Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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ConclusionsAttitudes play an important role in many cognitivebehavioral theories that posit that attitudes affectbehavior and that changing attitudes will lead tobehavior change. These theories are supported bymultiple studies that have demonstrated that attitudes,values and beliefs about having sex or usingcondoms or other contraceptives are related toactually having sex or using condoms or contraception.In addition, multiple studies have found thatprograms can change attitudes about sex and usingcondoms or contraception.To change attitudes and values, program developersshould identify exactly which attitudes, valuesand beliefs are most important to address for theirpopulation. Then, instructional activities shouldincrease the extent to which teens critically assessand integrate new information. They should striveto increase teens’ ability and motivation to thoughtfullyassess the attitudes and behaviors. Instructionalactivities should present strong relevant argumentsand include interactive activities. They also shouldstrive to generate positive thoughts about protectivebehaviors and negative thoughts about risk behaviors.If possible, activities should be delivered bypeople whom the teens like, respect and with whomthey are connected.When instructional activities improve perceptionsof peer norms about sex or contraceptive use andincrease self-efficacy to avoid undesired sex or touse condoms/contraception, they also can improveattitudes. Improving perceptions of peer normsand self-efficacy are discussed in Chapters 6 and 9respectively.66 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Table5-4Examples of Survey Items from Research Studies of Attitudes, Values and Beliefs in Different Domains 8Each item with a + sign represents a positive perception and a protective factor, while each item with a – sign represents a negativeperception and a risk factor. Thus, within each scale, items with a + sign should be scored in the opposite direction of those with a – sign.Attitudes, Values and Beliefs About Having SexPositive orNegativeFactor+It+Having+Not+Teens+It–It–It–ItPositive orNegativeFactor+I+I+I+I+I+I+If+I+IAttitudes favoring abstinenceis wrong to have sex before marriage or a permanentcommitted relationship.sex before marriage or a permanent committedrelationship is against my religious beliefs.having sex until marriage or a permanentcommitted relationship is important to me.would be better off if they said “no” to sex.is okay for people my age to want to remainabstinent until they get married.is okay for people my age to have sex.is okay for people my age to have sex if they are inlove.is okay for people my age to have sex with someonethey like, but don’t know very well.Perceived costs of having sex and benefitsof abstaining from sexwould not have sex now because I’m not ready tohave sex.would not have sex now because it is against mybeliefs.would not have sex now because it is against myparents’ values and they would be very upset if theybelieved I was having sex.would not have sex now because I do not want to getpregnant.would not have sex now because I don’t want to getHIV or some other STD.would not have sex now because I don’t want to get abad reputation.I had sex with a boyfriend or girlfriend, my friendsmight gossip about me.would not have sex now because I’m waiting for theright person.would not have sex now because my friends think it isbetter to wait to have sex.8 Most of these items are based on actual questions used to measure factorsin previous research. These items specify more precisely some of the factorsthat are related to behavior and can therefore be helpful when designingprograms to address the proximal sexual factors. They also can be used tocreate items for questionnaires in survey research.Positive orNegativeFactor–If–If–I–I–IPositive orNegativeFactor+My+My+My+My–MyPositive orNegativeFactor+Most+Most+Most–Most–Most–Most–MostPerceived costs of having sex and benefitsof abstaining from sex (Continued)I want to be popular, I need to go farther thankissing.I had sex with a boyfriend or girlfriend, it wouldprove that I love him or her.would have sex now if someone I cared aboutpressured me to have sex.would have sex now to satisfy strong sexual desires.would have sex now because I want to have a baby.Perceived parental values abouthaving sexparents think having sex before marriage is wrong.parents think people my age should wait until theyare older to have sex.parents think I should abstain from sex.parents would be very upset if they believed that Iwas having sex.parents wouldn’t care if they found out I washaving protected sex.Perceived peer norms about having sexof my friends have not had sex.of my friends think people my age should waituntil they are older before they have sex.of my best friends think I should wait to have sex.of my friends think having sex while you’re in highschool is normal.of my friends believe it is okay for people my ageto have sex.of my friends think it is okay to have sex with asteady boyfriend or girlfriend.of my friends think it is okay to have sex with acouple of different people each month.(Continued)Chapter 5 Addressing Attitudes, Values and Beliefs 67
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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
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1 IntroductionThis book was created
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• Children of teenage mothers are
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Table1-2 The 17 Characteristics of
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Each of the following chapters focu
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“determinants,” “behaviors,
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model, provide evidence regarding h
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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 and 62: Pregnancy Risk Activity and Follow-
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
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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
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Page 105 and 106: Roleplaying to Enhance Refusal Skil
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Page 112 and 113: attitudes about condoms and contrac
Page 114 and 115: Activity 8-1Description of Activity
Page 117 and 118: 9IncreasingParent-ChildCommunicatio
Page 119 and 120: ehavior may be quite complex (Jacca
Page 121 and 122: 5. Give students multiple homework
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Page 125 and 126: 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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