Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

Table2-2Learning Objectives to Reduce Sexual Activity (Continued)Specific BehaviorsStudents will beable to:Knowledge andPerceptions of RiskStudents will beable to:Attitudes, Valuesand BeliefsStudents will beable to:Communicate theirpersonal limitsregarding sex andintimate behaviors.• Describe what a personallimit is.• Generate ways tocommunicate personal limitsto friends/partners.• Select and/or state theirpersonal limits regarding sexand intimate behaviors.• Make a case for why it’simportant to communicatepersonal limits to friends/partners.• View favorably thebenefits of communicatingpersonal limitto not have sex.• Demonstratefavorable attitudestoward talking aboutsexual limits.• Hold the belief thatcommunicating personalintentions andlimits will decreaserisk of pregnancyand HIV/STD.• Hold the belief thatcommunicating personallimits will leadto a better relationshipwith partner.Suggest alternativeactivities to sex withtheir partners.• Generate alternate activitiesto having sex.• Propose different waysto suggest or bring upalternative activities.• Appraise which alternativeactivities are most viable fortheir use.• Make a case for whya healthy relationshipis not predicatedon sexual activity.• See the value in suggestingalternativeactivities to sex as away to strengtheninterpersonal relationships.Avoid situationswhere they couldhave sex.• Analyze situations (places,peers, times) that may makeit hard to refuse sexualpressures.• Develop strategies for avoidingsituations where theymay face sexual pressures.• Have desire to avoidsituations that maymake it hard torefuse or handlesexual pressures.• Believe that avoidinga high-risk situationwill help themkeep from havingunwanted or unprotectedsex.Perceptions ofPeer NormsStudents will beable to:• Acknowledge that teenscommunicate their personallimits to friends.• Believe that teens communicatetheir personal limitsregarding sex to partners.• Recognize that people mayhave different personallimits regarding differentbehaviors.• Internalize the belief thatfriends approve of themcommunicating personallimits.• Internalize the belief thatpartners approve of themcommunicating their limits.• Identify friends whocan help them stick withand communicate theirpersonal limits.• Summarize the beliefs ofothers regarding the use ofalternate activities to sex.• Identify friends/ peerswho will support alternateactivities.• Form the belief thatsignificant others approveand respect their decisionto avoid situations thatmay make it hard to refusesex.• Identify friends/peerswho will support them inavoiding and/or identifyingrisky situations.Skills andSelf-efficacyStudents will beable to:• Demonstratethe ability tocommunicate theirpersonal limits tofriends or partners.• Communicate theirlimits to friendsor partners withconfidence.• Demonstrate abilityto suggest or bringup an appropriatealternative activity tosex.• Recommend analternative activity tosex with confidence.• Demonstrate howto identify signsand situations thatmay make it hard toresist or refuse sexualpressures.• Develop confidencein their ability to identifysigns and situationsthat may make ithard to say no to sex.IntentionsStudents will beable to:• Form intentionsto share personallimits with friends/partners.• Plan to suggestalternativeactivities to sexwith partners.• Plan to avoidsituations thatcould lead to sex.Parent-ChildCommunicationStudents will beable to:• Identify parents andother adults who canhelp them establishand communicatetheir personal intentionsand limits.• Internalize the beliefthat parents wantthem to communicatetheir sexual limits tofriends/partners.• Identify adults whowill support alternateactivities.• Identify adultswho will supportthem in identifyingand avoiding riskysituations.(Continued)Chapter 2 Creating a Logic Model and Learning Objectives 23