Educational technologies in health for adolescent and young LGBTI+: integrative review
DOI:
https://doi.org/10.4025/ciencuidsaude.v22i0.66711Keywords:
Adolescent, Health education, Gender diversity, Sexual and gender minorities, Educational technologyAbstract
Objective: to analyze the development and use of educational health technologies for adolescent and young lesbians, gays, bisexuals, transvestites, transsexuals, intersex people and more of sexual and gender diversity (LGBTI+). Method: integrative literature review, conducted by the PICo strategy, with search in the databases: MEDLINE via PubMed, CINAHL, Embase, Scopus, LILACS and Web of Science updated in April and May 2023. In the selection stage, the bibliographic survey was organized by the reference manager Mendeley® with the aid of collaborative software in Rayyan®. Results: eleven articles composed the final sample, evidencing the use of virtual the use of focus groups and virtual discussion forums as significant resources developed as digital health interventions for adolescent and young LGBTI+. Final Thoughts: the technologies analyzed have the potential to reach them consistently, supporting their knowledge processes and decision making about their health, being significant sources of information and learning, with virtual access representing a key opportunity in the context of digital health. Scientific-based digital sources are recommended in the health care of adolescent and young LGBTI+.
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References
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9. Francisco LCF, Barros AC, Pacheco MS, Nardi AE, Alves VM. Anxiety in sexual and gender minorities: an integrative review. J bras psiquiatr. 2020;69(1):48-56. DOI:https://doi.org/10.1590/0047-2085000000255
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12. Guerin CS, Priotto EMTP, Moura FC. Generation Z: the influence of technology in the habits and characteristics of adolescents. Rev valore. 2018; 3:726-34. DOI: https://doi.org/10.22408/reva302018187726-734
13. Damascena SCC, Santos KCB, Lopes GSG, Gontijo PVC, Paiva MVS, Lima MES, et al. Use of digital educational technologies as a teaching tool in the nursing teaching process. Braz J Dev. 2019;5(12):29925-39: e29925. DOI: https://doi.org/10.34117/bjdv5n12-131
14. Amorim SMG, Brancaleoni APL. Abject voices: the school trajectory of a transsexual group in São Paulo. Cadernos CIMEAC. 2019; 9(2):116-44. DOI: https://doi.org/10.18554/cimeac.v9i2.3074
15. Silva JCP, Cardoso Ribeiro R, Cardoso Rosas AM, Gonçalves RS. Diversidade sexual: uma leitura do impacto do estigma e discriminação na adolescência. Ciência & Saúde Coletiva. 2021;26(7): 2643-52. DOI: https://doi.org/10.1590/1413-81232021267.08332021
16. Bonfim J, Mesquita MR. “Nunca falaram disso na escola...”: um debate com jovens sobre gênero e diversidade. Psicol Soc. 2020;32: e192744. DOI: https://doi.org/10.1590/1807-0310/2020v32192744
17. Whittemore R, Knafl K. The integrative review: update methodology. J advnurs. 2005;52(5):546-53. DOI: https://doi.org/10.1111/j.1365-2648.2005.03621.x
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19. Ybarra ML, DuBois LZ, Parsons JT, Prescott TL, Mustanski B. On-line focus groups as an HIV prevention program for gay, bisexual, and queer adolescent males. AIDS educ prev. 2014;26(6):554-64. DOI: https://doi.org/10.1521/aeap.2014.26.6.554
20.Mustanski B, Greene GJ, Ryan D, Whitton S. Feasibility, acceptability, and initial efficacy of an on-line sexual health promotion program for LGBT youth: the Queer Sex Ed intervention. J sex res. 2015;52(2):220–30. DOI: https://doi.org/10.1080/00224499.2013.867924
21. Ybarra ML, Prescott T, Mustanski B, Parsons J, Bull SS. Feasibility, acceptability, and process indicators for Guy2Guy, an health HIV prevention program for sexual minority adolescent boys. J adoleschealth. 2019;65(3):417-22. DOI: https://doi.org/10.1016/j.jadohealth.2019.04
22. Ybarra ML. How to develop a salient pregnancy prevention program for cisgender sexual minority adolescent girls.J adolesc. 2020;85:41-58. DOI: https://doi.org/10.1016/j.adolescence.2020.09.006
23. Tan RKJ. Effect of a web drama video series on HIV and other sexually transmitted infection testing among gay, bisexual and queer men: study protocol for a community-based, pragmatic randomised controlled trial in Singapore: the People Like Us (PLU) evaluation study. BMJ Open. 2020;10(4):1-8. DOI: https://doi.org/10.1136/bmjopen-2019-033855
