Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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