Program

Jul 16, 2012

OVERVIEW

This
social-cognitive sexual risk intervention for college students who have had sex
is based on the premise that the three core components underlying sexual
risk-taking (or the prevention of sexual risk-taking) involve prevention
information, motivation, and behavioral skills. The young adults in the
treatment group received a single, two-hour, facilitator-led social-cognitive
intervention that included a PowerPoint that targeted information related
to sexual risk; a video that focused on motivation to avoid risky
behaviors; and a video and PowerPoint that focused on behavioral skills
related to condom use negotiation. Those in the control group received the
standard material presented by their university. The specific aim of this
program is to increase condom use. This evaluation revealed that the
social-cognitive intervention did not have a significant impact on condom use,
though effect sizes revealed small impacts at both three- and six-month
follow-ups.

DESCRIPTION OF PROGRAM

Target
population:

College
students who have had sex.

This
social-cognitive intervention was adapted from an
information-motivation-behavior (IMB) intervention. According to IMB models,
sexual risk prevention information, motivation, and behavioral skills are the
underlying components of sexual risk prevention. The intended goal of this
intervention is to increase condom use.

This
single 120-minute social-cognitive intervention led by a facilitator consists of
a three modules related to these three components: information, motivation,andbehavioral skills.The information module involves a PowerPoint
in which facts related to sexual risk are presented and risky sexual
decision-making rules are identified and corrected. This slideshow is based on
a more comprehensive set of transparencies used in an
information-motivation-behavior (IMB) intervention that involved six 120-minute
sessions. The motivation module of this intervention includes a video that
encourages risk prevention behaviors and that targets risky sexual attitudes,
norms, and motivators (including perceptions of sexual risks and
vulnerabilities). Again, this video was based on an IMB video, but was
re-filmed to include updated or popular wording and terminology. The behavioral
skills module of this intervention also includes a video; this video targets
condom use negotiation skills and reviews correct condom use skills. In
addition to the video, the third module includes a PowerPoint that reviews
condom negotiation skills with various kinds of sexual partners. After each
module a facilitator leads group discussions meant to reinforce the content of
that module.

EVALUATION
OF PROGRAM

Ferrer,
R. A., Fisher, J., D., Buck, R., & Amico, K.R. (2011). Pilot test of an
emotional education intervention component for sexual risk reduction. Health
Psychology, 30
(5), 656-660.

Evaluated population:
College
students were recruited, and those who reported having had sex were asked to
participate in the evaluation. The majority of the sample was white (81
percent), and 10 percent of the sample was black. The sample was approximately
equal in gender, with females comprising 52 percent of the participants.

Approach:
The 179
participants were grouped into mixed-gender groups of 10-15 students. Using a
randomization program, the groups were then randomly assigned to one of three
conditions: the social-cognitive treatment group (SC group); the
social-cognitive, plus emotional component treatment group (SCE group) [more
information on this intervention can be found

here]; and the control group. One-third of participants (n=67) were assigned
to the social-cognitive intervention, one-third (n=68) were assigned to an
alternative treatment group (who received the social-cognitive intervention,
modified to include an emotional component), and the remaining one-third (n=64)
were assigned to the control group. The control group received treatment as
usual, meaning that they only received standard material provided by the
university.

Treatment
and control group measures were obtained at three points: baseline, an online
follow-up three months following the baseline, and a second online follow-up
three months later (six months after the baseline). The outcome measure of
interest was participants’ self-reports of the percentage of time that they had
used a condom during vaginal or anal sex in the past month. It should be noted
that randomization occurred at the group level, but analyses occurred at the
individual level.

Results:At baseline, there were no significant differences in mean condom use (33
percent) between the SC group and the control group). At the three-month
follow-up, mean condom use was 60 percent in the SC group and 35 percent in the
control group. Similarly, at the six-month follow-up, mean condom use was 52
percent in the SC group and 35 percent in the control group. However there were
no significant differences between the SC treatment group and the control group
at either the three-month or six-month follow-up. The authors noted that this
could be due to low statistical power.

Although
there did not appear to be any significant differences between the SC group
outcomes and the control group outcomes, effect sizes (Cohen’s d‘s)
revealed a small effect when comparing the SC treatment group with the control
group at both the three- and six-month follow-ups.

SOURCES
FOR MORE INFORMATION

References

Ferrer, R.
A., Fisher, J., D., Buck, R., & Amico, K.R. (2011). Pilot test of an emotional
education intervention component for sexual risk reduction. Health
Psychology, 30
(5), 656-660.

KEYWORDS

College;
Young Adults; Males and Females (Co-ed); School-Based; Skills Training; Condom
Use and Contraception

Program
information last updated 7/16/12