Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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Activities, Boxes and FiguresActivity 4-1 Pregnancy Risk Activity and Follow-UpActivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Activity 4-2 STD Handshake . . . . . . . . . . . . . . . . . . . . . . . 52Activity 4-3 STD Risks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Activity 5-1 Reasons to Not Have Sex . . . . . . . . . . . . . . . . 70Activity 5-2 Dreams, Goals and Values . . . . . . . . . . . . . . . 71Activity 5-3 Sexual Values Line . . . . . . . . . . . . . . . . . . . . . 72Activity 5-4 “Dear Abby” . . . . . . . . . . . . . . . . . . . . . . . . . . 73Activity 5-5 Addressing Barriers to Using Condoms . . . . . 74Activity 6-1 Conducting In-Class Surveys to ChangePerceptions of Peer Norms . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Activity 7-1 Lines That People Use to Pressure Someoneto Have Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Activity 7-2 Situations That May Lead to Unwantedor Unintended Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Activity 7-3 Roleplaying to Enhance Refusal Skills . . . . . . 94Activity 7-4 Condom Line-Up . . . . . . . . . . . . . . . . . . . . . . 96Activity 7-5 Using Condoms Correctly . . . . . . . . . . . . . . . . 97Activity 8-1 Creating Personal Sexual Limits . . . . . . . . . . 104Activity 8-2 Creating a Plan to Stick to Their Limits . . . . 105Activity 9-1 Homework Assignment to Talk with Parents.115Activity 9-2 Relay Race for Parent-Child Programs . . . . . 116Activity 9-3 Human Sexuality Board Game forParent-Child Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Activity 9-4 “Dear Abby” for Parent-Child Programs . . . 118Box 2-1 Tips for Developing Logic Models . . . . . . . . . . . . . 11Box 2-2 Criteria for Assessing Logic Models andTheir Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Box 3-1 Types of Activities to Increase Knowledge inEffective Pregnancy and STD/HIV Prevention Curricula . . 36Box 3-2 Important Topic Areas to Cover in Pregnancy andSTD/HIV Prevention Curricula . . . . . . . . . . . . . . . . . . . . . . 42Box 10-1 Potential Pilot Test Probes . . . . . . . . . . . . . . . . . 123Figure 1-1 Possible Logic Model of Psychosocial FactorsAffecting Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Figure 2-1 Basic Elements in a Logic Model That Forms theBasis of This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Figure 2-2 Steps for Developing and UnderstandingLogic Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Figure 2-3 An Example of a Logic Model to ReducePregnancy and Sexually Transmitted Disease byImplementing a Sexuality Education Curriculum . . . . . . . . . 15Figure 5-1 Peripheral Route—Central Route . . . . . . . . . . . 57Figure 10-1 Assessing Factors in Curricula . . . . . . . . . . . . 121viReducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
TablesTable 1-1 The Number of Curriculum-Based Sex EducationPrograms with Indicated Effects on Sexual Behaviors . . . . . . 4Table 1-2 The 17 Characteristics of Effective Programs . . . . 5Table 2-1 Bloom’s Revised Taxonomy of Learning—Cognitive Processing Domain . . . . . . . . . . . . . . . . . . . . . . . . 13Table 2-2 Learning Objectives to Reduce Sexual Activity . 23Table 2-3 Learning Objectives to Increase Condom Use . . 25Table 2-4 Learning Objectives to Increase HormonalContraceptive Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Table 2-5 Learning Objectives to Increase STDVaccinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Table 2-6 Learning Objectives to Increase Pregnancy andSTD Testing and Treatment . . . . . . . . . . . . . . . . . . . . . . . . . 30Table 3-1 Number of Studies Reporting Effects ofKnowledge on Sexual Behavior . . . . . . . . . . . . . . . . . . . . . . . 35Table 3-2 Number of Studies Reporting Effects ofKnowledge on Condom or Contraceptive Use . . . . . . . . . . . . 35Table 3-3 Number of Programs Having Effects on DifferentKnowledge Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Table 4-1 Number of Studies Reporting Effects ofPerceptions of Risks of Pregnancy or STD/HIVon Initiation of Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Table 4-2 Number of Studies Reporting Effects ofPerceptions of Consequences of Pregnancy and ConcernAbout Pregnancy on Contraceptive Use . . . . . . . . . . . . . . . . 45Table 4-3 Number of Studies Reporting Effects of OverallConcern About Risks of STD/HIV on Condom Use . . . . . . 45Table 4-4 Number of Programs Having Effects onPerceptions of Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Table 4-5 Examples of Items That Have Been Used toMeasure Perceptions of Risk . . . . . . . . . . . . . . . . . . . . . . . . . 49Table 5-1 Number of Studies Reporting Effects of AttitudesAbout Abstaining on Teens’ Own Sexual Behavior . . . . . . . . 61Table 5-2 Number of Studies Reporting Effects ofAttitudes About Condom/Contraceptive Use on Teens’Own Condom/Contraceptive Use . . . . . . . . . . . . . . . . . . . . . 62Table 5-3 Number of Programs Having Effects onAttitudes Toward Sex and Condom/Contraceptive Use . . . . 63Table 5-4 Examples of Survey Items from Research Studiesof Attitudes, Values and Beliefs in Different Domains . . . . . 67Table 6-1 Number of Studies Reporting Effects ofPeer Norms About Sex on Teens’ Own Sexual Behavior . . . . 77Table 6-2 Number of Studies Reporting Effects ofPeer Norms About Condom/Contraceptive Use onTeens’ Own Condom/Contraceptive Use . . . . . . . . . . . . . . . 77Table 6-3 Number of Programs Having Effects onPerceptions of Peer Norms or Behavior . . . . . . . . . . . . . . . . . 78Table 6-4 Examples of Items That Have Been Used toMeasure Perceptions of Peer Norms . . . . . . . . . . . . . . . . . . . . 