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Providing LGBTQ+ Adolescents With Nurturance, Trustworthiness, and Safety: A Community-Informed, Theory-Grounded,
Robert W S Coulter1,2,3, Shannon N Cason1, Fatimah J Dixon1
1Department of Behavioral and Community Health Sciences, School of Public Health, University of Pittsburgh, PA, USA.
Abstract:
LGBTQ+ (e.g., lesbian/gay, bisexual, transgender/nonbinary, queer) adolescents experience health inequities driven by minority stressors, and there are too few theory-based, community-informed interventions for improving health among LGBTQ+ adolescents. The purpose of this paper is to describe the systematic development of an online program for training high school staff to support, affirm, and protect LGBTQ+ adolescents, entitled Providing LGBTQ+ Adolescents with Nurturance, Trustworthiness, and Safety (PLANTS). Our novel methodological approach integrated Intervention Mapping (IM; a framework for developing theory- and evidence-based interventions) with Human-Centered Design (HCD; a creative approach for generating innovative solutions) to co-create PLANTS from 2020-2023 with community collaborators, including 35 adults (e.g., school staff, community members, advocates, and caregivers) and 20 LGBTQ+ high school students. We conducted HCD activities (e.g., Rose-Thorn-Bud) with collaborators via Zoom and MURAL (an online collaborative workspace) and utilized IM core processes (e.g., literature reviews, surveys). Underpinned by the Information-Motivational-Behavioral Skills model, the 18-hour PLANTS program targeted eight behavioral outcomes of high school staff, such as preventing LGBTQ+ bullying and harassment, fostering interpersonal support and affirmation, providing inclusive educational resources, and advocating for policy measures within schools to safeguard the rights and well-being of LGBTQ+ adolescents. Each of the three PLANTS modules included the following activities: a readiness ruler, video presentations, confidence checks, activities, podcasts, downloadable resources, live Zoom events, and assessments. As a theory-grounded, community-informed, evidence-based online program, PLANTS was aimed at rigorously training high school staff to support LGBTQ+ adolescents' unique needs and ultimately improve health equity.
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