Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

negative physical and emotional reactions associatedwith those behaviors.When using roleplays, several steps should be followedto maximize improvement in self-efficacy:1. Clearly describe the components of the skills.2. Model the skills in a roleplay.3. Provide individual practice through roleplays ingroups of two to four in which everyone practices(e.g., telling a partner a personal limit, avoidingor refusing undesired sex or insisting on usingcondoms).4. Start the roleplays with a plausible scenario forthe youth and then follow the scenario with afully scripted roleplay in which both actors (theperson pressuring to have sex and the personresisting having sex) simply read scripts.5. During the roleplays in small groups, haveobservers in each group use a checklist to see ifthe important components of effective skills areemployed.6. Repeat the roleplay practice with different scenariosuntil teens master the skills.7. Start with easier situations and move to increasinglydifficult situations.8. Move from scripts with lines for both people inthe roleplay to scripts in which the person pressuringto have sex reads his/her lines, whilethe person resisting has to create his/her ownresponses.In the roleplaying activities that involve refusing tobe in situations that might lead to sex or refusing tohave sex, several elements of effective refusals arecommonly taught:• Saying “no”• Repeating the refusal• Explaining why• Using direct words• Using proper body language• Using a clear, confident voice• Being assertive (saying what you think, how youfeel or what you want without hurting the otherperson)• Looking the other person directly in the eyes• Using delaying tactics• Changing the topic• Suggesting an alternative• Showing the partner you care and building therelationship• Walking away, if necessaryWhile roleplaying practice may be designed primarilyto increase self-efficacy and skills, when youthcontinually see other youth like themselves successfullyavoiding situations that might lead to sex,refusing undesired sex or insisting on using condoms,these roleplays also may improve their perceptionsof peer norms about the acceptance of avoidingundesired sex or using condoms.Self-efficacy to obtain condoms and contraception.To increase self-efficacy to obtain condomsor other forms of contraception, teens can identifystores or clinics that provide condoms and contraceptivesand “investigate” each source, assessing theease of getting there, comfort of being there, cost,etc. (see Activity 5-5: Addressing Barriers to UsingCondoms). And finally, teens can actually go to oneor more location in small groups, find and assesscondoms in the store, or interview clinic staff aboutobtaining contraceptives. These activities involvemastery of some of the steps needed to obtaincondoms or contraceptives, as well as modeling andpossible persuasion. They also may reduce anxietyabout obtaining condoms or contraceptives.Self-efficacy to use condoms correctly. At leasttwo activities have been commonly implemented toincrease the ability to use condoms correctly. In thefirst activity, teachers first demonstrate how to use acondom properly and then give condoms to studentsto practice the same behaviors individually (seeActivity 7-5: Using Condoms Correctly).In the second activity, each of the steps for usingcondoms is correctly written on a separate sheet of88 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs