Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Incidence The number of new cases of a disease ina defined population, within a specified period oftime.Information-Motivation-Behavioral Skills Model(IMB) The model that states HIV preventioninformation and motivation work through preventivebehavioral skills to influence risk reductionbehaviors.Instructional principles Standards or guidelinesthat can help improve the quality of instruction.Intentions Courses of action that people expect tofollow.Intervention mapping A framework for healtheducation intervention development consistingof five steps: (1) creating a matrix of proximalprogram objectives, (2) selecting theory-basedintervention methods and practical strategies, (3)designing and organizing a program, (4) specifyingadoption and implementation plans, and (5)generating program evaluation plans.Invulnerability The belief that one will not beinjured, damaged or wounded. Some peoplebelieve this characterizes adolescent beliefs aboutrisk behaviors.Learning objective A brief, clear, specific statementof what participants will be able to performat the conclusion of instructional activities.Logic model A pictorial diagram that shows therelationship among program components, activitiesand desired health outcomes.Normative messages Communications directedtoward a targeted group (such as youth) designedto convey expectations or standards of expected oracceptable behavior.Norms Standards of expected or acceptable behaviorfor a specific group.Parent-child connectedness The strength of theemotional bond between parent and child andthe degree to which this bond is both mutual andsustained over time.Pedagogical principles Instructional principlesthat increase learning.Pedagogy Teaching methods; the principles andmethods of instruction.Perceptions of peer norms What individualsbelieve that others like themselves believe isexpected or acceptable for them to do.Perceptions of risk The extent to which individualsfeel they are subject to a health threat.Pilot testing Trying out research interventions andmethods or health education programs and projectsto uncover problems or identifying improvementsbefore the actual program or researchproject is launched.Poll A questioning or canvassing of personsselected at random or by quota to obtain informationor opinions to be analyzed.Prevalence The number of events, e.g., instancesof a given disease or other condition in a givenpopulation at a designated time.Principle A rule or standard.Protective factor A factor that reduces the likelihoodthat a particular disease or adverse healthoutcome will occur.Reciprocal causality Two events directly influenceeach other simultaneously.Representative survey A survey with a samplethat well represents the population from whichthe sample is drawn, e.g., a survey based on alarge randomly selected sample.Risk factor A factor that increases the chances ofa negative behavior or outcome, or reduces thechances of a positive behavior or outcome.Roleplay An educational and training method thatallows learners to practice new communicationskills in life-like vignettes or dramas.Self-efficacy Confidence in one’s ability to engagein a behavior successfully.130 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Sequential sexual partners Two or more nonoverlappingsexual relationships.Sexual networks Group of persons who are connectedto one another through sexual activity.Sexual psychosocial factors Factors such asknowledge, perceptions of risk, attitudes, perceptionsof norms, self-efficacy, and intentionsrelated to sexual activity.Severity The seriousness of a condition and itsconsequences.Simulation An interactive educational activity thatdemonstrates a particular phenomenon or principle,such as the number of young people that getpregnant in a year if not using protection.Skills Capability of accomplishing something withprecision and certainty.STD or HIV education program An interventionbased on a written curriculum implementedamong groups of youth in schools, clinics, orother community settings to reduce adolescentsexual risk behaviors and, ultimately, STDs,including HIV.Social cognitive theory A structured set of ideasthat stress the dynamic interrelationships amongpeople, their behavior, and their environment.Susceptibility Vulnerability, often specific to particularthreats.Taxonomies of learning The classification of formsand levels of learning into different domains.Teachable moment A moment that presents anopportunity to talk about or reinforce importantinformation, attitudes, beliefs, values orbehaviors.Theory of Planned Behavior An extension of thetheory of reasoned action that incorporates aperson’s attitudes toward a behavior.Theory of Reasoned Action A social-psychologicalmodel of voluntary behavior based on theassumption that intentions are the most immediateinfluence on behavior.Undesired sexual activity Sexual activity that isnot wanted by the people involved.Unplanned sex Sex that is not planned ahead oftime.Unprotected sex Sex that is not protected by condomsor other methods of contraception to reducethe risk of pregnancy or STD.Values General and highly esteemed attitudes orbeliefs that affect decision making.Social persuasion A change in an individual’sthoughts, feelings or behaviors caused by otherpeople.Stages of Change Theory Also called the transtheoreticalmodel; the sequence of stages a persongoes through when attempting to change abehavior: precontemplation, contemplation, decision,action and maintenance.Glossary 131
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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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Activity 5-4“Dear Abby”Descript
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6CorrectingPerceptionsof Peer Norms
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Is there a gap between perceptions
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Page 114 and 115: Activity 8-1Description of Activity
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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 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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