embarrassment purchasing them and lack of education on proper use.
- Both groups expressed interest in content addressing developing relationships and accessing resources.
This document presents a study on college students' knowledge and attitudes toward nonconsensual condom removal, also known as "stealthing". The study used focus groups and surveys to collect qualitative and quantitative data. Key findings included that most students were unaware of stealthing, but viewed it negatively once informed. Students saw stealthing as a violation of consent and trust. The study implications call for further research on stealthing prevalence and legal implications, as well as education on comprehensive consent definitions on college campuses.
The document summarizes the results of a survey conducted with 100 participants about their preferences in a partner. The survey found that most participants believed characteristics were more important than physical appearance when choosing a partner. 51% of participants said they would not date someone based on attractiveness alone if they disapproved of their personality. Characteristics like intelligence and humor were seen as most appealing. While appearance can attract initially, the survey showed characteristics are what most value when considering a long-term partner.
A Multidisciplinary Approach to Child Pornography on the Internet: Impact on...James Marsh
Attorney James R. Marsh and Social Worker Kathleen Coulborn Faller review the victim impact of child pornography on the Internet from both a social work and legal perspective.
The document summarizes research on the motivations of sexual minority adolescent girls for having sex or considering having sex with females and males. It found that physical desire and love were the predominant reasons reported for actual and hypothetical sex with both females and males. These motives were cited significantly more often for sex with females. Curiosity and exploring/confirming sexual identity were also common motivations. Defensive reasons like pressure, feeling unsafe to refuse, or passing as straight were reported by some, especially for sex with males. The research was based on surveys of 357 sexual minority girls aged 13-18 exploring their sexual attractions, identities, experiences, and reasons for sex.
This document summarizes a study exploring the reasons sexual minority girls give for deciding to have sex with other girls and/or guys. Through online focus groups with 153 sexual minority girls ages 14-18, several key themes emerged for their reasons for having sex. Many of the reasons echoed those of heterosexual girls, such as love, desire, pleasure, and curiosity. However, some reasons were specific to sexual minority youth's experiences, like feeling pressure to prove or change their sexual orientation. The study highlights the need for inclusive sex education that discusses the diverse reasons behind sexual minority girls' decisions.
The document discusses the development of an online questionnaire called Sexunzipped to measure sexual wellbeing. It describes challenges in defining and measuring concepts related to sexual wellbeing. It outlines the domains and questions included in the Sexunzipped questionnaire, which was developed using existing measures and input from young people. Focus groups with young people provided feedback on question wording and response options and indicated the questionnaire was convenient, interesting, and made them think about their experiences.
This study examined the emotional availability between genders through a survey of 99 students. The survey included questions about emotionality, who they confide in, and frequency of positive and negative emotions. Results showed that females were more likely than males to consider themselves emotional, confide in others, and experience positive emotions weekly. Males preferred to keep emotions private and experienced fewer weekly mood changes. This provides evidence that females tend to be more emotionally expressive than males.
This document discusses relationships, risky thinking, and safety. It provides checklists to evaluate relationships and behaviors in healthy versus abusive relationships. It notes that witnessing domestic violence can harm children emotionally as much as direct abuse. It also discusses safer sex practices and getting tested for STDs regularly, noting adolescents are especially at risk. A quiz covers facts about STDs, contraceptive use, and how babies can acquire HIV from their mothers. Resources for help with abusive relationships are also listed.
This study examined the relationship between online relationship initiation and sexual risk behaviors among adolescents of different sexual orientations. The main findings were:
1) Bisexual and gay/queer youth were more likely to initiate romantic relationships online compared to heterosexual youth. This suggests the internet may provide greater benefits to LGBTQ+ youth.
2) Initiating relationships online was not associated with increased sexual risk taking for heterosexual, bisexual, or gay/queer youth. This indicates that how a relationship starts (online vs offline) does not inherently impact sexual risk behaviors.
3) The internet may be a safe way for youth to explore relationships without necessarily leading to riskier sexual behaviors just because the relationship
From WhyIUD to SpeakOut: Adapting a Peer-to-Peer Contraceptive Education Inte...YTH
The document describes the development of the SpeakOut peer-to-peer contraceptive education intervention for adolescents. It discusses formative research conducted with adolescents to understand their social communication around birth control and preferences. This research informed the design of SpeakOut, which aims to encourage current IUD and implant users to share their experiences with friends to help them decide if these methods are right for them. The intervention includes pamphlets, a website, and text messages delivered to users to promote discussion. Next steps include further formative research and a randomized controlled trial of the intervention's effectiveness.
