SUMMARY

Reducing the Risk is a high-school-level sexuality education curriculum designed to reduce the frequency of unprotected sexual intercourse through: (1) delaying or reducing the frequency of intercourse; or (2) increasing contraceptive and STD-protection awareness. The 16-session curriculum is intended to serve as one component of a family life education course, rather than as a comprehensive, stand-alone program. Based on social learning theory, the curriculum aims to change student norms about unprotected sex and perceptions of peer sexual activity, as well as to strengthen parent-child communication concerning abstinence and contraception. The curriculum explicitly emphasizes that students should avoid unprotected intercourse, either by not having sex or (for students who choose to have sex) by using contraceptives. Lessons are reinforced through role-plays, homework activities, quizzes, and skill-building activities. A field study of the program was conducted in 13 California high schools. Participation in the program significantly increased teens' knowledge and communication with parents regarding abstinence and contraception. In addition, the program significantly reduced the likelihood that students who had not had intercourse at the start of the program would become sexually active by the 18-month follow-up assessment. However, program participation did not affect the frequency of sexual intercourse or the use of contraceptives among teens who were already sexually active at the start of the program.

SUITABLE FOR USE IN

Although the program was originally designed for high schools, it is equally suitable for use in community-based organizations.

ORIGINAL INTERVENTION SAMPLE

Age, Gender
The field study included male and female high school students whose average age was 15.

Race/Ethnicity
61 % White, 21 % Latino, 9% Asian, 2% African-American, 6% other.

PROGRAM LENGTH

The program consists of 16 lessons, each designed for a 45-minute class period. Most lessons can be expanded to fill two class periods by increasing practice and discussion time.

STAFFING REQUIREMENTS/TRAINING

Regular classroom teachers lead the program. During the original field study, teachers attended a three-day training session, which focused primarily on practice of the role plays and other class activities. The training also included three hours of instruction in reviewing procedures both for obtaining parent and student consent, and for collecting program evaluation data.