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Previous research suggests that bisexual men face unique health concerns in comparison to their exclusively homosexual and heterosexual counterparts. However, little is known about behaviorally bisexual men's experiences with health services, including ways of providing services that would be most appropriate to meet the health needs of this population. This study sought to understand preferences for health-related services among behaviorally bisexual men in the Midwestern United States. Using a community-based research approach, a diverse sample of 75 behaviorally bisexual men was recruited for in-depth interviews. Qualitative data were analyzed utilizing inductive coding through established team-based protocols to ensure reliability. Themes emerged involving the importance of privacy and trust when reaching, recruiting, and engaging behaviorally bisexual men in health services. Findings suggest that multifaceted approaches are needed, including those that provide relevant and confidential services while allowing for the development and ongoing maintenance of trust.

While debates about adolescent sexuality education persist in the United States, little attention has been paid to adult sexuality education. Research suggests that teachable moments may be present in interactions between adult bookstore employees and the consumers who shop at these venues. The purpose of this study was to explore the potential for in-home sex-toy parties as an avenue for adult sexuality education for women. A total of 1197 women who facilitate in-home sex-toy parties for a large US-based company completed an online questionnaire related to their experiences facilitating these parties. As part of this larger survey, participants reported in an open-ended question the three most commonly asked questions they received when facilitating a party in the previous three months. Questions reported (n = 3149) were analyzed for commonalities using qualitative methods. Resulting themes were then compared with Sexuality Information and Education Council of the United States (SIECUS) guidelines for comprehensive sexuality education to assess the potential for teachable moments at the events. Of the 36 topical areas identified by SIECUS, 31 areas were represented in questions reported by consultants indicating a strong potential for teachable moments related to sexuality education. In-home sex-toy parties may provide an additional avenue through which to increase adult sexual literacy. (Contains 3 tables.)

In the United States, a debate exists as to whether abstinence-only or comprehensive sexuality education strategies are most beneficial for school-age youth. Despite abstinence being a fundamental component of comprehensive education, the two are often characterized as polar opposites. Few studies have examined overlaps between the approaches. The purpose of this study was to examine relationships between abstinence education and comprehensive topic instruction among sexuality education teachers. Data came from public school teachers (n = 199) in Florida. Abstinence instruction was measured using the Section 510 A-H guidelines. Comprehensive topic instruction was measured using the Sexuality Information and Education Council of the United States' guidelines. Logistic regression analyses measured relationships between abstinence and comprehensive topic instruction. Nearly one-half of teachers taught all eight A-H guidelines, and the majority taught most comprehensive sexuality education topics. The odds of teaching comprehensive sexuality education topics generally increased as teachers taught more of the federal government's abstinence guidelines. This suggests that abstinence instruction, a core element of comprehensive sexuality education, may increase alongside instruction on other comprehensive topics. We discuss the relevance our findings have for understanding the nature of both abstinence and comprehensive sexuality education. (Contains 3 tables.)

Adolescents in the United States continue to face sexual health issues. While community-based organizations (CBOs) have a long history of addressing the sexual health needs of those they serve, little attention has been given to CBOs focused on adolescent populations and the role youth development professionals (YDPs) might play in the advancement of sexual health. The purpose of this study was to assess the potential of YDPs to provide sexuality information to youth by 1) determining the frequency and type of questions YDPs receive from youth on sexuality and 2) ascertaining the perceived comfort, confidence, skills, and knowledge of YDPs in answering questions from youth and characteristics that might be predictive of increased levels of perceived comfort, confidence, skills, and knowledge. Utilizing a community-based participatory research process that engaged the researchers with leaders, key stakeholders, and youth development professionals from community-based organizations throughout the state, data were collected from 169 YDP in Indiana. YDPs received questions from youth on a broad array of sexuality-related topics with personal skills and relationships being the most frequent topics. YDPs had high perceived levels of comfort, confidence, skills, and knowledge (CCSK) in addressing questions from youth about sexuality. Training, both formal classroom-type training and more informal practices such as advice-seeking from a professional, was the only factor predictive of higher levels of CCSK. Results indicate that YDPs might play an important role in providing sexuality information to youth. Communities interested in ameliorating disparities among youth might want to consider including CBOs and YDPs in an ecological approach to sexual health education. (Contains 6 tables.)

Introduction: In Florida, a state that consistently leads the nation in adverse sexual health outcomes among adolescents, numerous demographic and socio-cultural differences exist across the North, Central, and South regions. However, little is known about regional differences in sexuality education and beliefs among teachers. Methodology: Using a mail-based survey of 462 teachers, we examined regional differences in parental consent requirements, abstinence instruction, student language barriers, availability of Spanish curricula, teacher beliefs regarding the dissemination of accurate safer sex information, and missing data. t-tests and multivariate logistic regression analyses were conducted. Results: North Floridian teachers taught more abstinence than those in Central and South Florida. Additionally, they had fewer students with language barriers, offered less Spanish curricula, and, in general, possessed less favorable attitudes toward presenting accurate safer sex information. However, South Floridian teachers were most likely to report parental consent requirements in their schools. These findings largely remained in multivariate analyses. Conclusions: The present study identified several noteworthy regional differences in sexuality education in Florida. Recommendations are given for developing and implementing programs that account for these differences within the state. (Contains 3 tables.)

As with many states, Florida has official directives that are intended to influence what type of sexuality education, if any, takes place in public school classrooms. However, little is known about contextual factors that facilitate or challenge the ability of teachers to implement effective sexuality education initiatives. Levels of sexually transmitted infections (STIs) and unintended pregnancies continue to rise in Florida; indeed, the state ranks second in annual incident HIV infections. The need exists to examine the capacity of Florida's schools to develop educational responses to these issues. Methodology: Community-based participatory research (CBPR), scientific review, and a statewide mail-based survey were used to collect quantitative and qualitative data from 479 public school personnel throughout Florida. Results: Even though the vast majority of teachers (87%) acknowledged that some form of "sex education" took place in their schools, it was not accessible to all students, was most often afforded little time, occurred late in the students' academic career, had little to no uniformity in terms of what was being taught and who was teaching it, had no standards in terms of training or quality assurance, and may not adequately address the realistic needs of students. Conclusions and Recommendations: Teachers in Florida reported numerous barriers to providing comprehensive sexuality education. State organizations and advocacy groups located within Florida may consider initiating campaigns to promote comprehensive sexuality education in Florida's public schools. (Contains 4 tables.)

Objectives: To assess differences in sexual health behaviors, outcomes, and potential sociocultural determinants among male college students in the United States and the Netherlands. Methods: Survey data were collected from random samples of students from both national cultures. Results: American men were more likely to report inadequate contraception, HIV/STD infection, and unintended pregnancy than were Dutch men. Religiosity and sexuality education were able to explain national differences in these sexual health outcomes. Conclusions: Findings suggest that sexuality education seems to decrease, rather than increase, sexual risk in heterosexually active male college students.

HIV service providers are the primary implementers of HIV care services, but rural HIV service providers are under researched. We used an interpretative phenomenological analysis to explore rural HIV service providers' lived experiences of working in HIV care, who work in a rural region of a Midwestern state in the United States. From July to August 2019, 15 HIV service providers participated in a one-hour semi-structured telephone interview that elicited their experiences working in the rural HIV care continuum. Participants were tired of constantly educating and working to reduce HIV stigma; however, they received support from family and friends once they educated them about HIV. Participants felt they lacked control over systems and they developed emotional-based coping to address constant occupational stressors. Findings highlight the importance of resiliency and advocacy research and practice across ecological levels. [ABSTRACT FROM AUTHOR]