Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

Table10-1Instructional Principles Important for Each Factor (Continued)Chapter 3KnowledgeChapter 4Perceptionof RiskChapter 5Attitudes, Values,BeliefsChapter 6Perception ofPeer NormsChapter 7Self-Efficacyand SkillsChapter 8IntentionsChapter 9Parent-ChildCommunicationGeneral Instructional Methods (Continued)• Activities should include an array of different types of teaching methods,including:✓ ✓ ✓ ✓ ✓ ✓ ✓o A variety of teaching methods to describe, illustrate, model and personalizethe likelihood and consequences of becoming pregnant or contractingan STD✓ ✓ ✓ ✓o A variety of methods to produce thoughtful critical examination of newarguments and messages by the students✓ ✓o More than one method to increase teens’ self-efficacy (e.g., mastery,vicarious experiences, social persuasion and improvements in physicaland emotional associations)✓✓• Multiple examples should be provided ✓ ✓ ✓ ✓ ✓• Repeat and reinforce the arguments and messages in different ways overtime✓ ✓ ✓ ✓ ✓ ✓ ✓• Instruction should be individualized, when feasible ✓ ✓ ✓ ✓ ✓ ✓ ✓• Students should work regularly with other students in small groups ✓ ✓ ✓ ✓ ✓ ✓• Students’ knowledge and skills should be assessed appropriately• To the extent feasible, educators should make sure that the students areexposed to risk avoidance or reduction messages and arguments, payattention to them, comprehend them, accept them, integrate them, feelgood about them and retain them✓✓ ✓ ✓• Credible, respected and trusted people should present new material andarguments and model desired behavior; to the extent appropriate, thesepeople should be similar and familiar to the students• People with close connections to the students (e.g., parents or peers)should present or reinforce information and arguments favoring healthybehaviors✓ ✓ ✓ ✓ ✓ ✓✓ ✓ ✓ ✓Chapter 10 Conclusions 127