Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Activity 4-2Description of ActivitySTD HandshakeObjectives: Students will be able to:1. Describe how one or more STDs can pass rapidly throughout a sexual network if people have sexand are not protected by condoms2. Describe how the number of sexual partners each person has dramatically affects the spread ofSTDs3. Describe how concurrent sexual partners instead of sequential sexual partners greatly increasesthe spread of STDsRisk and Protective Factors Affected:1. Knowledge of how STDs spread rapidly through sexual networks2. Perception of risk of sex not protected by condoms and of risk of multiple partnersActivity:The educator gives each student a sheet of paper. On each sheet are three boxes with room for 1, 2and 3 signatures within each box, respectively. On the back of one sheet of paper is a colored dot.The educator asks each student 1) to shake hands with one other person and to record that person’ssignature in box 1, 2) to shake hands with two other people and record both their signatures in box2 and 3) to shake hands with three other people and to record their signatures in box 3.The educator then informs the students that shaking hands hypothetically represents havingunprotected sex and that, hypothetically, the person with a colored dot has an STD. She/he thenasks the person with a colored dot to stand and to read off the name of the person in box 1. Thatperson has become infected and then stands. Because everyone had sex with only one person, noone else has become infected. Thus, one new person becomes infected.In part two, the person with the colored dot stands and reads the name of the person with whomhe/she shook hands and became infected with an STD. That person then stands and reads the nameof the person with whom he/she had sex after the first person. That person then stands. Thus, threenew people become infected.In part three, the same process is repeated and each person who becomes infected reads the namesof the people with whom he/she had sex after becoming infected. Thus, seven new people becomeinfected.This has assumed that all sexual relationships are sequential (people do not have sex with formersexual partners after they have sex with a new partner). If all sexual relationships are concurrent,then each newly infected person infects all partners, both current and past. Thus, students whobecome infected call out all the names on their lists, not just the names of the later sexual partners,and typically everyone in the class becomes infected.There are various modifications of this exercise. For example, a few sheets can have differentcolored dots representing different STDs that young people might have. Some students’ sheetscan have a statement that reads, “refuse to shake hands with anyone.” This, of course, representsrefusing to have sex and these people do not become infected. Similarly, some students can havea different marking on their sheet, indicating they always used condoms consistently and did notbecome infected.(Continued)52 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
STD Handshake(Continued)Important Considerations in Using It1. Make sure that the student(s) hypothetically chosen to have an STD are not made uncomfortableby this. If they might be, use peer leaders or others who would not be uncomfortable.References for Lessons That Describes a Similar Activity More Fully1. Making Proud Choices, Module 5, Activity B: Transmission Game2. Reducing the Risk, Alternative Class 1: HIV Risk Activity3. Safer Choices, Level 1, Class 5A, Activity 1: How Number of Partners Affects STD Risk4. SiHLE, Workshop 2, Activity G: Card Swap GameChapter 4 Improving Perceptions of Risks—Both Susceptibility and Severity 53
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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
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 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: Pregnancy Risk Activity and Follow-
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 99 and 100: paper (e.g., the air should be sque
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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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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