Although a number of possible emotional, social andhealth risks are associated with sexual intercourse,the most commonly researched risks are thoseinvolving pregnancy and STDs. This chapter, andmore generally this book, focuses on those risks.Authors use a variety of related terms involvingrisks differently or even sometimes interchangeably.For example, the following words are allcommonly used: risks, susceptibility, vulnerability,severity and seriousness. In this chapter, the “risks”associated with some course of action will refer tothe negative consequences that may result froma course of action (e.g., unintended pregnancy orSTD). “Susceptibility” will refer to the likelihood ofthose negative consequences occurring and “severity”will refer to the negative assessments of thoseconsequences.It is widely believed that some young people (perhapsa minority) feel invulnerable and that thissense of invulnerability increases their risk behavior(Weinstein 1988; Weinstein 1993; Lapsey 2003).For example, some adolescents may not think thatit is likely that they will become pregnant (or getsomeone pregnant) or that they will contract anSTD; instead, they may believe it will only happento others. According to some psychologists, adolescentsare egocentric and create “personal fables”or modes of understanding that include themes ofinvulnerability, omnipotence and personal uniqueness(Elkind 1967) and these egocentric fables arerelated to sexual risk behavior (Arnett 1990). Otherpsychologists view the creation of personal fablesand adolescents’ sense of invulnerability as adaptivemechanisms to the many challenges they face astheir egos develop (Lapsey 1993).These beliefs about invulnerability are summarizedhere because they are held by many adults workingwith youth and by some psychologists. However, astrong body of research does not yet exist to supportthese beliefs about the role of invulnerability.It is definitely true that many adolescents engagein risk behaviors because they simply do not considerthe possible risks. That is, they may engage inrisk behaviors without even assessing the possibleconsequences (Steinberg 2003). This is especiallytrue when they encounter new situations, are withtheir peers, are more oriented to the present ratherthan the future and are less able to inhibit theirimpulses (Steinberg 2003).<strong>Adolescent</strong>s’ failure to consider risks and plan effectivelymay have a biological basis. In recent years,neuroscientists have learned that adolescents’ brainscontinue to grow and change during the seconddecade of their lives. In particular, the prefrontalcortex, which affects judgment and impulse control,matures with age (Weinberger, Elvevåg et al. 2005).With a less developed prefrontal cortex, adolescentsare less likely to plan and consider risk and morelikely to be impulsive.Regardless of whether sense of invulnerability isadaptive or whether it is biologically based, manyprofessionals commonly accept that correcting adolescents’perceptions of invulnerability to pregnancyor STD has the potential to reduce their sexual riskbehavior.Perceiving risk involves recognizing the conditionsthat might lead to risk and then assessing personalrisk (Millstein 2003). The ability of teens to recognizethese situations, in turn, is affected both bytheir cognitive knowledge of the important characteristicsof the situation and by their experience withsimilar situations (Millstein 2003). Consequently,it is important for teens to review their own experiencesand those of their peers, to identify thosesituations that they or their peers encounteredthat could have led to undesired, unplanned orunprotected sex, and to describe those situationsaccurately.In sum, perceptions of risk play a central role inmany theories of health and risk behavior. Manyhealth education interventions focus on perceptionsof risk in order to improve health behaviors andreduce risk behaviors (Millstein 2003).When applying these concepts about perceptions ofrisk to sexual behavior, there are three questions thatshould be asked:44 <strong>Reducing</strong> <strong>Adolescent</strong> <strong>Sexual</strong> <strong>Risk</strong>: A <strong>Theoretical</strong> Guide for Developing and Adapting Curriculum-Based Programs
1. Do teens’ perceptions of risk of different sexualbehaviors affect whether they engage in thosebehaviors?2. Can we increase perceptions of risk, susceptibilityand severity of pregnancy and STDs, includingHIV?3. What are effective teaching methods for improvingperceptions of risk?These questions are answered below.Do teens’ perceptions of risk of different sexualbehaviors affect whether they engage in thosebehaviors?There are at least two kinds of quantitative evidenceassessing the impact of perceptions of risk onsexual behavior. First are the studies measuring therelationship between perceptions of risk and sexualbehavior (Kirby and Lepore 2007). The summaryof studies in Table 4-1 provides little consistentevidence that perceptions of risk are significantlyrelated to initiation of sex. Although three studiesfound that greater perception of risk of pregnancyor STD/HIV was related to later initiation of sex,14 studies found no significant impact and threestudies found that greater perception of risk wasrelated to earlier initiation of sex. These results arenot consistent with the second type of quantitativeevidence—the results of numerous studies of thereasons why young people do not have sex. Thosestudies consistently identify concern about the risksof pregnancy and concern about the risk of STD/HIV as being among the top few reasons that youngteens give for not having sex.Why do these two types of research produce suchdifferent results? Part of the answer is simple.Theory predicts that teens who believe that havingsex will place them at high risk of pregnancyor STD will therefore be less likely to have sex.This would produce a negative correlation betweenperceptions of risk and behavior (higher perceptionof risk is correlated with lower chance of having sex).However, teens who do not have sex are not at riskof pregnancy or STD. This fact produces a positivecorrelation (lower chance of having sex is correlatedwith lower perceived risk). Because it is often difficultto separate out the directions of causality, theresults from studies about the relationship betweenperceived risk and initiation of sex are mixed ornot significant. However, this does not mean thatincreasing perceptions of risk does not lead todelayed initiation of sex.In contrast, the evidence is both much stronger andmore consistent that perceptions of risk have animpact on contraceptive use and condom use specifically(Tables 4-2 and 4-3). Five out of eight studiesfound that concern about the risks of pregnancyhad an impact on contraceptive use, and 9 out of 27Table4-1Perceived severity ofpregnancy or concernabout risk of pregnancyPerceived risk of STD/HIV or concern aboutSTD/HIVTable4-2Number of Studies Reporting Effects ofPerceptions of <strong>Risk</strong>s of Pregnancy orSTD/HIV on Initiation of SexPerceived consequencesof pregnancy andoverall concern aboutpregnancy and importanceof avoiding itTable4-3LaterInitiationof SexNoSignificantEffectsEarlierInitiationof Sex2 7 01 7 3Number of Studies Reporting Effects ofPerceptions of Consequences of Pregnancyand Concern About Pregnancy onContraceptive UseIncreasedContraceptiveUseNoSignificantEffectsDecreasedContraceptiveUse5 3 0Number of Studies Reporting Effects ofOverall Concern About <strong>Risk</strong>s of STD/HIV onCondom UseOverall concern aboutrisks of STD/HIV andmotivation to avoid itIncreasedCondom UseNoSignificantEffectsDecreasedCondom Use9 17 1Chapter 4 Improving Perceptions of <strong>Risk</strong>s—Both Susceptibility and Severity 45
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Reducing AdolescentSexual RiskA The
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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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5. Give students multiple homework
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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,