Evaluation of an Abstinence Based Intervention for Middle School Students

By Rue, Lisa; Chandran, Raj et al. | Journal of Family and Consumer Sciences, Summer 2012 | Go to article overview

Evaluation of an Abstinence Based Intervention for Middle School Students


Rue, Lisa, Chandran, Raj, Pannu, Aman, Bruce, David, Singh, Rana, Traxler, Karen, Journal of Family and Consumer Sciences


Outcomes associated with an abstinence education intervention were evaluated using a single group design with a 12-month longitudinal follow-up. The intervention group of adolescents ages 12-14 years (N = 427) were enrolled in an 11.5-hour abstinence education intervention offered during the school day. Significant differences were found in the expected direction on proximal variables for attitudes, intentions, and behaviors 1 year later. Youth who received the program were 3 ½ times less likely to initiate sexual activity during the year after they received the program as compared to average behaviors from a neighboring community without the program. Abstinence based education may support youth's ability to delay sexual activity.

CULTURAL VALUES AND SEXUALITY EDUCATION

Understanding cultural values is critical for effective implementation of sexuality education. According to a recent report from the Centers for Disease Control and Prevention (CDC) (Martinez, Copen & Abma, 2011), the most frequently stated reason for abstinence from any form of sexual activity was religious or moral. A nationally representative survey of adolescents and their parents found similar cultural values, with 70% of those parents opposed to pre-marital sex both in general and for their own adolescents (Olsho, Cohen, Walker, Johnson, & Locke, 2009) These cultural values are an important asset with regard to helping adolescents delay sex.

Parental influence on adolescent sexual behavior frequently is studied by looking at parentaladolescent communication and relationship quality as they relate to the likelihood of risky sexual behavior. Adolescents who report close relationships with their parents are more likely to have: (a) good self-control, (b) more confidence in their ability to resist pressure, and (c) less risk-taking behavior (Forehand, Miller, Dutra, & Chance, 1997; Huebner & Howell, 2003; Kotchick, Dorsey, Miller, & Forehand, 1999; Manlove, Romano-Papillo, & Ikramullah, 2004; Wills, Gibbons, Gerrard, Murry, & Brody, 2003). Culturally relevant sexuality education may provide a vehicle to encourage open parental communication about the benefits of delaying sexual activity for adolescents. However, little is known about the effectiveness of school-based abstinence education or how parental support of sexual abstinence influences outcomes for school-based programs.

Evaluations of Abstinence Education

Few published evaluations exist for programs that promote abstinence education. In 10 rigorous studies, program evaluations were mixed (Kirby, 2007). Most of these studies demonstrated changes in the expected direction on attitudes and knowledge, and two demonstrated a reduction of sexual risk behaviors.

A Virginia based study (Weed, Ericksen, Lewis, Grant, & Wibberly, 2008) of mostly Anglo American (74%) 7th graders who received 9 units (over 20 sessions) of a curriculum, Reasonable Reasons to Wait: Keys to Character, documented a reduction in risky sexual behaviors. The evaluation found the program delayed the onset of sexual activity by nearly half of the participants over 1 year as compared to students not receiving the program. The program was not as effective for African American students. The study did not measure other sexual risk behaviors such as reduction of multiple partners.

Another school-based study (Borawski, Trapl, Lovegreen, Colabianchi, & Block, 2005) found that a 5 -day curriculum, For Keeps, reduced the number of partners and sexual activity, but did not delay the onset of sexual activity. This study was conducted in the Midwest with 3,017 7th and 8th graders, mostly African American (73%) from five urban and two suburban schools. The followup was conducted 5 months after the intervention.

More recently, an after- school program evaluation for African American youth (N = 1,538) found a positive impact on attitudes, but mixed results in terms of behaviors (Clemons et al. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Evaluation of an Abstinence Based Intervention for Middle School Students
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.