Kirby D, Korpi M, Adivi C, Weissman J
ETR Associates, Santa Cruz, California 95061-1830, USA.
AIDS Educ Prev. 1997 Feb;9(1 Suppl):44-61.
A theory-based curriculum designed to delay the onset of intercourse and increase use of condoms was implemented in the classrooms of six Los Angeles middle schools.
The curriculum activities were very interactive, emphasized skill building, and were implemented by well trained peer educators, including young HIV-positive males and teen mothers. To evaluate the impact of the curriculum, 102 classrooms of students were randomly assigned to receive either the existing curriculum or the existing curriculum plus the intervention curriculum. Students completed confidential questionnaires before program implementation, five months later, and 17 months later. A total of 1,657 students completed both the baseline and 17-month follow-up questionnaires.
Analyses of these data revealed that the curriculum significantly increased knowledge, significantly improved only two out of 21 attitudes or beliefs, and did not significantly change sexual or contraceptive behaviors.
Well implemented programs that are based on upon theory, use interactive activities, and utilize well-trained peer educators do not always change important sexual attitudes and behaviors among middle school youth.
在洛杉矶的六所中学课堂上实施了一项基于理论的课程，旨在推迟性行为开始时间并增加避孕套的使用。
课程活动互动性很强，强调技能培养，由训练有素的同伴教育者实施，包括年轻的艾滋病毒呈阳性男性和青少年母亲。为评估该课程的影响，102个班级的学生被随机分配接受现有课程或现有课程加干预课程。学生在项目实施前、五个月后和十七个月后完成保密问卷。共有1657名学生完成了基线和十七个月的随访问卷。
对这些数据的分析表明，该课程显著增加了知识，仅在21种态度或信念中的两种上有显著改善，并且没有显著改变性或避孕行为。
实施良好、基于理论、采用互动活动并利用训练有素的同伴教育者的项目并不总是能改变中学生重要的性态度和行为。
