Sexuality education and young people's sexual behavior: a review of studies

Sexuality education for children and young adults is one of the most heavily debated issues facing policy-makers, national AIDS program planners, and educators, provoking arguments over how explicit education materials should be, how much of it there should be, how often it should be given, and at what age instruction should commence. In this context, the World Health Organization's Global Program on AIDS' Office of Intervention Development and Support commissioned a comprehensive literature review to assess the effects of HIV/AIDS and sexuality education upon young people's sexual behavior. 52 reports culled from a search of 12 literature databases were reviewed. The main purpose of the review is to inform policy-makers, program planners, and educators about the impact of HIV and/or sexuality education upon the sexual behavior of youth as described in the published literature. Of 47 studies which evaluated interventions, 25 reported that HIV/AIDS and sexuality education neither increased nor decreased sexual activity and attendant rates of pregnancy and sexually transmitted diseases (STDs). 17 reported that HIV and/or sexuality education delayed the onset of sexual activity, reduced the number of sex partners, or reduced unplanned pregnancy and STD rates Only 3 studies found increases in sexual behavior associated with sexuality education. Inadequacies in study design, analytic techniques, outcome indicators, and the reporting of statistics are discussed.     

The U.S. Supreme Court Decision in Jaffee v. Redmond: Implications for Counselors

In 1996, the U.S. Supreme Court held that communications between licensed psychotherapists and their patients are privileged under the Federal Rules of Evidence. The nature of privileged communication, the history of this Supreme Court decision, and implications of the decision for counselors are discussed.     

DIRECT AND COLLATERAL EFFECTS OF RESTRAINTS AND RESTRAINT FADING

Mechanical restraints are commonly used to reduce the risks associated with severe self-injurious behavior (SIB), but may result in movement restriction and adverse side effects (e.g., bone demineralization). Restraint fading may provide a method for decreasing SIB while increasing movement and reducing these side effects. In the current investigation, rigid arm sleeves and restraint fading (gradually reducing the rigidity of the sleeves) were used with 3 clients who engaged in hand-to-head SIB. Restraints and fading reduced the hand-to-head SIB of all clients. However, for 1 client, the addition of a water mist procedure further reduced SIB to near-zero levels. For a 2nd client, another form of SIB developed that was not prevented by the rigid sleeves. For a 3rd client, a topography of SIB that was not physically prevented by the rigid sleeves was also reduced when restraints and fading were introduced.     

Qualitative dimensions of normal worry and normal obsessions: A comparative study

Despite the crucial role typically given to negative thoughts in cognitive conceptualisations of emotional problems, few studies have compared the characteristics of varieties of such thoughts. The present study compared the process features of naturally occurring worries and obsessions in a non-patient group. Analyses of variance revealed several significant differences between these types of thought. The relationship between worries and obsessions, and the clinical and conceptual importance of the observed differences is briefly discussed.     

EFFECTS OF HIGH-PROBABILITY REQUESTS ON THE SOCIAL INTERACTIONS OF YOUNG CHILDREN WITH SEVERE DISABILITIES

High-probability requests were used to increase social interactions in 3 young boys with severe disabilities who had been identified as severely socially withdrawn. A multiple baseline design across participants was used to evaluate the effects of high-probability request intervention on (a) social initiations, (b) social responses, (c) continued interactions, and (d) performance of high- and low-probability requests. The students were observed in a second setting to examine generalization effects across peers who did not participate in the training sequence and settings. The results demonstrated that the high-probability requests increased the students' responsiveness to low-probability requests to initiate social behavior. Increases were also found in (a) unprompted initiations and extended interactions to the training peers, (b) unprompted initiations and extended interactions to peers who were not involved in the training procedure, and (c) generalized unprompted initiations and interactions in a second nontraining setting. The students maintained increased levels of initiations and interactions after all prompts were removed from both the training and nontraining settings.     

Social Comparisons and Absenteeism: A Structural Modeling Approach1

In this study a social comparison model is constructed that predicts objectively recorded absence frequency among male Dutch blue-collar workers from a metal factory in the Netherlands. By employing LISREL, the model is developed (tested and revised) in Plant North (N = 254), and successfully cross-validated in Plant South (N= 199). The study demonstrates the impact of two social comparison processes upon absenteeism. Absenteeism is the result of: (a) the perception that one is less well-off than one's colleagues on several job aspects, and (b) the adjustment of one's personal absence norm to that of the work group. In addition, our study reveals that, rather than being absent or having tolerant absence norms, employees may develop feelings of resentment in response to perceived inequity and a tolerant group absence norm. It is concluded that social comparison theory enhances our understanding of absenteeism.     

Avoidance Responses to Alternative Alcohol Warning Labels1

A preference-based measure of responses to warning labels was used to study alternative alcohol warning labels that differed in: (a) length, (b) presence of qualifier words, (c) alternative content, and (d) specific beverage. The specific risks mentioned were more important than the overall label length, qualifier words reduced avoidance responses, various alternative warnings elicited more avoidance responses than the existing alcohol warning label, and more avoidance responses were made to labels on a whiskey bottle than on a beer bottle. Warnings with the words “poison,”“cancer,” or “health problems” were the most powerful. The results for college students in Study 1 were replicated in a high-school sample in Study 2.     

Assisting At-Risk College Students With Attributional Retraining and Effective Teaching1

Attributional retraining appears to be an effective remedial intervention for college students. However, the potential moderating effects of student and classroom characteristics have not yet been investigated systematically. In two studies, attributional retraining was provided to low- and high-risk students, followed by a videotaped lecture presented by either an ineffective or effective instructor. Attributional retraining enhanced achievement on a lecture-based achievement test only when combined with effective teaching, improving the achievement of students who had previously performed poorly (Experiment l), and of low-achieving externals (Experiment 2). The intervention provided no advantage for previously successful students and low-achieving internals. Moreover, attributional retraining induced a more internal attribution profile in students with an external locus, and increased expectations of future success in both externals and internals, but again only when students also received effective instruction. These results suggest that contextual factors related to the classroom, such as quality of instruction, and individual differences have to be considered when developing attributional retraining programs.