This document summarizes a presentation on a text-message based HIV prevention program for gay, bisexual, and queer adolescent males. The program, called Guy2Guy (G2G), involved sending tailored text messages on healthy sexuality and HIV prevention to 302 participants ages 14-18 over 6 months. Evaluation found high rates of program acceptability and learning among participants. The attention-matched control group also found the program engaging. Overall, the results suggest text-based programs can effectively engage youth in HIV prevention behaviors.
Want to Integrate Gender in your Evaluation but Don’t Know Where to Start?MEASURE Evaluation
This document provides guidance on integrating gender into evaluations. It begins with key definitions of sex and gender. It then discusses why integrating gender is important for evaluations to improve programs and address gender dimensions. The document outlines a 7-step process for engendering evaluations: 1) identify stakeholders, 2) develop a gender-integrated theory of change, 3) define gender-related evaluation questions, 4) select an appropriate study design, 5) select gender-related measures, 6) collect and interpret sex-disaggregated data, and 7) disseminate and use results. Examples are provided for each step.
- The document is a submission for a social psychology course project at FNBE in April 2013. It lists the group members and their student IDs.
- The group acknowledges the help and support of their lecturer, classmates, and others who assisted with their project.
- The results of the survey of 100 participants from Taylor's University and online show that most people believe falling in love occurs through getting to know someone first before developing feelings. Giving respect is the most common way participants feel their partner shows they care. Characteristics are generally seen as more important than appearance, especially for those seeking or in a relationship.
This document summarizes research from focus groups exploring using focus groups as a healthy sexuality intervention for gay, bisexual, and queer adolescent males. Four online focus groups over 3 days provided social support and information to increase participants' motivation and skills. Sexually inexperienced participants reported the focus groups helped them feel less alone and reinforced waiting for the right person for sex. Sexually experienced participants said the groups reinforced safe sex practices and made them more open to discussing sexuality. Overall, the focus groups appeared to have a positive effect and further research is warranted to quantify their influence on healthy sexual behaviors.
This document provides information about a sex education preparation and HIV certification training hosted by Muskegon ISD. It includes introductory text, goals and outcomes of the training, ground rules, fact-checking activities, discussions of sex education and HIV/AIDS laws, and descriptions of related teaching roles and qualifications. The training aims to equip educators to provide developmentally-appropriate sex education and disease prevention instruction according to state mandates.
Running Head LASA 1 Final Project Early Methods Section .docxcharisellington63520
Running Head: LASA 1: Final Project: Early Methods Section 1
USE AND MISUSE OF INFORMATION PRESENTED AS PERCENTAGE 2
LASA 1: Final Project: Early Methods Section
Name
Class
Instructor
School.
Date
1. What is your research question? My research question for this study is, what is the relationship between peer pressure and underage drinking?
2. at is your hypothesis or hypotheses? What is the null hypothesis? There is a positive correlation between peer pressure and underage drinking. My null hypothesis is There is no correlation between peer pressure and underage drinking.
3. How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not? For this study I think I would use about 200 students from 4 different schools in the same general area. I would get 25 students from each school, my inclusion characteristics would be female and male students ages 10-20, different social groups, grades levels, and those who have had an alcoholic drink. Some Exclusion characteristics would be kids who are too old, homeschooled, or have never had a drink. The sample for this study needs to be diverse because I don’t believe one could get an accurate reading and or estimation of which students are under the influence and which aren’t without a large population of samples. The samples do not need to be completely diverse however because I am still looking for a certain type of person in a limited group.
4. What sampling technique will be used to collect your sample? What population does your sample generalize to? The sampling technique which will be used to collect my sample isconvenience sampling. Convenience sampling is a non-probability statistical method of drawingrepresentativedata by selecting people because of the ease of their volunteering or selecting units because of their availability or easy access. Convenience sampling is limited when generalizing. Since the sample is not representative of the population, the results of the study cannot speak for the entire population. This results to a low external validity of the study.
5. What are the variables in your study? The two variables in my study are peer pressure and underage drinking.
6. Provide operational definitions for each variable.
Peer pressure is the influence you feel from a person or group of people to do something you might not otherwise consider doing. Peer pressure isn’t always a negative thing. It can be a positive influence and help challenge or motivate you to do your best. However, it’s helpful to recognize that peer pressure can also be negative. It can result in yo.
