Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

More documents

Recommendations

Info

Innovative Approaches to Increase Parent-Child Communication About Sexuality: Their Impact and Examples from theField. (2002). New York, NY: Sexuality Information and Education Council of the United States (SIECUS).http://apha.confex.com/apha/132am/techprogram/paper_78986.htmKirby, D. (2007). Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and SexuallyTransmitted Diseases. Washington DC: National Campaign to Prevent Teen Pregnancy.http://www.thenationalcampaign.org/EA2007/EA2007_full.pdfKlerman, K. (2004). Another Chance: Preventing Additional Births to Teen Mothers. Washington DC: NationalCampaign to Prevent Teen Pregnancy.http://www.thenationalcampaign.org/resources/pdf/pubs/AnotherChance_FINAL.pdfManlove, J., Franzetta, K., McKinney, K., Romano Papillo, A., and Terry-Humen, E. (2004). A GoodTime: After-School Programs to Reduce Teen Pregnancy. Washington DC: National Campaign to Prevent TeenPregnancy.http://www.thenationalcampaign.org/resources/pdf/pubs/AGoodTime.pdfManlove, J., Franzetta, K., McKinney, K., Romano Papillo, A., and Terry-Humen, E. (2004). No Time toWaste: Programs to Reduce Teen Pregnancy Among Middle School-Aged Youth. Washington DC: National Campaignto Prevent Teen Pregnancy.http://www.thenationalcampaign.org/resources/pdf/pubs/No_Time.pdfManlove, J., Romano Papillio, and Ikramullah, E. (2004). Not Yet: Programs to Delay First Sex Among Teens.Washington DC: National Campaign to Prevent Teen Pregnancy.http://www.teenpregnancy.org/works/pdf/NotYet.pdfManlove, J., Terry-Humen, E., Papillo, A. R., Franzetta, K., Williams, S., and Ryan, S. (2002). PreventingTeenage Pregnancy, Childbearing, and Sexually Transmitted Diseases: What the Research Shows. Washington, DC:Child Trends and the Knight Foundation.http://www.childtrends.org/files/K1Brief.pdfPapillo, A. R., and Manlove, J. (2004). Science Says: Early Childhood Programs. Washington, DC: The NationalCampaign to Prevent Teen Pregnancy.http://www.preschoolcalifornia.org/assets/teen-pregnancy-research-0604.pdfThe Program Archive on Sexuality, Health, and Adolescence (PASHA). (2011). Los Altos, CA: Sociometrics.http://www.socio.com/pasha.phpResource Center for Adolescent Pregnancy Preventionhttp://www.etr.org/recappScience and Success, Second Edition: Sex Education and Other Programs That Work to Prevent Teen Pregnancy, HIV andSexually Transmitted Infections. (2008). Washington DC: Advocates for Youth.www.advocatesforyouth.org/programsthatwork134 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Science-Based Practices: A Guide for State Teen Pregnancy Prevention Organizations, (2004). Washington, DC:Advocates for Youth.http://www.advocatesforyouth.org/publications/frtp/guide.htmSolomon, J. and Card, J. J. (2004). Making the List: Understanding, Selecting, and Replicating Effective TeenPregnancy Prevention Programs. Washington DC: The National Campaign to Prevent Teen Pregnancy.http://www.thenationalcampaign.org/resources/pdf/pubs/MakingTheList.pdfTroccoli, K. (ed.). (2006). It’s a Guy Thing: Boys, Young Men, and Teen Pregnancy Prevention. Washington DC:National Campaign to Prevent Teen Pregnancy.www.teenpregnancy.orgTools to assess, select, or adapt programs and curriculaThe School Health Index (SHI): Self-Assessment and Planning Guide was developed by CDC in partnershipwith school administrators and staff, school health experts, parents, and national nongovernmental healthand education agencies for the purpose of enabling schools to identify strengths and weaknesses of health andsafety policies and programs, enabling schools to develop an action plan for improving student health, whichcan be incorporated into the School Improvement Plan, and engaging teachers, parents, students, and thecommunity in promoting health-enhancing behaviors and better health.http://www.cdc.gov/HealthyYouth/SHI/introduction.htmHealth Education Curriculum Analysis Tool (HECAT). The Health Education Curriculum Analysis Tool(HECAT) can help school districts, schools, and others conduct a clear, complete, and consistent analysis ofhealth education curricula based on the National Health Education Standards and CDC’s Characteristics ofEffective Health Education Curricula. The HECAT results can help schools select or develop appropriate andeffective health education curricula and improve the delivery of health education to address sexual health andother health education topics. The HECAT can be customized to meet local community needs and conformto the curriculum requirements of the state or school district. The Sexual Health Module contains the toolsto analyze and score curricula that are intended to promote sexual health and prevent risk-related healthproblems, including teen pregnancy, Human Immunodeficiency Virus (HIV) infection, and other sexuallytransmitted diseases (STD). This module can be used to analyze curricula emphasizing sexual risk avoidance(abstinence) and sexual risk reduction.http://www.cdc.gov/HealthyYouth/HECAT/index.htmCharacteristics of Effective Sex and STD/HIV Education ProgramsCDC’s School Health Education Resources (SHER): Characteristics of an Effective Health EducationCurriculumhttp://www.cdc.gov/HealthyYouth/SHER/characteristics/index.htmKirby, D. (2007). Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and SexuallyTransmitted Diseases. Washington DC: National Campaign to Prevent Teen Pregnancy.http://www.thenationalcampaign.org/EA2007/EA2007_full.pdfResources 135
Page 1:
Reducing AdolescentSexual RiskA The
Page 4 and 5:
ETR Associates (Education, Training
Page 6 and 7:
AcknowledgmentsThis book evolved ou
Page 8 and 9:
Activities, Boxes and FiguresActivi
Page 11 and 12:
1 IntroductionThis book was created
Page 13 and 14:
• Children of teenage mothers are
Page 15 and 16:
Table1-2 The 17 Characteristics of
Page 17:
Each of the following chapters focu
Page 20 and 21:
“determinants,” “behaviors,
Page 22 and 23:
model, provide evidence regarding h
Page 24 and 25:
to avoid unwanted sex and then synt
Page 26 and 27:
Figure2-3 An Example of a Logic Mod
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Table2-2Learning Objectives to Redu
Page 34 and 35:
Table2-2Learning Objectives to Redu
Page 36 and 37:
Table2-3Learning Objectives to Incr
Page 38 and 39:
Page 40 and 41:
Page 43 and 44:
3 Increasing KnowledgeKeys to Incre
Page 45 and 46:
Table3-1Number of Studies Reporting
Page 47 and 48:
Box3-1Types of Activities to Increa
Page 49 and 50:
partner does not mind using a condo
Page 51 and 52:
methods more often. For example, th
Page 53 and 54:
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
Page 75 and 76:
c. Use simulations to demonstrate p
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
Page 95 and 96: feelings may reduce their self-effi
Page 97 and 98: situations more difficult so that t
Page 99 and 100: paper (e.g., the air should be sque
Page 101 and 102: Activity 7-1Lines That People Use t
Page 103 and 104: Situations That May Lead to Unwante
Page 105 and 106: Roleplaying to Enhance Refusal Skil
Page 107: Activity 7-5Using Condoms Correctly
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
Page 123 and 124: and the activities suggested prior
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
Page 137: Table10-1Instructional Principles I
Page 140 and 141: Incidence The number of new cases o
Page 143: ResourcesThree kinds of resources a
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,
show all

Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?