Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Hoffman, S.D. (2006). By the numbers: The publiccosts of adolescent childbearing. Washington, DC:National Campaign to Prevent Teen Pregnancy.Jaccard, J., and Dittus, P. J. (2000). Adolescentperceptions of maternal approval of birth controland sexual risk behavior. American Journal of PublicHealth, 90(9), 1426-1430.Jaccard, J., Dittus, P.J., and Gordon, V.V. (1996).Maternal correlates of adolescent sexual and contraceptivebehavior. Family Planning Perspectives,28(4), 159-165, 185.Jaccard, J., Dittus, P.J., and Litardo, H.A. (1993).Parent-adolescent communication about sex andbirth control: Implications for parent based interventionsto reduce unintended adolescent pregnancy.In W. Miller and L. Sever (Eds.), Advancesin population: psychological perspectives. London:Kingsley Publishers.Jemmott, L.S., Jemmott, J.B., III, and McCaffree,K. (2002). Making proud choices! A safer-sex approachto HIV/STDs and teen pregnancy prevention. NewYork: Select Media.Johnson, B.T., Carey, M.P., Marsh, K.L., Levin,K.D., and Scott-Sheldon, L.A.J. (2003).Interventions to reduce sexual risk for the humanimmunodeficiency virus in adolescents, 1985-2000: A research synthesis. Archives of Pediatrics& Adolescent Medicine, 157, 381-388.Jonassen, D. (1999). Designing constructivist learningenvironments. In C.M. Reigeluth (Ed.),Instructional design theories and models: A new paradigmof instructional theory (Vol. II) (pp. 215-239).Mahwah, NJ: Lawrence Erlbaum Associates.Kalagian, W., Loewen, I., Delmore, T., andBusca, C. (1998). Adolescent oral contraceptiveuse: Factors predicting compliance at 3 and 12months. Canadian Journal of Human Sexuality,7(1), 1-8.Kinsman, S.B., Romer, D., Furstenberg, F., andSchwarz, D. (1998). Early sexual initiation: Therole of peer norms. Pediatrics, 102(5), 1185-1192.Kirby, D. (2004). Logic models: A useful tool fordesigning, strengthening, and evaluating programsto reduce teen pregnancy. Scotts Valley, CA: ETRAssociates.Kirby, D. (2007). Emerging answers 2007: Researchfindings on programs to reduce teen pregnancyand sexually transmitted diseases. Washington,DC: National Campaign to Prevent Teen andUnwanted Pregnancy.Kirby, D. (2008). The impact of abstinence andcomprehensive sex and STD/HIV educationprograms on adolescent sexual behavior. SexualityResearch and Social Policy, 5(3), 18-27.Kirby, D., Barth, R., Leland, N., and Fetro, J.(1991). Reducing the risk: Impact of a new curriculumon sexual risk-taking. Family PlanningPerspectives, 23(6), 253-263.Kirby, D., Laris, B., and Rolleri, L. (2006). Sex andHIV education programs for youth: Their impact andimportant characteristics. Scotts Valley, CA: ETRAssociates.Kirby, D., and Lepore, G. (2007). Sexual risk andprotective factors: Factors affecting teen sexual behavior,pregnancy, childbearing and sexually transmitteddisease: Which are important? Which can you change?Washington, DC: National Campaign to PreventTeen Pregnancy.Kirby, D., Lezin, N., Afriye, R.A., and Gallucci, G.(2003). Preventing teen pregnancy: Youth developmentand after-school programs. Scotts Valley, CA:ETR Associates.Kirby, D., and Miller, B. (2002). Interventionsdesigned to promote parent-teen communicationabout sexuality. In S. Feldman and D. Rosenthal(Eds.), New directions for child and adolescentdevelopment (Parent-Adolescent Communicationon Sexual Issues ed., Vol. 97). San Francisco:Jossey-Bass.Krathwohl, D.R., Bloom, B.S., and Masia, B.B.(1964). Taxonomy of educational objectives: The classificationof educational goals, Handbook 2: Affectivedomain. New York: McKay.146 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
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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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paper (e.g., the air should be sque
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Activity 7-1Lines That People Use t
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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 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: Coyle, K. (2006). All4You2! Prevent
Page 159 and 160: Weed, S.E., Olsen, J.A., DeGaston,
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