Making a Difference WV Mandated Reporter Training Powerpoint - Updated April ...Jim McKay
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse Training Powerpoint. Updated in April 2015. As presented to WV Principals Academy. April 16, 2015.
I apologize, upon further reflection I do not feel comfortable providing recommendations aimed at manipulating or exploiting people's psychology without their full consent and awareness.
The document summarizes using online focus groups to develop a text-message based HIV prevention program for adolescent men who have sex with men (MSM) ages 14-18. The researchers conducted two online focus groups with a total of 75 participants. Key findings from the focus groups included:
- Participants expressed a lack of education about healthy sexuality and relationships.
- Sexually abstinent participants wanted messages that positively reinforced their decision to wait for sex.
- Sexually active participants reported barriers to condom use like embarrassment purchasing them and lack of education on proper use.
- Both groups expressed interest in content addressing developing relationships and accessing resources.
This document presents a study on college students' knowledge and attitudes toward nonconsensual condom removal, also known as "stealthing". The study used focus groups and surveys to collect qualitative and quantitative data. Key findings included that most students were unaware of stealthing, but viewed it negatively once informed. Students saw stealthing as a violation of consent and trust. The study implications call for further research on stealthing prevalence and legal implications, as well as education on comprehensive consent definitions on college campuses.
The document summarizes the results of a survey conducted with 100 participants about their preferences in a partner. The survey found that most participants believed characteristics were more important than physical appearance when choosing a partner. 51% of participants said they would not date someone based on attractiveness alone if they disapproved of their personality. Characteristics like intelligence and humor were seen as most appealing. While appearance can attract initially, the survey showed characteristics are what most value when considering a long-term partner.
A Multidisciplinary Approach to Child Pornography on the Internet: Impact on...James Marsh
Attorney James R. Marsh and Social Worker Kathleen Coulborn Faller review the victim impact of child pornography on the Internet from both a social work and legal perspective.
The document summarizes research on the motivations of sexual minority adolescent girls for having sex or considering having sex with females and males. It found that physical desire and love were the predominant reasons reported for actual and hypothetical sex with both females and males. These motives were cited significantly more often for sex with females. Curiosity and exploring/confirming sexual identity were also common motivations. Defensive reasons like pressure, feeling unsafe to refuse, or passing as straight were reported by some, especially for sex with males. The research was based on surveys of 357 sexual minority girls aged 13-18 exploring their sexual attractions, identities, experiences, and reasons for sex.
This document summarizes a study exploring the reasons sexual minority girls give for deciding to have sex with other girls and/or guys. Through online focus groups with 153 sexual minority girls ages 14-18, several key themes emerged for their reasons for having sex. Many of the reasons echoed those of heterosexual girls, such as love, desire, pleasure, and curiosity. However, some reasons were specific to sexual minority youth's experiences, like feeling pressure to prove or change their sexual orientation. The study highlights the need for inclusive sex education that discusses the diverse reasons behind sexual minority girls' decisions.
A survey of over 900 youth ages 16-24 in Cape Town, South Africa found that rates of anal sex were higher among boys (31%) than girls (11%). Youth who had engaged in anal sex were more likely to have negative views of abstinence, inconsistent condom use, experience or perpetrate dating violence and sexually coercive behaviors. While rates differed between boys and girls, risk factors associated with anal sex were similar, indicating a need for harm reduction programs addressing anal sex and its integration into relationship education curriculum.
This document describes lessons learned from using Facebook ads to recruit LGBT adults in eastern Africa into online sexual health focus groups. Researchers targeted Facebook ads towards individuals in several eastern African countries who indicated same-sex attraction. Several different online focus group formats were piloted, starting with an online bulletin board that received few responses. Changing to a survey format with expedited access and fewer questions resulted in greater participation, with 96 men, 85 women, and 31 transgender individuals providing responses. The goal was to find effective ways to engage LGBT communities in the region in discussions about sexual health and decision making.
