Introduction
A strong teen-parental relationship is fundamental to influencing responsible sexual behaviors among adolescents. According to Lederman, Chan, and Roberts-Gray (2008), “parents influence children’s decisions about sexual engagements” (p. 137). Health practitioners recommend the adoption of well-designed interactive frameworks to engage parents and adolescents in prevention education programs. Designing parent-child discussions into curriculum-guided prevention initiatives such as social controls can augment the comfort of conversations about sex, adherence to parents’ rules, and the involvement of parents in teen’s activities (Lederman et al., 2008). Parent-child education addresses crucial aspects of adolescents such as knowledge and self-efficacy as well as approaches that reduce risky behaviors and STI rates. Lederman et al. (2008) note that about 94% of parents and 76% of youths participate in holding discussions about sex, contraception, and pregnancy (p. 142).
On average, most teens of middle school feel somewhat comfortable discussing sex, AIDS, and the use of condoms with their parents. Parental rules play a pivotal role in controlling the adolescent’s sexual behavior. For example, most adolescents acknowledge parental rules about dating, partying, staying out late, having sex, and using contraception (Lederman et al., 2008). Besides, the involvement of parents in adolescents’ activities such as helping them with homework, watching them in games, and accompanying them in school programs influenced decision-making skills and responsible sexual conduct. Mainly, youths perceive the opinions of parents about sexual behaviors as highly relevant.
Comprehensive approaches
Comprehensive approaches such as evidence-based programs that integrate curricula-based sex education have been effective in preventing teen pregnancies and infections. Mainly, comprehensive risk-reduction interventions are appropriate in incentivizing responsible adolescent behaviors such as abstinence, which in turn reduces the risk of pregnancy, HIV, and STIs. Chin et al. (2012), reviewed 66 studies that used comprehensive risk-reduction and found out that the intervention was effective. The authors report that the program led to reductions in sexual activity, the frequency of sexual activity, dangerous behaviors such as the number of sexual partners, and unprotected sexual activity (Chin et al., 2012). Furthermore, such approaches are effective in encouraging youths to use condoms. The meta-analysis performed by Chin et al. (2012) indicates that comprehensive risk-reduction produced favorable primary outcomes including a 12% decrease in sexual activity and a 14% reduction in the number of sexual partners. In addition, the intervention reduced the prevalence of STIs by 31%. The use of condoms increased by 13% among adolescents (Chin et al., 2012).
The peer-led education method
The peer-led education method is a common strategy for sexual health education. Sun, Miu, Wong, Tucker, and Wong (2018) posit that youths perceive well-trained peer educators as role models. The approach involves the recruitment of members of similar age groups and imparting sex skills and knowledge to them. The qualified peer educators implement behavioral changes in other members by sharing or teaching. Sun et al. (2018), claim that “peer educators provide conviction, comfort, and acquaintance” (p. 32), which promotes health education on sensitive matters such as sex. In their systematic reviews and meta-analyses of selected peer-led sexual health programs in advanced countries, Sun et al. (2018) found out that the approach had moderate effects on knowledge and attitudes that impact behavioral transformation among youths. Mainly, peer educators enhance the self-efficacy, views, and experiences of adolescents. The method is essential in increasing peer knowledge, leadership skills, and enabling youth involvement in sex education. Sun et al. (2018) reviewed 15 studies and found favorable outcomes. For instance, ten studies indicated that peer-led training improves HIV and STI knowledge. The collective understanding of sexually transmitted infections increased by approximately 19%. Moreover, the review shows that peer participation improves adolescents’ perceptions of reproductive health by 15%. Sun et al. (2018) add that peer-led education programs increased the willingness to use protection by 5%.
Computer and web-based interventions
Computer and web-based interventions for sexual health advocacy provide crucial advantages in helping adolescents avoid risky behaviors in hyper-digitized society. Bailey et al. (2012) analyzed six studies to determine the effectiveness of interactive computer-based interventions (ICBS) on sexual health promotion. The studies reviewed focused on the prevention of HIV prevention and STIs, risky sexual conduct, and responsible dating experiences for youths. The findings showed that ICBIs have small to moderate impacts on adolescents’ sexual knowledge, self-efficacy, and sexual behavior (Bailey et al., 2012). As well, computer-based programs for sexual health promotion are viable despite producing minimal outcomes. ICBMs are applicable across diverse populations; hence, increasing the youths’ knowledge of STIs. In the wake of increased digitization, Bailey et al. (2012) recommend additional research on the use of web-based interventions to promote sexual health education (p. 412).
