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## Breadcrumb

            -  Evidence and Innovation 
            -  Teen Pregnancy Prevention Evidence Review 
            -  Programs 
            -           Reducing the Risk      

# Reducing the Risk

- Program Information
- Program Overview
- Program Description
- Program Component Table
- Program Implementation

- Research Evidence
- Reviewed Studies
- Study Characteristics
- Study Findings

The program was designed to be implemented in a classroom-based school setting. It has been evaluated in community based organizations as well as classroom-based school settings.

http://www.etr.org/ebi/programs/reducing-the-risk/

Cody Sigel, MPH, CHESHealth Education Training CoordinatorETR1333 Broadway, Suite P110Oakland, CA 94612Phone: 510-858-0995Website: http://www.etr.org/ebi/programs/reducing-the-risk/

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                        - Evaluate the risks and lasting consequences of becoming an adolescent parent or becoming infected with HIV or another STD.
                        - Recognize that abstaining from sexual activity or using contraception are the only ways to avoid pregnancy, HIV, and other STDs.
                        - Conclude that factual information about conception and protection is essential for avoiding teen pregnancy, HIV, and other STDs.
                        - Demonstrate effective communication skills for remaining abstinent and for avoiding unprotected sexual intercourse.

Reducing the Risk is a 16-session program focused on pregnancy and STD/HIV prevention. It is based on several interrelated theoretical models, namely Social Learning Theory, Social Inoculation Theory and Cognitive Behavior Theory.

The core content covered by the program consists of:
                        - Knowledge of pregnancy risk and prevention
                        - Knowledge about STD and HIV risk, prevention, transmission, treatment and consequences
                        - Perception of individual risk for pregnancy, STDs, and HIV and their consequences, if teenagers engage in unprotected sex
                        - Knowledge of how to be abstinent or use birth control methods effectively and how to access health care information and contraception (including condoms)
                        - Effective and ineffective refusal skills
                        - Social and peer norms, as well as personal attitudes, about abstinence, sex, unprotected sex, condoms, and contraception
                        - Refusal and communication skills in pressure situations in order to avoid pregnancy and STDs
                        - Skills to obtain health care information and contraception from a clinic and use it
                        - Skills to communicate with parents or other adults about teen sexual activity and birth control

The program logic model can be found on ETR's website: http://www.etr.org/ebi/programs/reducing-the-risk/

Reducing the Risk is delivered in sixteen 45- to 60-minute lessons, which are conducted 2 to 3 times per week. The classes must be taught in sequence. The ideal class size is between 10 and 30 youth.

Core intervention materials include a teacher's guide (available in English only), student workbooks (available in English and Spanish), activity kit, and pamphlets.

An optional LGBTQ Supplement is also available. It includes a lesson that can be taught before implementing the intervention as well as suggestions for acceptable adaptations to make the program more inclusive of LGBTQ youth.

None specified

http://www.etr.org/ebi/programs/reducing-the-risk/

It is highly recommended that educators who plan to teach Reducing the Risk receive professional development to prepare them to effectively implement the curriculum with its intended target group.

Training on Reducing the Risk is available through ETR’s Professional Learning Services. Training options include:
                        - Three-day Training of Educators (TOE)—the learning process includes pre-work, skill-based instruction and post-training follow-up support.
                        - Four-day Training of Trainers (TOT)—available for seasoned trainers who have experience in delivering the intervention. Completion entitles participants to use ETR’s research-based training designs to conduct TOEs for their organization or designated affiliate group. TOT attendees who have completed the four-day TOT are eligible to attend a condensed TOT course on additional EBIs.

ETR provides in-person and web- or phone-based technical assistance before, during and/or after program implementation. TA is tailored to the needs of the site and is designed to support quality assurance, trouble-shoot adaptation issues, and boost implementation.

ETR also provides evaluation support for EBI implementation. Services address process and outcome evaluation and include assistance with evaluation planning, instrument design and development, implementation fidelity, data management and analysis, performance measurement, continuous quality improvement (CQI) protocols, and effective tools and strategies for reporting results.

In-depth adaptation guidelines and tools are available through ETR at the following link: http://www.etr.org/ebi/programs/reducing-the-risk/.

Examples of allowable adaptations include adding processing questions; lengthening skills-based classes beyond 45-minutes without cutting the number of classes; and tailoring the content (e.g. for visual learners or particular gender or racial/ethnic groups).

### Evidence by Outcome Domain and Study

#### Notes

*Some study entries may include more than one citation because each citation examines a different follow-up period from the same study sample, or because each citation examines a different set of outcome measures on the same study sample. A blank cell indicates the study did not examine any outcome measures within the particular outcome domain or the findings for the outcome measures within that domain did not meet the review evidence standards.*

*Information on evidence of effectiveness is available only for studies that received a high or moderate rating. Read the description of the review process for more information on how these programs are identified.*