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Of a possible 26 focus group discussions (two each in 13 schools), 18 were carried out in 10 of the 13.
Some focus groups were not undertaken because of difficulties finding time or communication problems in schools.
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Social Learning theory [for an overview, see (Turner and Shepherd, 1999)], have been applied to peer-led methods to support their use.
While there are some summative evaluations reporting on peer education programmes implemented in schools [see, e.g. As Backett-Milburn and Wilson note, there are also many issues concerning the development, delivery and impact of peer-led education which have received little systematic attention in the literature to date.
They observed and recorded all the training sessions with peer educators and a sample of the peer-delivered sessions, administered questionnaires prior to programme training and after programme delivery, and facilitated focus group discussions with groups of peer educators in each cohort in each school at the end of the programme.
Peer educators were recruited to the discussions on an basis; the constraints of the school timetable meant that some were excluded from the focus groups because of their academic commitments.
Twenty-seven co-educational comprehensive secondary schools in central southern England were recruited to the study in 1997 and randomly allocated to receive either a programme of peer-led sex education (in 14 schools) delivered by Year 12 students (aged 16/17 years) to two successive cohorts of students in Year 9 (aged 13/14 years) or to act as controls by continuing with their teacher-led provision (13 schools).
The effectiveness of peer-led sex education is being assessed through questionnaires completed by young people 6 months and 2 years after the intervention.
Methodological issues arising when collecting, analysing and presenting such data are discussed, and some recommendations are outlined for carrying out school-based peer education.
This paper is the second of two presenting data from a multi-centre research study of peer-led sex education.
It also includes some data from the post-programme questionnaires completed by peer educators.
In one of the 14 schools allocated to deliver peer-led sex education, the programme was not implemented because of problems recruiting enough volunteers.
The two papers in this series present data collected from peer educators in the RIPPLE (Randomized Intervention of Pu Pil-Led sex Education) study.Tags: Adult Dating, affair dating, sex dating