| 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). |
