References Kirby, D. He is currently PI of a Maryland DHR funded effort to examine reproductive health services and teenage births in foster care. The program also significantly affected students' perceptions of the proportion of their peers who had ever had sexual intercourse.
Perception of individual risk for pregnancy, STD and HIV and their consequences if teenagers engage in unprotected sex. Adaptation support reducing the risk sex education curriculum in Newcastle-Maitland, training and TA are available to assist educators in meeting the needs of individual communities by implementing EBPs effectively and consistently with core components.
Making Proud Choices!
Health-related behaviors and academic achievement among high school students—United States, Our nationally recognized training and research teams work in partnership with clients to customize training and technical assistance TA to address the needs of their agencies and funding requirements.
Victim-centered services Treatment for victims of SV Treatment for at-risk children and families to prevent reducing the risk sex education curriculum in Newcastle-Maitland behavior including sex offending. The strategies and their corresponding approaches are listed in the table below.
ETR's evaluation support blends participatory approaches with cutting-edge evaluation science. Skills to communicate with parents or other adults about teen sexual activity and birth control. Am J Prev Med ;42 3 —
Most can be expanded to fill more time, or 2 full periods, by increasing time to practice the skills and discuss the activities. Demonstrate effective communication skills for remaining abstinent and for avoiding unprotected sexual intercourse. To produce the best adaptation tools, ETR works directly with the developer of each intervention to ensure that these tools are of the highest quality and meet reducing the risk sex education curriculum in Newcastle-Maitland different needs of the field and end users, e.
Teachers implementing RTR voluntarily attended a 3-day training session. Social and peer norms, as well as personal attitudes about abstinence, sex, unprotected sex, condoms and contraception. Hubard, B.
These three theories hypothesize that in order to reduce risk-taking behavior people need to:. Journal of Social Service Research 8, The classes are designed for minute periods; however, most can be expanded to fill two periods by increasing practice time and providing more time for discussion and disclosure.
The TOT prepares select trainer candidates to effectively prepare adult learners to implement the intervention with fidelity. This curriculum is designed to be taught by classroom teachers or family life educators. Be Proud!