| 1) |
Focus
on reducing one or more sexual behaviors that lead to unintended pregnancy
or HIV/STD infection. |
| 2) |
Are
based on theoretical approaches that have been demonstrated to influence
other health-related behavior and identify specific important sexual
antecedents to be targeted. |
| 3) |
Deliver and
consistently reinforce a clear message about abstaining from sexual
activity and/or using condoms or other forms of contraception. This
appears to be one of the most important characteristics that distinguishes
effective from ineffective programs.
|
| 4) |
Provided
basic, accurate information about the risks of teen sexual activity
and about ways to avoid intercourse or use methods of protection against
pregnancy and STDs. |
| 5) |
Include activities that address social pressures that influence sexual
behavior. |
| 6) |
Provide
examples of and practice with communication, negotiation, and refusal
skills. |
| 7) |
Employ
teaching methods designed to involve the participants and have them
personalize the information. |
| 8) |
Incorporate
behavioral goals, teaching methods, and materials that are appropriate
to the age, sexual experience, and culture of the students. |
| 9) |
Last a sufficient length of time (i.e., more than a few hours). |
| 10) |
Select
teachers or peer leaders who believe in the program and then provided
them with adequate training (Kirby, 2001, p.6). |
