An Assessment of The Full Circle Project: Can Theatre-Based Sexuality Education Help Overcome Cultural Barriers? Presented at the APCRSH, Bangkok, Thailand.

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Presentation transcript:

An Assessment of The Full Circle Project: Can Theatre-Based Sexuality Education Help Overcome Cultural Barriers? Presented at the APCRSH, Bangkok, Thailand October, 2003 Josephine MacIntosh, Interdisciplinary Studies, University of Victoria, Canada Funded by: Vancouver Island Health Authority, Michael Smith Foundation for Health Research/BC Medical Services Foundation (Population Health), Sara Spencer Foundation for Applied Social Research, Planned Parenthood Federation of Canada, and Dr. Elinor D.U. Powell, M.D..

2 Components Of Canadian Sexual Health Education Acquisition of knowledge Development of motivation and personal insight Development of skills that support sexual health Creation of an environment conducive to sexual health (Health Canada, 2003)

3 AIDS, HIV & STIs In Canada AIDS death rates have dropped (Health Canada, 2000) HIV infection rates continue to increase (Health Canada, 2000) Chlamydia, gonorrhea and syphilis infection rates have risen (Patrick, Wong & Jordan: SEICCAN, 2000)

4 The Full Circle Project Theatre-based intervention that used youth culture and language as the framework for HIV/STI and sexuality education Community-based, peer-led initiative to promote sexual health and responsible sexual behaviour Proactive, repeat intervention with the potential to reduce high-risk sexual behaviour (HRSB) among in-school youth

5 Purpose of the Assessment To test the potential efficacy of a novel, peer-led approach to sexual health education We hoped to help our young audiences gain confidence in their own ability to apply prevention strategies within the context of interpersonal relationships

6 Subjects Audiences: N = 125 Grade 8, 9 & 10 (mean age 14.1 yrs) 4 groups comprised of 2 classes each From 2 inner city schools and one suburban school Actor/Educators: N = 10 (aged 15-24)

7 Methodology Behavioural observations of audiences during Q&A sessions (N=351) Written feedback from audiences after each part of the play (N=363) Analysis of videotaped interviews with actor/educators (N= 10)

8 Did it Engage the Audience?

9 Overall Reported Confidence

10 Did It increase Confidence?

11 Excerpts from Video Interview with an Asian Actor/educator Q: Did you learn anything you hadn’t expected to learn? A: I… learned more [about] how to prevent HIV and sexual diseases that I wouldn’t normally have learned through daily life... that was a benefit to me… Now I would be more prepared and willing to talk about it with others.

12 Excerpts from video interview Q: How has this changed you, if at all? A: I am more accepting [of] others… regardless of their sexual orientation… I played a gay guy… That [had] an impact on me… before… if someone told me they were gay I would be… repelling… but now… I would be more accepting because I would know how they feel…

13 Excerpts from video interview Q: Any other comments? A: I would just like to tell people to do more of this kind of thing… it’s easier and has a bigger impact than… if someone… lectured me on STI’s… I wouldn’t pay attention. But [with]… a drama… [youth] pay attention because it’s… interesting… the information would actually sink in… they would think about it, and have reflections on it.

14 Limitations of the Assessment Lack of a randomized, controlled design Use of a post-test only methodology  Limits conclusions,  Results are merely suggestive

15 Discussion & Recommendations Theatre-based, peer-led approach to sexual health education holds promise Audiences reported increased confidence in their ability to apply prevention strategies The Full Circle Project showed great potential for sexual health promotion Recommend longitudinal study

16 Contact Information: Josephine MacIntosh Interdisciplinary Studies c/o Sociology Department University of Victoria PO Box 3050 Victoria, BC, Canada, V8W 3P5 Web: