Swipe om te navigeren naar een ander artikel
An oral presentation was held at the Dutch Conference for Public Health 2014 (Nederlands Congres Volksgezondheid; NCVGZ), at the Conference of the European Health Psychology Society 2014 and at the European Conference in Educational Research 2014.
Many adolescents experience sexual harassment and victims of sexual harassment have higher risks regarding well-being and health behaviors such as higher risks of suicidal thoughts, suicidal ideation and feeling unsafe at school. A peer-performed play and school lessons on preventing sexual harassment behavior were presented to secondary school students. We evaluated its effectiveness, using a cluster-randomized controlled design to assign schools to an experimental condition [n = 14 schools; 431 students (51 % female)] and a control condition [n = 11 schools; 384 students (51 % female)]. To measure the effects of the intervention at first post-test and 6-month follow-up, our multilevel analyses used a two-level random intercept model. Outcome measures were sexual harassment behaviors, behavioral determinants and distal factors influencing these behaviors. At post-test, students in the experimental group reported a reduced intention to commit sexual harassment behavior and higher self-efficacy in rejecting it. At post-test and follow-up there was a significant positive effect on social norms for rejecting sexual harassment behavior. At follow-up, sexual self-esteem was higher in students in the experimental group than in the control group. Effects on these determinants will benefit adolescents’ future sexual behaviors. In combination, the play and lessons, possibly together with continued sexual health education and skills programs on social-emotional learning in subsequent school years, have potential for preventing sexual harassment behavior.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211. CrossRef
American Association of University Women Educational Foundation. (2001). Hostile hallways: Sexual harassment and bullying in schools. Washington, DC: Harris/Scholastic Research.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bartholomew, L. K., Parcel, G. S., Kok, G., Gottlieb, N. H., & Fernández, M. E. (2011). Planning health promotion programs: An intervention mapping approach (3rd ed.). San Francisco, CA: Jossey-Bass.
Black, B., Weisz, A., Coats, S., & Patterson, D. (2000). Evaluating a psychoeducational sexual assault prevention program incorporating theatrical presentation, peer education and social work. Research on Social Work Practice, 10, 589–606.
Connor, M., & Norman, P. (2005). Predicting health behavior. Berkshire: Open University Press.
de Bruijn, P., Burrie, I., & van Wel, F. (2006). A risky boundary: Unwanted sexual behaviour among youth. Journal of Sexual Aggression, 12, 81–96. CrossRef
de Graaf, H. , Kruijer, H., van Acker, J., & Meijer, S. (2012). Seks onder je 25 e. Seksuele Gezondheid van Jongeren in Nederland anno 2012 [Sex under the age of 25. Sexual Health of Dutch Adolescents in the year 2012]. Delft: Eburon.
de Graaf, H., Meijer, S., Poelman, J., & Vanwesenbeeck, I. (2005). Seks onder je 25 e. Seksuele gezondheid van jongeren in Nederland anno 2005 [Sex under the age of 25. Sexual health of Dutch adolescents in the year 2005]. Delft: Eburon.
de Graaf, H., van Egten, C., van Hoog, S., & van Berlo, W. (2009). Seksualisering: Aandacht voor etniciteit [Sexualization: attention for etnicity]. Utrecht: Rutgers Nisso Groep/E-Quality.
Evans, R. I., Getz, J. G., & Raines, B. S. (1992). Applying social inoculation concepts to prevention of HIV/AIDS in adolescents: Just say no is obviously not enough. Paper presented at the meeting of the Society of Behavioral Medicine, New York.
Felten, H., & Janssens, K. (2014). Handboek ‘Benzies & Batchies’ en ‘Ik hou van mij’. Theaterproject, peer education en weerbaarheidstraining [Handbook ‘Benzies & Batchies’ and ‘I love me’. Theatre, peer-education and social skills and resilience training]. Utrecht: MOVISIE.
Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. New York, NY: Psychology Press.
Foshee, V. A., Bauman, K. E., Ennett, S. T., Linder, G. F., Benefield, T., & Suchindran, C. (2004). Assessing the long-term effects of the safe dates program and a booster in preventing and reducing adolescent dating violence victimization and perpetration. American Journal of Public Health, 94, 619–624. CrossRefPubMedPubMedCentral
Gerrard, M., Gibbons, F. X., Houlihan, A. E., Stock, M. L., & Pomery, E. A. (2008). A dual-process approach to health risk decision making: The Prototype Willingness Model. Developmental Review, 28, 29–61. CrossRef
Goldstein, S. E., Malanchuk, O., Davis-Kean, P. E., & Eccles, J. S. (2007). Risk factors of sexual harassment by peers: A longitudinal investigation of African American and European American adolescents. Journal of Research on Adolescents, 17, 285–300. CrossRef
Hecht, M. L., Corman, S. R., & Miller-Rassulo, M. (1993). An evaluation of the drug resistance project: A comparison of film versus live performance media. Health Communication, 5, 75–88. CrossRef
Hill, C., & Kearl, H. (2011). Crossing the line: Sexual harassment at school. Washington, D.C.: American Association of University Women.
Hofstetter, H., Peters, L. W. H., Meijer, S., van Keulen, H. M., Schutte, L., & Empelen, P. van. (2014). Evaluation of the effectiveness and implementation of the sexual health program Long Live Love iv. European Health Psychologist, 16, 489. https://www.government.nl/topics/secondary-education. Retrieved January 26, 2016.
Kuyper, L., de Wit, J., Adam, P., Woertman, L., & van Berlo, W. (2009). Laat je nu horen! Een onderzoek naar grensoverschrijdende seksuele ervaringen en gedragingen onder Jongeren [Speak up now! Unwanted sexual experiences and behaviors among young people]. Utrecht: Universiteit Utrecht.
Marlatt, G. A., & Donovan, D. M. (Eds.). (2005). Relapse prevention; maintenance strategies in the treatment of addictive behaviors (2nd ed.). New York: Guilford.
McAlister, A. L., Perry, C. L., & Parcel, G. S. (2008). How individuals, environments and health behaviors interact: Social cognitive theory. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior and health education (4th ed., pp. 169–188). San Fransisco: Jossey-Bass.
Nikken, P. (2007). Jongeren, media en seksualiteit [Adolescents, media and sexuality]. Utrecht: Nederlands Jeugd Instituut.
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Temple, J. R., & Choi, H. (2014). Longitudinal association between teen sexting and sexual behavior. Pediatrics. doi: 10.1542/peds.2014-1974.
Young, A. M., Grey, M., & Boyd, C. J. (2009). Adolescents’ experiences of sexual assault by peers: Prevalence and nature of victimization occurring within and outside of school. Journal Youth Adolescence, 38, 1072–1083. CrossRef
Yu Li, M., Frieze, I., & Tang, C. S. (2010). Understanding adolescent peer sexual harassment and abuse: Using the theory of planned behavior. Sexual Abuse, 22, 157–171. CrossRef
- Effects of an Interactive School-Based Program for Preventing Adolescent Sexual Harassment: A Cluster-Randomized Controlled Evaluation Study
Gaby P. A. de Lijster
Paul L. Kocken
- Springer US