Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

In particular, it emphasizes that people learn byobserving the actions of others and the consequencesthat then follow those actions (Bandura 1986).Multiple studies in many fields have revealed thatthese theories do partially predict behavior. Thesetheories also have been the basis for the developmentof educational interventions that, in turn, have effectivelychanged health behavior in a desired manner.More recently, several theorists have built upon thetheories of reasoned action and planned behaviorand developed the social norms approach. Like thetheories of reasoned action and planned behavior,the social norms approach recognizes that peopleoften desire to conform to social norms or feel pressuredto conform to them. However, it also recognizesthat people’s perceptions of social norms may differfrom actual social norms. This theory posits thatpeople often exaggerate the extent to which othersengage in unhealthy or risky behaviors, creating agap between actual behavior and perceptions of thatbehavior. For example, studies demonstrate that collegestudents believe that more of their fellow collegestudents drink excessively than actually do so.By correcting the misperception and demonstratingthat a majority of people do not engage in a particularunhealthy or risk behavior and thereby reducingthat gap, interventions can reduce unhealthyand risk-taking behavior (Berkowitz 2005; Haines,Perkins et al. 2005).According to Haines and colleagues (2005), thereis a growing body of studies demonstrating that thesocial norms approach has been effective at reducinga variety of risk behaviors, including drinking,smoking and substance abuse. Many of these studieshave been conducted in colleges, but some havebeen conducted in middle schools, high schools andcommunities (Perkins and Craig 2003). They areoften, but not always, applicable to adolescent sexualbehavior, as discussed in more detail below.Applying These Theoriesto Peer Norms and TeenSexual BehaviorPeer norms (peer standards of acceptable behavior)are particularly important during adolescence.When applying these theories to peer norms andteen sexual behavior, four questions should be asked.1. Do teens’ perceptions of their peers’ norms aboutsexual behavior and actual sexual behavior affecttheir own sexual behavior?2. Is there a gap between perceptions of peer sexualbehavior and reality? Do teens believe that moreof their friends have sex than actually have sex?3. Can we change perceptions of peer norms?4. How do we change perceptions of peer norms?Do teens’ perceptions of their peers’ norms aboutsexual behavior and actual sexual behavior affecttheir own sexual behavior?According to the theories discussed above, if teensbelieve their friends are engaging in sexual activity,they are much more likely to be sexually activethemselves. Similarly, if teens believe their friendsare using condoms or contraception when theyhave sexual intercourse, they are more likely to usecondoms or contraception themselves. Multiplestudies confirm this, providing support for thesetheories. In a review of 25 studies that measured theimpact of perceptions of peer norms about sexualbehavior or perceptions of actual peer behavior onteens’ own initiation of sexual activity, 24 found thatthese perceptions of peer norms or behavior weresignificantly related to teens’ initiation of sexualactivity (Table 6-1) (Kirby and Lepore 2007). Fewother risk or protective factors were so consistentlyand significantly related to initiation of sexual activity.Similarly, of the 15 studies that examined theimpact of perception of peer norms about condom orcontraceptive use, 12 found that they were significantlyrelated to actual condom or contraceptive use(Table 6-2) (Kirby and Lepore 2007).76 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs