Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

9. As appropriate, use cognitive dissonance tochange attitudes by demonstrating that specificattitudes or behaviors to be changed are inconsistentwith more fundamental and importantvalues or attitudes.10. Tailor arguments and activities for the students.11. Include arguments and activities that are effectivewith students at different stages of changetowards adopting a particular behavior.12. Have credible, respected and trusted peoplepresent the arguments; to the extent appropriate,these people should be similar and familiar tothe students.13. Have people with close connections to the students(e.g., parents or peers) present or reinforcearguments favoring particular behaviors.14. Repeat and reinforce the arguments and messagesin different ways over time.15. To the extent feasible, make sure that thestudents are exposed to the message and arguments,pay attention to them, comprehendthem, accept them, integrate them, feel goodabout them and retain them. For example, provideactive learning activities in which studentshave to find, summarize and explain to othersthe main arguments and messages.16. Combine the above in particular powerful combinations,e.g., have educators respected by andvery close to the students present strong argumentsclearly and repeatedly over time and thenhave students inform others.Different kinds of activities can be implementedfor students at different stages of attitude change.Following are examples of activities for differentstages:Stage 1. To provide exposure to importantknowledge or arguments, cover the following topics,among others:a. Background information about reproduction,STD transmission, risks, etc.b. Consequences of having sex—pregnancy,STDs and emotional and social consequencesc. Consequences of unplanned pregnancy andSTDsd. Reasons to not have sex (See Activity 5-1:Reasons to Not Have Sex)e. Personal, family, community and faith communityvalues about sexual behavior amongyoung people (See Activity 5-2: Dreams, Goalsand Values)f. Situations that might lead to undesired orunplanned sex and how to avoid and get out ofthem (See Activity 7-2: Situations That MayLead to Unwanted or Unintended Sex.)g. Skills for avoiding undesired or unplanned sexh. Use of condoms and other forms ofcontraceptioni. Reasons to use protection against pregnancyand STDs, if having sexj. Skills to obtain, use and insist on the use ofcondoms/contraceptionk. Barriers to using condoms/contraception andmethods of overcoming those barriersStage 2. To increase attention to a message orintervention:a. Use activities with vivid visual appeals, e.g.,vivid posters, videos and personal testimoniesof people who have become unintentionallypregnant or contracted HIV or another STDb. Use examples of situations or role models thatstudents know or can relate toc. Provide stories of positive role models on postersor elsewhered. Make arguments or examples concrete andcleare. Use interactive experiential activities, e.g.,small-group discussions, simulations, roleplaying,student completion of stories aboutpregnancy risk and STDs and assignments tolearn and share information with othersStage 3. To increase comprehension of the argumentsor message:a. Make arguments concrete and clearb. Provide familiar examples64 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs