1 - (SYM 137) Tailoring an Evidence-based Relationship Education Program for Latino Sexual Minority Men Through Community Engagement and Input

Background: Latino sexual minority men (LSMM) experience mental health and sexual health disparities relative to heterosexual men and, in some cases, White sexual minority men. These disparities may be addressable through enhancing LSMM’s romantic and sexual relationships. Relationship education programs are optimally designed to address this need as they include content on relationship skills, as well as education on healthy relationship qualities. However, there have been no adapted programs for LSMM nor programs designed to be delivered to sexual minority men, regardless of relationship status. The current study used community input to identify needed adaptations to an evidence-based relationship education program (Within My Reach) for LSMM.

Methods: Following the ADAPT-ITT model of adapting evidence-based interventions, we conducted a “theater test” where we provided a two-day facilitator training in the original Within My Reach curriculum for eight LSMM in Miami, FL. We elicited feedback from the participants about content they would add, re-frame, or remove for each module of the curriculum. The research team documented feedback via recordings and detailed notes which were summarized and combined across team members.

Results: Participants were highly engaged and voiced a clear need for a tailored relationship skills program to strengthen close relationships for LSMM in their community. Participants helped identify relationship content that seemed universally beneficial, irrespective of sexual orientation or ethnicity. These included: (1) effective communication skills, (2) relationship danger signs, and (3) making relationship decisions intentionally. Participants also noted ways content could be added or reframed to better fit the community, including: (1) the impact of limited relationship role models and a smaller pool of potential romantic partners, (2) reducing central content on parenting, while also (3) broadening definitions of family (e.g., “chosen family”) and commitment (e.g., non-monogamy, marriage as a choice, rather than expectation).

 




Conclusions: Results from this stage of the project have helped guide adaptation of the evidence-based relationship education curriculum for the unique needs of LSMM. This will ultimately inform a more sustainable and effective program for LSMM. Next steps in this project will include gathering adaptation feedback from experts (e.g., researchers, community leaders) and pilot testing the adapted program.