Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Table2-3Learning Objectives to Increase Condom Use (Continued)Specific BehaviorsStudents will beable to:Knowledge andPerceptions of RiskStudents will beable to:Attitudes, Valuesand BeliefsStudents will beable to:Effectively negotiatethe use of condomswith every partnerevery time, if havingsex.• Demonstrate steps to negotiatecondom use.• Plan ways to avoid having sex ifnegotiation of condom use fails.• View taking responsibilityfor sexualbehavior by negotiatingcondom usefavorably.• Personalize the valueof not having sexunless a condom isused.Establish intention touse a condom withpartner.• Demonstrate ways to communicateyour intentions to usecondoms to partner.• Generate personal decision to usecondoms.• Present reasons why it’s importantto communicate decision to usecondoms to your partner.• Analyze the benefits of communicatingdecisions to use condomswith a partner.• Demonstrate techniques for elicitingand hearing partners’ intentionsto use condoms.• Value the importanceof communicatingintentions to usecondoms to partners.• View talking aboutusing condoms withpartners favorably.• View willingness touse condoms as away of respectingeach other.Use a condomcorrectly.• Compose a list of steps for propercondom use.• Evaluate the condition of a condom.• Demonstrate how to correctlyapply a condom.• Demonstrate how to safelyremove a condom.• Compose a list ofbeliefs supportingcondom use.• Internalize valueof using condomscorrectly.Maintain condom usewith every partnerevery time they havesex.• Analyze the importance of usingcondoms with regular partners aswell as with casual partners.• Express favorableattitudes about usingcondoms with allpartners, including aregular partner.Perceptions ofPeer NormsStudents will beable to:• Conclude that sexuallyactive teens negotiatethe use of condoms.• Conclude that partnershould be willing to usecondoms.• Hold the belief thatmost sexually activeteens communicatetheir intentions to usecondoms with theirpartners.• Internalize the factthat teens use condomswith regular and casualpartners.• Conclude that mostteens feel it’s importantto use condoms withregular and casualpartners.Skills andSelf-efficacyStudents will beable to:• Negotiatecondom use witha partner.• Refuse to havesex if condomnegotiation fails.• Communicateintentions to usecondoms.• Use techniquesfor eliciting andhearing partners’intentions to usecondoms.• Use a condomcorrectly.• Use a condomwith regularpartners as wellas with casualpartners.IntentionsStudents will beable to:• Intend tonegotiatecondom use everytime they havesex.• Intend tonegotiate use ofcondoms withpartner.• Intend to use acondom correctly.• Intend to maintaincondom usewith every partnerevery timethey have sex.Parent-ChildCommunicationStudents will beable to:• Identify parents or otherpeople who will supporttheir decision to usecondoms.• Identify parents or otherpeople who will supporttheir decision to use condomsconsistently overtime.26 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Table2-4Learning Objectives to Increase Hormonal Contraceptive UseSpecific BehaviorsStudents will beable to:Knowledge andPerceptions of RiskStudents will beable to:Attitudes, Valuesand BeliefsStudents will beable to:Make the decisionto use hormonalcontraception.• Explain the function of the maleand female reproductive systemsand how they work.• Evaluate the consequences of notusing contraception, if having sex.• Assess the short-term and longtermimpact of becoming a parentat this time in their lives.• Evaluate the benefits of usingcontraception when having sex.• Evaluate the pressures/influences(peer, media, social) of using andnot using contraception.• View takingresponsibility forsexual behavior bymaking the decisionto use contraceptionfavorably.• Value not gettingpregnant or gettingsomeone pregnant.• Hold the opinionthat deciding touse contraception ishighly important.• Hold favorable attitudestoward a decisionto use hormonalcontraception.Choose anappropriate methodof contraception.• Assess the different types ofcontraception and the relativeadvantages/disadvantages of eachtype.Obtain contraception. • Summarize teens’ legal rightsregarding obtaining contraception.• Analyze places to obtaincontraception.• Demonstrate how to approachand ask for contraception at aclinic.• View obtaining contraceptionfavorably,if having sex.Perceptions ofPeer NormsStudents will beable to:• Internalize the beliefthat most young peopletheir age use contraception,if they have sex.• Summarize peer supportfor hormonal contraceptionuse, if having sex.• Conclude that a majorityof young people believeit’s important to usecontraception, if havingsex.• Internalize the beliefthat significant othersapprove and respecttheir decision to usecontraception, if havingsex.• Identify peers who willsupport their decisionto use contraception, ifhaving sex.• Draw conclusions thatmost sexually activefemale teens obtaincontraception.• Identify people whowould assist them inobtaining contraception.Skills andSelf-efficacyStudents will beable to:• Make adecision to usecontraception.• Assess personalbehaviorsand concernsand select anappropriatemethod ofcontraception.• Buy or obtaincontraception.• Select a clinic/location to obtaincontraception.IntentionsStudents will beable to:• Intend to usehormonalcontraception, ifhaving sex.• Commit to usingcontraception, ifhaving sex.• Intend to obtaincontraception, ifhaving sex.Parent-ChildCommunicationStudents will beable to:• Communicate with parentsand/or other adultsabout the decision to usecontraception.• Identify parents or otherpeople who could providesupport in making adecision to use contraception,if having sex.• Communicate withparents and/or otheradults about choosing anappropriate method ofcontraception.• Identify parents or otherpeople who could providesupport in choosinga hormonal method ofcontraception, if havingsex.• Communicate withparents and/or otheradults about obtainingcontraception.• Identify parents or otherpeople who supporttheir decision to obtaincontraception.(Continued)Chapter 2 Creating a Logic Model and Learning Objectives 27
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 24 and 25: to avoid unwanted sex and then synt
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 38 and 39: Table2-4Learning Objectives to Incr
Page 40 and 41: Table2-6Learning 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
Page 75 and 76: c. Use simulations to demonstrate p
Page 77 and 78: Table5-4Examples of Survey Items fr
Page 79 and 80: Table5-4Examples of Survey Items fr
Page 81 and 82: Activity 5-2Dreams, Goals and Value
Page 83 and 84: Activity 5-4“Dear Abby”Descript
Page 85 and 86: 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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