24.Decker MJ, Gutmann-Gonzalez A, Price M, Romero J, Sheoran B, Yarger J. Evaluating the effectiveness of an intervention integrating technology and in-person sexual health education for adolescents (In the Know): protocol for a cluster randomized controlled trial. J Med Internet Res. 2020;9(8): e18060. DOI: https://doi.org/10.2196/18060
25. Kirchner S, Till B, Plöderl M, Niederkrotenthaler T. Perceptions of LGBQ+ youth and experts of suicide prevention video messages targeting LGBQ+ youth: qualitative study. BMC public health.2020;20(1845):1-11. DOI:https://doi.org/10.1186/s12889-020-09853-5
26. Cahill SR, Wang TM, Fontenot HB, Geffen SR, Conron KJ, Mayer KH, et al. Perspectives on sexual health, sexual health education, and HIV prevention from adolescent (13-18 years) sexual minority males. J pediatr health care. 2021;35(5):500-8. DOI: https://doi.org/10.1016/j.pedhc.2021.04.008
27. Ybarra M, Goodenow C, Rosario M, Saewyc E, Prescott T. An mHealth intervention for pregnancy prevention for LGB teens: an RCT. Pediatrics. 2021;147(3): e2020013607. DOI: https://doi.org/10.1542/peds.2020-013607
28. Anderson A, Karczmar A, Kuhns LM, Garofalo R, Radix A, Bruce J, et al. A qualitative study to inform adaptation of MyPEEPS mobile for trans masculine youth. J. health care poor underserved. 2022;33(1):301-16. DOI: https://doi.org/10.1353/hpu.2022.0022
29. Mustanski B, KathrynMacapagalRS, Matson M, Laber E, Rodrgiuez-Diaz C, Moran KO, et al. Effectiveness of the SMART Sex Ed program among 13–18 year old English and Spanish speaking adolescent men who have sex with men. AIDS Behav. 2023;27:733–44. DOI: https://doi.org/10.1007/s10461-022-03806-2
30. Fim TR, Pezzi FAS. Internet e adolescência: uma intervenção com os adolescentes, pais e professores. Psicol rev. 2019;25(3):942-59. DOI: https://doi.org/10.5752/P.1678-9563.2019v25n3p942-959
31. Mustanski B, Greene GJ, Ryan D, Whitton S. Feasibility, acceptability, and initial efficacy of an on-line sexual health promotion program for LGBT youth: the Queer Sex Ed intervention. J sex res. 2015;52(2):220–30. DOI: https://doi.org/10.1080/00224499.2013.867924
32. Nascimento FK, Reis RA, Saadeh A, Demétrio F, Rodrigues ILA, Galera SAF, Santos CBD. Brazilian transgender children and adolescents: Attributes associated with quality of life. RevLatAm Enfermagem. 2020;28: e3351. DOI: https://doi.org/10.1590/1518-8345.3504.3351
33.Cremontti Filho JL, Silva LFS, Lima LF. O uso da aprendizagem móvel e técnicas de gamificação como suporte ao ensino de matrizes. Revciênc tecnol. 2021;7. DOI: https://doi.org/10.18227/rct.v7i0.6990
34. Perry CPB, Cunha ACB, Albuquerque KA, Burgarelli PCM, Martins MB, Machado, MVC. Breastfeeding and baby care during the covid-19 pandemic: how multimedia resources can help. Psicol Saúde Debate. 2021:7(1):107-27. DOI: https://doi.org/10.22289/2446-922X.V7N1A8
35. Nazario AP, Lima VF, Fonseca LMM, Leite AM, Scochi CGS. Development and evaluation of an educational video for families on the relief of acute pain in babies. Rev gaúcha enferm. 2021;42: e20190386. DOI: https://doi.org/10.1590/1983-1447.2021.20190386
36.Francisco LCFL, Barros AC, Pacheco MS, Nardi AE, Alves VM. Anxiety in sexual and gender minorities: an integrative review.J bras psiquiatr. 2020;69(1):48–56. DOI: https://doi.org/10.1590/0047-2085000000255
37. Gonçalves DS, Rezende-Campos P, Dantas MCC. Pega a visão! Nem tudo é brincadeira: percepção do bullying no contexto escolar baseado no racismo e LGBTfobia. Interfaces Científicas. 2021;11(1):124 – 52. DOI: https://doi.org/10.17564/2316-3828.2021v11n1p124-139
38. Vidal AS, Miguel JR. As Tecnologias Digitais na Educação Contemporânea. Rev. Mult. Psic. 2020;14(50):366-79. DOI: https://doi.org/10.14295/idon-line .v14i50.2443
39. Fernandes JR, Silva VCF, Verissimo WP, Vianna NT, CarneiroML. Educação em saúde: o papel do enfermeiro como educador em saúde no cenário de IETC. Revista da JOPIC [Internet]. 2019 [acesso em: 27 nov. 2022]; 2(4):2-9. Availablefrom : http://www.revista.unifeso.edu.br/index.php/jopic/article/view/928/670
40. Rosario Filho NA. Ensaios clínicos randômicos e controlados. Resid Pediatr. 2020;10(1):13-14. DOI: https://doi.org/10.25060/residpediatr-2020.v10n1-55.
