Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Activity 7-2Situations That May Lead to Unwanted or Unintended SexDescription of ActivityObjectives: Students will be able to:1. Describe specific common situations that may lead to unwanted or unprotected sex2. Describe ways to avoid or get out of those situationsRisk and Protective Factors Affected:1. Knowledge2. Perception of peer norms about having or avoiding unwanted or unprotected sexActivity:The instructor asks students to describe multiple situations that might lead to unwanted sex. Afterthe students have mentioned a couple, the instructor chooses one of the most common ones andasks for greater detail about it. As appropriate, she/he asks where it would take place, what type ofenvironment, who will be there, who will not be there, will alcohol or drugs be there, etc. A commonsituation might be a party at someone’s home. Other teens will be there. Parents or other adults willnot be there. Music, alcohol and empty bedrooms or other rooms will be part of the environment.The instructor then asks what could be done to avoid such situations and allows time for studentsto give a variety of answers (e.g., check to be sure adults will be there, make sure alcohol and drugswill not be there).The instructor then asks what you could do if you unexpectedly find yourself at such a party andallows time for multiple answers (e.g., ask to go home, make a compact with a girlfriend not to letyou drink or go off with someone).And finally, the instructor asks what you can do if you find yourself in a situation where you arenecking and might become sexually intimate (e.g., go to the bathroom, state clearly you are not readyfor this and want to leave the room, or say you have had too much to drink and do not feel well).After one common situation has been described and discussed, the instructor chooses anotherdissimilar situation and goes through the same process. This is repeated until multiple possiblesolutions have been discussed or until most creative ideas for avoiding and getting out of risksituations have been suggested and described by students.Notes:1. Because the students describe the situations that their peers are involved in, these situations arereal to the students.2. Because the students suggest all the ways to avoid or get out of these situations, they establisha clear norm that students should either avoid or get out of these situations and should not haveunwanted or unprotected sex.Important Considerations in Using ItPossible Pitfalls That Might Reduce Effectiveness:1. Students are not given enough time to describe the situations.2. Students are not given enough time or encouragement to describe methods of avoiding orgetting out of such situations.3. Students do not identify many solutions. (Continued)92 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Situations That May Lead to Unwanted or Unintended Sex(Continued)References for Lessons That Describe a Similar Activity More Fully1. Becoming a Responsible Teen, Session 7, Activity 2: Getting Out of Risky Situations2. Draw the Line, Grade 7, Lesson 3, Activity 3.3: Warning Signs3. Draw the Line, Grade 7, Lesson 3, Activity 3.4: Risky Situations: Small-Group Activity4. It’s Your Game, Grade 8, Lesson 6, Activity II: The Danger ZoneChapter 7 Increasing Self-Efficacy and Skills 93
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Reducing AdolescentSexual RiskA The
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ETR Associates (Education, Training
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AcknowledgmentsThis book evolved ou
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Activities, Boxes and FiguresActivi
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1 IntroductionThis book was created
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• Children of teenage mothers are
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Table1-2 The 17 Characteristics of
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Each of the following chapters focu
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“determinants,” “behaviors,
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model, provide evidence regarding h
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to avoid unwanted sex and then synt
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Figure2-3 An Example of a Logic Mod
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Table2-2Learning Objectives to Redu
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Table2-2Learning Objectives to Redu
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Table2-3Learning Objectives to Incr
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3 Increasing KnowledgeKeys to Incre
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Table3-1Number of Studies Reporting
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Box3-1Types of Activities to Increa
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partner does not mind using a condo
Page 51 and 52: methods more often. For example, th
Page 53 and 54: 4ImprovingPerceptions of Risks—Bo
Page 55 and 56: 1. Do teens’ perceptions of risk
Page 57 and 58: a. Presentations and discussions of
Page 59 and 60: Table4-5Examples of Items That Have
Page 61 and 62: Pregnancy Risk Activity and Follow-
Page 63 and 64: STD Handshake(Continued)Important C
Page 65 and 66: 5AddressingAttitudes,Values and Bel
Page 67 and 68: Theories ofAttitude ChangeAttitudes
Page 69 and 70: Although both quality and quantity
Page 71 and 72: • When arguments are presented by
Page 73 and 74: that it is possible to improve thes
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Page 77 and 78: Table5-4Examples of Survey Items fr
Page 79 and 80: Table5-4Examples of Survey Items fr
Page 81 and 82: Activity 5-2Dreams, Goals and Value
Page 83 and 84: Activity 5-4“Dear Abby”Descript
Page 85 and 86: 6CorrectingPerceptionsof Peer Norms
Page 87 and 88: Is there a gap between perceptions
Page 89 and 90: 3. Use concepts, language, symbols,
Page 91 and 92: Table6-4Examples of Items That Have
Page 93 and 94: 7 Increasing Self-Efficacy and Skil
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Page 101: Activity 7-1Lines That People Use t
Page 105 and 106: Roleplaying to Enhance Refusal Skil
Page 107: Activity 7-5Using Condoms Correctly
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Page 112 and 113: attitudes about condoms and contrac
Page 114 and 115: Activity 8-1Description of Activity
Page 117 and 118: 9IncreasingParent-ChildCommunicatio
Page 119 and 120: ehavior may be quite complex (Jacca
Page 121 and 122: 5. Give students multiple homework
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Page 125 and 126: Activity 9-1Description of Activity
Page 127 and 128: Activity 9-3Human Sexuality Board G
Page 129 and 130: 10 ConclusionsKeys to Reducing Sexu
Page 131 and 132: Figure10-1Assessing Factors in Curr
Page 133 and 134: sexual minority youth and pressure
Page 135 and 136: Table10-1Instructional Principles I
Page 137: Table10-1Instructional Principles I
Page 140 and 141: Incidence The number of new cases o
Page 143 and 144: ResourcesThree kinds of resources a
Page 145 and 146: Science-Based Practices: A Guide fo
Page 147 and 148: National Longitudinal Study of Adol
Page 149 and 150: Changing Social Normshttp://www.etr
Page 151 and 152: Advocates for Youth, Young Women of
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ReferencesAbelson, R., and Prentice
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Coyle, K. (2006). All4You2! Prevent
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Lapsey, D.K. (1993). Toward an inte
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Weed, S.E., Olsen, J.A., DeGaston,
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