abstinence

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 * Research Question:** Is there a statistically significant difference in onset or continued sexual activity, as measured by the pre-test and post-test design, between high school females who are exposed to abstinence education and those who are not?


 * Research Design**:

R O X O O C O O = Pre-test and Post-test X = Abstinence Education C = Comprehensive Sex Education


 * Independent Variable -** abstinence education
 * Dependent Variable -** abstinence


 * Null Hypothesis:** There will be no statistically significant difference in onset, or rate of sexual activity, between high school females who are exposed to abstinence education, as measured by the pre-test and post-test design, and those who are not.


 * Research Hypothesis:** High school females who are exposed to any type of abstinence education are more likely to postpone, or decrease sexual activity, than those who are not.


 * Literature Review:** While the percentage of high school students who have ever had sex has decreased slightly, the Youth Risk Behavior Surveillance System shows that by the ninth grade approximately one out of three students have ever had sex, and by the twelfth grade the number had doubled to approximately two out of three (CDC, 2004). Out of these numbers over fourteen percent of these teems have has sex with four or more partners (CDC, 2004). Additionally, intercourse is not the only concern. Risky sexual behavior also includes oral sex. According to the National Survey of Family Growth (NSFG) over half of teens between the ages of fifteen and nineteen have engaged in oral sex.

Political ideology surrounding this administration has pushed the issue of abstinence education to the forefront. The debate over whether abstinence education is effective has been going on for years. Critics of the idea do not think it is realistic, thus not worth teaching. Advocates say abstinence is realistic, with the proper information and support. This paper compiled a literature review on the topic. Research included longitudinal studies, surveys about adults’ feelings towards abstinence education, and qualitative research on factors that reduce sexual activity. Results were favorable in that exposure to abstinence education, coupled with other risk behavior education, showed reduced sexual activity as well as postponed sexual experiences.

The studies implemented with a pretest-posttest design, utilizing treatments, all showed positive effects of abstinence education. Interestingly, they showed positive effects for nonvirgins, as well as virgins. The St. Pierre, Mark, Kaltreider & Aiken (1995) study, showed positive effects 27 months post-treatment. These are encouraging findings for proponents of abstinence based sex education. Blinn-Pike (1999) and Blinn-Pike et al (2004) both lent credence to the fact that drinking alcohol has a relationship to participation in sexual activity. These findings have implications for proponents of abstinence education, in adopting a multifaceted approach to sex education. Findings in the St. Pierre, Mark, Kaltreider & Aiken (1995) study relating to alcohol use corroborate this.. Both of these articles also gave evidence to support the need for conservative values in keeping adolescents from engaging in sexual activity, as well as living in a two parent home. These are also favorable results for the benefits of abstinence based education.

The Else-Quest, Hyde, & DeLamater (2005) study concerning the long term implications of premarital sex show negative consequences for those who initiated sex at an earlier age. These individuals also reported being less healthy, having less life satisfaction, and more sexually transmitted diseases, compared with those who were abstinent until marriage. The authors contend that, "it is apparent that having sex at a developmentally immature stage is potentially harmful." (Else-Quest, Hyde & DeLamater, 2005). The Teen Brain as a Work in Progress (Hermann, 2005) article addresses the cognitive and developmental abilities of the adolescent brain. The areas of the adolescent brain that are responsible for emotional interpretation, problem solving, and decision making are not fully developed, and are not so until early twenties. This indicates the inability of teens to make rational decisions about sexual activity and consider the short, and long term implications of their behavior. Considering the future effects of adolescent sexual activity, and their negative impact gives credence to the need for programs emphasizing postponement, and ability to resist sexual pressures.


 * Data Collection:**


 * Pretest:** A self-report survey will be used to determine rate of sexual activity prior to implementation of curriculum.


 * Posttest:** A self-report survey will be used to determine rate of sexual activity four months after implementation of curriculum**.**


 * Data Analysis:** A t-test to compare mean results from the two groups, and test for a statistically significant difference in onset or rate of sexual activity


 * Sample:**
 * 1) The sample will be drawn from one district (2-4 schools).
 * 2) The sample will be a stratified random sample, drawn from high school females who have yet to begin any kind of health/sex education class. (between 100-150 students).
 * 3) We will stratify on the basis of race, socioeconomic status and academic achievement.
 * 4) The sample group will then be randomly assigned to two equivalent groups: the treatment group, which receives the abstinence education approved by the district, and the control group, who receives "comprehensive sex education".


 * Validity and Reliability:** The research design makes use of a control group, which will account for the following threats to internal validity: **history, maturation, testing, instrumentation, regression, selection,** and **mortality**. In other words, because the the design makes use of a stratified random sample, randomly assigned, both the treatment and control groups will be subject to the same internal circumstances.

The research design does not account for the **interaction** of the treatment and control groups. There is no way to ensure that treatment (receiving abstinence education) and control (comprehensive) will not talk outside of class. Given the content of the class, it is hard to imagine that they will //not// talk.

To ensure reliability of design, the following steps will be taken:
 * 1) The pre-test and post-test questions will be clear and unambiguous.
 * 2) Procedures for test administration will be standardized and will not vary.
 * 3) Alternative forms of the testing instrument will be used. Both versions of the pre- and post-tests will measure the same content, will be the same difficulty, and will be measured on the same scale.


 * Strength of Design:** The goal of any sex education program, whether abstinence-based or comprehensive, is to encourage teens to make sound choices about sex. Reducing unwanted teen pregnancy and limiting the spread of STI's remain the focus of these programs. The stakes are both high and personal, so the debate remains intense.

This study seeks to discover, in one school district, if there is a significant difference in sexual activity among teens who go through both types of curriculum. This is by no means the first research in this area, but rather another contribution to a growing body of research, much of which is referenced in the literature review above. So charged is the debate over sex education that it is hard to imagine having too //much// quality research on the topic.

That being said, the study does have some weaknesses. For the purposes of time, the post-test is given relatively soon (four months) after the curriculum has been completed. Will this post-test indicate long-term attitudes regarding sex?

Also, a study such as this is necessarily influenced by outside factors, in this case, parents' attitudes. When it comes to understanding how teens view sexual activity in the context of their peers, parents, and media, a qualitative study might be in order. A qualitative study, limited to a small group of teens or even an individual, could provide unique insight into how teens understand sex in ways that surveys simply cannot. Additionally, such a study might help quantitative researchers sharpen their instruments as they gain a better understanding of what drives teens' views of sex.

**References**
Aarons, S., Jenkins, R., Raine, T., El-Khoratzaty, N., Woodward, K., et al. (2000). Postponing sexual intercourse among urban junior high school students-a randomized controlled evaluation. Journal of Adolescent Health, 27, 236-247.

Blinn-Pike, L., Berger, T., Hewett, J., Oleson, J. (2004). Sexually Abstinent Adolescents: An 18 Month Follow-Up. Journal of Adolescent Research, 19(5), 495-511.

Blinn-Pike, L., (1999). Why abstinent adolescents report they have not had sex; understanding sexually resilient youth. Family Relations, 48(3), 295-301.

Borawski, E., Trapl, E., Lovegreen, L., Colabianchi, N., Block, T. (2005). Effectiveness of abstinence-only intervention in middle school teens. American Journal of Health Behavior, 29(5), 423-434.

Bowden, R. G., Lanning, B. A., Pippin, G., Tanner, J. F. (2003). Teachers attitudes towards abstinence-only sex education curricula. Education,123(4), 780+.Retrieved June 6, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001968888.

Else-Quest, N. M., Hyde, J. S., Delamater, J. D., (2005). Context counts: long term sequelae of premarital intercourse or abstinence. The Journal of Sex Research, 42(2), 102+. Retrieved June 6, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5009653065.

Khouzam, H., (1995). Promotion of sexual abstinence: reducing adolescent sexual activity and pregnancies. Southern Medical Journal, 88(7), 709-711.

Kirby, D., (2002). Effective approaches to reducing adolescent unprotected sex, pregnancy, and childbearing. The Journal of Sex Research, 39(1), 51-57.

Flanigan, C., Sullentrop, B. A., Smith, J., Whitehead, M. (September 2005). Science says: teens and oral sex. Retrieved June 6, 2006, from [|http://www.teenpregnancy.org].

Center for Disease Control (2004). Teen sexual activity in the United States. Retrieved June 6, 2006, from [|http://www.teenpregnancy.org.]

Patton, D., Kolasa, K., West, S., Irons, T. G. (1995). Sexual abstinence counseling of adolescents by physicians. Adolescence, 30(120), 963+. Retrieved June 6, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000370395.

Herrman, J. W. (2005). The teen brain as a work in progress: implications for pediatric nurses. Pediatric Nursing, 31(2), 144-148.

Smith, T. E., Steen, J., Schwendinger, A., Spaulding-Givens, J., Brooks, R. G. (2005). Gender differences in adolescent attitudes and receptivity to sexual abstinence education. Children & Schools, 27(1), 45-50.

St. Pierre, T. L., Mark, M. M., Kaltreider, L., Aikin, K. J. (1995). A 27-month evaluation of a sexual activity prevention program in boys & girls clubs across the nation. Family Relations, 44, 69-77.

//caveat// - I had a heads up from previous classes on the lit review, so I don't want to take more credit than is due me, plus we collaborated to decide what should be included, even though it was posted by me.
 * Breakup of Work:**
 * Caroline -** Pretty much you can look at the history and see who did what


 * Dan -** We collaborated very well over email. Specifically I worked on sampling, validity, strength of design, though I would add that we all traded inputs on each section.


 * Irene -** We did not breakdown the assignments. As was said by both Caroline and Dan, we did discuss much of what you see through e-mail and while Caroline had the 'heads-up' on the lit review, (which she did a great job on!) both of them just went far and above, and it seemed to work out.


 * Wikispaces Feedback -**
 * Caroline -** This actually worked out better than I thought...We are free to add input and other members can adjust or add as needed.


 * Irene** - I thought working in this environment was fun. I like learning and using new technology. The only reservation I have is that others can change your work - and not just those within your group. And I know it's traceable, but I’m the type who prefers to work on things and not show anyone until I'm finished.

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