Adult Role Models: Feasibility,Acceptability, and Initial Outcomes for Sex Education     

Lisa Colarossi  Ellen Johnson Silver  Randa Dean  Amanda Perez  Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.  相似文献   

Organizational Capacity Building for Sexual Health Promotion     

Lisa G. Colarossi  Randa Dean  Kavitha Balakumar  Alexandra Stevens 《American journal of sexuality education》2017,12(1):1-19

We present an organizational capacity building program that is a systemic approach to training professionals, creating organizational policies and practices, and enhancing the physical environment with materials about sexual and reproductive health. The evaluation of four different organizations showed increases over six months in: staff reports of administrative support for providing materials and referrals to clients, as well as having sexual health conversations with clients; positive staff attitudes about, and preparedness for, providing sexual health information; and knowledge about sexual health. All were sustained at twelve months. Environmental enhancement with educational materials and condom distribution also increased.  相似文献   

Social processes and outcomes of in-school contact between deaf and hearing peers     

Kluwin TN  Stinson MS  Colarossi GM 《Journal of deaf studies and deaf education》2002,7(3):200-213

Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming. There was a tendency for studies to use observational methods with very young children, teacher evaluations with middle school children, and questionnaires with older children. Three major areas of methodology limit general conclusions: samples, measurements of variables, and experimental manipulations. The reviewed studies provide a basis for understanding the social processes and outcomes in these placement situations; however, it is not possible to make broad generalizations about effects of placement.  相似文献