Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

More documents

Recommendations

Info

sex, report their results so that they do not believethat students their age are as likely to have hadsex as seniors.In addition, even when a majority or peers hasengaged in some unhealthy behavior, their attitudesabout that behavior might be more protective,and thus a better candidate for publicizingthis norm.Assess gaps between actual behavior and perceivedbehavior and between actual beliefs andperceived beliefs. Report on reasons why youthdo not engage in sexual activity (or always usecondoms or contraception) and strategies they useto avoid engaging in sexual activity (or always usecondoms and contraception).2. Target appropriate people with the survey results.Certainly they include peers, but they may alsoinclude teachers, parents and others who mightpass on incorrect perceptions about teen sexualbehavior.3. Develop and pilot-test messages, materials, andactivities before using them. Include as many ofthe desirable characteristics of messages describedabove as appropriate.4. Use in-class activities, posters, school newspaperarticles and the Internet to transmit crediblenormative messages based on the research. Ifappropriate, also use peer educators, teachers,parents and others who are credible to convey themessages.5. Change messages and activities periodically toavoid habituation.How has perception of peer norms beenmeasured?In Table 6-4 are illustrative items that have beenused to measure adolescents’ perceptions of peernorms. They may help curriculum developersidentify more specific elements that programs andtheir associated research have addressed and helpresearchers conduct formative evaluations.ConclusionsMultiple studies have consistently demonstrated thatteen perceptions of their peers’ norms about sexualactivity and condom or contraceptive use do affecttheir own sexual and contraceptive behavior. A fewstudies have demonstrated that sometimes, but notalways, there is a gap between actual peer norms andbehavior and teens’ perceptions of those norms andbehavior. The social norms approach and studies inother health areas have demonstrated that changingteen perceptions of peer norms and reducing thatgap (if it exists) can reduce risk behavior. In addition,studies have demonstrated that multiple programshave both changed peer norms about havingsexual intercourse and about condom and contraceptiveuse and also changed sexual and condom andcontraceptive behavior. The most common types ofactivities used to address perceptions of peer normsinclude modeling desired norms through a varietyof mechanisms and conducting polls to present datathat help counter incorrect perceptions of norms.80 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs
Table6-4Examples of Items That Have Been Used to Measure Perceptions of Peer Norms 9Each item with a + – sign represents a positive per norm and a protective factor, while each item with a signrepresents a negative peer norm and a risk factor. Thus, within each scale, items with a + sign should be scored inthe opposite direction of those with a – sign.Positive orNegativeFactor+ Most of my friends have not had sex.+Most+Most–Most–Most–MostPerceived peer norms about having sexof my friends think people my age shouldwait until they are older before they have sex.of my best friends think I should wait to havesex.of my friends believe it’s okay for people myage to have sex.of my friends think it’s okay to have sex witha steady boyfriend or girlfriend.of my friends think it’s okay to have sex witha couple of different people each month.Positive orNegativeFactor+Most+Most+Most+Most–VeryPerceived peer norms about condomor contraceptive useof my friends believe condoms should alwaysbe used if a person my age has sex.of my friends believe condoms should alwaysbe used if a person my age has sex, even if the girluses birth control pills.of my friends believe condoms should alwaysbe used if a person my age has sex, even if the twopeople know each other very well.young people use contraception when theyhave sex.few young people are doing anything toprotect themselves against STDs.9 Most of these items are based on actual factors that are related to behavior questions used to measure factors in previous research.These items specify more precisely some of the factors that are related to behavior and can therefore be helpful when designingprograms to address the proximal sexual factors. They also can be used to create items for questionnaires in survey research.Chapter 6 Correcting Perceptions of Peer Norms 81
Page 1:
Reducing AdolescentSexual RiskA The
Page 4 and 5:
ETR Associates (Education, Training
Page 6 and 7:
AcknowledgmentsThis book evolved ou
Page 8 and 9:
Activities, Boxes and FiguresActivi
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 28 and 29:
Page 30 and 31:
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 38 and 39:
Table2-4Learning Objectives to Incr
Page 40 and 41: Table2-6Learning 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
Page 59 and 60: Table4-5Examples of Items That Have
Page 61 and 62: Pregnancy Risk Activity and Follow-
Page 63 and 64: STD Handshake(Continued)Important C
Page 65 and 66: 5AddressingAttitudes,Values and Bel
Page 67 and 68: Theories ofAttitude ChangeAttitudes
Page 69 and 70: Although both quality and quantity
Page 71 and 72: • When arguments are presented by
Page 73 and 74: that it is possible to improve thes
Page 75 and 76: c. Use simulations to demonstrate p
Page 77 and 78: Table5-4Examples of Survey Items fr
Page 79 and 80: Table5-4Examples of Survey Items fr
Page 81 and 82: Activity 5-2Dreams, Goals and Value
Page 83 and 84: Activity 5-4“Dear Abby”Descript
Page 85 and 86: 6CorrectingPerceptionsof Peer Norms
Page 87 and 88: Is there a gap between perceptions
Page 89: 3. Use concepts, language, symbols,
Page 93 and 94: 7 Increasing Self-Efficacy and Skil
Page 95 and 96: feelings may reduce their self-effi
Page 97 and 98: situations more difficult so that t
Page 99 and 100: paper (e.g., the air should be sque
Page 101 and 102: Activity 7-1Lines That People Use t
Page 103 and 104: Situations That May Lead to Unwante
Page 105 and 106: Roleplaying to Enhance Refusal Skil
Page 107: Activity 7-5Using Condoms Correctly
Page 110 and 111: chaperoned, they may not have the o
Page 112 and 113: attitudes about condoms and contrac
Page 114 and 115: Activity 8-1Description of Activity
Page 117 and 118: 9IncreasingParent-ChildCommunicatio
Page 119 and 120: ehavior may be quite complex (Jacca
Page 121 and 122: 5. Give students multiple homework
Page 123 and 124: and the activities suggested prior
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
Page 131 and 132: Figure10-1Assessing Factors in Curr
Page 133 and 134: sexual minority youth and pressure
Page 135 and 136: Table10-1Instructional Principles I
Page 137: Table10-1Instructional Principles I
Page 140 and 141:
Incidence The number of new cases o
Page 143 and 144:
ResourcesThree kinds of resources a
Page 145 and 146:
Science-Based Practices: A Guide fo
Page 147 and 148:
National Longitudinal Study of Adol
Page 149 and 150:
Changing Social Normshttp://www.etr
Page 151 and 152:
Advocates for Youth, Young Women of
Page 153 and 154:
ReferencesAbelson, R., and Prentice
Page 155 and 156:
Coyle, K. (2006). All4You2! Prevent
Page 157 and 158:
Lapsey, D.K. (1993). Toward an inte
Page 159 and 160:
Weed, S.E., Olsen, J.A., DeGaston,
show all

Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

Create successful ePaper yourself

Delete template?

Save as template?