Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

Box3-1Types of Activities to Increase Knowledge in Effective Pregnancy andSTD/HIV Prevention Curricula1. Anonymous Question Box. Anonymous question boxesprovide youth with an opportunity to ask questionswithout having their names associated with the question.Anonymous question boxes may help to elicitmore meaningful questions, especially when teachingabout a sensitive topic. For example, a facilitator canask youth to write questions on index cards (withoutnames), and then place their questions in a basket.The facilitator reads the questions out loud to thegroup and provides answers or can elicit answers fromthe group. When students are given the opportunityto ask any question without having their names associatedwith it, they are likely to ask more questions.They also are more likely to ask questions that mightotherwise be embarrassing for them to ask in theclassroom. Educators also can occasionally add theirown questions to emphasize or clarify particular pointsor to make sure that needed questions are asked.2. Brainstorming. Brainstorming is a teaching methodthat is often used to generate ideas and lists. Inbrainstorming, all ideas are recorded. For example, afacilitator may ask a group of youth, “What are somereasons why young people have sex?” or “What aresome reasons why young people decide not to havesex?” All answers to this question are accepted andrecorded. This technique encourages broad participationand helps students consider all possibilities.3. Competitive Games. Competitive games in curriculaoften mimic common television game shows (e.g.,Jeopardy), sports games (AIDS Basketball) and contests(condom relays) in which teams win by correctlyanswering questions or completing specific tasks.Games often can encourage interaction among youth,be fun, reduce embarrassment discussing sensitive topicsand reinforce learning.4. Flip Charts or Pamphlets. Written materials like flipcharts and pamphlets can provide information abouta particular topic relatively efficiently. Flipcharts canbe thought of as a series of posters bound together.They are commonly used to teach about the reproductivesystem, contraceptive methods, and STDs throughpictures. Pamphlets or fact sheets are available forpurchase on many health topics or can be easily madeby facilitators at a minimal cost. Pamphlets are a goodway to give students information that they can takehome or refer to in the future. Facilitators who usethese materials should make sure that they are culturally,developmentally and linguistically appropriate forthe youth they are serving.5. Guest Speakers. Guest speakers can add a personalperspective and interest to class sessions (e.g., a guestspeaker who has been living with HIV can share his/her experience). Invited speakers should have a specialarea of expertise or experience and should be skilledat talking with youth about their particular topic.6. Homework Assignments. Homework assignments aregenerally given to students to help reinforce learningor explore a topic more deeply. For example, inthe curriculum Reducing the Risk, youth are given ahomework assignment to interview parents abouttheir thoughts on teens and sex. This assignment helpsto reinforce learning from previous classes and alsoprovides an opportunity for parents and youth to communicateabout an important topic.7. Large-Group/Whole-Class Discussions. Large-groupdiscussions generally are led by a facilitator. Informationto be discussed is sometimes presented firstthrough a short lecture, video or skit. After the informationis presented, the facilitator leads a discussionthat allows for recall, analysis, generalization andpersonalization of the information. For example, ateacher might present some statistics about STDs andteenagers to start a discussion (introduction), andthen asks the youth some questions about the statistics(recall). Youth discuss why STD rates are so highfor youth (analysis). Then they list the ways they canprevent STDs (generalization) and how they will usethis new information in their lives (personalization).8. Problem-Solving Activities. Many effective curriculaprovide problems or dilemmas to students and havethem make decisions, either individually or in smallgroups, about what they believe should be done.Sometimes, these problems are presented as lettersto a columnist such as “Dear Abby,” asking for adviceabout some problem related to relationships or sexualbehavior. Other times, they are presented as questionsfrom friends or advice to give to younger siblings.Students typically discuss the problem, weigh the risksof various alternative behavioral solutions and reach adecision about the best approach.9. Quizzes. Quizzes, self-assessments, and myth/factsheets are ways to assess how much informationparticipants have about a subject, what they need tolearn about a subject and/or what they have learnedfrom a session. Reviewing the answers with a groupalso provides additional opportunities to teach orreinforce quiz information.(Continued)36 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs