Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Program Fidelity and AdaptationFederal ResourcesNon-Federal ResourcesBacker, T.E. (2002). Finding the Balance: Program Fidelity and Adaptation in Substance Abuse Prevention.Rockville, MD: Substance Abuse and Mental Health Services Administration.http://sshs.promoteprevent.org/resources/finding-balance-program-fidelity-and-adaptation-substanceabuse-preventionAdaptationhttp://www.healthyteennetwork.org/index.asp?Type=B_BASIC&SEC=%7BE8F6E426-AID8-4DBC-8CCF-1C68EB3BFEDB%7D&DE=%7B1EE1BD19-468D-918B-F36FA6134243%7DPractice Profiles for Get Real About AIDS and Reducing the Risk. (1999). Santa Cruz, CA: ETR Associates.http://www.etr.org/recapp/index.cfm?fuseaction=pages.TheoriesDetailandPageID=547Cultural Competency ResourcesFederal ResourcesBancroft, M. (2002). Cultural Competence and Reproductive Health: A Guide to Services for Immigrants andRefugees. Philadelphia, PA: DHHS Region III Family Planning Training Center.www.region3ipp.org/datadir/200772145314.pdfCenters for Disease Control and Prevention, National Prevention Information Network (NPIN)www.cdcnpin.org/scripts/population/culture.aspHealth Resources and Services Administration (HRSA): Cultural Competence Resources for Health CareProviderswww.hrsa.gov/culturalcompetenceManagement Sciences for Health. Provider’s Guide to Quality and Culturehttp://erc.msh.org/mainpage.cfm?file=1.0.htmandmodule=providerandlanguage=EnglishOffice of Minority Health (OMH)www.cdc.gov/omhdNon-Federal ResourcesAdvocates for Youth, Cultural Competency and Adolescent Reproductive and Sexual Healthwww.advocatesforyouth.org/culturalcompetency.htmAdvocates for Youth, MySistahshttp://www.advocatesforyouth.org/index.php?option=com_contentandtask=viewandid=796andItemid=115140 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Advocates for Youth, Young Women of Color Initiativewww.advocatesforyouth.org/about/ywoc.htmaha! Processwww.ahaprocess.comCommunity Tool Boxhttp://ctb.ku.edu/tools/enhancecompetence/index.jspDiversity Rx. Resources for Cross Cultural Health Care (RCCHC) and Drexel University School of PublicHealth’s Center for Health Equalitywww.diversityrx.orgEsack, F., Alam, S. and Kabir, B. (2007). HIV, AIDS, and Islam: A Workshop Manual Based onCompassion, Responsibility and Justice. Washington, DC: Communities Responding to the HIV/AIDSEpidemic.www.coreinitiative.org/Resources/Publications/CORE_PM.pdfExpanding the Movement for Empowerment and Reproductive Justice (EMERJ)http://reproductivejustice.org/emerjFamily Health International, YouthNet Programwww.infoforhealth.org/youthwg/pubs/youthnet.shtmlGeorgetown University, National Center for Cultural Competence (NCCC)http://www11.georgetown.edu/research/gucchd/ncccInter-University Consortium for Political and Social Research, Minority Data Resource Centerwww.icpsr.umich.edu/MDRCJames Bowman Associates, Reaching New Heights. Assessing Organizational Capacity to Provide CulturallyCompetent Services (brochure)www.jamesbowmanassociates.com/projects.htmlKennedy, E., Jacinta Bronte-Tinkew, J., and Matthews, G. (2007). Enhancing Cultural Competence in Outof-SchoolTime Programs: What Is It, and Why Is It Important? Washington, DC: Child Trends.http://www.childtrends.org/files//child_trends-2007_01_31_rb_culturecompt.pdfLeón, J., Sugland, B. W., and Peak, G. L. (2003). Engaging Parents and Families as Partners in AdolescentReproductive Health and Sexuality. Baltimore, MD: Center for Applied Research and Technical Assistance(CARTA).http://www.training3info.org/resources_manuals.aspxResources 141
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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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3. Use concepts, language, symbols,
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Table6-4Examples of Items That Have
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7 Increasing Self-Efficacy and Skil
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feelings may reduce their self-effi
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situations more difficult so that t
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Page 101 and 102: Activity 7-1Lines That People Use t
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Page 105 and 106: Roleplaying to Enhance Refusal Skil
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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 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: Changing Social Normshttp://www.etr
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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