Abstract: Sexual Health Transformation Among College Student Educators in an Arts Based HIV Prevention Intervention: A Qualitative Cross-Site Analysis (Society for Prevention Research 24th Annual Meeting)
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170 Sexual Health Transformation Among College Student Educators in an Arts Based HIV Prevention Intervention: A Qualitative Cross-Site Analysis

Schedule:
Wednesday, June 1, 2016
Regency B (Hyatt Regency San Francisco)
* noted as presenting author
Shannon L Dunlap, MSW, Doctoral Student, University of California, Los Angeles, Los Angeles, CA
Yesenia Merino, MPH, Doctoral Student, University of North Carolina at Chapel Hill, Chapel Hill, NC
Suzanne Heitfeld, MPH, health scientist, Emory University, Atlanta, GA
Robert Gordon, MA, Director of Sex Squad, University of California, Los Angeles, Los Angeles, CA
David Gere, PhD, Professor, University of California, Los Angeles, Los Angeles, CA
Alexandra Lightfoot, PhD, Research Assistant Professor; Director, Community Engagement, Partnerships and Technical Assistance, University of North Carolina at Chapel Hill, Chapel Hill, NC
ABSTRACT BODY

Introduction. Young adults are disproportionately affected by HIV compared to the general population. Sexual health programs tailored to cultural and contextual factors bridge the gap between evolving sexual health beliefs and medically accurate sexual health education by providing opportunities for skill-building and dialogue about social norms. Given the influence of peers on the development of emerging adults’ sexual health attitudes, peer and near-peer models are popular methods of providing HIV prevention messages.

Methods. We examined the sexual health change process experienced by young sexual health educators.  We recruited 26 college students from three geographic regions of the United States who were participating in a multi-site arts-based sexual health prevention program as sexual health educators. We conducted 8 focus groups and used a phenomenological approach to analyze data. We drew from social cognitive theory (SCT) to examine how sexual health knowledge, self-efficacy, communication, and attitudes regarding sexual health shifted across the duration of participation.

Results. Findings suggest that the college student sexual health educators: 1) developed enhanced sexual health awareness and critical consciousness, 2) questioned their own sexual health education and challenged previous beliefs, 3) demonstrated self-efficacy related intended behavior change, and 4) identified as social justice advocates for positive sexual health. We present both similarities and differences regarding the sexual health change process among the college student sexual health educators across the three sites.

Conclusion. This research emphasizes the early stages of behavior change processes often neglected by extant research prioritizing health outcomes.  Although behavioral outcomes are critical, we believe that changes in self-awareness and critical consciousness, effective communication strategies, and self-efficacy are vital to developing concrete strategies for positive sexual health behaviors among college student sexual health educators.

Back to: College Students at Risk: Perceptions, Predictions, and Prevention of HIV/AIDS
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