Primary prevention of adolescent sexual risk behavior—a school based model

Abstract

In order to improve primary prevention of adolescent sexual activity, the federal government increased funding for abstinence education, therefore, increasing school-lbased programs that educate adolescents about sexual abstinence. However, little is known about effective delivery models or factors which contribute to initiation, discontinuation, or maintenance of sexual activity. From 2003 - 2005 a longitudinal study was conducted on the curriculum WAIT Training (N = 807), to determine whether the course was more effective than a traditional health class, and the relative benefit of two types of teacher delivery— 'regular' school teacher or 'specialist' teacher. Qualitative interviews of selected cases provide depth and breadth beyond the simple yes or no aspect of sexual activity. Both 'specialist' and 'regular' teachers at schools that offered the WAIT Training program moved students in a desirable direction on five of six psychological indicators of abstinence. Furthermore, both WAIT Training groups improved more than a comparison school not offering the program on two of six short-term indicators. Follow-up qualitative interviews reveal parenting dynamics that may have contributed to adolescents' decisions to remain sexually abstinent or initiate sexual activity. Consistent with previous research on antecedents of adolescent sexual activity (Kirby, 2001), adolescents whose parents communicated clear boundaries and expectations regarding relationships maintained abstinence 12 months after receiving the program. Additionally, emotional intelligence (EQ) profiles for each student are included. A recommendation is made regarding the utilization of adolescents' EQ scores to contribute to understanding the behavior of interest and planning appropriate interventions.