My Mind My Body My World: The Development and Evaluation of a Biopsychosocial Approach to Sexual Education for Adolescent Girls in Residential Treatment

In order to create a comprehensive sexual education curriculum targeted for use with girls in residential treatment I systematically reviewed and analyzed literature about the use of the biopsychosocial model within adolescent educational programs, current sexual education models, recommendations for sexual health programs, demographics and psychological symptoms of girls in residential treatment, adolescent development, and effects of abuse on typical adolescent development. Findings of previous studies suggested that girls in this population struggle with low self-esteem, low self-efficacy, have high rates of abuse, high rates of psychiatric disorders, high rates of risk taking behaviors, and multiple failed placements. The biopsychosocial model was also endorsed as an effective teaching tool as it encourages growth within the multiple dimensions of one's life.;The goal of this project was to create an interactive sexual education curriculum that utilized a biopsychosocial framework for teen girls between the ages of 12 and 19 who are in residential treatment. An additional goal was to present this curriculum to mental health professionals and obtain feedback about the utility of the curriculum. Targeted symptoms of this population identified within the literature were low self-esteem, low sexual self-efficacy and high sexual risk taking behaviors. My Mind My Body My World is 12-week curriculum utilizing a biopsychosocial approach, which includes a facilitator's manual and client workbook, and covers topics of sexual health, healthy decision-making, self-esteem and healthy relationships.;Nine mental health professionals with a Masters degree and at least 5 years experience working with severely emotionally disturbed adolescents in the foster care or residential treatment settings evaluated My Mind My Body My World. The reviewers completed a detailed program evaluation questionnaire form with both close-ended and open-ended questions. Their ratings and responses were quantitative and qualitatively analyzed. They found this curriculum appropriate, engaging and would recommend its use with adolescent girls in residential treatment. Findings also indicated that the curriculum was an effective tool for increasing self-esteem, increasing sexual self-efficacy and decreasing sexual risk taking behavior within the female adolescent population living in residential treatment. Suggestions for improving the curriculum included feedback to have more defined and detailed instructions for facilitators and changing some of the language in order to make it useful in day treatment or other community based programs working with the foster youth population.