2. Balbino, GDB, Brasil RG, Furtado RC, Telles FC, Pockel KP, Flosi VG. Sexologia e Adolescência. Revbras sex hum. 2020;8(1). DOI: https://doi.org/10.35919/rbsh.v8i1.738
3. Freitas PHU, Lamas JLT, Gothardo ACLO, Sofiato TC, Girardi MR, Bastos CC, et al. Cardiometabolic risk in adolescents students of high school: influence of work. Revbrasenferm. 2020;73(4): e20190041. DOI: https://doi.org/10.1590/0034-7167-2019-0041
4. Carvalho JB, Melo MC. Family and gender roles on adolescence. Psicolsoc. 2019;31: e168505. DOI: https://doi.org/10.1590/1807-0310/2019v31168505
5. World Health Organization (WHO). Defining sexual health: Report of a technical consultation on sexual health. [Internet]. 2006 [cited Oct 5, 2022]. Available from: https://www.who.int/reproductivehealth/publications/sexual_health/defining_sexual_health.pdf
6. Reis T, organizador. Manual de comunicação LGBTI+. [Internet]. Curitiba(PR): IBDSEX; 2021 [acesso em: 24 nov. 2022]. Available from: https://www.grupodignidade.org.br/wp-content/uploads/2018/05/manual-comunicacao LGBTI.pdf
7. Freitas S, Bermúdez XPD, Mérchan-Hamann E. Meanings attributed to affectivity and experience of sexuality by LGBT school youths. Saúdesoc. 2021;30(2): e190351. DOI: https://doi.org/10.1590/S0104-12902021190351
8. Johns MM, Poteat VP, Horn SS, Kosciw J. Strengthening our schools to promote resilience and health among LGBTQ youth: emerging evidence and research priorities from the state of LGBTQ youth health and wellbeing symposium. LGBT health. 2019;6(4): e20180109. DOI: https://doi.org/10.1089/lgbt.2018.0109
9. Francisco LCF, Barros AC, Pacheco MS, Nardi AE, Alves VM. Anxiety in sexual and gender minorities: an integrative review. J bras psiquiatr. 2020;69(1):48-56. DOI:https://doi.org/10.1590/0047-2085000000255
10. Fadel CB, Machado Filho CA, Mansani GCMC, Pereira MVS, Martins AS. Jogo para celular como instrumento de educação em saúde bucal. Revciêncext [Internet]. 2018 [acesso em: 20 nov. 2021];14(2):74-81. Availablefrom: https://ojs.unesp.br/index.php/revista_proex/article/viewFile/1781/1993
11. Costa TRL, Marcheti MA, Teston EF, Solon S, Marques FB, Knoch M, et al. Educação em saúde e adolescência: desafios para estratégia saúde da família. Ciênc. cuid. saúde. 2020; 19: e55723. DOI: https://doi.org/10.4025/cienccuidsaude.v19i0.55723
12. Guerin CS, Priotto EMTP, Moura FC. Generation Z: the influence of technology in the habits and characteristics of adolescents. Rev valore. 2018; 3:726-34. DOI: https://doi.org/10.22408/reva302018187726-734
13. Damascena SCC, Santos KCB, Lopes GSG, Gontijo PVC, Paiva MVS, Lima MES, et al. Use of digital educational technologies as a teaching tool in the nursing teaching process. Braz J Dev. 2019;5(12):29925-39: e29925. DOI: https://doi.org/10.34117/bjdv5n12-131
14. Amorim SMG, Brancaleoni APL. Abject voices: the school trajectory of a transsexual group in São Paulo. Cadernos CIMEAC. 2019; 9(2):116-44. DOI: https://doi.org/10.18554/cimeac.v9i2.3074
15. Silva JCP, Cardoso Ribeiro R, Cardoso Rosas AM, Gonçalves RS. Diversidade sexual: uma leitura do impacto do estigma e discriminação na adolescência. Ciência & Saúde Coletiva. 2021;26(7): 2643-52. DOI: https://doi.org/10.1590/1413-81232021267.08332021
