Evaluating their Utility for Designing Culturally-Appropriate Sexual ...

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Table C2: Tailoring Features Intervention Integrated Risk, Needs, or Readiness Assessment Tailored Content or Messages Personalized Experience Individualized Messages, Tools, Goal-setting 1. It’s Your Game (IYG) X X X 2. Let's Talk About Sex X 3. Project L.I.G.H.T. X X 4. Computer-Delivered Sexual Risk Reduction X X X 5. Computer-Assisted Motivational Intervention (CAMI) X X X 6. Youth Health Provider X X X 7. Aid for Contraceptive Decision-making (ACD) X X X 8. Health Information Consumer Skills X 9. www.sexualityandu.ca X X 10. Keep it Real X X 11. Trust Yourself. Reduce Your Risk. X X X 12. +CLICK (adapted from IYG) X X X 13. Queermasters X X X X 14. Smart Sex Quest X X 15. WRAPP Internet Intervention X X X X 16. PowerON X X X 17. Sexual Health Sims - Second Life X 18. Online Prevention Program X 19. STDTest.org & syfilistest.nl 20. IWanttheKit.org X 21. Cell Phone Reminders X X 22. Hookup & TeenSource 23. SexInfo X X 24. The Birds & Bees Text Line X X 25. Text to Change X 26. What Could You Do X X 27. Video to Promote Dual Method Use 28. Baby Game and Romance X X 29. Life Challenge X X X 248
Table C3: Educational Components Intervention Skill-Building or Personal Development Tools Multiple Sessions or Required Repetition Virtual or In-Person Interaction with Experts Peer Interaction and/or Role Models Highly Interactive Content Intensely Multi-Media 1. It’s Your Game (IYG) X X X X X X 2. Let's Talk About Sex X X X X 3. Project L.I.G.H.T. X X X X X 4. Computer-Delivered Sexual Risk Reduction X X X X 5. Computer-Assisted Motivational Intervention X X X (CAMI) 6. Youth Health Provider X X X 7. Aid for Contraceptive Decision-making (ACD) X X 8. Health Information Consumer Skills X X X X X 9. www.sexualityandu.ca X X X X X 10. Keep it Real X X X 11. Trust Yourself. Reduce Your Risk. X X X 12. +CLICK (adapted from IYG) X X X X X 13. Queermasters X X X X 14. Smart Sex Quest X X 15. WRAPP Internet Intervention X X X X X 16. PowerON X X 17. Sexual Health Sims - Second Life X X X 18. Online Prevention Program X X 19. STDTest.org & syfilistest.nl X 20. IWanttheKit.org X 21. Cell Phone Reminders X X 22. Hookup & TeenSource X X X X X 23. SexInfo X X 24. The Birds & Bees Text Line X X X 25. Text to Change X X X X 26. What Could You Do X X X X 27. Video to Promote Dual Method Use X X 28. Baby Game and Romance X X X X 29. Life Challenge X X X X X 249
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Use of Media Technologies by Native
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five percent of AI/AN youth reporte
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Acknowledgements I wish to express
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Table of Contents Abstract ........
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List of Tables Table 1. Risk (-) an
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Table 31. Differences in Reported P
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Figure 18. Stages of Sexual Health
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IM Instant Messaging, an Internet-b
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Preface In any family or community,
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Chapter 1: Introduction Media techn
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Patterns of marriage and cohabitati
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Despite this drop, nearly 2.4 milli
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Table 1: Risk (-) and Protective (+
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differences by age and gender have
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years old (Hamilton et al., 2009).
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perceived parent- and school-connec
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services (Bertolli, Lee, & Sullivan
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school-based sex education programs
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This theory is supported by several
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AI/AN Health Epistemologies Though
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Integrating traditional medicines o
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numbers are expected to increase in
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making it necessary to tailor publi
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measure the “fit” of interventi
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Chapter 2: Literature Review A wide
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Figure 5: Percentage of 8 th Grade
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phones than younger teens, with rat
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Adolescent Health Information-Seeki
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activity, eating disorders, smoking
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McFarlane, 2004; Bull, McFarlane, L
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date, none of the existing phone-ba
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interactive games to improve player
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allowing greater audience segmentat
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Effective Technology-Based Interven
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learner motivation and attitude. As
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2009). Providing expert feedback wi
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enriching the informational experie
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viewed more pages than those who co
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Characteristics of Effective Preven
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Actively involved youth in learning
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Figure 7: Components of Traditional
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tribes and Alaska Villages are memb
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Butler et al. (2006) identified dis
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individual has confidence in his/he
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Address emotional and existential i
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hierarchies, personal attire, and a
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etween the individual and their env
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Edutainment Loosely connected to th
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(Kelly, Baker, Williams, Nanney, &
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Chapter 3: Research Methods Based o
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December 2009, the Red Talon STD/HI
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consulted during the development of
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Native Youth Media Survey The purpo
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To quantify media technology use pa
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Several new questions assessing tec
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Several other new questions were ad
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iterative process helped improve th
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The Native STAND 11 Youth Summit, h
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Chemawa, where three students in th
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or in combination with other race/e
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generalized to other regions of the
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Personnel Requirements for Implemen
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Three percent of survey respondents
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Media Technology Access and Use. As
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Among NW Native females, cell phone
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Internet Access and Use. Like other
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As shown in Figure 11, younger teen
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groups, or sports (68%), and to get
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Similarly, older teens (age 16-18 y
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Cell Phone Access and Use. Of all t
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Altogether, NW Native youth reporte
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When playing video games, 12% of al
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As shown in Figure 17, older NW Nat
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Readiness for sexual health informa
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Table 22: Differences in Sexual Hea
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Likewise, having ever searched for
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Accessing Sexual Health Information
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Figure 20: Preferred Features for a
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Figure 21: Preferred Topics for an
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Wanting information on “dating an
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Wanting “pregnancy” on the site
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Preferring the inclusion of “STD/
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survey, AI/AN youth expressed exper
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computer, 93% reported having a cel
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Compared to a national sample of U.
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Table 34: Ever Having Searched the
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Systematic Review of Technology-Bas
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Table 35: Technology-based Interven
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Communication Strategies and Skill-
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e starting an online STD test kit s
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and either instant message counseli
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Incorporate Local Follow-up. Partic
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Chapter 5: Discussion The first goa
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Despite the potential educational u
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in online health information-seekin
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- than on stand-alone sexual health
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Culturally-specific health resource
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human interaction (Cajete, 2008; Go
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These findings and others indicate
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These programs will promote active
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experience of AI/AN community membe
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preferences). Beyond the scope of t
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process took active steps to addres
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culture and values (Cook). The deve
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Until this occurs, smaller populati
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and cell phones) is dependent upon:
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o 2010 SexTech Conference, in San F
Page 215 and 216: tribal assets and strengths, and fo
Page 217 and 218: Barak, A., & Fisher, W. A. (2003).
Page 219 and 220: Catalano, R. F., Gavin, L. E., & Ma
Page 221 and 222: Delgado, H. M., & Austin, S. B. (20
Page 223 and 224: Gorini, A., Gaggioli, A., Vigna, C.
Page 225 and 226: HIV/AIDS Among American Indians and
Page 227 and 228: Lou, C., Anthony, E. K., Stone, S.,
Page 229 and 230: http://blog.nielsen.com/nielsenwire
Page 231 and 232: Roberto, A. J., Carlyle, K. E., Zim
Page 233 and 234: (No. 1587631644). Rockville, MD: RT
Page 235 and 236: Instructions Please circle your res
Page 237 and 238: 6. How often do you use the followi
Page 239 and 240: 9. Thinking about text messages, ab
Page 241 and 242: 15. We would also like to know if y
Page 243 and 244: 18. If you were going to visit a we
Page 245 and 246: 20. Which of the following best des
Page 247 and 248: For the remaining questions, it is
Page 249 and 250: 29. How much do you agree or disagr
Page 251 and 252: consequences; challenge peer norms
Page 253 and 254: intervention at increasing sexual a
Page 255 and 256: male and female African Americans,
Page 257 and 258: efficacy). Computerized tailoring i
Page 259 and 260: messages related to STD/HIV prevent
Page 261 and 262: intrusiveness or helpfulness of rec
Page 263 and 264: that young women face in relationsh
Page 265: Appendix C: Intervention Matrix Tab
Page 269 and 270: Appendix D: Operational Definitions
Page 271 and 272: Communication Strategies Interactio
Page 273 and 274: Norms Perception of peer norms/beha
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