Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Activity 4-1Pregnancy Risk Activity and Follow-Up ActivitiesDescription of ActivityObjectives: Students will be able to:1. Describe the chances of becoming pregnant (or getting someone pregnant) when people haveunprotected sex2. Summarize the reduced chances when they either do not have sex or use contraceptioneffectively3. Summarize the personal consequences of unintended pregnancyRisk and Protective Factors Affected:1. Knowledge2. Perception of risk of unprotected sex, including both probability of pregnancy and short-termand long-term consequences of pregnancyActivity:Students choose a number from 1 to 6. The educator tells them that the chances of pregnancy fromunprotected sex are roughly 1 out of 6 each month. Then the educator randomly pulls a numberfrom a bag simulating a pregnancy test, calls the number and tells students who chose that numberto stand up and remain standing, because they just learned they were pregnant. After returning thefirst number to the bag, the instructor randomly chooses another number for the second month,calls it out, etc. This continues until either everyone is standing or 12 months have passed.The educator notes that not everyone got pregnant the first month, but before the year is out, all,or nearly all, of the students are pregnant and standing. She/he also notes that some numbers werecalled twice reflecting the fact that people may become pregnant a second time if they continue tohave unprotected sex.The educator then tells the students that they have all just learned that they are pregnant (or gotsomeone pregnant) and asks them to write a paragraph describing how they feel, whom they willtell, what it will feel like to tell their parents, their girl/boyfriend and other friends and what theywill do during the next few days.The educator then asks youth to create a list of things they would like to do in the following yearsand assess how becoming a parent might impact or prevent some of those activities.Finally, the educator holds up the bag with the six sheets of paper and calls out the numbers.However, this time the educator reads the message on the sheet of paper. Five of the messages statethe students did not become pregnant because 1) they decided not to have sex and stuck to thatdecision or 2) they always used contraception effectively. One of the six sheets of paper states thestudents did become pregnant, because they had unprotected sex.Important Considerations in Using ItPossible Pitfalls That Might Reduce Effectiveness:1. Not all students participate (choose a number).2. Students are not given sufficient time to contemplate how they would feel if they just learnedthey were pregnant or got someone pregnant.(Continued)50 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Pregnancy Risk Activity and Follow-Up Activities(Continued)References for Lessons That Describe a Similar Activity More Fully1. It’s Your Game, Grade 8, Lesson 2, Activity II: Pregnancy Probability2. It’s Your Game, Grade 8, Lesson 5, Computer-Based Activity: Body Art3. Safer Choices: Level 1, Class 5B, Activity 4: Dealing with a Pregnancy4. Safer Choices: Level 2, Class 4, Activity 2: Pregnancy Risk Activity Round 15. Safer Choices: Level 2, Class 4, Activity 3: Pregnancy Risk Activity Round 26. Safer Choices: Level 2, Class 4, Activity 4: The Impact of a PregnancyChapter 4 Improving Perceptions of Risks—Both Susceptibility and Severity 51
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Reducing AdolescentSexual RiskA The
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ETR Associates (Education, Training
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AcknowledgmentsThis book evolved ou
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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
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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 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: Table4-5Examples of Items That Have
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,
Page 91 and 92: Table6-4Examples of Items That Have
Page 93 and 94: 7 Increasing Self-Efficacy and Skil
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Page 101 and 102: Activity 7-1Lines That People Use t
Page 103 and 104: Situations That May Lead to Unwante
Page 105 and 106: Roleplaying to Enhance Refusal Skil
Page 107: 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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