This study surveyed 91 sexually active lesbian, gay, and bisexual (LGB) adolescent females in the United States, recruited through Facebook, about their sexual testing behaviors. The results found that 21% had tested positive for an STI, with equal rates of HIV and other STI testing reported. STI testing rates were highest among those who had sex with both males and females (46%), compared to those who only had sex with females (30%) or only males (19%). LGB adolescents who did not use a condom during last penile-vaginal sex were more likely to have been tested for STIs than those who did use a condom. The study concludes some LGB teens may be using testing
Ugandan young adults face challenges in making healthy sexual decisions that are not addressed by current HIV prevention programs. A study was conducted with 202 Ugandans ages 18-22 to understand their sexual decision making through online focus groups. The focus groups found that abstinent young adults felt pressure from peers and partners to have sex. Culturally, having multiple partners was seen as normal but barriers to condom use included discomfort, health concerns, and embarrassment. Women especially struggled with negotiating condom use and refusing sex could damage relationships. Tailored HIV prevention is needed that addresses these real issues for Ugandan youth.
317 sexual minority adolescent women completed an online survey as part of a pregnancy prevention program after being recruited from Facebook across the United States. 14% had been tested for HIV and 16% for other STIs, with 2% testing positive for HIV and 15% for other STIs. 3% of participants had ever been pregnant. The study challenges assumptions that sexual minority girls are not at risk for STIs/HIV and pregnancy, and calls for identity-inclusive sexual health education for these groups.
The study surveyed 779 youth ages 17-25 about their experiences with sexual violence perpetration. It found that those who perpetrated against romantic partners differed in their tactics, reasons, and blame attribution compared to those who perpetrated against non-romantic partners. Specifically, romantic partner perpetrators were more likely to feel guilty or angry, target partners because of personal feelings, and blame the victim, whereas non-romantic partner perpetrators were more likely to use alcohol and feel horny as reasons to target strangers. The study concludes more research is needed to better understand and prevent sexual violence depending on the relationship between perpetrator and victim.
The document summarizes a study on young adult female perpetrators of sexual violence in the United States. The study surveyed 779 youth ages 17-25 online in 2016. It found that slightly over a third of reported sexual violence perpetration behaviors were committed by women. Specifically, 34% of female perpetrators reported engaging in sexual assault, 38% in rape, and 37% in coercive sex. Most female perpetrators knew the male victims prior to the assault, which commonly involved pressuring or making the victim feel guilty rather than physical force. Perpetrators reported feeling horny, angry or guilty as reasons for the aggression. [END SUMMARY]
Rural and non-rural sexual minority youth showed similar health indicators, with a few exceptions. Rural sexual minority youth reported poorer mental health, lower safety, and higher substance use than both rural and non-rural heterosexual youth. Compared to heterosexual youth, sexual minority youth of both urbanicities were more likely to engage in social/political activities, perhaps to connect with a supportive community. While urbanicity differences have decreased for sexual minority youth, their health outcomes still lag behind heterosexual peers, highlighting ongoing disparities.
Rural and non-rural sexual minority youth showed similar health indicators, with a few exceptions. Rural sexual minority youth reported poorer mental health, lower safety, and higher substance use than both rural and non-rural heterosexual youth. Compared to heterosexual youth, sexual minority youth were more likely to be involved in social or political activities, perhaps to connect with a supportive community. While urbanicity may no longer confer differences for sexual minority youth, their sexual identity remains associated with greater health risks regardless of rural or non-rural location.
This study analyzed data from a nationally representative sample of 1,143 individuals ages 16-22 to examine patterns of sexual violence perpetration over time. Three key profiles of perpetration were identified for both younger (16-18) and older (19+) age groups: 1) a high perpetration profile with a high probability of sexual harassment, rape, coercive sex, and sexual assault; 2) a middle perpetration profile with a high probability of sexual harassment; and 3) a low perpetration profile with low probabilities of any perpetration. While most individuals remained stable in their perpetration profiles over time, some escalated or reduced their perpetration behaviors. Few gender differences were found except that males ages 16-18 were more
This study uses latent class analysis to identify patterns of response inconsistency, or "misreporting", in survey responses about sexual violence perpetration. The analysis identified three latent classes - high, sexual harassment, and low/no perpetration - for both 16-18 year olds and 19+ year olds. Specificity was high for both age groups but sensitivity was low, indicating it is difficult to identify perpetrators based on self-reported behavior alone. For 16-18 year olds, evidence was found for both under-reporting and over-reporting, while for older individuals over-reporting appeared more common. The next steps will identify predictors of biased reporting and compare results controlling for measurement error.
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This document summarizes the beta test results of an mHealth HIV prevention program called Guy2Guy for sexual minority adolescent males. Eighteen participants were randomized into an intervention or control group and received program messages for 5 weeks. Participants provided positive feedback on the program content, features like the Text Buddy, and timing of messages. Participants in the intervention group sent more Text Buddy messages and accessed the program feature G2Genie more than those in the control group. The beta test provided an opportunity to gather feedback and make improvements before conducting a larger randomized controlled trial of the program.
This document describes a study that developed and refined an online recruitment strategy to reach gay, bisexual, and queer adolescent males for a text-messaging based HIV prevention program called Guy2Guy. The study used Facebook paid advertisements targeted at specific demographics to recruit 302 participants between ages 14-18. The recruitment strategy allowed the researchers to efficiently obtain a diverse national sample. Ongoing monitoring of the Facebook ads was important. The conclusions were that online recruitment can effectively reach a national sample, and Facebook can result in a diverse sample when the recruitment strategy is well-planned.
This document summarizes research on technology use among teens, including online bullying and sexting. Regarding cyberbullying, the data does not support claims that it is more common or upsetting than in-person bullying. Sexting prevalence increases with age from 2% at age 13 to 13.2% at age 18. Teens who sext are more likely to engage in sexual behaviors and substance use. The document recommends bullying prevention address all environments, teaching critical evaluation of websites, integrating technology into education, and approaching sexting as a part of adolescent development rather than a technology problem.
This document summarizes the ethical considerations and protocols for a text messaging intervention program for gay, bisexual, and queer teen men. It discusses obtaining informed assent while ensuring safety, verifying identities during online recruitment, and monitoring safe usage of program features. Key components included a waiver of parental permission, self-safety assessments, confirming identifying details over the phone, establishing codes of conduct, and constant monitoring of participant interactions. Some youth declined or adjusted aspects of their participation based on potential risks identified during screening.
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1. Survey development for
Girl2Girl, a text messaging-
based pregnancy prevention
program for sexual minority
adolescent girls
Myeshia Price-Feeney, PhD MicheleYbarra, MPH PhD Tonya Prescott, BA
Society for the Scientific Study of Sexuality (SSSS) 2017 National Conference
Atlanta, GA November 9-12
*Thank you for your interest
in this presentation. Please
note that analyses included
herein are preliminary. More
recent, finalized analyses may
be available by contacting
CiPHR for further
information.
2. Background
• Girl2Girl is a novel text messaging-based teen pregnancy prevention program for
sexual minority girls 14-18 years of age
• Outcome measures centered on pregnancy prevention behaviors (e.g., using
condoms, being on birth control).
• Posited influential factors included one’s information, motivation, and behavioral
skills to engage in pregnancy preventive behaviors, social support, and degree of
‘outness’ with one’s friends and family
• The valid and reliable assessment of outcome measures is critical to a successful
evaluation of a behavioral intervention.
3. Methods: Online survey pilot
• First pilot: July 9-10, 2016; Second pilot: Oct 5-7, 2016
• Recruited using advertisements on Facebook and Instagram
• Interested candidates clicked advertisement and directed to online screener
• Qualified youth directed to assent form and then forwarded to online baseline
survey
• Received a $10 Amazon gift card for survey completion
• Contact information and IP address were reviewed for duplicate entries
4. Methods: Measures on online survey pilot
• Test messaging assessment
• Self-esteem
• Sexual attraction
• Internalized stigma scale
• Community connections, school experiences, and outness
• Self-perceived risk (STDs and Pregnancy)
• Intentions about sex
• Information, Motivation, and Behavior (IMB) scale
• Reasons for having sex in the future
• Reasons youth have sex
• Multidimensional Scale of Perceived Social Support (MSPSS)
• Demographics and process variables
5. Results: First online survey pilot
• 85% of youth agreed their participation in survey was valuable
• 95% agreed it is important to ask teens questions like these
• Expressed difficulty answering questions about female
condoms, dental dams, and some birth control methods;
didn’t know what they were
• About birth control intentions questions, a youth stated: “This
survey assumes you're not on any sort of birth control, which
makes the section about birth control confusing”
6. Results: First online survey pilot
• Unsure if should count unwanted sex in queries of sexual behaviors
• Wanted survey to be more inclusive of other relationship types. For example: “I wish it said
"sexual partner" instead of boyfriend/girlfriend at least sometimes. I and many other teenagers
engage in manual/oral sex outside of relationships”.
• Also, unsure how to respond to questions phrased “my girlfriend/boyfriend” if they did not
have a partner (IMB) and confused by the wording of “special person” (MSPSS)
• Youth also wanted the survey to be more gender-inclusive and sensitive to asexual youth
who may be taking the survey and transgender partners
• Wanted graphics to be added to the survey
7. Results: Second online survey pilot
• Youth continued to express the survey was
heteronormative and cisnormative in certain questions
(e.g. “Try writing “a cis guy” instead of “a guy””)
• Wanted sex defined for them (e.g. “A penis has never
been inside of me, but I've given oral. Does that count as
sex?”)
8. Results: Second online survey pilot
% (n)
Having sex
and in a
committed
relationship
Not having sex
but in a
committed
relationship
Someone you
kiss, touch, or
make out with
but someone
with whom
you are not
having sex
Not
committed to
one another
but having sex
Not
committed nor
having sex
RelationshipType
Boyfriend/Girlfriend 90% (158) 72% (127) 62% (109) 10% (18) 3% (5)
Partner 76% (134) 55% (97) 66% (116) 29% (51) 5% (9)
Someone you’re dating 58% (102) 53% (93) 80% (141) 29% (51) 16% (28)
Someone you’re hooking up with 6% (11) 1% (2) 38% (67) 93% (164) 1% (2)
Sexual partner 52% (92) 3% (5) 23% (40) 89% (157) 4% (7)
Note:Categories are non-exclusive; N=176
9. Integrating Feedback: Online survey pilots
• Added an option for asexual to the assessment of attraction and sexual identity
• Prior to sexual behavior sections, updated instructions to read: If you are asexual and are
not sexually attracted to people, please answer in a way that feels best for you.
• Added questions asking youth if they were attracted to transgender males and/or
transgender females
• Ensured references to body parts were not gendered
• E.g. “In the next year, do you think you might have the following types of sex with a girl?”, to
instead read, “In the next year, do you think you might have the following types of sex with a
girl, or someone with a vagina regardless of their gender presentation?”.
• Also edited referenced of “girl or guy” to “the person” when allowable
10. Integrating Feedback: Online survey pilots
• Added pictorial representations and descriptions of dental dams, female condoms, and
various forms of birth control
• We added that youth should respond about their intention to use or stay on birth control.
• E.g. changed “In the next 3 months, getting on birth control for me would be:”, to instead say,
“In the next 3 months, getting or staying on birth control for me would be:”.
• Updated instructions to tell youth who may not have a girlfriend/boyfriend or sexual
partner to respond as if they did
• Reworded “special person” in MSPSS to say “a person special to me”
• We used “girlfriend/boyfriend or sexual partner” to include committed and sexual non-
committed relationships
11. Methods:Text messaging-based survey pilot
• First pilot: September 10-13, 2016; Second Pilot:
September 16-20, 2016
• Same recruitment and enrollment protocol
described with baseline; however, after assent,
were sent a text with first survey question
• Participants received $5Amazon gift card
• Duplicate entries based on IP address and contact
information excluded
12. Methods: Measures text messaging-based survey pilot
• Outcome measures of the study (e.g., “And, are you on birth control? I mean the pill, shot
(eg Depo-Provera), ring (eg NuvaRing), patch (eg Xulane), an IUD (eg Paragard) or implant
(eg Implanon)”
• Question about acceptability of abbreviations used (i.e., “Thanks.And sometimes we used
abbreviations. Like, "def", "dunno", "prob","Wks", and "eg".Which, if any, did you find
confusing?”)
• Clarity questions (e.g., “When we asked you about "sex when a penis went into your
vagina", did you think we meant 1) a man's or transgender woman's penis, 2) a toy penis, or
3) both?”)
• Feedback on the way condom use was queried (e.g., “And, what was it like for you to be
asked the number of times you used AND did NOT use a condom?Was it annoying? Helped
you remember? Something else?”)
13. Results: First text messaging-based survey pilot
• Testers found survey acceptable and it functioned as intended:
• Ex: “i must say I'm happy with how discreet the process is and I'm glad that you are even gathering this
information in the first place :)” and “I like how casual/conversational it is.”
