Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Activity 5-5Description of ActivityAddressing Barriers to Using CondomsObjectives: Students will be able to:Identify barriers to using condoms and suggest methods of overcoming those barriersRisk and Protective Factors Addressed:Attitudes about using condomsActivity:The educator asks students why some people do not use condoms when they have sex and writesthe answers on the board.The students then brainstorm multiple practical ways of overcoming each of the obstacles. Forexample, if cost is perceived as a barrier, then the students or educator identify clinics or otherplaces that provide condoms free of charge. If a partner’s possible negative reaction is a barrier,identify ways to convince the partner that condoms should be used.Important Considerations in Using ItThis activity can be used in combination with the other examples in this chapter to overcome specificbarriers to using condoms (e.g., embarrassment obtaining condoms and possible loss of pleasure).References for Lessons That Describe a Similar Activity More Fully1. Becoming a Responsible Teen, Session 3, Activity 3: Overcoming Embarrassment About BuyingCondoms2. Becoming a Responsible Teen, Session 3, Activity 5: Countering Barriers to Using Condoms3. Cuidate!, Module 5, Activity C: Overcoming Barriers to Condom Use4. Cuidate!, Module 5, Activity D: What Gets in the Way to Caring Behavior5. Cuidate!, Module 6, Activity A: No Hay Razón6. It’s Your Game, Grade 8, Lesson 5: Computer-Based Activity: Teens Talk about Reducing the Risk7. Making Proud Choices, Module 7, Activity B: How to Make Condoms Fun and Pleasurable8. Making Proud Choices, Module 7, Activity C: Barriers to Condom Use/Condom Use Pros and Cons9. Making Proud Choices, Module 7, Activity D: “What to Say if My Partner Says…” Excuses PartnersGive for Not Using Condoms10. Safer Choices, Level 1, Class 9, Activity 3: Barriers to Using Protection11. Safer Choices, Level 2, Class 7, Activity 4: Challenges and Solutions for Condom Use12. SiHLE: Workshop 3, Activity F: Why Don’t People Use Condoms?13. SiHLE: Workshop 3, Activity G: KISS—Keep It Simple Sista!74 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
6CorrectingPerceptionsof Peer NormsKeys to Changing NormsIdentify, model and promote healthy andprotective behaviors that are (or can become)the real norm in a given population and, ifpossible, use evidence (e.g., survey results) tosupport those norms.Basic TheoriesAll of us are affected by our perceptions of whatothers are doing and our perceptions of what othersthink we should be doing. For example, when weare in a new situation (e.g., a new event, a new jobor a new country), we look around to see how othersare behaving and then typically try to behave in amanner consistent with that observed behavior. Wedo this because we often desire to conform to socialnorms (standards of acceptable behavior) or becausewe are explicitly encouraged to do so.Social norms are created by both actual behaviorand beliefs about what that behavior should be.For example, on many highways the speed limitis 65 mph, but a large number of people drive 70mph. Thus, their behavior creates the norm thatit is acceptable to drive 70 mph, even though thespeed limit is 65 mph. Furthermore, if you askpeople whether it is acceptable to drive 70 mph onthe freeway, most will concur that it is acceptable.In contrast, the vast majority of people stop at redlights as required by law and people also state that itis not acceptable to drive through a red light. Theseexamples illustrate that when both behaviors andbeliefs about those behaviors are consistent, they cancreate a social norm.Norms play an important role in several theories,especially the theory of reasoned action and the theoryof planned behavior, which built on the theory ofreasoned action (Fishbein and Ajzen 1975; Ajzen1985).In both theories, it is argued that behavior is determinedprimarily by intention to engage in a specificbehavior and that, in turn, intention to engage inthe behavior is determined by attitudes and normsrelated to the behavior. For example, according tothe theory of reasoned action, the use of condomsduring sex would be determined by intention to usecondoms, and, in turn, intention to use condomswould be determined by attitudes toward condomsand perceptions of norms about condom use. Thetheory of planned behavior built upon this modelby recognizing that intention to engage in behavioralso is determined by perceived ability to engage in aparticular behavior effectively—e.g., perceived abilityto insist on and actually use a condom effectively.Although social cognitive theory does not place asmuch emphasis on the particular term “socialnorms,” it incorporates similar ideas in its constructs.Chapter 6 Correcting Perceptions of Peer Norms 75
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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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Table2-2Learning Objectives to Redu
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Page 127 and 128: Activity 9-3Human Sexuality Board G
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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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