Women\u27s Evaluations of and Affective Reactions to Mainstream Violent Pornography, Nonviolent Pornography, and Erotica

Women\u27s reactions to three types of sexually explicit materials were examined. Ninety-six female undergraduates completed questionnaires measuring previous exposure to pornography, past history of coercive sexual experiences, attitudes toward feminism, hostility toward men, adversarial sexual beliefs, and rape myth acceptance. They were then randomly assigned to one of four conditions: (a) erotica, (b) nonviolent pornography (c) violent pornography, and (d) control. They viewed 50 slides during each of two 30-minute sessions, complete a measure of mood disturbance, and evaluate each slide. The erotica was evaluated positively, while the pornography was evaluated negatively, and the violent pornography was evaluated more negatively than the other three conditions. Mood disturbance increased significantly from pre- to post exposure in the violent and nonviolent pornography conditions only. In addition, women with past coercive sexual experiences evaluated pornography more negatively and erotica more positively than women who had no such experience

Offering Sexual Health Fairs to Supplement Existing Sex Education Programs: An Evaluation of Adolescent Students' Knowledge Needs

A health fair called Choices Not Chances has been designed by the public health nurses in a southern Ontario city to increase the knowledge of young high school students about sexual health and healthy relationships. Our purpose in designing this study in cooperation with the public health nurses ivas to assess the existing level of knowledge among grades 9 and 10 students to determine if the content presented through this fair was appropriate for these students. Forty-five grades 9-10 students completed one survey during class time in their sex-segregated physical education class. Our findings show that although students had basic knowledge about STDs, anatomy, and pregnancy prevention, their knowledge of healthy communication and behavior in relationships was much less developed, which may put students at risk of becoming involved in unsafe sex and abusive relationships. Overall, the health fair appears to provide a valuable supplement for sex education.Dans le but d'accroître les connaissances qu'ont les élèves du secondaire au sujet de la santé en matière de sexualité et des relations interpersonnelles saines, des infirmières de la santé publique ont organisé, dans une ville du sud de l'Ontario, une foire sur la santé intitulée Choices Not Chances (Des choix plutôt que des risques). Nous avons entrepris cette étude avec la coopération de ces infirmières de la santé publique afin d'évaluer ce que savent les élèves en 9e et en 10e années pour ensuite déterminer si le contenu de la foire leur convenait. Quarante-cinq élèves en 9e et en 10e années ont complété un sondage pendant leur cours d'éducation physique (pendant lequel ils sont regroupés selon leur sexe). Les résultats indiquent que, quoique les étudiants aient des connaissances de base au sujet des MTS, de l'anatomie et de la prévention de la grossesse, ils en savent beaucoup moins sur la communication et le comportement sains dans les relations interpersonnelles, ce qui pourrait indiquer qu'ils courrent le risque de se retrouver dans des relations abusives ou d'adopter des pratiques sexuelles risquées. De façon globale, la foire sur la santé semble constituer un supplément valable au cours d'éducation en matière de sexualité

Exploring the role of in-person components for online health behavior change interventions: Can a digital person-to-person component suffice?

© Sara Santarossa, Deborah Kane, Charlene Y Senn, Sarah J Woodruff. The growth of the digital environment provides tremendous opportunities to revolutionize health behavior change efforts. This paper explores the use of Web-based, mobile, and social media health behavior change interventions and determines whether there is a need for a face-to-face or an in-person component. It is further argued that that although in-person components can be beneficial for online interventions, a digital person-to-person component can foster similar results while dealing with challenges faced by traditional intervention approaches. Using a digital person-to-person component is rooted in social and behavioral theories such as the theory of reasoned action, and the social cognitive theory, and further justified by the human support constructs of the model of supportive accountability. Overall, face-to-face and online behavior change interventions have their respective advantages and disadvantages and functions, yet both serve important roles. It appears that it is in fact human support that is the most important component in the effectiveness and adherence of both face-to-face and online behavior change interventions, and thoughtfully introducing a digital person-to-person component, to replace face-to-face interactions, can provide the needed human support while diminishing the barriers of in-person meetings. The digital person-to-person component must create accountability, generate opportunities for tailored feedback, and create social support to successfully create health behavior change. As the popularity of the online world grows, and the interest in using the digital environment for health behavior change interventions continues to be embraced, further research into not only the use of online interventions, but the use of a digital person-to-person component, must be explored

The impact of sexual education and socialization on sexual satisfaction, attitudes, and self-efficacy

This study examined the relation between school-based sexual education and parental messages about sex received in adolescence, and sexual attitudes and experiences in young adulthood. Participants—99 Canadian undergraduate students aged 17–25 years—reported that their sexual education largely focused on traditional topics (e.g., negative health outcomes, physiology, etc.), while social and emotional topics were less likely to be formally covered. Parental sexual socialization that was more comfortable and accepting of teen sexuality was related to more permissive sexual attitudes in young adults, but was unrelated to self-efficacy or sexual satisfaction. When all variables were examined using hierarchical regression, sexual education and parental socialization did not predict sexual satisfaction. However, mediation analysis revealed an indirect effect of sexual self-efficacy on the relation between sexual education and sexual satisfaction. More comprehensive and higher-quality sexual education increased sexual self-efficacy, which was then related to higher sexual satisfaction beyond the role of gender and relationship status. This provides insight into the mechanism by which sexual education in Canada may impact sexual satisfaction. The influence of parental socialization and school-based sexual education are apparent and complementary. Both sources of information and values (parents/school) offered benefits for young adults’ positive sexual attitudes, but school-based education appears to be key. How sexual education is delivered (e.g., if teachers are knowledgeable and comfortable discussing topics) may be even more important than the content itself. These findings suggest that prioritizing teacher training to improve their comfort with delivery of sexual education programming would improve adolescents and young adults’ sexual lives

An Evaluation of Strategies Used to Maximize Intervention Fidelity in a Randomized Controlled Trial of a Sexual Assault Resistance Program for University Women

In this paper, we describe and evaluate the strategies used to maximize intervention fidelity in a randomized controlled trial to examine the efficacy of a sexual assault resistance intervention. The EAAA program was based on the best available theory and evidence on how women can successfully resist sexual coercion from male acquaintances. Extensive protocols for hiring, training, and supervising facilitators were established a priori. Detailed intervention manuals were developed that clearly described program goals, learning objectives, core elements, troubleshooting tips, sections that must be delivered verbatim, adaptations that could be made if necessary, and the ideal and minimum dose. Program sessions were audio-recorded, and a subsample of recordings were scored for adherence to the manuals using detailed Intervention Fidelity Checklists (IFC) developed specifically for this research. The Gearing et al. (2011) Comprehensive Intervention Fidelity Guide (CFIG) was employed retrospectively to provide objectivity to our analysis and help identify what we did well and what we could have done better. The SARE (Sexual Assault Resistance Education) Trial received high scores (38 out of 44 (86%) from each of the first two authors on the CFIG, suggesting a high level of intervention fidelity. Although a potential for bias on the part of the two raters was an obvious limitation, as was our neglection to include measures of implementation receipt, which Gearing et al. (2011) recommended, our analysis underscores the utility in employing methods recommended to enhance intervention fidelity when developing and evaluating evidence-based interventions

Secondary and 2-Year Outcomes of a Sexual Assault Resistance Program for University Women

We report the secondary outcomes and longevity of efficacy from a randomized controlled trial that evaluated a novel sexual assault resistance program designed for first-year women university students. Participants (N = 893) were randomly assigned to receive the Enhanced Assess, Acknowledge, Act (EAAA) program or a selection of brochures (control). Perception of personal risk, self-defense self-efficacy, and rape myth acceptance was assessed at baseline; 1-week postintervention; and 6-, 12-, 18-, and 24-month postrandomization. Risk detection was assessed at 1 week, 6 months, and 12 months. Sexual assault experience and knowledge of effective resistance strategies were assessed at all follow-ups. The EAAA program produced significant increases in women’s perception of personal risk, self-defense self-efficacy, and knowledge of effective (forceful verbal and physical) resistance strategies; the program also produced decreases in general rape myth acceptance and woman blaming over the entire 24-month follow-up period. Risk detection was significantly improved for the intervention group at post-test. The program significantly reduced the risk of completed and attempted rape, attempted coercion, and nonconsensual sexual contact over the entire follow-up period, yielding reductions between 30% and 64% at 2 years. The EAAA program produces long-lasting changes in secondary outcomes and in the incidence of sexual assault experienced by women students. Universities can reduce the harm and the negative health consequences that young women experience as a result of campus sexual assault by implementing this program. Online slides for instructors who want to use this article for teaching are available on PWQ’s website at http://journals.sagepub.com/page/pwq/suppl/index