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3. Research Questions What can school programs be expected to do?
Are the abstinence messages appropriate and effective?
4. School Programs Studied Sustainable, large scale
Designed and taught by local educators
Life skills programs
10 characteristics of effective programs
Not identical
5. Sample Characteristics at Baseline
6. Operations Research Design Intervention and control groups
Surveys completed before and after intervention, several months later
Variables: sexual activity, condom use, abstinence, # of partners, connectedness, gender attitudes
7. Abstinence in recall period: South Africa
8. Teaching abstinence: South Africa Rights based approach
Information
Skills in refusal, negotiation, planning
9. Abstinence: South Africa Sex, age
People can protect themselves by not having sex.
Ok to force girl to have sex.
I’m abstaining until I’m ready.
Abstaining to protect self from STD or pregnancy.
10. Reasons for abstinence: South Africa
Predominant reason given.
Predominant reason given.
11. Approval of abstinence: South Africa
12. Intentions: South Africa
13. Teaching abstinence: Thailand Health protection strategy
Skills in refusal, negotiation, planning
14. Abstinence among male students: Thailand
15. Abstinence: Thailand Sex, Age
Can protect themselves by abstaining from sex.
My family pays attention to me.
It is alright to demand sex
Plan about intercourse in the near future
I have a boyfriend or girlfriend.
Living arrangements
16. Abstinence and partner status:Thailand
17. Conclusions for programmers
18. Conclusions for programmers South Africa: Youth agreed that abstinence is a good choice because it protects against STDs and pregnancy.
South Africa: Youth thought it is okay for teenagers to be abstinent.
Thailand: Students who had no partner are likely to abstain.
Thailand: Students who lived in school dormitories or with monks were likely to abstain.