Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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• Full curriculum pilot test. Testing the entirecurriculum is extremely useful as a final step inthe development process. This type of pilot testnot only provides invaluable data on sequencing,timing and potential impact, but also provideseducators with an opportunity to practice usingthe content before the program is delivered andevaluated. This type of pilot testing typicallyinvolves partnering with a school or communitybasedagency to deliver the entire curriculum toat least one (and ideally two or three) groups ofyouth similar to the intended population.To maximize the pilot test opportunities, observersshould:• Have a copy of the activity or lesson in front ofthem• Time each activity• Watch and listen to students and how they movethrough an activity (noting key comments andquestions)• Note key phrases used by the educators duringthe activity• Note immediate reactions to the activity or lessonThese notes should be used as part of an immediatedebrief process, along with input from students (e.g.,simple thumbs up, down, or sideways polls; brieffeedback forms; general comments and reactions;and suggestions for improvements).124 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Table10-1Instructional Principles Important for Each FactorChapter 3KnowledgeChapter 4Perceptionof RiskChapter 5Attitudes, Values,BeliefsChapter 6Perception ofPeer NormsChapter 7Self-Efficacyand SkillsChapter 8IntentionsChapter 9Parent-ChildCommunicationEnvironment• The educator should make sure the environment is conducive to thethoughtful consideration of new information (e.g., minimize distractions)✓ ✓ ✓ ✓ ✓ ✓• The educator should make sure the classroom is a safe social environmentfor young people to participate✓ ✓ ✓ ✓ ✓ ✓Specific Content and Instructional StrategiesTopics should be relevant to young people’s lives ✓ ✓ ✓ ✓ ✓ ✓ ✓Activities should:• Cover topics about sexuality that are important to young people• Emphasize the risks of unprotected sex ✓ ✓ ✓ ✓ ✓ ✓ ✓• Present credible research-based evidence describing both actual behaviorand expressed norms about that behavior✓ ✓• Identify and describe common situations that may lead to undesired,unplanned or unprotected sex✓ ✓ ✓• Repeatedly emphasize a clear and appropriate message about how toavoid and reduce sexual risks✓ ✓ ✓ ✓ ✓• Include strong arguments in their messages about behavior that have thegreatest appeal and impact✓ ✓• Provide arguments about behavior that are new, strong, and personallyrelevant to the students✓ ✓• Combine appropriate use of fear with a clear message about how to avoidthe undesirable outcomes✓ ✓ ✓ ✓✓• Use cognitive dissonance to change attitudes by demonstrating that specificattitudes to be changed are inconsistent with more fundamental andimportant values or attitudes, as appropriate• Increase skills and self-efficacy to:o Avoid situations that might lead to undesired or unprotected sexo Refrain from and refuse undesired, unintended or unprotected sexo Obtain condoms or other forms of contraceptiono Insist on using condoms or other forms of contraception, if having sexo Actually use condoms or other forms of contraception effectively, if havingsex✓✓ ✓ ✓ ✓ ✓• Demonstrate concepts and skills to students rather than simply describethem✓ ✓ ✓ ✓• Model desired behaviors (e.g., refusal skills and condom use skills) andhave youth practice and model the desired behavior to others✓ ✓ ✓• Break down complex concepts or skills into a progression of smaller conceptsor skills, with the smaller concepts or skills taught first, followed by alogical progression to more complex skills• Break refusal and communication skills into simpler steps that are modeledand then practiced; begin with scripted roleplays and easier situations andthen move to unscripted roleplays and more difficult situations• Use praise and encouragement to prompt students with new skills✓✓✓✓✓(Continued)Chapter 10 Conclusions 125
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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
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1. Do teens’ perceptions of risk
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a. Presentations and discussions of
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Table4-5Examples of Items That Have
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Pregnancy Risk Activity and Follow-
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STD Handshake(Continued)Important C
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5AddressingAttitudes,Values and Bel
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Theories ofAttitude ChangeAttitudes
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Although both quality and quantity
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• When arguments are presented by
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that it is possible to improve thes
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c. Use simulations to demonstrate p
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Table5-4Examples of Survey Items fr
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Table5-4Examples of Survey Items fr
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Activity 5-2Dreams, Goals and Value
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Page 114 and 115: Activity 8-1Description of Activity
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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
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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
Page 157 and 158: Lapsey, D.K. (1993). Toward an inte
Page 159 and 160: Weed, S.E., Olsen, J.A., DeGaston,
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