16. Bonfim J, Mesquita MR. “Nunca falaram disso na escola...”: um debate com jovens sobre gênero e diversidade. Psicol Soc. 2020;32: e192744. DOI: https://doi.org/10.1590/1807-0310/2020v32192744
17. Whittemore R, Knafl K. The integrative review: update methodology. J advnurs. 2005;52(5):546-53. DOI: https://doi.org/10.1111/j.1365-2648.2005.03621.x
18. Melnyk BM, Fineout-Overholt E.Evidence-based Practice in Nursing & Healthcare: A Guide to Best Practice. 4nd Edition. Philadelphia(US): Wolters Kluwer; 2019.p. 2-32.
19. Ybarra ML, DuBois LZ, Parsons JT, Prescott TL, Mustanski B. On-line focus groups as an HIV prevention program for gay, bisexual, and queer adolescent males. AIDS educ prev. 2014;26(6):554-64. DOI: https://doi.org/10.1521/aeap.2014.26.6.554
20.Mustanski B, Greene GJ, Ryan D, Whitton S. Feasibility, acceptability, and initial efficacy of an on-line sexual health promotion program for LGBT youth: the Queer Sex Ed intervention. J sex res. 2015;52(2):220–30. DOI: https://doi.org/10.1080/00224499.2013.867924
21. Ybarra ML, Prescott T, Mustanski B, Parsons J, Bull SS. Feasibility, acceptability, and process indicators for Guy2Guy, an health HIV prevention program for sexual minority adolescent boys. J adoleschealth. 2019;65(3):417-22. DOI: https://doi.org/10.1016/j.jadohealth.2019.04
22. Ybarra ML. How to develop a salient pregnancy prevention program for cisgender sexual minority adolescent girls.J adolesc. 2020;85:41-58. DOI: https://doi.org/10.1016/j.adolescence.2020.09.006
23. Tan RKJ. Effect of a web drama video series on HIV and other sexually transmitted infection testing among gay, bisexual and queer men: study protocol for a community-based, pragmatic randomised controlled trial in Singapore: the People Like Us (PLU) evaluation study. BMJ Open. 2020;10(4):1-8. DOI: https://doi.org/10.1136/bmjopen-2019-033855
24.Decker MJ, Gutmann-Gonzalez A, Price M, Romero J, Sheoran B, Yarger J. Evaluating the effectiveness of an intervention integrating technology and in-person sexual health education for adolescents (In the Know): protocol for a cluster randomized controlled trial. J Med Internet Res. 2020;9(8): e18060. DOI: https://doi.org/10.2196/18060
25. Kirchner S, Till B, Plöderl M, Niederkrotenthaler T. Perceptions of LGBQ+ youth and experts of suicide prevention video messages targeting LGBQ+ youth: qualitative study. BMC public health.2020;20(1845):1-11. DOI:https://doi.org/10.1186/s12889-020-09853-5
26. Cahill SR, Wang TM, Fontenot HB, Geffen SR, Conron KJ, Mayer KH, et al. Perspectives on sexual health, sexual health education, and HIV prevention from adolescent (13-18 years) sexual minority males. J pediatr health care. 2021;35(5):500-8. DOI: https://doi.org/10.1016/j.pedhc.2021.04.008
27. Ybarra M, Goodenow C, Rosario M, Saewyc E, Prescott T. An mHealth intervention for pregnancy prevention for LGB teens: an RCT. Pediatrics. 2021;147(3): e2020013607. DOI: https://doi.org/10.1542/peds.2020-013607
28. Anderson A, Karczmar A, Kuhns LM, Garofalo R, Radix A, Bruce J, et al. A qualitative study to inform adaptation of MyPEEPS mobile for trans masculine youth. J. health care poor underserved. 2022;33(1):301-16. DOI: https://doi.org/10.1353/hpu.2022.0022
