Abstract / Summary
Young people (12–24 years old) with psychiatric disorders are at greater risk than their peers of experiencing difficulties related to their sexual health, including sexual dysfunction related to their disorders and their treatment, as well as lowered sexual and relational satisfaction. Sexual health remains a largely overlooked aspect of care in youth psychiatry, despite its relevance to patient well-being. This study aimed to develop a training programme for professionals working in adolescent psychiatry wards, specifically addressing the impact of psychotropic treatments and mental disorders on sexual health, following a behavioural theory-driven approach. The medical research council framework for developing and evaluating complex interventions was followed. Learning needs were assessed through an analysis of the literature and patient context as well as through semistructured interviews with professionals. The combination of theoretical models of behavior change then informed the construction of the pedagogical core of the intervention. The specificities and needs of the implementation context were explored and considered for the deployment of the training program. Sixteen pedagogical objectives were identified and categorized into (i) sexual knowledge, (ii) professional attitudes and role legitimacy, and (iii) applied communication and intervention skills. A theory of change model was developped using social cognitive theory, the theory of reasoned action, and WHO guidelines for brief sexuality-related communication, which formed the core of the intervention. Three training modules were created to help professionals address the impacts of psychiatric disorders and psychotropic medications on sexual health among young patients. They include a short introductory session and two skill-focused modules. This intervention was developed in accordance with methodological recommendations and tailored to the local context, with the aim of supporting the delivery of relevant training for professionals. A future evaluation is planned to assess changes in professional behavior, knowledge, and attitudes following the intervention, as well as the implementation of the trainings across different clinical contexts.