Impact of a School-Based AIDS Prevention Program on Risk and Protective Behavior for Newly Sexually Active Students

ABSTRACT: This project assessed the impact of a school-based AIDS prevention program on student participation in sexual risk and protective behaviors such as use of condoms and use of condoms with foam and intention to participate in such behaviors. The paper focuses on students who became sexually active for the first time between the seventh and eighth grade ("changers," n = 312). The school-based intervention was developed using social cognitive theory and the social influences model of behavior change. Using an experimental, longitudinal design, 15 high-risk school districts were divided randomly into two treatment (10 districts) and one control (five districts) conditions. Students in both treatment conditions received a 10-lesson classroom program in the seventh grade with a five-lesson booster in the eighth grade, while control students received basic AIDS education (current practice in their districts) in compliance with state mandates. Results indicated classroom programs had an impact on certain protective behaviors and on frequency of sexual activity the past month. Post-intervention measures also indicated the program affected students' intentions to perform specific protective behaviors.     

Risk for Unintended Pregnancy and Childbearing Among Educable Mentally Handicapped Adolescents

A San Diego Adolescent Pregnancy and Parenting Program (SANDAPP) evaluation revealed that low intellectual ability was a serious risk factor for adolescent pregnancy. 20% of pregnant teens in the study were enrolled in special education classes, but only 10% of all students in San Diego school district attend such classes (n = 135; mean age = 16). The mean dropout age for special education teens was 14 vs. age 16 for non special-education teens. Chicago's Children and Adolescent Pregnancy Project (CAPP), an ongoing, school-based intervention program, revealed that approximately (EMH) with IQs of 60 -79. CAPP began as a 3 year (1983-1985) demonstration model with an 18-month follow-up developed by the Arts of Living Institute (ALI) that serves between 900 and 1200 females each year. CAPP was established within ALI in response to increasing numbers of elementary school-age (ESA, ages 11-15) and EMH (ages 11-19) pregnant adolescents. Most of these students were black (91%) or Hispanic (7%) teens from families living in poverty. 1/2 of CAPP participants resided in 5 Chicago communities identified as high risk for poor pregnancy outcomes. During 1983-1985 CAPP served 98 EMH and 228 ESA pregnant females, representing approximately 22-25% of all pregnant teens younger than age 15 who gave birth Chicago. Client outcomes were determined by the indicators of low birth weight (2500 gm/5.5 lbs.), infant mortality, repeat pregnancy, and dropping out of school. There were no significant differences between ESA and EMH clients indicating the appropriateness of a combined program. During the 3 year period only 30% of mothers reported they were not attending school. In contrast, the dropout rate for Chicago high schools is 45% of all students and 70% for pregnant teens. School attendance was 15% lower among EMH students when compared with ESA students at the same grade level.     

Impact of a school-based AIDS prevention program on young adolescents' self-efficacy skills

This paper examines the impact of a school-based AIDS preventionprogram on enhancing AIDS/STD-related self-efficacy and preventionpractices among young teenage students. The 15 participatingschool districts are located in a large metropolitan area inthe Midwest and were recruited from 45 districts likely to beat greatest risk for high prevalence of the human immunodeficiencyvirus. Districts were randomly assigned to either the treatmentor the delayed treatment/control group. The intervention, whichconsisted of a 15-session curriculum taught in seventh and eighthgrades by trained health educators, was delivered to 2318 students.It was designed to enhance AIDS-related self-efficacy, behavioralintentions and prevention practices through behavioral skillstraining. We measured two types of self-efficacy: (1) use self-efficacy,defined as students' perceived ability to obtain and use protectivecontraceptive products, and (2) refusal self-efficacy, definedas students' perceived ability to refuse to engage in high-riskbehaviors. Results indicate that there were significant changesin some types of self-efficacy and intentions to adopt preventionpractices in the treatment group. Specifically, the interventionhad a significant effect on students' self-efficacy to buy contraceptivefoam from stores, to obtain condoms and foam from clinics, andintentions to use condoms and foam together.     

Emergency Nurses’ Perceptions of Risk for Firearm Injury and its Effect on Assessment Practices: A Mixed Methods Study

Introduction

Injury from firearms is a significant problem in the United States, accounting for 73% of all homicides and 50% of all suicides that occurred among US residents. What is not known are the perceptions of emergency nurses regarding the impact of in-home access on the risk for firearm-related injury and death in their patient populations. The purpose of this study was to explore emergency nurses’ perception of patient risk for firearm injury and in which ways that perception affected the process of ED patient screening, assessment, counseling, and discharge education.

Role differences in gatekeeper perceptions of school-based drug and sexuality education programs: a cross-sectional survey

Using a mail survey, we collected data on attitudes and opinionsabout school drug/sexuality education from 606 individuals representing106 junior and senior high schools in Illinois. Respondentsfrom five role groups (principals, district administrators,school board members, teachers and parents) completed questionsregarding perceptions of student risk behaviors and effectsof school health programs in four areas: drug/alcohol use, tobaccouse, AIDS/STDs and teen pregnancy. For each program area, weanalyzed six constructs across respondent groups: perceivedseriousness of problem, perceived prevalence of problem, perceivedacceptance of school program, perceived program effectivenesson student attitudes and behavior, and satisfaction with schoolprogram. To test role differences, MANOVA and random-effectsregression model analyses were performed. Significant differencesin role perceptions were found for all constructs except perceivedprogram effectiveness on student attitudes. Overall, teachersand parents responded similarly to each other and differentfrom other groups. They tended to be less satisfied with schoolprograms, view programs as less effective and perceive otherrole groups as less accepting. We discuss the discrepancy inrole perceptions in the context of diffusion theory, applicationto designing interventions, and potential impact on school programdecisions, implementation and maintenance of change.