29. Mustanski B, KathrynMacapagalRS, Matson M, Laber E, Rodrgiuez-Diaz C, Moran KO, et al. Effectiveness of the SMART Sex Ed program among 13–18 year old English and Spanish speaking adolescent men who have sex with men. AIDS Behav. 2023;27:733–44. DOI: https://doi.org/10.1007/s10461-022-03806-2
30. Fim TR, Pezzi FAS. Internet e adolescência: uma intervenção com os adolescentes, pais e professores. Psicol rev. 2019;25(3):942-59. DOI: https://doi.org/10.5752/P.1678-9563.2019v25n3p942-959
31. Mustanski B, Greene GJ, Ryan D, Whitton S. Feasibility, acceptability, and initial efficacy of an on-line sexual health promotion program for LGBT youth: the Queer Sex Ed intervention. J sex res. 2015;52(2):220–30. DOI: https://doi.org/10.1080/00224499.2013.867924
32. Nascimento FK, Reis RA, Saadeh A, Demétrio F, Rodrigues ILA, Galera SAF, Santos CBD. Brazilian transgender children and adolescents: Attributes associated with quality of life. RevLatAm Enfermagem. 2020;28: e3351. DOI: https://doi.org/10.1590/1518-8345.3504.3351
33.Cremontti Filho JL, Silva LFS, Lima LF. O uso da aprendizagem móvel e técnicas de gamificação como suporte ao ensino de matrizes. Revciênc tecnol. 2021;7. DOI: https://doi.org/10.18227/rct.v7i0.6990
34. Perry CPB, Cunha ACB, Albuquerque KA, Burgarelli PCM, Martins MB, Machado, MVC. Breastfeeding and baby care during the covid-19 pandemic: how multimedia resources can help. Psicol Saúde Debate. 2021:7(1):107-27. DOI: https://doi.org/10.22289/2446-922X.V7N1A8
35. Nazario AP, Lima VF, Fonseca LMM, Leite AM, Scochi CGS. Development and evaluation of an educational video for families on the relief of acute pain in babies. Rev gaúcha enferm. 2021;42: e20190386. DOI: https://doi.org/10.1590/1983-1447.2021.20190386
36.Francisco LCFL, Barros AC, Pacheco MS, Nardi AE, Alves VM. Anxiety in sexual and gender minorities: an integrative review.J bras psiquiatr. 2020;69(1):48–56. DOI: https://doi.org/10.1590/0047-2085000000255
37. Gonçalves DS, Rezende-Campos P, Dantas MCC. Pega a visão! Nem tudo é brincadeira: percepção do bullying no contexto escolar baseado no racismo e LGBTfobia. Interfaces Científicas. 2021;11(1):124 – 52. DOI: https://doi.org/10.17564/2316-3828.2021v11n1p124-139
38. Vidal AS, Miguel JR. As Tecnologias Digitais na Educação Contemporânea. Rev. Mult. Psic. 2020;14(50):366-79. DOI: https://doi.org/10.14295/idon-line .v14i50.2443
39. Fernandes JR, Silva VCF, Verissimo WP, Vianna NT, CarneiroML. Educação em saúde: o papel do enfermeiro como educador em saúde no cenário de IETC. Revista da JOPIC [Internet]. 2019 [acesso em: 27 nov. 2022]; 2(4):2-9. Availablefrom : http://www.revista.unifeso.edu.br/index.php/jopic/article/view/928/670
40. Rosario Filho NA. Ensaios clínicos randômicos e controlados. Resid Pediatr. 2020;10(1):13-14. DOI: https://doi.org/10.25060/residpediatr-2020.v10n1-55.
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2023-06-07
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Educational technologies in health for adolescent and young LGBTI+: integrative review. (2023). Ciência, Cuidado E Saúde, 22. https://doi.org/10.4025/ciencuidsaude.v22i0.66711
