Designing Culturally Gender Sensitive Behavioral Thesis

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" (National Association of School Psychologists, 2004) the integrity of treatment will be "maximized if the intervention's goals and plan are developed in a culturally sensitive and cooperative manner." (National Association of School Psychologists, 2004) it is stated that implementation problems "...may be linked to unidentified variables." (National Association of School Psychologists, 2004) if this should be the case, it is necessary to explore openly potential barriers. In the evaluation of the intervention, the parents should not be under a negative judgment when goals are failed in being met but instead the goals should be acknowledged as unmet and then barriers to treatment success should be collectively reviewed then designed and implemented.

II. GENDER SENSITIVE INTERVENTIONS

The 10th Annual Conference "Aggression and Suicide Among Children and Youth: Focus on Gender Differences" relates that increasing evidence exists that boys and girls "differ in the development, expression and consequences of aggressive behavior toward others, as well as themselves." This conference was announced to educators, guidance counselors, social workers among others due to the importance of: (1) recognizing gender differences in the development of aggressive and self-injurious behaviors; (2) conducting evidence-based gender-sensitive interventions; (3) assessing suicidality and provision of intervention to treat childhood depression; and (4) implementation of universal indicated and selected interventions at multiple levels to prevent aggressive behavior. (Melissa Institute, 2006)

The importance of gender sensitivity in an educational health program is noted in the work of FRESH 'Focusing Research on Effective School Health' (2008) which states that the FRESH framework "provides the context for effective implementation of skills-based health education programs." (FRESH, 2008) FRESH states that skills-based health education "does change behavior" and notes the studies as follows:

1) USA - Sexuality and HIV education: implemented in four New York City Schools and focused on "correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, and increasing of knowledge and values, understanding external influences and teaching skills to delay intercourse or to consistently use condoms.

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" Behavioral outcomes in this study were reported to be of a positive nature. (FRESH, 2008)

2) USA - Cognition behavioral approach to substance abuse prevention: This study involved 20 sessions of cognitive behaviorally approached substance abuse prevention in 10 New York junior high schools. Stated is: The prevention strategy attempted to reduce interpersonal pressure to smoke, drink excessively, or use marijuana by fostering the development of general life skills as well as teaching students tactics for resisting direct interpersonal pressure to use these substances. Additionally, this study was designed to compare the relative effectiveness of this type of prevention program when implemented by either older peer leaders or regular classroom teachers." (FRESH, 2008) the study findings report that the "prevention program had a significant impact on cigarette smoking, excessive drinking and marijuana use when implemented by peer leaders.

Each of the foregoing programs reported utilized the required elements of a 'skills-based health education program', which has as one of its principles of primary importance of 'gender' sensitivity in the behavioral intervention reported.

SUMMARY & CONCLUSION

In the initiative to implement behavioral intervention in the school setting, it is of critical important that the intervention be of the nature that is both culturally and gender sensitive in order to realize the greatest amount of benefit and success of the intervention......

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