Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Activity 5-1Reasons to Not Have SexDescription of ActivityObjectives: Students will be able to:State and evaluate reasons why young people have sex and do not have sexRisk and Protective Factors Addressed:Values and attitudes about having sexActivity:The educator writes on the board “Reasons to have sex” and “Reasons to wait” and asks studentsto suggest reasons young people their age do have sex and reasons they decide not to have sex. Theeducator writes their reasons in the appropriate column on the wall.The educator makes sure that all the important reasons not to have sex are included in the list (e.g.,might get pregnant, might contract an STD or might upset my parents).Then the educator asks the students to rate each reason in each column according to whether it isan important and healthy reason or a relatively unimportant and unhealthy reason. When thereis general class consensus that a reason is an important and healthy reason, the educator puts a“1” beside it; when there is general class consensus that a reason is not an important and healthyreason, the educator puts a “0” beside it.As appropriate, the educator points out that many reasons to have sex are not good reasons (e.g.,to feel like an adult or to give in to peer pressure) or are short term (e.g., feels good). If needed,the educator points out that the reasons not to have sex can negatively affect their lives for a longtime (e.g., becoming parents before they are ready or contracting an STD). At the end, the educatorcounts the number of “1s” on each list to assess the overall pros and cons of having sex at that timein their lives and emphasizes that there are more important and healthy reasons not to have sexthan to have sex at this time.Important Considerations in Using ItBe sure that as many reasons as possible come from students so that they perceive the lists andconclusions as their ideas rather than as the educator lecturing to them.References for Lessons That Describe a Similar Activity More Fully1. Draw the Line, Grade 7, Lesson 2, Activity 2.3: Tina and Marco2. It’s Your Game, Grade 7, Lesson 9, Activity III: Tina and Marco3. It’s Your Game, Grade 7, Lesson 10, Computer-Based Activity: Choosing to Wait4. Making Proud Choices, Module 1, Activity E: Brainstorming About Teens and Sex5. Reducing the Risk, Class 2: Reasons That Many Teens Have Sex6. Safer Choices, Level 1, Class 1, Activity 1: Why Young People Choose to Have or Not Have Sex70 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Activity 5-2Dreams, Goals and ValuesDescription of ActivityObjectives: Students will be able to:Assess their important values, dreams and goals and whether having sex would be consistent withthose dreams and goalsRisk and Protective Factors Addressed:Values and attitudes about having sexActivity:Students individually complete a worksheet in which they rate the importance of many things intheir lives (e.g., spending time with friends, having their parents’ approval, living according to theirreligious or personal values, finishing high school, getting a job, traveling, being healthy).After assessing what is important to them, students review all the things they rated as importantand consider whether each of those values, dreams and goals is consistent with having sex, withbecoming a parent and with contracting an incurable STD such as herpes or HIV.The whole class then discusses how having sex and possibly becoming a parent or contracting anSTD are inconsistent with their values, dreams and goals.Important Considerations in Using It1. This activity may be more effective with females than males.References for Lessons That Describe a Similar Activity More Fully1. It’s Your Game, Grade 7, Lesson 9, Activity IV: Journal2. It’s Your Game, Grade 7, Lesson 10, Computer-Based Activity: Choosing to Wait3. It’s Your Game, Grade 8, Lesson 3, Computer-Based Activity: On the Air4. Making Proud Choices, Module 1, Activity F: Goals and Dreams Timeline5. Making Proud Choices, Module 1, Activity G: Brainstorming Obstacles to Your Goals and Dreams6. Reducing the Risk, Class 1: Pregnancy Risk Activity7. Reducing the Risk, Alternate Class 1: Personalizing Risks8. Reducing the Risk, Class 12: How HIV Would Change My Life9. Safer Choices, Class 5B, Activity 4: Dealing with a Pregnancy10. Safer Choices, Class 6, Activity 2: Personalizing the Impact11. SiHLE, Workshop 1, Activity J: Thought Works12. SiHLE, Workshop 2, Activity J: Consider This13. It’s Your Game, Keep It Real (Risk Avoidance Curriculum), 8th gradeChapter 5 Addressing Attitudes, Values and Beliefs 71
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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
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Figure2-3 An Example of a Logic Mod
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Figure2-3 An Example of a Logic Mod
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Page 32 and 33: Table2-2Learning Objectives to Redu
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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
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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
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Page 59 and 60: Table4-5Examples of Items That Have
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Page 63 and 64: STD Handshake(Continued)Important C
Page 65 and 66: 5AddressingAttitudes,Values and Bel
Page 67 and 68: Theories ofAttitude ChangeAttitudes
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Page 83 and 84: Activity 5-4“Dear Abby”Descript
Page 85 and 86: 6CorrectingPerceptionsof Peer Norms
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Page 93 and 94: 7 Increasing Self-Efficacy and Skil
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Page 114 and 115: Activity 8-1Description of Activity
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Page 125 and 126: Activity 9-1Description of Activity
Page 127 and 128: Activity 9-3Human Sexuality Board G
Page 129 and 130: 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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