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

Abstract #69977

Stephen Nagy, PhD, Jeffery DeMario, BA, and Qshequilla A. Parham, BS. The Department of Health Science, The University of Alabama, Box 870311, Tuscaloosa, AL 35487-0311, 205-348-8373, snagy@ches.ua.edu

This study compared 4 groups of students; students who refused to use refusal methods to abstain from coital initiation (1), students who used refusal skills (2), students who had not needed to use refusal skills (3) and those who didn’t recall being taught refusal skills(4). Comparison measures consisted of 8 scales that included behavioral and psychosocial scales/or indexes (future orientation, violence, substance use, parental support, norms toward abstinence, negative outcomes of coital behavior, sexual intentions, peer support). 1052 middle school students from three rural counties in the Alabama "Black Belt" participated in the study. ANOVA was utilized to compare the four refusal groups on the eight measures with significant findings (p<.05) identified by Tukey HSD. All comparison groups showed significant differences (p<.05) on some of the measures. However, group 1 (students who refused to use refusal methods to abstain from coital initiation) clearly displayed a riskier profile on behavioral measures coupled with several distinctions on psychosocial measures. The item utilized for defining the various refusal skill groups showcased robust characteristics in identifying a specific at-risk group. Findings have two major implications. 1) A singular item that does not address the reporting of actual risky behaviors holds substantial promise in assisting programs to evaluate the efficacy of interventions designed to delay the onset of coital behavior. This is important since a large number of states now disallow evaluation items that address risky behaviors. 2) Additional research on refining group one characteristics may assist future interventions to more appropriately tailor programs.

Learning Objectives:

• At the conclusion of the session, the learner will:
• 1 – recognize how responses to refusal skills can help to identify at risk students;
• 2 – understand how responses to refusal skills may assist programs evaluating abstinence programs

Keywords: Adolescent Health, Teen Pregnancy Prevention

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.