Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Table2-6Learning Objectives to Increase Pregnancy and STD Testing and TreatmentSpecific BehaviorsStudents will beable to:Knowledge andPerceptions of RiskStudents will beable to:Attitudes, Valuesand BeliefsStudents will beable to:Perceptions ofPeer NormsStudents will beable to:Make the decisionto get testedperiodically if havingsex.• Analyze types of STDs and their primarymodes of transmission.• Assess the prevalence of HIV/STD andpregnancy among teens.• Review that any sexually active teencan get HIV/STD or become pregnant/impregnate partner.• Generate reasons teens may want toget tested for HIV/STD and pregnancy ifhaving sex.• State that current absence of symptomsdoes not ensure that a person is notinfected or pregnant.• Explain that tests and results areconfidential.• Evaluate the different types of STD andpregnancy tests available• Appraise the limitations of STD andpregnancy tests (e.g., timing regardingHIV and pregnancy detection, falsenegative/positive lack of counseling withhome tests).• Appraise (or analyze) barriers to gettingtested (cost, access, confidentiality, typeof test, stigma, and embarrassment).• Formulate ways to overcome barriers.• Value the benefits ofknowing their healthstatus.• Make a case for thebenefits of gettingtested (e.g., earlytreatment if a persontests positive, peaceof mind, protectingself/others).• Value benefits oftaking responsibilityfor own health andhealth of partner(s).• Recognize that individualswho are sexuallyactive should betested periodically.• Recognize that peersbelieve it is expectedand responsible forteens who have sexto get tested periodically.• Identify friends whowill discuss and supporttheir decision toget tested.Make and keepappointment to gettested by healthcareprovider if havingsex.• List free or low-cost, teen-friendlytesting sites with contact information.• Identify a place to record the time/dateof appointment.• Plan how to get to the appointment.Obtain test results. • Identify a place to record when testresults will be available.• Identify method to obtain results (e.g.,by phone, in person).• Assess the benefits of obtaining testresults.• Feels responsibleabout getting testresults.• Value the importanceof knowingstatus of test results.Skills andSelf-efficacyStudents will beable to:• Make a decisionto get testedperiodically if havingsex.• Contact clinics toobtain informationabout testingservices.• Make anappointment toget tested by ahealthcare providerif having sex.IntentionsStudents will beable to:• Intend tobe testedperiodically ifhaving sex.• Intend tomake and keepappointmentto be tested ifhaving sex.• Intend to obtaintest results.Parent-ChildCommunicationStudents will beable to:• Identify individuals(e.g., parent/adult)who will discuss andsupport their decisionto get tested.• Identify parents orother individualswho could accompanythem whenreceiving results, ifneeded.• Identify individual(s)who will accompanythem to get results• Identify individual(s)to help them copewith results.(Continued)30 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Table2-6Learning Objectives to Increase Pregnancy and STD Testing and Treatment (Continued)Specific BehaviorsStudents will beable to:Knowledge andPerceptions of RiskStudents will beable to:Attitudes, Valuesand BeliefsStudents will beable to:Perceptions ofPeer NormsStudents will beable to:Follow throughwith healthcare ifnecessary.• Identify healthcare needs andappropriate providers.• Discuss consequences of not followingthrough with healthcare follow-up.• Recognize that obtaining healthcaremay help to reduce progression ofsymptoms (HIV/STD) or to have ahealthier baby (pregnancy).• Express the value ofobtaining healthcarefor HIV/STD or pregnancy.Notify partner(s) ofpositive test results.• Identify who needs to be informed ofthe results and the best way to informthem.• Generate barriers to notifying past andfuture partners.• Plan ways to overcome barriers.• Analyze the challenges in tellingpartners testing information.• Value the importanceof letting partnersknow test results (ifpositive).• Hold the belief thatit is an individual’sresponsibility tomake past and futurepartners aware ofSTD/HIV status.• View notifyingpartner(s) of testresults as one’sresponsibility if havingsex.Skills andSelf-efficacyStudents will beable to:• Follow throughwith healthcareinstructions asdirected.• Notify partner(s) oftest results.IntentionsStudents will beable to:• Intend to followthrough withhealthcare, ifnecessary.• Commit tonotifyingpartner(s) ofpositive testresults.Parent-ChildCommunicationStudents will beable to:• Identify parents orother individualswho could accompanythem toget treatment, ifneeded.• Identify parents orother individual(s) tohelp cope with treatment,if needed.Chapter 2 Creating a Logic Model and Learning Objectives 31
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 36 and 37: Table2-3Learning Objectives to Incr
Page 38 and 39: Table2-4Learning 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
Page 87 and 88: Is there a gap between perceptions
Page 89 and 90: 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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