Distant Group Counseling and Sexual Myths and Attitudes in Young Adults

This study investigates the impact of distant group counseling through an online platform on sexual myths and sexual attitudes among young adults. The research design and methodology were carefully planned following the Checklist for Reporting Results of Internet E-Surveys online research guide, ensuring that the study adhered to robust research protocols. The CONSORT model was applied, including its flowchart, to enhance the transparency of the study and ensure the reproducibility of the research.

The hypotheses formulated for this randomized controlled trial are as follows:

1. There is a significant difference in the Sexual Myths Scale (SMS) pretest-posttest-follow-up scores in the intervention group.
2. There is a significant difference in the Hendrick Sexual Attitudes Scale (HSAS) pretest-posttest-follow-up scores in the intervention group.
3. There is a significant difference in the SMS pretest-posttest-follow-up scores, favoring the intervention group.
4. There is a significant difference in the HSAS pretest-posttest-follow-up scores, favoring the intervention group.

Data were gathered through pretest, posttest, and follow-up assessments using established scales, including information form, the Sexual Myths Scale (SMS) and the Hendrick Sexual Attitudes Scale (HSAS).

The study followed a randomized controlled trial design, and participants were randomly assigned to either the intervention or control group. The randomization process was conducted using an online randomization tool to eliminate selection bias. Participants were randomized into the control and intervention groups based on balanced distributions of gender, pretest scores from the SMS, and the HSAS. This simple single-blind randomization process was conducted using an online randomization tool to ensure unbiased group allocation. These tools were selected for their relevance to the study's objectives and were adapted for use in an online survey format. Ethical considerations were adhered to throughout the data collection process, and participants provided informed consent before participating in the study.

The intervention consisted of a six-week online group sexual counseling program. Each week, participants in the intervention group attended one 20-minute cognitive-behavioral-based tele-group session through Microsoft Teams, which was supplemented with educational content shared via Instagram.

The intervention sessions focused on various topics, such as sexuality, sexual health, gender roles, and sexual violence. Participants were encouraged to engage in group discussions and complete weekly tasks, which allowed them to interact and reflect on the material presented. The intervention aimed to address and challenge prevalent sexual myths, encourage open discussions about sexuality, and foster healthier sexual attitudes through evidence-based counseling.

To ensure clarity and usability of the surveys, a pilot test was conducted with 10 students to gather feedback on question comprehension and the overall usability of the online platform.

Outcomes:

* Significant reduction in sexual myths in the intervention group, especially in the sexual orientation, masturbation, and sexual satisfaction subdimensions.
* Improvement in sexual attitudes in the intervention group, particularly in sexual orientation and sexual satisfaction, with the control group showing no significant changes.
* Effect size analysis demonstrated a large effect of the intervention, with 38% of the total variance explained by the combined impact of the intervention and time variables.

Eligibility Criteria:
Inclusion Criteria:

* In order to be eligible for participation, individuals had to meet the following criteria: be between 18-29 years of age (This period is defined as 'emerging adulthood' (Arnett, 2000), volunteer for the study, possess the necessary technological resources, and not having received any previous training on sexual health education during data collection.

Exclusion Criteria:

* Have a physical or sensory impairment that would affect the ability to use online technology (e.g., history of temporal brain damage, limb loss, hearing loss, etc.), Have a psychiatric diagnosis that would affect decision-making and orientation assessment abilities, Be receiving any professional support that could potentially influence their sexual myths and attitudes when data collection process.