Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

How do we change perceptions of peer norms?All these theories suggest that people’s perceptionsof norms are affected by their observations of othersand by other kinds of evidence about norms (e.g.,survey-based research of norms or behavior). Thus,perceptions of norms may be improved through thefollowing kinds of activities, among others:• Presenting credible research-based evidencedescribing both actual behavior and expressednorms about that behavior through:o Nationwide, community, or school-wide surveyswith results reported through class discussions,posters, short articles or advertisementsin school newspaperso In-class questionnaires with results presentedand discussed in class (See Activity 6-1:Conducting In-Class Surveys) (These datatend to resonate more effectively with teensthan statewide or national surveys.)o In-class, forced-choice voting activities withdiscussions of reasons why teens chose to avoidsex or insist on using protection• Modeling desired behavior through:o Videos or acted dramas that portray teensavoiding undesired or unintended sexualactivity or using protection against STDs andpregnancy in a way that makes such behaviorseem to be a realistic and popular optiono Oral, written or visual testimonials modelingeither abstinence or use of protection (e.g.,calendars with role model stories and picturesof representative teens or testimonials by peerleaders)o Peer discussions of sexual behavior in whichyouth reach conclusions supporting desirednorms (e.g., how to avoid situations that mightlead to sexual activity, how to respond to pressurelines to engage in sexual activity, how toinsist on using condoms or other forms of contraceptionor where to obtain condoms withoutembarrassment) (See activities in Chapter 7)o Roleplaying activities in which teens themselvespractice in small groups refusingTable6-3Perceptions of PeerValues and BehaviorRegarding sex behavior(N=23)Regarding use ofcondoms (N=10)Number of Programs Having Effects onPerceptions of Peer Norms or BehaviorRegarding avoiding riskof pregnancy or STD(N=5)Had aPositiveEffectNoSignificantEffectsHad aNegativeEffect9 13 14 6 03 2 0Total 16 21 1undesired sexual activity or insisting on usingcondoms or contraception (See activities inChapter 7)• Engaging in part of the desired behavior in a safecontext through:o Visits to drug stores or clinics with peers tolearn about the availability, location, and typesof condoms or contraceptives (if the program isdesigned to increase condom or contraceptiveuse) (See Activity 5-5: Addressing Barriers toUsing Condoms)When educators use these strategies to convinceyouth that their peers have particular norms, themessages they give are called “normative messages.”Different studies have identified different characteristicsof normative messages that they believedwere important. These characteristics sometimesdepended on the methods they were using to changesocial norms. In general, normative messagesshould:1. Be based on credible evidence (e.g., local questionnairescompleted by the teens themselves orother data from credible sources)2. Be communicated by individuals, groups ororganizations that are perceived by youth to becredible78 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs