Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

c. Use simulations to demonstrate principles (e.g.,simulations of chances of becoming pregnantor simulations of how STDs can spread amongpeople) (See activities in Chapter 4)d. Include activities that allow students to proceedat their own pace (e.g., reading materialsor individualized interactive videos or computergames)e. Include activities in which students mustsummarize information for others (e.g., summarizinginformation about different STDsto other students in the class or to friends asa homework assignment) (See Activity 5-1:Addressing Barriers to Using Condoms)f. Include review activities in different formats(e.g., short lectures, group discussions, andcontests/games on the same topics)Stage 4: To increase acceptance of the argumentor message:a. Same as for stage 3b. Include sources of information (both people,such as parents and role models, and print) thatthe students respect, like and feel connected toc. Combine appropriate amount of fear of negativeconsequences (see Chapter 4) with a clearmessage about how to avoid those negativeconsequencesd. Have students take stands on various issues(See Activity 5-5: Addressing Barriers to UsingCondoms, Activity 5-4: “Dear Abby,” Activity5-1: Reasons Not to Have Sex, Activity 5-3:Sexual Values Line)e. Use cognitive dissonance—show that responsibledecisions are consistent with other valuesand sexual risk behavior is inconsistent withour valuesf. Create peer programs for students (the peersselected will increase their own acceptance andtheir promotion of the arguments will increaseacceptance by other students)g. Include activities in which peers, parents orrole models express support for the argumentor messageStage 5. To increase integration of the argumentinto existing beliefs:a. Same as for stage 4b. Include activities in which students are confrontedwith various scenarios and have tomake decisions about what to do (See Activity5-4: “Dear Abby”)c. Include activities in which students must makepersonal commitments about what they willand will not do sexually and whether they willconsistently use condoms/contraception if theydo have sex (See Chapter 9)Stage 6. To elicit positive or negative thoughtsabout the new or revised beliefs:a. Same as for stage 5b. Include activities in which students must thinkabout the personal consequences of becominga parent or contracting an incurable STD andthe positive feelings of not having to worryabout pregnancy and STDsc. Include activities in which students’ decisionsare affirmed by others (e.g., by other studentsor parents or other adults)Stage 7. To retain the attitude:a. Include booster sessions in later semestersb. Implement schoolwide activities that reinforcethe message as long as the students remain inschoolc. Train some students as peer educators in latersemestersHow have attitudes, values and beliefs beenmeasured?In Table 5-4 are items that have been used tomeasure adolescents’ attitudes, values and beliefsabout various sexual health topics. As in previouschapters, these are meant to be illustrative, notcomprehensive.Chapter 5 Addressing Attitudes, Values and Beliefs 65