In recent years, Internet-based, digital technologies have become integral in creating sexual health programs to augment efficiency in preventing STIs. The interventions use smart devices as the principal framework for reaching and engaging adolescents in sexual health education. Widman, Golin, Kamke, Burnette, and Prinstein (2018) postulate that online-based programs are beneficial in administration increasing the reliability of intervention delivery and improving interactions with youths. Given the omnipresence of internet-based technologies among the youth, online interventions remain hugely relevant for reducing risky behaviors among adolescents to prevent STDs and STIs (Widman et al., 2018). The authors developed a web-based program named Health Education and Relationship Training (HEART), which provides motivation enhancement, skill-building, and information about STIs. It aims at establishing sexual communication and assertiveness skills. The study reports that adolescents who participated in the HEART program displayed appropriate behavioral skills in sexual assertiveness and increased knowledge of STIs. Besides, participants showed positive perceptions of safe sex, excellent sexual communication, and intentions (Widman et al., 2018).
Synthesis
The articles reviewed show that interventions play a leading role in reducing risky sexual behaviors and preventing STIs among adolescents. For example, the first article acknowledges that integration of interactive social activities and parent-child communication into curricula increases youths’ knowledge about risky sexual mannerisms. However, most adolescents choose to discuss sex issues with friends rather than parents. Sun et al. (2018) support this argument with the peer-led approach, which demonstrates a higher degree of effectiveness than parent-child education programs. Besides, it is worth noting that comprehensive risk-reduction strategies studied by Chin et al. (2012) provide substantial efficiency than other approaches. Moreover, in the digitized modern society, researchers such as Bailey et al. (2012) and Widman et al. (2018) agree that computer-based and Internet technologies provide unique benefits in promoting sexual health among adolescents. However, Goesling, Colman, Trenholm, Terzian, and Moore (2014) note a significant variation in intervention effects and recommend the inclusion of diversity in programs to increase effectiveness.
Conclusion
In summary, interventions are essential in enhancing sexual health among youths aged between 15 and 19 years. The review of the literature shows substantial evidence of the effectiveness of programs in reducing risky sexual behaviors and STI rates. The most effective programs include peer-led education, comprehensive risk-reduction approaches, parent-child communication, and computer-based, digital technologies. A combination of the mentioned-above methods can increase the effectiveness in promoting responsible sexual behavior for adolescents. It is essential for studies to enhance research quality, reporting standards, and increase diversity regarding the target population. Diversified reviews are likely to increase the reliability of the interventions in reducing perilous sexual mannerisms among youths and STI rates.
References
- Bailey, J. V., Murray, E., Rait, G., Mercer, C. H., Morris, R. W., Peacock, R.,… & Nazareth, I. (2012). Computer-based interventions for sexual health promotion: Systematic review and meta-analyses. International Journal of STD & AIDS, 23(6), 408-413.
- Chin, H. B., Sipe, T. A., Elder, R., Mercer, S. L., Chattopadhyay, S. K., Jacob, V.,… & Chuke, S. O. (2012). The effectiveness of group-based comprehensive risk-reduction and abstinence education interventions to prevent or reduce the risk of adolescent pregnancy, human immunodeficiency virus, and sexually transmitted infections: Two systematic reviews for the guide to community preventive services. American Journal of Preventive Medicine, 42(3), 272-294.
- Goesling, B., Colman, S., Trenholm, C., Terzian, M., & Moore, K. (2014). Programs to reduce teen pregnancy, sexually transmitted infections, and associated sexual risk behaviors: A systematic review. Journal of Adolescent Health, 54(5), 499-507.
- Lederman, R. P., Chan, W., & Roberts-Gray, C. (2008). Parent-adolescent relationship education (PARE): Program delivery to reduce risks for adolescent pregnancy and STDs. Behavioral Medicine, 33(4), 137-144.
- Sun, W. H., Miu, H. Y. H., Wong, C. K. H., Tucker, J. D., & Wong, W. C. W. (2018). Assessing participation and effectiveness of the peer-led approach in youth sexual health education: Systematic review and meta-analysis in more developed countries. The Journal of Sex Research, 55(1), 31-44.
- Widman, L., Golin, C. E., Kamke, K., Burnette, J. L., & Prinstein, M. J. (2018). Sexual assertiveness skills and sexual decision-making in adolescent girls: A randomized controlled trial of an online program. American Journal of Public Health, 108(1), 96-102.