The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #67362

Fred L. Peterson, PhD¹, Lisa Walker, MA², Tammy J. Jordan, PhD¹, Kurt T. Rheinboldt, MSW³, and Christopher White, MA¹. (1) Child, Adolescent, and School Health, The University of Texas at Austin, 2100 San Jacinto Blvd, Bellmont Hall 222, Austin, TX 78712, 512-471-4405, fpeterson@mail.utexas.edu, (2) Department of Human Ecology, University of Texas at Austin, SEA 2.412, Austin, TX 78712, (3) Child, Adolescent, and School Health, University of Texas at Austin, Bellmont Hall 222, Austin, TX 78712

Ongoing behavioral research such as the Youth Risk Behavior Survey has documented the growing prevalence of adolescent risk behaviors, to include sexual behaviors. There is political debate as to whether youth sexuality education should emphasize risk avoidance, risk reduction, or some combination of both messages. Sexuality education for youth should include information on the multiple dimensions of human sexuality and sexual health that is embraced by research, theory, and evaluation. Biological, psychological, cognitive, developmental, social, and environmental factors may interact to influence the onset of sexual risk-taking. The complexity of these determinants of sexual behavior suggests that magic bullets or simplistic approaches such as “just say no” or “abstinence only” have limited ability to address youth sexuality issues and adolescent risk-taking in a meaningful manner. The purpose of this session is to provide a broad overview of the bio-psycho-sociology of adolescent sexual health and sexual risk-taking behavior for integration into the design of educational interventions. Theories about risk-taking applicable to sexual behavior such as Irwin and Millstein’s Causal Model, Jessor’s Problem Behavior Model, Zuckerman’s Sensation Seeking Model, and Lyng’s Edgework will be translated into specific ideas for integration into sexual health education. Components within successful prevention programs that bridge the gap between research and practice in sexual health promotion will be illustrated. The scientific evidence for “abstinence only” and “abstinence plus” programs will be reviewed. This session targets school health educators and public health promotion specialists whom may deliver sexuality education to youth in school and non-school settings.

Learning Objectives:

At the conclusion of this session, participants will be able to:
• Describe the differences between "risk avoidance" and "risk reduction" sexuality education.
• Identify the arguments for "abstinence only" and "abstinence plus" sexuality education.
• Discuss behavioral theories that may explain the propensity towards youth sexual risk-taking such as the Causal Model of Adolescent Risk-Taking, Problem Behavior Theory, Sensation Seeking Model, and Edgework.
• Review the bio-psycho-sociology of adolescent sexual health for integration into educational interventions.
• Identify what research suggests are the "best practices" for sexuality education.

Keywords: Sexual Risk Behavior, Evidence Based Practice

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

Handout (.doc format, 361.5 kb)