Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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