Community Research-Based, Family Centered Comprehensive Sex Education Program: A Mixed-Method Evaluation

Some attribute the continued problem of high rates of teen pregnancy and STDs /STIs problems to abstinence-only school based sexual education programs lacking comprehensive information and guidance about contraceptive methods. In lieu of comprehensive sex school-based program, communities have become more involved in developing their own intervention/prevention programs to handle those problems. Recent empirical evidence suggests that science-based sexuality education prevention programs are not only effective in promoting positive health choices, but that communities have an increased interest in adopting those. The current study is based on a mixed method program evaluation conducted for Teen Straight Talk (TST), a research-based comprehensive sex education program developed by Texas Tech University / TTU Health Sciences Center to serve families and youth in West Texas. A first set of analysis includes a Pre-Post design with data collected from main caregivers (N=55; White, Hispanic, and African American) to assess their base-line attitudes, knowledge, and beliefs on sexual development, STDs/STIs and sexual education prior and after attending TST. Data was collected by CITI (Collaborative Institutional Training Initiative) trained faculty and volunteer graduate/undergraduate students; data collection procedures and measures were approved by Texas Tech University Health Sciences Center Institutional Review Board. Participants include parents, aunts, uncles, grandparents, and even foster parents. Significant difference between Parental Attitudes pre-test (M=3.22, SD=.79) and Parental Attitude post-test (M=3.69, SD=.62) were found [t(54)=-4.58, p=.000]. Similarly, significant difference were reported between Parental Knowledge pre-test (M=3.25, SD=.67) and post-test [(M=3.69, SD=.45); t(54)=-5.12, p=.000]. The results suggest that parental attitudes and parental knowledge regarding sexual development, STDs/STIs and sexual education are positively significantly impacted by the program. Interestingly, the scores for Parental Beliefs pre-test (M=3.77, SD=.49) and post-test (M=3.84, SD=.47) were not significantly different [t(54)=-1.61, p=.112]. These results suggest that although TST seems to have a positive impact on parental attitudes and knowledge, their beliefs are not significantly impacted by the program. Qualitative data (N=29) assessing TST’s content and the program’s impact on the larger community is being currently analyzed based on 4 main questions: most surprising information, most interesting information, what did TST do well, and what could TST improve. The results of the study will be discussed in relation to TST programmatic strengths, limitations, and recommendation for future growth and development in the context of empirical evidence and compared to similar community programs. Practical implications for faculty, professionals, and community stakeholders partnering on research-based community programs will be also addressed.