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Ontario H&PE 2010
Transcript of Ontario H&PE 2010
Difficulty implementing interventions on a large scale because of the diverse populations & size
Interventions may not be applicable to all populations in all regions
Harder buy-in from stakeholders
Issues due to various levels of control
Issues due to various funding sources
May not be able to disaggregate information from the multicomponent model across the intervention
GENERAL EVALUATION PLAN
ONGOING OVERALL EVALUATION
Ontario's mental and sexual health curriculum has not been updated since early 1990s
Gaps in knowledge - teachers selective on lessons and topics to include
Proposed 2011 revision included topics of homosexuality, masturbation, and oral and anal intercourse
The Integrated Approach Plan:
Pilot & evaluate three curricula over a year in Ontario schools
The goal of each evaluation is to determine which pilot programs are successful
The results will be combined into one integrated update to inform the curriculum
The sexual health component in Ontario’s Health & Physical Education program for students.
To identify the gaps that the Ontario’s Health & Physical Education curriculum in the area of sexual & mental health.
Mission Statement: The mission is to provide resources to protect and enhance students' mental and sexual health in Ontario schools.
To address & provide relevant and applicable sexual and mental health knowledge and skills.
Integrated Evaluation Questions:
When implemented is the integrated program effectively translated into students' mental and sexual health knowledge?
What are the effective strategies for improving the mental & sexual health knowledge of students?
By: Cindy Jiang, Dominika Krzeminska , Sarah Mughal, Dhaarna Tangri & Liana Wong
Ontario Curricula on Mental Health & Sexual Education
COMPLEX INITIATIVES: MULTI-COMPONENT MODEL
Implementation of the Human Development and Sexual Health component throughout the 4004 elementary schools in Ontario.
To provide students with the necessary information through instruction, and motivation through the development of positive attitudes and beliefs, to acquire behavioural skills including practical skills as well as self-efficacy, to reduce negative outcomes and better their sexual health (Public Health Agency Canada, 2003).
To determine the strengths and weaknesses of the 2010 Health and Physical Education curriculum in Ontario's public elementary schools.
To what extent is the target population (elementary school students) being reached by the sexual health component of the new curriculum?
To what extent do teachers deliver the new curriculum content effectively?
Did students feel that the amount of information and resources material provided through the new curriculum, met their needs?
Were students more confident in their ability to address the issues presented through the teachings of the new curriculum?
Have changes in knowledge, attitudes, and behaviour related to sexual health, occurred among elementary school students?
Have changes in knowledge and skills related to sexual health education occurred among elementary school teachers?Are parents aware of what their children are learning about sexual health in school?
What are unanticipated outcomes and impacts, if any?
The Pleasure Project will supplement the current the sexual health education curriculum in schools. It will be implemented in 10 pilot high schools in the Toronto District School Board with the hope of expanding to more in the future
To teach high school students about pleasurable safe sex, which include topics of anatomy basics, negotiating needs in and out of bedroom, dating (person, online and texting), masturbation etc.
Developmental evaluation approach to plan, implement and evaluate the pleasure project in 10 pilot schools, in order to facilitate learning, innovation and change. This will allow for all stakeholders to collaborate, conceptualize, design and test the program, which can help foster learning and development.
Learning: What is being learned from the Pleasure Project?
Are students able to identify sexual pleasure zones?
Is there better communication between teens, peers and parents regarding sexual health?
Are program educators comfortable discussing the topics of sexual pleasure?
Is the program using activities, and instructional methods that are respectful of students’ culture age, sexual experience and sexual orientation?
Did the school provide specific training to teach the program? And did they provide support once training was complete?
Improving: How can the Pleasure Project be improved?
Do students feel their voices are being heard to get what they need?
In what ways do teachers/students feel the program can be improved?
Sharing: What does the Toronto District School Board want to be capable of telling others about its approaches?
Can the program be expanded to more schools?
Is the program a required component of the sexual health education curriculum?
To provide ongoing developmentally appropriate opportunities for elementary students to practice and apply the knowledge, understanding and skills necessary to maintain and enhance their overall mental health and well-being.
To identify the strengths and weaknesses of the ‘Let’s Do This Together’ program which will be administered to create awareness about mental and sexual health among students in grades 1-8 throughout Ontario schools.
The ‘Let’s Do This Together’ program will implement the 2010 Health and Physical Education curriculum with the Human Development and Sexual Health Component for elementary schools in Ontario
Goals and Objectives of the Curriculum
Does the curriculum focus on clear mental health goals?
Are the curriculum goals appropriate for different grade levels?
Activities and Teaching Methodologies of the Curriculum
Does the curriculum employ methods that are appropriate to the students’ culture, developmental age, and sexual experience?
Does the curriculum cover topics in a logical sequence?
Implementation of the Curriculum
Did the school district provide necessary training to teachers to teach this curriculum?
Did the school district implement virtually all activities with reasonable faithfulness to the original curriculum as written?
Performance of the program
How successful was the program in reducing stigma related to mental health?
How successful was the program in retaining staff who were trained to implement the curriculum?
To reduce mental health stigma and improve mental health literacy within the adolescent community it reaches.
To assess the success of this program to reduce mental health stigma and improve health literacy with respect to depression and suicide specifically, as this comprises a significantly large proportion of adolescent mental health mortality and morbidity.
A 1-year pilot test of the Adolescent Mental Health Literacy Curriculum, developed by the Ontario Shores Centre for Mental Health.The pilot provision of this curriculum is in 17 high schools in Ontario.
Which project operations worked? Which didn’t? Why?
Was the curriculum effectively translated from OSCMH staff to teachers for implementation? Were they administering the program appropriately? In line with design?
Did all teachers involved in training gain understanding of at least one recognizable symptom of suicidal ideation, in addition to knowledge of student support services?
Did over 95% of students enrolled in all 17 schools receive this training?
Was there a statistically significant increase in students accessing counselling services?
Did over 75% of participating students report understanding that depression is preventable, treatable, and out of one’s control?
Input for implementation & evaluation of the intervention
Priority issues: health, education, well being
Interest in the education of their children
Priority issues: child’s education, safety, acceptability
Educate students regarding sexual and mental health
Priority issues: resources, beliefs, comfort level
Schools & School Boards
Provide resources and funding for the interventions
Priority issues: resources, funding
Create & approve the curriculum for school-wide use
Priority issues: public perceptions, resources
SYNTHESIS & CRITICAL ANALYSIS
stakeholders,;approaches; time frames within schools, locations, goal/product i.e. the comprehensive curriculum; method of implementation/evaluation; similar measures for success/knowledge
different subject matter; different levels of education (elementary v. secondary school); scope of testing; priorities & level of involvement of stakeholders; values of stakeholders
allows for varying perspectives; allows for the meaningful inclusion of various stakeholders; brings otherwise separate programs together to work towards a more comprehensive end product; allows integration of results of pilot tests with different approaches to this problem
Intended uses by Intended Users:
The evaluation purpose was to identify the gaps in the Ontario’s H&PE curriculum in the area of sexual and mental health. The intended use of the integrated approach contributes to the knowledge of the intended users, the key decision-makers funding and implementing the program, to integrate the results for improvement of sexual and mental health curriculum for the Ontario students
Stakeholder Committee is responsible for implementing the intervention & assists external evaluators in evaluation (data collection etc.)
Brown, L. (2012, October 17). Ontario slammed for outdated sex ed and mental health curriculum. The Star.com. Retrieved on January 18, 2013 from http://www.thestar.com/news/canada/article/1272563--ontario-slammed-for-outdated-sex-ed-and-mental-health-curriculum
Canadian Mental Health Association. (2013). Fast facts about mental illness. Retrieved fromhttp://www.cmha.ca/media/fast-facts-about-mental-illness/#.UPxnd6Hjle4
Kutcher, S. & Szumilas, M. (2008). Youth Suicide Prevention. Canadian Medical Association Journal, 178(3), 282- 285.
Ministry of Education. (2010). The Ontario Curriculum, Grades 1-8, Health and Physical Education Revised. Ontario. Retrieved January 17, 2013 from http://www.edu.gov.on.ca/eng/curriculum/elementary/healthcurr18.pdf
Nduna, M., Jewkes, R. K., Dunkle, K.L., Shai, N.P.J., & Colman, I. (2010). Associations between depressive symptoms, sexual behaviour and relationship characteristics: a prospective cohort study of young women and men in the Eastern Cape, South Africa. Journal of the International Aids Society, 13. doi: 10.1186/1758-2652-13-44
Statistics Canada (2012). Suicide Rates: An Overview. Catalogue Number: 82-624-X. Tanya Navaneelan.
Szumilas, M. & Kutcher, S. (2008). Youth and Suicide. Canadian Medical Association Journal, 178(3), 282- 285.
Key Evaluation Questions:
Is the program being implemented as it was designed?
Is the program working as it is intended?
Are students using the education they are being taught?
Is the program more effective for some students than others?
Is the program inclusive & equitable for all persons, regardless of sexual orientation, gender, race, age, socioeconomic status?
Is the sexual & mental health education curriculum relevant to youths today in each grade level?