ARE YOU ON THE RIGHT TRACK? - Rutgers WPF

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Appendix 1: Determinant objectivesBEHAVIOUR(B)INTENTION(I)KNOWLEDGE(K)RISK PERCEPTION(RP)ATTITUDE(A)SOCIALINFLUENCE (SI)SELF-EFFICACYAND SKILLS (SE&S)1. Make ownhealth-promotingdecisions aboutsexuality andgrowing up.— - Explain the right totheir own decisionmakingandself-expressionand how this differsfrom person toperson.- Describe howrights andresponsibilities arerelated and list tworesponsibilities;- Acknowledge thatall young people,both boys andgirls, have the rightto education,protection,youth-friendly, nonjudgemental healthservices and toparticipate inpolicies andprogrammesconcerning youth.- Explain changesthat take place intheir bodies as theygrow up.- Describe the risksfor young peoplewhen their rightsare violated.- Argue that allpeople, includingyoung people,have the right tobe supported,protected andcared for by theirfamilies, thecommunity and thegovernment;- Value and respecttheir own rightsand those of otherpeople.- Recognise howthese rights applyto their own lifeand communityand to act if theserights are violated.- Are convinced thatyoung persons canmake own decisionsby themselves.- Explain who insociety influencesyoung people’srights, positivelyand negatively.- Explain who insociety helpsto make healthpromotingdecisions.- Explain that theirparents or caregivers treat boysand girls in thefamily equally.- Demonstratestep-by-step tomake own decision.- Provide a scenariofor how they woulddefend their sexualand reproductiverights and advocatetheir own rights.- Express that theytalk about sex,HIV and pregnancywith others.Monitoring & Evaluation ToolAppendices 50
BEHAVIOUR(B)INTENTION(I)KNOWLEDGE(K)RISK PERCEPTION(RP)ATTITUDE(A)SOCIALINFLUENCE (SI)SELF-EFFICACYAND SKILLS (SE&S)2. Delay theonset of sexualintercourse/increasedabstinencefrom sexualintercourse.- Have the intentionto delay first sexualintercourse.- Have the intentionto abstain fromsexual intercourse.- Explain that a girlcan get pregnantwhen she hasunprotected sexualintercourse, even ifit is only once orthe first time shehas sexualintercourse.- Explain theroutes of HIVtransmission.- Identify the factorsthat influence one’sability to resistpartner pressureto have sexualintercourse(e.g. financialindependence,self esteem,communicationskills).- List the criteriafor being “ready”to have a sexualrelationship.- Explain abstinenceexplicitly.- Explain what safesex is.- Describethemselves asvulnerable topregnancy,abortion, STIs, andHIV when havingunprotected sexualintercourse- Explain that boysand girls may havedifferentexpectations ofbeing private withsomeone of theother sex.- Explain that havingoccasional sexwithin a steadyrelationship canboth lead to healthrisks.- List four perceivedbenefits ofabstinence atyour age.- Express a positiveattitude towardsabstinence ofsexual intercourse.- Express that boysand girls can befriends withouthaving a sexualrelationship orhaving sex.- Describe theirperception of thenorms of significantothers (peers,parents) related tosex and abstinence.- Discuss the normsthat enable or makeit difficult for oneto say no to sex.- Express that themajority of theirfriends do not havesexual intercourse- Identify two peoplein society thatsupport abstinencefrom sexualintercourse.- Express confidencein own skillsto resist sexualintercourse.- Explain step bystep how to avoidand to get out of asituation that couldlead to sexualintercourse- Explain step bystep how to refuseand persuade thepartner not to havesexual intercourse.Monitoring & Evaluation ToolAppendices 51
Page 1 and 2: ARE YOUON THERIGHTTRACK?SIX STEPS T
Page 3: ARE YOU ON THERIGHT TRACK?SIX STEPS
Page 7 and 8: ACKNOWLEDGEMENTSThis workbook was d
Page 9: HOW TO USETHIS WORKBOOKDo you work
Page 13 and 14: Ethical aspects of outcome M&EWhen
Page 15 and 16: 7. SKILLSAll skills that are needed
Page 17: A process evaluation can be done fr
Page 20 and 21: WorksheetSix steps to design your o
Page 22 and 23: BEHAVIOUR(B)Intention(I)KNOWLEDGE(K
Page 24 and 25: Step 3: What questions do youselect
Page 26 and 27: Step 5: How will youdraw your concl
Page 28: Extra information you would like to
Page 31 and 32: BEHAVIOUR(B)KNOWLEDGE(K)RISK PERCEP
Page 33 and 34: The pre-test can best be done two t
Page 35 and 36: Select the respondentsIf you implem
Page 37 and 38: Capicity inorganisationPretest /Pos
Page 39 and 40: 1.Qualitative/quantitative datacoll
Page 41 and 42: Tool 4: Observation FormThe Observa
Page 43 and 44: Step 4: How will the databe collect
Page 45 and 46: Step 5: How will youdraw your concl
Page 47 and 48: Checking validity and reliabilityWh
Page 49: In a meeting, the findings and conc
Page 54 and 55: BEHAVIOUR(B)INTENTION(I)KNOWLEDGE(K
Page 56 and 57: BEHAVIOUR(B)INTENTION(I)KNOWLEDGE(K
Page 58 and 59: QUESTIONSRATINGnot at all not reall
Page 60 and 61: General questions1. Age of all resp
Page 62 and 63: Tool 2 - Interview guide for young
Page 64 and 65: Attitude38. Do you think it is poss
Page 66 and 67: Tool 3 - Interview/focus group disc
Page 68 and 69: Questions about the educators30. Wa
Page 70 and 71: 14. Identify the teaching strategy
Page 72 and 73: Appendix 3b: Quantitative data coll
Page 74 and 75: 9. Is homosexuality a disease?YesNo
Page 76 and 77: 28. How can one avoid situations wh
Page 78 and 79: Completing this questionnaire is en
Page 80 and 81: To what extent do you agree with th
Page 82 and 83: How confident do you feel about doi
Page 84 and 85: Appendix 4: Suggestions for entry a
Page 86 and 87: M&E design 2. Pre-test and post-tes
Page 88 and 89: Appendix 5: Outline for a reportThe
Page 90 and 91: REFERENCES1 International Planned P
Page 92: Do you work for an organisation in

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