Pub Date : 2021-08-09DOI: 10.1080/15546128.2021.1960664
Logan Levkoff, M. Kempner
Abstract For decades, sexuality educators have fought to include condom lessons in sexuality education programs. Condoms have been promoted for good reason: they work to prevent pregnancy and remain the only form of contraception that also offers protection against STIs. While most sex educators agree that sexual health programs must include conversations about condoms, our current lessons, which remain rooted in early HIV-prevention efforts, actually perpetuate negative attitudes about condoms—including suggestions that they are difficult to use and an assumption that people dislike condoms. This article explains issues with current condom lessons and suggests a more positive approach.
{"title":"We’re Teaching About Condoms All Wrong: How Sex Educators Reinforce Negative Attitudes and Misinformation About Condoms and How to Change That","authors":"Logan Levkoff, M. Kempner","doi":"10.1080/15546128.2021.1960664","DOIUrl":"https://doi.org/10.1080/15546128.2021.1960664","url":null,"abstract":"Abstract For decades, sexuality educators have fought to include condom lessons in sexuality education programs. Condoms have been promoted for good reason: they work to prevent pregnancy and remain the only form of contraception that also offers protection against STIs. While most sex educators agree that sexual health programs must include conversations about condoms, our current lessons, which remain rooted in early HIV-prevention efforts, actually perpetuate negative attitudes about condoms—including suggestions that they are difficult to use and an assumption that people dislike condoms. This article explains issues with current condom lessons and suggests a more positive approach.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"16 1","pages":"466 - 479"},"PeriodicalIF":1.2,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46908702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-03DOI: 10.1080/15546128.2021.1959472
Christopher N. King, Rachel M. Arthur, Jonathan R. Bennett, Wesley James, K. Matthews
Abstract The study evaluated safe sex attitudes and intentions from a comprehensive, peer-led sexual health program for teenage students enrolled in three rural colleges in Mississippi. The methods consisted of pretest and posttest survey items regarding attitudes and intentions toward safe sex from 149 participants and a peer educator focus group on curriculum delivery and participation. Intentions and motivations for contraception and sexual risk awareness significantly improved at posttest for all participants. The focus group suggested that peer-led approaches are critical for engaging students, fostering participation, and addressing students’ sexual health needs in culturally sensitive ways.
{"title":"Evaluation of a Peer-Led Comprehensive Sexual Health Program for College Teens","authors":"Christopher N. King, Rachel M. Arthur, Jonathan R. Bennett, Wesley James, K. Matthews","doi":"10.1080/15546128.2021.1959472","DOIUrl":"https://doi.org/10.1080/15546128.2021.1959472","url":null,"abstract":"Abstract The study evaluated safe sex attitudes and intentions from a comprehensive, peer-led sexual health program for teenage students enrolled in three rural colleges in Mississippi. The methods consisted of pretest and posttest survey items regarding attitudes and intentions toward safe sex from 149 participants and a peer educator focus group on curriculum delivery and participation. Intentions and motivations for contraception and sexual risk awareness significantly improved at posttest for all participants. The focus group suggested that peer-led approaches are critical for engaging students, fostering participation, and addressing students’ sexual health needs in culturally sensitive ways.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"16 1","pages":"533 - 553"},"PeriodicalIF":1.2,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15546128.2021.1959472","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45269859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-29DOI: 10.1080/15546128.2021.1959473
Scott Herrling, Heather Hirsch
Abstract Objectives To test the ACE-Plus curriculum, a two-session program that teaches males in foster care and/or preventive services about correct and consistent condom use, and engagement with female partners to obtain and use contraception. Methods Nine foster care agencies in New York City randomly assigned 223 males aged 16–20 to the ACE-Plus intervention or a benign program. Youth completed surveys at baseline, 3-month follow-up, and 9-month follow-up. Regression analyses assessed the effects of program participation on condom use, use of hormonal birth control method, use of birth control by female sex partner(s), obtaining birth control with a sex partner(s), and communication about birth control with a sex partner(s). Results At 3-month follow-up, treatment youth were significantly more likely than control youth to report communicating with their sexual partner(s) about birth control (p = .0062). While not statistically significant, treatment youth were more likely to report obtaining birth control with a sex partner(s) than control youth at 3-month follow-up. Impact estimates for the remaining behavioral outcomes favored the control group, though not significantly. Implementation data suggest the program was delivered with fidelity. Conclusion Based on these mixed results, perhaps more developmental research into this short-duration intervention for this high-needs population is necessary.
{"title":"An Evaluation of Achieving Condom Empowerment (ACE)-Plus in Foster Care Agencies in New York City","authors":"Scott Herrling, Heather Hirsch","doi":"10.1080/15546128.2021.1959473","DOIUrl":"https://doi.org/10.1080/15546128.2021.1959473","url":null,"abstract":"Abstract Objectives To test the ACE-Plus curriculum, a two-session program that teaches males in foster care and/or preventive services about correct and consistent condom use, and engagement with female partners to obtain and use contraception. Methods Nine foster care agencies in New York City randomly assigned 223 males aged 16–20 to the ACE-Plus intervention or a benign program. Youth completed surveys at baseline, 3-month follow-up, and 9-month follow-up. Regression analyses assessed the effects of program participation on condom use, use of hormonal birth control method, use of birth control by female sex partner(s), obtaining birth control with a sex partner(s), and communication about birth control with a sex partner(s). Results At 3-month follow-up, treatment youth were significantly more likely than control youth to report communicating with their sexual partner(s) about birth control (p = .0062). While not statistically significant, treatment youth were more likely to report obtaining birth control with a sex partner(s) than control youth at 3-month follow-up. Impact estimates for the remaining behavioral outcomes favored the control group, though not significantly. Implementation data suggest the program was delivered with fidelity. Conclusion Based on these mixed results, perhaps more developmental research into this short-duration intervention for this high-needs population is necessary.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"1 - 18"},"PeriodicalIF":1.2,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15546128.2021.1959473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59959585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-23DOI: 10.1080/15546128.2021.1953659
Molly Secor-Turner, B. Randall, J. Owino, S. Harpin
Abstract The sexual health of adolescents globally and in the USA remains a significant public health challenge. No evidence-based sexual health education programs exist that specifically target refugee adolescents. The purpose of this exploratory study was to describe the impact of an evidence-based sexual health education program previously demonstrated effectiveness in nonrefugee populations on refugee adolescents’ sexual health attitudes, beliefs, intentions and behaviors using minor adaptations to the curriculum. This analysis used a subsample of adolescents from refugee or immigrant backgrounds who participated in a community-based sexuality education program, Reach One Teach One-North Dakota (ROTO-ND). Previously validated scaled survey items were used to assess participants’ sexual health beliefs, self-efficacy, knowledge of sexual health resources, and behaviors. Summary statistics were calculated for sociodemographic characteristics categorized by length of time living in the USA. Bivariate unpaired comparisons demonstrated significant differences in the entire cohort on pre- to post-intervention scores on all outcome measures and scales while controlling for program attendance. Participant (n = 103) mean age was 16 and the majority were male (58%). The present study provides evidence that existing evidence-based interventions not intended to target refugee youth may contribute to meeting the unique sexual health education needs of refugee youth with minor adaptations.
摘要全球和美国青少年的性健康仍然是一个重大的公共卫生挑战。目前还没有专门针对难民青少年的循证性健康教育项目。这项探索性研究的目的是描述一项基于证据的性健康教育计划对难民青少年的性健康态度、信仰、意图和行为的影响，该计划之前在非难民人群中证明了其有效性，并对课程进行了轻微调整。这项分析使用了一个来自难民或移民背景的青少年的子样本，他们参加了一个以社区为基础的性教育项目，Reach One Teach One North Dakota（ROTO-ND）。先前验证的量表调查项目用于评估参与者的性健康信念、自我效能感、性健康资源知识和行为。根据在美国生活的时间长度分类的社会人口统计学特征计算汇总统计数据。双变量非配对比较表明，在控制项目参与率的同时，整个队列在所有结果测量和量表的干预前后得分方面存在显著差异。参与者（n = 103），平均年龄16岁，多数为男性（58%）。本研究提供的证据表明，现有的循证干预措施并非针对难民青年，可能有助于满足适应程度较低的难民青年独特的性健康教育需求。
{"title":"Adapting Evidence-Based Sexuality Education to Meet the Needs of Refugee Youth in the USA","authors":"Molly Secor-Turner, B. Randall, J. Owino, S. Harpin","doi":"10.1080/15546128.2021.1953659","DOIUrl":"https://doi.org/10.1080/15546128.2021.1953659","url":null,"abstract":"Abstract The sexual health of adolescents globally and in the USA remains a significant public health challenge. No evidence-based sexual health education programs exist that specifically target refugee adolescents. The purpose of this exploratory study was to describe the impact of an evidence-based sexual health education program previously demonstrated effectiveness in nonrefugee populations on refugee adolescents’ sexual health attitudes, beliefs, intentions and behaviors using minor adaptations to the curriculum. This analysis used a subsample of adolescents from refugee or immigrant backgrounds who participated in a community-based sexuality education program, Reach One Teach One-North Dakota (ROTO-ND). Previously validated scaled survey items were used to assess participants’ sexual health beliefs, self-efficacy, knowledge of sexual health resources, and behaviors. Summary statistics were calculated for sociodemographic characteristics categorized by length of time living in the USA. Bivariate unpaired comparisons demonstrated significant differences in the entire cohort on pre- to post-intervention scores on all outcome measures and scales while controlling for program attendance. Participant (n = 103) mean age was 16 and the majority were male (58%). The present study provides evidence that existing evidence-based interventions not intended to target refugee youth may contribute to meeting the unique sexual health education needs of refugee youth with minor adaptations.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"16 1","pages":"518 - 532"},"PeriodicalIF":1.2,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15546128.2021.1953659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42746043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-16DOI: 10.1080/15546128.2021.1934212
Ani Mangold, Courtney N. Tindell, Victoria Williams, Sara K. Kuhn, Michelle J. Duffy, Sky Gabel, A. King
Abstract The present study examined how adults living in the United States perceive children’s developmentally-appropriate and problematic sexual behaviors before and after receiving psychoeducation on these topics. The purpose of the present study was to inform future psychoeducational programming. The present study specifically focused on whether male and female adult participants experienced biases regarding children’s sexual behaviors based on their own genders, children’s genders, and their own histories of adverse sexual experiences during childhood (ASECs). Participants from a national sample were presented with 8 vignettes describing situations in which male children (4 vignettes) and female children (4 vignettes) engaged in developmentally-appropriate childhood sexual behaviors (CSBs) and problematic sexual behaviors (PSBs). Participants were then asked to rate how likely they were to recommend that the children’s families seek services for CSBs and PSBs, before and after receiving psychoeducation. Results showed that the likelihood of female participants and participants with histories of ASECs recommending that families seek services significantly differed (p < .05) from male participants and participants without histories of ASECs—both overall and contextually. Additional research is warranted on how to effectively disseminate information about CSBs and PSBs to adult females as well as with histories of ASECs.
{"title":"Perceptions of Children’s Age-Appropriate and Problematic Sexual Behaviors Among Adults Living in the United States","authors":"Ani Mangold, Courtney N. Tindell, Victoria Williams, Sara K. Kuhn, Michelle J. Duffy, Sky Gabel, A. King","doi":"10.1080/15546128.2021.1934212","DOIUrl":"https://doi.org/10.1080/15546128.2021.1934212","url":null,"abstract":"Abstract The present study examined how adults living in the United States perceive children’s developmentally-appropriate and problematic sexual behaviors before and after receiving psychoeducation on these topics. The purpose of the present study was to inform future psychoeducational programming. The present study specifically focused on whether male and female adult participants experienced biases regarding children’s sexual behaviors based on their own genders, children’s genders, and their own histories of adverse sexual experiences during childhood (ASECs). Participants from a national sample were presented with 8 vignettes describing situations in which male children (4 vignettes) and female children (4 vignettes) engaged in developmentally-appropriate childhood sexual behaviors (CSBs) and problematic sexual behaviors (PSBs). Participants were then asked to rate how likely they were to recommend that the children’s families seek services for CSBs and PSBs, before and after receiving psychoeducation. Results showed that the likelihood of female participants and participants with histories of ASECs recommending that families seek services significantly differed (p < .05) from male participants and participants without histories of ASECs—both overall and contextually. Additional research is warranted on how to effectively disseminate information about CSBs and PSBs to adult females as well as with histories of ASECs.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"16 1","pages":"501 - 517"},"PeriodicalIF":1.2,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15546128.2021.1934212","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43911149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15546128.2021.1918305
Elizabeth K. Schmidt, Megan Dougherty, Natalie Robek, A. Darragh, B. Hand, S. Havercamp, Lindy L. Weaver, C. Sommerich
Abstract Sexuality education (SE) for individuals with intellectual and developmental disabilities is needed, but is sparse. Seven individuals with intellectual and developmental disabilities and two educators participated in a mixed method participatory design to iteratively refine nine learning activities for SE. We analyzed usability, usefulness, and desirability of each activity. The utilization of multiple modalities, experiential learning opportunities, and inclusion of different perspectives yielded nine learning activities that were usable, useful, and desirable. This work resulted in learning activities to improve accessibility of SE for individuals with I/DD. Additional research is needed to evaluate activity effectiveness in improving knowledge.
{"title":"Usability, Usefulness, and Desirability of Learning Activities for Sexual Health Education for Individuals with Intellectual and Developmental Disabilities","authors":"Elizabeth K. Schmidt, Megan Dougherty, Natalie Robek, A. Darragh, B. Hand, S. Havercamp, Lindy L. Weaver, C. Sommerich","doi":"10.1080/15546128.2021.1918305","DOIUrl":"https://doi.org/10.1080/15546128.2021.1918305","url":null,"abstract":"Abstract Sexuality education (SE) for individuals with intellectual and developmental disabilities is needed, but is sparse. Seven individuals with intellectual and developmental disabilities and two educators participated in a mixed method participatory design to iteratively refine nine learning activities for SE. We analyzed usability, usefulness, and desirability of each activity. The utilization of multiple modalities, experiential learning opportunities, and inclusion of different perspectives yielded nine learning activities that were usable, useful, and desirable. This work resulted in learning activities to improve accessibility of SE for individuals with I/DD. Additional research is needed to evaluate activity effectiveness in improving knowledge.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"16 1","pages":"303 - 324"},"PeriodicalIF":1.2,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15546128.2021.1918305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43161989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15546128.2021.1924909
Breanne Fahs, E. Swank
Abstract We draw from critical pedagogy and work on radical democratic praxis when discussing ways to teach sexuality studies in a way that embodies revolt and resistance to inequitable social hierarchies. Together, we specifically look at three areas where we have worked to infuse the teaching of sexuality with themes of resistance and revolt: 1) Enhancing political engagement, including a closer look at how to create an advocacy group; 2) Manifesto writing, with students writing their own manifesto; 3) Teaching anti-assimilationist politics, as students imagine and design an anti-assimilationist gay pride parade. These examples of pedagogies, class materials, and assignments suggest that teaching sexuality from a critical and activist posture works to better incorporate voices on the margins (e.g., queer/trans, women, fat, disabled, older, people of color) while pushing back against the biocentric notion that sexuality studies merely teaches about sexual facts.
{"title":"Sexualities in Revolt: Teaching Activism, Manifesto Writing, and Anti-Assimilationist Politics to Upper-Division Undergraduates","authors":"Breanne Fahs, E. Swank","doi":"10.1080/15546128.2021.1924909","DOIUrl":"https://doi.org/10.1080/15546128.2021.1924909","url":null,"abstract":"Abstract We draw from critical pedagogy and work on radical democratic praxis when discussing ways to teach sexuality studies in a way that embodies revolt and resistance to inequitable social hierarchies. Together, we specifically look at three areas where we have worked to infuse the teaching of sexuality with themes of resistance and revolt: 1) Enhancing political engagement, including a closer look at how to create an advocacy group; 2) Manifesto writing, with students writing their own manifesto; 3) Teaching anti-assimilationist politics, as students imagine and design an anti-assimilationist gay pride parade. These examples of pedagogies, class materials, and assignments suggest that teaching sexuality from a critical and activist posture works to better incorporate voices on the margins (e.g., queer/trans, women, fat, disabled, older, people of color) while pushing back against the biocentric notion that sexuality studies merely teaches about sexual facts.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"16 1","pages":"375 - 393"},"PeriodicalIF":1.2,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15546128.2021.1924909","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43967376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15546128.2021.1932655
K. Frank, L. Sandman
Abstract Limited research exists on the effectiveness of in-person workshops to help parents talk about sexuality. This study utilizes a parallel mixed methods design to examine the impact of the Home Based Adolescent Sexuality Education (B.A.S.E) for Intellectual Disabilities workshop with 26 parents of individuals with Down syndrome. Quantitative data showed a significant decrease in negative attitudes surrounding sexuality and disability and a significant increase in parents’ self-efficacy discussing sexuality topics. Qualitative data supported these findings, further illuminating parents’ changed behavior. Home B.A.S.E for Intellectual Disabilities is a promising approach to support parents as the primary sexuality educators for their children with intellectual disabilities.
