Abstinence vs. Safe-Sex Education to Middle School Teens

中学生的禁欲与安全性教育

• 批准号: 6794904
• 负责人: ELAINE A. BORAWSKI
• 金额: $ 15.17万
• 依托单位: CASE WESTERN RESERVE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-06-11 至 2006-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6794904
• 关键词: AIDS education /prevention; adolescence (12-20); behavioral /social science research tag; clinical research; cognition; condoms; curriculum; education evaluation /planning; epidemiology; human subject; outcomes research; parent offspring interaction; peer group; questionnaires; safe sex /sex abstinence; secondary schools; sex behavior; sex education; social perception; teacher; training; workshop

DESCRIPTION (provided by applicant): The purpose of the proposed study is to examine the effectiveness of two major approaches to teaching adolescents HIV prevention and sex education within the middle school environment: abstinence-only (i.e., abstinence until marriage) and safer- sex (i.e., focus on protection and ways to avoid risky sexual encounters). To do so, a comprehensive, multi-level approach will be utilized, including both classroom instruction and ongoing cohort-specific and school-wide programming intended to provide students with a consistent, sustained intervention message for two years. In addition, targeted programming to peer leaders, parents, teachers and other school officials (i.e., administrators, counselors, school nurses) will be included to enhance the individual-level intervention effects (DiClemente & Wingood, 2000). We propose to follow two cohorts of students (classes of 2009 and 2010; n=1800) from three ethnically diverse middle schools, enrolling each cohort into the study at the beginning of their 7"' grade school year (ages 12-13) and following them until the end of their 8" grade school year. Students in one school will receive the abstinence-until-marriage (using Operation Keepsake as the core curriculum), another will receive the safer-sex message (using Safer Choices), and the third school will serve as a non-intervention comparison group, receiving parallel programming in the area of general health promotion (using Get Connected). The specific aims of the study are (1) to determine both the short-term (6 month) and longer-term (12 mo., 18 mo.,) effects of the two different intervention approaches on individual behavior (i.e., sexual activity, use of protection, engagement in high risk situations), and the cognitive processes considered to mediate behavioral change (i.e., knowledge, beliefs, values, self- efficacy, preventive beliefs, and behavioral intentions); (2) to explore the impact of comprehensive and continuous programming on the sexual-related social norms as perceived by students, teachers, and other school officials; and (3) to explore the moderating effects of individual characteristics (e.g., gender, ethnicity, religion, prior sexual experience, school attendance/exposure to message) and teacher/administrator characteristics (e.g., belief in message, personal beliefs in regard to normative behavior of adolescents, involvement in and support of grant-sponsored programs) of the individual-level intervention effects on cognition and behavior. Multivariate analyses (path modeling, repeated measures component of HLM) will be utilized to compare the interventions to the comparison group and to each other, and to examine theoretical aspects of the behavioral change model.

描述（由申请人提供）：拟议研究的目的是 检查青少年艾滋病毒教育的两种主要方法的有效性 中学环境中的预防和性教育： 仅禁欲（即结婚前禁欲）和安全性行为（即重点关注 关于保护和避免危险性接触的方法）。为此，需要一个 将采用全面、多层次的方法，包括课堂教学 指导和正在进行的特定群体和全校范围的计划旨在 为学生提供一致、持续的干预信息 年。此外，还针对同伴领袖、家长、教师和 其他学校官员（即管理人员、辅导员、学校护士）将 纳入以增强个人层面的干预效果（DiClemente & 温古德，2000）。我们建议跟踪两组学生（2009 届） 和 2010 年； n=1800）来自三所不同种族的中学，每所都招收 在 7 年级学年开始时加入研究的队列（年龄 12-13）并跟踪他们直到 8 年级学年结束。学生 在一所学校将获得婚前禁欲（使用Operation 纪念品作为核心课程），另一个人将收到安全性行为的信息 （使用更安全的选择），第三所学校将作为不干预学校 对照组，接受一般健康领域的并行规划 促销（使用“获取连接”）。研究的具体目的是（1） 确定短期（6 个月）和长期（12 个月、18 个月） 两种不同干预方法对个体行为的影响 （即性活动、使用保护措施、参与高风险情况）， 以及被认为可以调节行为改变的认知过程（即 知识、信念、价值观、自我效能、预防信念和行为 意图）； (2)探索全面、持续的影响 根据学生的看法制定与性相关的社会规范， 教师和其他学校官员； (3)探索调节作用 个人特征（例如性别、种族、宗教、先前的性行为） 经验、学校出勤率/接触信息）和教师/管理人员 特征（例如，对信息的信念、对某些事物的个人信念） 青少年的规范行为、参与和支持 赠款赞助的计划）的个人层面的干预效果 认知和行为。多变量分析（路径建模、重复测量 HLM 的组成部分）将用于将干预措施与 比较组和彼此之间，并检查理论方面 行为改变模型。