This research study was performed to demonstrate the need for more evidence-based, sexual promotion programs for lesbian, gay, bisexual, and transgender (LGBT+) youth. A qualitative study was conducted due to the lack of evidence among the younger LGBT+ demographic regarding contributing factors that lead to engagement in risky sexual behaviors. Data was collected through a formal focus group with adolescent members of the one.n.ten program in Phoenix, Arizona. An inductive coding technique was used to analyze the data, and significant statements from participants regarding experiences in the context of family, religion, school, and previous sexual health programs were included in the results. This paper will provide a review of literature about the growing LGBT+ community, increasing HIV incidence rates among young men who have sex with men (YMSM), strategies to reduce HIV rate, and the role of parents as sexual educators during and after their child's coming out process. It will also discuss the importance of positive parent-child relationships and the need for family-based sexual education programs.

Anxiety is one of the most common psychiatric disorders among children yet characterized by lower use of mental health services. Preventive efforts have demonstrated promise in the ability to reduce anxiety symptoms. However, as evidence-based interventions move into real-world settings, there is a need to systematically examine potential implementation factors that may affect program outcomes. The current study investigates the relations between different aspects of implementation and their effect on outcomes of a school-based preventive intervention targeting anxiety symptoms. Specifically, the study examines: (1) the measurement of quality of delivery, (2) specific relations among implementation components, (3) relations between these facets and anxiety program outcomes. Implementation data were collected from nine school-based mental health staff and observer ratings. Program outcomes (pretest and immediate posttest) were measured from 59 participants and their parents (mostly mothers) in the intervention condition. Implementation components included adherence, quality of delivery, time spent, participant responsiveness, and perceived usefulness of program materials. Program outcomes included child-reported emotional expressivity, physiological hyperarousal, negative cognitions, social skills, self-efficacy, and child and parent reported levels of child anxiety. Study findings indicated that quality of delivery was best captured as two facets: skillful presentation and positive engagement. Adherence and quality of delivery were associated with greater participant responsiveness, although time spent was not. Significant relations were found between some implementation components and some program outcomes. Further efforts can be used to optimize the translation of evidence-based programs into real-world settings.