81Table 7-1 Number of Studies Reporting Effects ofSelf-Efficacy to Refrain from Sex on Teens’ OwnSexual Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Table 7-2 Number of Studies Reporting Effects ofSelf-Efficacy to Insist on Condom/Contraceptive Use onTeens’ Own Condom/Contraceptive Use . . . . . . . . . . . . . . . 85Table 7-3 Number of Studies Reporting Effects ofSelf-Efficacy to Actually Use Condoms or Contraceptiveson Teens’ Own Condom or Contraceptive Use . . . . . . . . . . . 86Table 7-4 Number of Programs Having Effects onSelf-Efficacy and Skills to Perform Protective Behaviors . . . 86Table 7-5 Examples of Items That Have Been Usedto Measure Self-Efficacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Table 8-1 Number of Studies Reporting Effects ofIntentions on Initiation of Sex . . . . . . . . . . . . . . . . . . . . . . . 101Table 8-2 Number of Studies Reporting Effects ofIntentions on Condom or Contraceptive Use . . . . . . . . . . . . 101Table 8-3 Number of Programs Having Effectson Intentions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Table 8-4 Examples of Items That Have Been Usedto Measure Intentions to Have Sex or Use Condoms orContraception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Table 9-1 Number of Studies Reporting an AssociationBetween Parent-Child Communication About Sexand Teens’ Initiation of Sex . . . . . . . . . . . . . . . . . . . . . . . . . 109Table 9-2 Number of Studies Reporting Effects ofParent-Child Communication About Sex on Teens’Subsequent Initiation of Sex . . . . . . . . . . . . . . . . . . . . . . . . . 109Table 9-3 Number of Studies Reporting Effectsof Parent-Child Communication About Sex onTeens’ Condom or Other Contraceptive Use . . . . . . . . . . . . 109Table 9-4 Number of Programs for Teens HavingEffects on Parent-Child Communication About Sex . . . . . 111Table 9-5 Number of Programs for Parents andTeens Having Effects on Parent-Child CommunicationAbout Sex and Teen Sexual Behavior. . . . . . . . . . . . . . . . . . 111Table 9-6 Number of Programs for Only Parents HavingEffects on Parent-Child Communication About Sex . . . . . 113Table 9-7 Examples of Items That Have Been Used toMeasure Parent-Child Communication About Sexuality . . 114Table 10-1 Instructional Principles Importantfor Each Factor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programsvii
Page 1: Reducing AdolescentSexual RiskA The
Page 4 and 5: ETR Associates (Education, Training
Page 6 and 7: AcknowledgmentsThis book evolved ou
Page 11 and 12: 1 IntroductionThis book was created
Page 13 and 14: • Children of teenage mothers are
Page 15 and 16: Table1-2 The 17 Characteristics of
Page 17: Each of the following chapters focu
Page 20 and 21: “determinants,” “behaviors,
Page 22 and 23: model, provide evidence regarding h
Page 24 and 25: 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
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Table4-5Examples of Items That Have
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Pregnancy Risk Activity and Follow-
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STD Handshake(Continued)Important C
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5AddressingAttitudes,Values and Bel
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Theories ofAttitude ChangeAttitudes
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Although both quality and quantity
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• When arguments are presented by
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that it is possible to improve thes
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c. Use simulations to demonstrate p
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Table5-4Examples of Survey Items fr
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Table5-4Examples of Survey Items fr
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Activity 5-2Dreams, Goals and Value
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Activity 5-4“Dear Abby”Descript
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6CorrectingPerceptionsof Peer Norms
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Is there a gap between perceptions
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3. Use concepts, language, symbols,
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Table6-4Examples of Items That Have
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7 Increasing Self-Efficacy and Skil
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feelings may reduce their self-effi
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situations more difficult so that t
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paper (e.g., the air should be sque
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Activity 7-1Lines That People Use t
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Situations That May Lead to Unwante
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Roleplaying to Enhance Refusal Skil
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Activity 7-5Using Condoms Correctly
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chaperoned, they may not have the o
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attitudes about condoms and contrac
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Activity 8-1Description of Activity
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9IncreasingParent-ChildCommunicatio
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ehavior may be quite complex (Jacca
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5. Give students multiple homework
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and the activities suggested prior
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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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Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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