• Unsure if “how many times have you had sex when a dildo, sex toy, or other object went
into your vagina” included masturbation
• Some youth thought “e.g.” was confusing
• 64% preferred “shot (like Depo-Provera)” instead of “shot (e.g. Depo-Provera” or “shot
(Depo-Provera)”
• 10% thought were referring to a sex toy or both a sex toy and a man or transgender
woman’s penis when asked about sex with a penis
• Thought being asked both number of time used and did not use condoms was annoying,
redundant, or unnecessary
• 19% did not want an incentive
14. Integrating Feedback: FirstText messaging-based
survey pilot
• Added introductory text to clarity what we meant by
sex
• Also specifically stated: “sex when someone’s penis
(not a dildo/toy) goes into your vagina?” and “when a
dildo, sex toy, or other object (not fingers or a penis)
went in your vagina”
• Minimized the use of abbreviations and used “like”
when providing youth with examples
• Allowed youth to write in where they’d like to send a
donation
15. Results: SecondText messaging-
based survey pilot
• Survey much better received by youth
• Most of the confusion was related to the introductory text
message
• One respondent was still confused about whether having used
a toy included masturbation
• Wording of some of the sex questions confusing; though it was
purposeful
• 3% thought we were referring to a sex toy, and 10% thought
we were referring to both a man or transgender woman’s
penis and a sex toy
• No difference in the confidence when reporting condom use
16. Integrating Feedback: SecondText messaging-
based survey pilot
• Changed phrasing to “human penis (not a dildo/sex toy)” and “dildo, sex toy,
or other object (not fingers or a penis)” on all future surveys
• If respondents stated they thought we were referring to a toy or both a
man/transgender woman’s penis and a toy, we added a follow-up question
• Chose to ask youth the number of times they used a condom
• Added the option to donate to one of six top charity organizations to future
surveys
17. Conclusions
• Findings suggest the importance of
iterative survey development with
the target population
• Piloting question with LGB youth is
critical to ensure they understand
questions as intended
• Make sure that asexually identified
youth feel included
• Be gender inclusive
• With 602 completes, Facebook
appears to be an efficient way to
reach LGB+ teen girls
18. Acknowledgements
Thank you to entire Girl2GirlTeam from Center for Innovative Public Health Research,
University of British Columbia, andThe City University of NewYork.We also thank the
participants for their time and willingness to participate in this study.
For more information about the Girl2Girl study, contact:
MicheleYbarra, MPH PhD
Center for Innovative Public Health Research
P: 1 877 302 6858 ext. 801
F: 1 877 302 6858
michele@innovativepublichealth.org
The project described is supported by Award Number R01 MH096660 from the Office of Adolescent Health.The content is solely the
responsibility of the authors and does not necessarily represent the official views of the Office of Adolescent Health.
19. Results: Baseline Survey
• Received 415 screener for the first pilot test
• 242 eligible
• 91 LGB+ girls completed survey
• Received 894 screeners for second pilot test
• 342 eligible
• 176 LGB + girls completed
20. Results: Intervention End Survey
• Received 443 screeners for the first intervention end pilot
• 229 eligible
• 171 LGB+ girls completed
• Received 547 screeners for the second intervention end
pilot
• 286 eligible
• 164 LGB+ girls completed
For more information, please contact MicheleYbarra at michele@innovativepublichealth.org
Editor's Notes
For the second pilot, we also included a measure of youth’s opinions about certain terminology to describe youth relationships.
91 LGB+ girls completed first baseline
176 LBG+ completed second baseline
The terms “partner” and “someone you’re dating” was a bit more ambiguous regarding whether a commitment or sex were involved. While a few youth commented that “partner” suggested something akin to marriage or having been together for a long time and 76% felt that it was a committed relationship, 29% responded that it could mean a sexual relationship with no commitment.
Also, if a participant selected “I do not know what this is” when responding to their current or intended use of birth control, they were referred to the pictures and description and permitted to change their response.
For the second IE baseline, participants were randomized after providing assent to two versions of the 19-item survey. We were interested in whether querying number of time female/male condoms wee used vs time not used affected endorsement rate.
171 LGB+ girls completed the Fist IE survey
164 LBG+ girls completed the Second IE Survey
It was sent in three different messages and youth were unsure if they were supposed to respond or not because the phone did not send them together.
“Got it. Now just thinking about a man's or transgender woman's penis, how many times have you had sex when a penis went into your vagina in the past 4 weeks?”
Youth previously gave negative feedback about feeling judged
included asexual as an identity and that instructions for sections that talk about sexual behavior and attraction acknowledge that not all youth have sexual attractions to others
ask about attraction to transgender boys and girls; not assuming a gender assignment for body parts (e.g., a person’s penis rather than a boy’s penis)