Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

Table1-2 The 17 Characteristics of Effective Programs*The Process of Developingthe CurriculumThe Contents of the Curriculum ItselfThe Process of Implementingthe Curriculum1.Involved multiple peoplewith different backgroundsin theory, research and sexand STD/HIV education todevelop the curriculum2. Assessed relevant needs andassets of target group3. Used a logic model approachto develop the curriculumthat specified the healthgoals, the behaviors affectingthose health goals, therisk and protective factorsaffecting those behaviorsand the activities addressingthose risk and protectivefactors4. Designed activities consistentwith community valuesand available resources (e.g.,staff time, staff skills, facilityspace and supplies)5. Pilot-tested the program*Curriculum Goals and Objectives16. Focused on clear health goals—the prevention ofpregnancy and/or STD/HIV17. Focused narrowly on specific behaviors leading to thesehealth goals (e.g., abstaining from sex or using condomsor other contraceptives), gave clear messages aboutthese behaviors and addressed situations that mightlead to them and how to avoid them18. Addressed multiple sexual psychosocial risk and protectivefactors affecting sexual behavior (e.g., knowledge,perceived risks, values, attitudes, perceived norms andself-efficacy)Activities and Teaching Methodologies19. Created a safe social environment for youth toparticipate10. Included multiple activities to change each of thetargeted risk and protective factors11. Employed instructionally sound teaching methods thatactively involved the participants, that helped participantspersonalize the information and that weredesigned to change each group of risk and protectivefactors12. Employed activities, instructional methods and behavioralmessages that were appropriate to the youths’culture, developmental age and sexual experience13. Covered topics in a logical sequence14. Secured at least minimalsupport from appropriateauthorities such as departmentsof health, schooldistricts or communityorganizations15. Selected educators withdesired characteristics(whenever possible),trained them and providedmonitoring, supervisionand support16. If needed, implementedactivities to recruit andretain youth and overcomebarriers to their involvement,e.g., publicized theprogram, offered food orobtained consent17. Implemented virtually allactivities with reasonablefidelityKirby, D. B. (2007). Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases.Washington, DC: National Campaign to Prevent Teen and Unwanted Pregnancy.6. Intention to abstain from sexual activity, restrictsexual activity or decrease the number of sexualpartners7. Communication with parents or other adultsabout sexuality, condoms or contraception1Similarly, those programs that effectively increasedcondom or contraceptive use sometimes focused onand improved the following factors (Kirby 2007):1. Knowledge, including knowledge of sexual issues,pregnancy, HIV and other STDs (includingmethods of prevention)1 Communication with parents or other adults is not a cognitivesexual psychosocial factor. However, it is a factor that many programsaddressed and improved and that in turn changed behavior.2. Attitudes toward risky sexual behavior andprotection3. Attitudes toward condoms4. Perceived effectiveness of condoms to preventSTD/HIV5. Perceptions of barriers to condom use6. Self-efficacy to obtain condoms7. Self-efficacy to use condoms8. Intention to use a condom9. Communication with parents or other adultsabout sex, condoms, or contraceptionBoth theory and numerous empirical studies havedemonstrated that these factors, in turn, have animpact on adolescent sexual decision making andChapter 1 Introduction 5