TY - JOUR
T1 - Development of Long Live Love plus , a school-based online sexual health programme for young adults
T2 - An intervention mapping approach
AU - Mevissen, Fraukje E. F.
AU - van Empelen, Pepijn
AU - Watzeels, Anita
AU - van Duin, Gee
AU - Meijer, Suzanne
AU - van Lieshout, Sanne
AU - Kok, Gerjo
PY - 2018
Y1 - 2018
N2 - This paper describes the development of a Dutch online programme called Long Live Love+ focusing on positive, coercion-free relationships, contraception use, and the prevention of STIs, using the Intervention Mapping (IM) approach. All six steps of the approach were followed. Step 1 confirmed the need for a sexual health programme targeting young people aged 15 and over enrolled in higher level secondary education. Step 2 resulted in the production of a series of matrices-of-changes, including detailed programme objectives at the behavioural and the psycho-social level. Step 3 involved the selection of relevant methods and applications. Step 4 consisted of programme development, resulting in a sexual health programme with online and offline components, and including interactive exercises. Step 5 focused on adoption and implementation and included the production of a detailed teacher manual. Step 6 involved detailed planning for the process and effect evaluation and included interviews with teachers and focus group discussions with students to evaluate their experiences of the programme. The inclusion of a linkage group - and especially the inclusion of teachers in the development of the programme - turned out to be essential in terms of developing a programme in line with their context and needs.
AB - This paper describes the development of a Dutch online programme called Long Live Love+ focusing on positive, coercion-free relationships, contraception use, and the prevention of STIs, using the Intervention Mapping (IM) approach. All six steps of the approach were followed. Step 1 confirmed the need for a sexual health programme targeting young people aged 15 and over enrolled in higher level secondary education. Step 2 resulted in the production of a series of matrices-of-changes, including detailed programme objectives at the behavioural and the psycho-social level. Step 3 involved the selection of relevant methods and applications. Step 4 consisted of programme development, resulting in a sexual health programme with online and offline components, and including interactive exercises. Step 5 focused on adoption and implementation and included the production of a detailed teacher manual. Step 6 involved detailed planning for the process and effect evaluation and included interviews with teachers and focus group discussions with students to evaluate their experiences of the programme. The inclusion of a linkage group - and especially the inclusion of teachers in the development of the programme - turned out to be essential in terms of developing a programme in line with their context and needs.
KW - Schools
KW - comprehensive sexuality education
KW - intervention mapping
KW - pregnancy prevention
KW - STI/HIV prevention
KW - sexual harassment prevention
KW - The Netherlands
U2 - 10.1080/14681811.2017.1389717
DO - 10.1080/14681811.2017.1389717
M3 - Article
SN - 1468-1811
VL - 18
SP - 47
EP - 73
JO - Sex Education: sexuality, society and learning
JF - Sex Education: sexuality, society and learning
IS - 1
ER -