Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Activity 7-4Condom Line-UpDescription of ActivityObjectives: Students will be able to:Describe the proper order of steps for using a condom correctlyRisk and Protective Factors Affected:Self-efficacy to use a condom correctlyActivity:In advance, the educator prepares two sets of 5 x 8 cards with the following steps for using acondom properly. Each set has 11 cards; each card has one step. These steps include the followingkinds of steps, which can be modified or supplemented:a. Purchasing a condomb. Checking the date of the package to make sure it has not expiredc. Carefully removing the condom from the wrapper without puncturing it and checking to makesure it is goodd. Putting it on the penis so that it unrolls properlye. Pinching the tip to keep out the air and allow sufficient space at the tip for the semenf. Unrolling it all the wayg. Applying a water-based lubricant (but not an oil-based lubricant), if desiredh. Keeping it on during sexual intercoursei. Holding the condom around the base of the penis and withdrawing from the partnerj. Taking off the condom carefully so that no semen comes outk. Disposing of it properlyTwenty-two students are divided into two teams; each team gets one set of cards, one for eachteam member.The team members have to read and hold up their cards and then get in a line such that the stepsare in the correct order. The first team to line up properly wins the competition.Important Considerations in Using ItThis activity should only be implemented if school policies and community norms support its use.It can generate lots of fun and excitement.References for Lessons That Describe a Similar Activity More Fully1. Making Proud Choices, Module 7, Activity A: Condom Line Up2. Safer Choices, Level 1, Class 9, Activity 2: Practicing Proper Use of Condoms96 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Activity 7-5Using Condoms CorrectlyDescription of ActivityObjectives: Students will be able to:Demonstrate how to use a condom correctlyRisk and Protective Factors Affected:Self-efficacy and skills to use a condom correctlyActivity:The educator puts on the board the correct steps for using a condom correctly. She/he thendemonstrates using a condom correctly with two fingers or a penis model. The steps should include:• Checking the date of the package to make sure it is not too old• Carefully removing the condom from the wrapper without puncturing it and checking to makesure it is in good condition• Making sure it is latex and not lambskin• Putting it on the penis so that it unrolls properly• Allowing sufficient space at the tip for the semen• Unrolling it all the way• Applying a water-based lubricant (but not an oil-based lubricant), if desired• Keeping it on during sex• After sex, holding the condom around the base of the penis and withdrawing from the partner• Taking off the condom carefully so that no semen comes out• Disposing of it properlyAfter the educator has demonstrated proper use, students individually (or in pairs) are givenwrapped condoms and complete the same steps by putting them over two fingers.Important Considerations in Using ItThis activity should only be implemented if school policies and community norms support its use.Students should be not be forced to touch a condom if they do not wish to do so.References for Lessons That Describe a Similar Activity More Fully1. Becoming a Responsible Teen, Session 3, Activity 4: Using Condoms Correctly2. Cuidate!, Module 5, Activity B: Condom Use Skills3. Draw the Line, Grade 8, Class 6, Activity 6.4: Condom Demonstration4. Making Proud Choices, Module 5, Activity D: Condom Use Skills5. It’s Your Game, Grade 8, Lesson 5, Computer-Based Activity: Marvin’s Story, On the Air: ExpertCorner II and Condom Steps6. Safer Choices, Level 1, Class 9, Activity 1: Condom Demonstration7. Safer Choices, Level 1, Class 9, Activity 2: Practicing Proper Use of Condoms8. Safer Choices, Level 2, Class 7, Activity 2: Condom Demonstration9. SiHLE, Workshop 2, Activity L: Introducing ORRaHChapter 7 Increasing Self-Efficacy and Skills 97
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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
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methods more often. For example, th
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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 and 102: Activity 7-1Lines That People Use t
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Page 110 and 111: chaperoned, they may not have the o
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
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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
Page 153 and 154: ReferencesAbelson, R., and Prentice
Page 155 and 156: 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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