REDUCING THE RISK:
Building the Skills to Prevent Pregnancy, STDs, and HIV

Target Audience: 9th and 10th grade,subsequently implemented in middle and high schools. Length: 17 class periods Activities: A variety of interactive instructional strategies address teen sexual risk-taking. Through role play scenarios students learn and practice communication skills, primarily for refusal and delay of sexual activity. Large and small group discussions, individual and class activities, and homework assignments including family involvement help students build knowledge and skills while recognizing and learning strategies for dealing with negative social pressures. Components: A teacher's manual, including 17 lessons, provides a synopsis of activities, the materials needed, the approximate time for each, steps for leading activities, student worksheets, handouts, homework assignments, role play scripts, and teacher references. Optional student workbook includes copies of all materials (worksheets, assignments, etc.) students will use. Theories: Social learning theory, social influence theory, and the cognitive behavior theory. Special Consideration: RTR is designed to be part of a comprehensive family life or health education program.

Objectives: After completing this program, students will: Evaluate the risks and lasting consequences of becoming an adolescent parent Recognize that abstaining from sexual activity or using protection consistently are the only ways to avoid pregnancy, HIV/AIDS, and other STDs Conclude that factual information about contraception and protection is essential for avoiding teenage pregnancy, HIV/AIDS, and other STDs Demonstrate effective communication skills for remaining abstinent and avoiding unprotected sexual intercourse Topics: Vulnerability to pregnancy and HIV/AIDS Advantages of abstinence Recognizing and avoiding high-risk situations Using refusal skills and delay tactics to avoid unprotected sex Transmission and prevention of five STDs Behaviors that place individuals at greatest risk for exposure to HIV Developing plans for getting and using protection (Such as talking to a partner, researching descriptions and prices of contraceptive products, locating and/or contacting clinics to obtain information about services, and applying this knowledge about protection to select appropriate.)

fter 18 months, students who had not had sexual intercourse before the intervention reported significantly less initiation of intercourse than those in the comparison group. Those who were sexually active 18 months later reported using contraception more often than those in the comparison group. The curriculum increased the proportion of students who reported talking with their parents about abstinence and contraception.

Intervention group students had a greater increase in knowledge about risk of pregnancy and STDs and proper use of condoms and other forms of contraception than did the comparison group students. RTR also significantly affected students' perceptions of the proportion of their peers who had ever had sexual intercourse.

Classroom observers found that 95% of teachers using RTR followed the lesson plan, completed activities, and gave accurate answers to students' questions. Over 85% were comfortable with the curriculum and felt adequately prepared.

Research Design: During the fall semester and spring semester of the 1988/89 school year, 13 schools in 10 California school districts implemented RTR during 15 consecutive class periods. RTR was implemented as part of a more comprehensive, required health class. In this quasi-experimental design, the intervention group included 429 students in 23 health education classes, and the comparison group included 329 students in 23 classes receiving the existing health education curriculum. Following the implementation, students, teachers, and parents assessed the curriculum. Students were surveyed through confidential questionnaires before the intervention (baseline), immediately after the intervention, then 6 and 18 months later. Observers visited participating classes at least once to assess the fidelity of implementation (if it was taught the way it was intended) as well as the teachers' level of comfort and preparation in teaching the curriculum.

Ordering Information: ETR Associates 1-800-321-4407
Training Information: ETR Associates Training Department;
800/321-4407 or 408/438-4060 x-104.