A Replication Study of Reducing the Risk, a Theory-Based Sexuality Curriculum for Adolescents

ABSTRACT: Reducing the Risk is a theory-based, sexuality education curriculum shown to influence the knowledge and behaviors of secondary students. This study determined whether the behavioral effects of the curriculum could be duplicated in a southern, rural state. In a quasiexperimental design, pretest and posttest inventories were administered to students in treatment and comparison groups to determine the influence of Reducing the Risk on sexual behaviors. Results of the 18-month study indicated students receiving the curriculum significantly delayed initiating sexual intercourse. Sexually active students in the treatment group were significantly more likely to protect themselves from STD/HIV and pregnancy than sexually active students in the comparison group. In addition, students receiving Reducing the Risk showed a significant increase in parent-child communication about sexual issues. These results reinforce previous research that found positive behavioral effects for students receiving the Reducing the Risk curriculum     

Preferred sources of information on AIDS among high school students from selected schools in Zimbabwe

Following various national HIV and AIDS awareness campaign activities under the auspices of the Ministries of Health and Education, Zimbabwe, an AIDS KABP survey was undertaken. The study sample comprised 478 high school students randomly selected and stratified to represent sex and Forms 1 through to 6. The study instrument was a 31-item questionnaire designed to assess the students' knowledge, attitudes, practices and sources of information in relation to HIV syndrome. This report reviews only that part of the study dealing with sources of information. Newspapers, television, radio and magazine were the most frequently cited sources of first information. Classmates were cited by 20% to over 30% of respondents as first sources of information. Authority figures like health workers, parents, teachers, the Church did not emerge as significant sources of first information. Doctors were identified as the most preferred source of information in future. Sources of first information were related to age, form level, sex and location of school attended. There were notable differences between boarding school respondents and day scholars. No regional differences were noted.     

Cross-cultural Validation of a Three Component Alcohol Attitude Scale

Attitudes and their measurement constitute important aspects of the study of human behavior regarding the use and abuse of alcoholic beverages. A Three Component Alcohol Attitude Scale was developed to measure three attitude components separately and in total. This study validated the scale utilizing a cross-cultural approach. Hypotheses were formulated on the assumption that, if the scale was valid, all 54 items in each of the instrument's three components, as well as the total scale, would discriminate significantly between a sample of US university students and their Egyptian counterparts in terms of their attitudes toward alcohol use and abuse. The scale was translated into Arabic, the English and Arabic scales then were administered to a sample of 400 university students at two comparable major universities in the US and Egypt. The data were subjected to Pearson's correlation, t-test, stepwise discriminate analysis, split-half, and Cronbach (alpha) reliability. Forty-nine of 54 items, each of the three components, and the total instrument discriminated significantly between US students and their Egyptian counterparts, confirming the previous validation of the scale.     

The School Nurse's Role in Vision Screening for the Difficult-to-Test Student

This article discusses the importance of providing vision screening services to students who are difficult-to-test and describes strategies for providing such services. Included in the discussion is an overview of various instruments that may be used to assess visual acuity. One of the instruments, the Parsons Visual Acuity Test, is described in detail as a tool for assessing visual acuity of the difficult-to-test. In addition, a discussion is presented which emphasizes the importance of providing follow-up services to those children who are referred for professional eye examinations. The authors delineate the vital role of the school nurse in assisting the difficult-to-test student to gain necessary vision care services through screening, referral, obtaining appropriate treatment and providing follow-up services.