{"title":"Parents as Primary Sexuality Educators for Adolescents and Adults With Down Syndrome: A Mixed Methods Examination of the Home B.A.S.E for Intellectual Disabilities Workshop","authors":"K. Frank, L. Sandman","doi":"10.1080/15546128.2021.1932655","DOIUrl":"https://doi.org/10.1080/15546128.2021.1932655","url":null,"abstract":"Abstract Limited research exists on the effectiveness of in-person workshops to help parents talk about sexuality. This study utilizes a parallel mixed methods design to examine the impact of the Home Based Adolescent Sexuality Education (B.A.S.E) for Intellectual Disabilities workshop with 26 parents of individuals with Down syndrome. Quantitative data showed a significant decrease in negative attitudes surrounding sexuality and disability and a significant increase in parents’ self-efficacy discussing sexuality topics. Qualitative data supported these findings, further illuminating parents’ changed behavior. Home B.A.S.E for Intellectual Disabilities is a promising approach to support parents as the primary sexuality educators for their children with intellectual disabilities.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"16 1","pages":"283 - 302"},"PeriodicalIF":1.2,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15546128.2021.1932655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42244453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15546128.2021.1904310
Dafne Astrid Gómez Melasio, Dora Julia Onofre Rodríguez, R. A. Benavides Torres, P. E. Trujillo Hernández
Abstract The incidence of sexually transmitted infections (STIs) in older adults has increased with sexual intercourse being the most common mode of transmission. This demonstrates their participation in risky sexual behaviors. The objective of this systematic review was to determine the individual, psychological, and sociocultural factors associated with the use or nonuse of condoms for vaginal, oral, or anal intercourse and having one or multiple sexual partners in older adults. Primary research articles with correlational designs that identify an association between some individual, psychological, or sociocultural factors with the use or nonuse of condoms for vaginal, oral, or anal intercourse or with monogamous or non-monogamous relationships in older adults were included. Some of the variables associated with safe and risky sexual behaviors were the power of sexual decision-making, self-silencing, the importance of sex, income, frequency of sex, education, and social capital. The literature regarding factors associated with safe and risky sexual behaviors in older adults is scarce and represents an area of opportunity for future research.
{"title":"A Systematic Review of Individual, Psychological and Sociocultural Factors Associated with Safe and Risky Sexual Behavior in Older Adults","authors":"Dafne Astrid Gómez Melasio, Dora Julia Onofre Rodríguez, R. A. Benavides Torres, P. E. Trujillo Hernández","doi":"10.1080/15546128.2021.1904310","DOIUrl":"https://doi.org/10.1080/15546128.2021.1904310","url":null,"abstract":"Abstract The incidence of sexually transmitted infections (STIs) in older adults has increased with sexual intercourse being the most common mode of transmission. This demonstrates their participation in risky sexual behaviors. The objective of this systematic review was to determine the individual, psychological, and sociocultural factors associated with the use or nonuse of condoms for vaginal, oral, or anal intercourse and having one or multiple sexual partners in older adults. Primary research articles with correlational designs that identify an association between some individual, psychological, or sociocultural factors with the use or nonuse of condoms for vaginal, oral, or anal intercourse or with monogamous or non-monogamous relationships in older adults were included. Some of the variables associated with safe and risky sexual behaviors were the power of sexual decision-making, self-silencing, the importance of sex, income, frequency of sex, education, and social capital. The literature regarding factors associated with safe and risky sexual behaviors in older adults is scarce and represents an area of opportunity for future research.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"16 1","pages":"415 - 434"},"PeriodicalIF":1.2,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15546128.2021.1904310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49036541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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