Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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to avoid unwanted sex and then synthesize themand apply them to other situations will rememberand use them more than those students who simplyreiterate the strategies.Once the learning objectives have been established,it is essential to ensure the planned activities and theobjectives are in alignment. If an activity is includedin the curriculum but really does not support studentsin meeting the stated objectives, then it shouldbe modified or replaced. If an existing program doesnot have clearly stated objectives, they should becreated.Tables 2-2 to 2-6 include examples of behavioralobjectives for the key behaviors specified in the logicmodel in Figure 2-3. These tables are not exhaustive,but provide a range of examples of the types ofobjectives that could be included in a curriculum toaddress abstinence, sexual partners, contraceptiveuse, condom use, STD testing and treatment, andvaccinations.14 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Figure2-3 An Example of a Logic Model to Reduce Pregnancy and Sexually Transmitted Diseaseby Implementing a Sexuality Education CurriculumIndividual Risk andCurriculum Activities Protective Factors Behaviors Goals• Provide accurate information about the risks of pregnancy• Implement simulation activities in which teens see that with each passing month,more teens get pregnant if they have unprotected sex, but don’t get pregnant ifthey abstain• Have students write down what they would have to do in the next 48 hours if theyjust found out they were pregnant• Have students write down activities they wish to do in coming years, and then markwhich ones would be difficult or impossible if they had a child• Show video clips of teen parents who talk about how they wish they had waiteduntil they were older to become parents• Provide accurate information about the risks of STDs (including HIV)• Implement simulation activities in which adolescents can see how STDs can spreadrapidly in people engaging in unprotected sex with multiple partners• Show video clips of teens who contracted herpes or other incurable STDs and whodescribe the consequencesIncrease knowledge andperception of risks andconsequences of pregnancy andchildbearing if sexually activeIncrease knowledge andperception of risks andconsequences of contracting anSTD, including HIV, if sexuallyactive• Delay initiation ofsex• Reduce frequencyof sex amongsexually active• Reduce number ofpartners• Avoid concurrentpartners• Increase timebetween partners• Have only longterm,mutuallyfaithful partners ifhaving sex• Reduce teenpregnancy• Reduce STD• Provide accurate information about the additional risks of having multiple partners,concurrent partners and short periods of time between partners• Implement simulations showing the huge impact on the size of sexual networks ofsmall increases in number of partners• Conduct simulations demonstrating the impact of concurrent versus sequentialsexual partners on the spread of STDsIncrease knowledge and perceptionof risks of the impactof multiple partners, concurrentpartners, and gap of timebetween sexual partners on contractingan STD, including HIV• Have peer leaders lead group discussions in which students discuss the advantagesand disadvantages of engaging in sex, and emphasize benefits of abstaining fromsex or having only one long term faithful partner if having sex• Identify peers who are popular among different groups of adolescents and whoare willing to publicly support abstinence or having only one long-term, faithfulpartner if having sex• Have groups of peers plan and implement school-wide activities such as assemblies,contests, media materials and small group discussions, all of which promoteavoiding unprotected sex by abstaining from sex• Conduct school-wide polls and report results showing support for adolescentsavoiding unprotected sex; provide individual stories to personalize results of thepolls• Collect survey data from students and report results showing that most studentsabstain from sex or support only one long-term, faithful partner if having sex• Implement roleplays in which adolescents successfully resist sexIncrease perception that peersare not sexually active andsupport abstinence or long‐termfaithful partners(Continued)Chapter 2 Creating a Logic Model and Learning Objectives 15
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 26 and 27: Figure2-3 An Example of a Logic Mod
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 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
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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
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Roleplaying to Enhance Refusal Skil
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Activity 7-5Using Condoms Correctly
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chaperoned, they may not have the o
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attitudes about condoms and contrac
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Activity 8-1Description of Activity
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9IncreasingParent-ChildCommunicatio
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ehavior may be quite complex (Jacca
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5. Give students multiple homework
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and the activities suggested prior
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Activity 9-1Description of Activity
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Activity 9-3Human Sexuality Board G
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10 ConclusionsKeys to Reducing Sexu
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Figure10-1Assessing Factors in Curr
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sexual minority youth and pressure
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Table10-1Instructional Principles I
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Table10-1Instructional Principles I
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Incidence The number of new cases o
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ResourcesThree kinds of resources a
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Science-Based Practices: A Guide fo
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National Longitudinal Study of Adol
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Changing Social Normshttp://www.etr
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Advocates for Youth, Young Women of
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ReferencesAbelson, R., and Prentice
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Coyle, K. (2006). All4You2! Prevent
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Lapsey, D.K. (1993). Toward an inte
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Weed, S.E., Olsen, J.A., DeGaston,
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