| Checklist
for Educators |
Implementation
Ideas
(applicable HBM concepts appear in parentheses) |
| 1.
Do you include an activity that increases students' perception
of their own vulnerability to the condition? |
- Show students videos which have youth like them with the condition.
- Ask youth to complete confidential personal risk assessments.
- Present recent statistics of youth their age, or from their
community, with the condition.
- Have them explore web sites that show teens with the condition.
- Invite guest speakers who look like the youth to share their
experiences with the condition.
(Perceived
Susceptibility)
|
| 2.
Do you assess students' perception of their own vulnerability
to the condition? |
- Generate discussion about whether or not students feel they
could get the condition.
- Ask students to anonymously write down on an index card whether
they believe they could get the condition and then collect the
cards.
- Have students analyze the results of their personal risk assessments
(under #1 above) and generate a discussion of their perceptions.
(Perceived
Susceptibility)
|
| 3.
Do you include activities that teach the seriousness of the
condition and its consequences? |
- Show graphic photos of people suffering with STIs and HIV.
- Share case studies of people experiencing difficult consequences
of the condition.
- Lead a visualization having youth imagine they have the condition
and are dealing with its consequences.
- Tell youth to imagine having the condition and ask them to each
write a letter to their best friend explaining what happened and
how it feels to have the condition.
- Share compelling statistics of negative consequences of the
condition.
- Invite a guest speaker with the condition to explain what he/she
has had to cope with under the circumstances.
- Show a video showing people with the condition talking about
how their lives have changed.
- Ask students to brainstorm at least 20 ways the condition would
change their lives.
(Perceived
Severity)
|
| 4.
Do you assess students' perception of the severity of the condition? |
- Ask youth to answer questions about how serious the condition
is, or how much they want to avoid it (e.g., on a scale of 1 -
5).
- Ask students to write down on index cards whether or not they
believe the condition is serious, with their reasons, and collect
the cards.
(Perceived
Severity)
|
| 5.
Do you clearly present the desired action to take to avoid
the condition? |
- Present the desired action in various ways — explain it,
post it, distribute it in print, and reinforce it throughout the
session.
- Model how to take the action in front of the group.
- Be sure students have all the information they need to take
the action (e.g., where to get condoms, how to choose, how to
store, when to use them, how to put them on and remove them, etc.)
- Clearly present the benefits of the recommended action using
reliable resources (e.g. information or statistics from the Centers
for Disease Control and Prevention [CDC], Surgeon General, etc.).
(Perceived
Benefits)
|
| 6.
Do you assess whether the youth believe the action will benefit
them by preventing the condition? |
- Generate discussion among students about whether they really
think that the action will prevent the condition (including their
reasoning).
- Have youth in triads discuss whether they believe that the desired
action will prevent the condition. Have each triad report back
to the class, listing the different reasons reported on the board.
- Invite youth to voice any doubts they may have about the benefits
of the desired action and then gently help them see all sides
of the issue.
- Have a guest youth who experiences benefits from using the action
address the class. Alternatively, a video may be used.
(Perceived
Benefits)
|
| 7.
Do you help youth identify their personal barriers to action? |
- Have the group brainstorm all imagined barriers to taking action.
Then ask each youth to pick out one or two barriers that apply
to them.
- Give each youth a list of common barriers to taking action.
Ask them to circle the ones that apply to them.
- Show a video or present a case study in which youth can recognize
barriers experienced by someone else. Ask them if they can relate.
(Perceived
Barriers)
|
| 8.
Do you support youth in reducing or eliminating barriers (or
perception of barriers) to taking action? |
- Consider whether perceived barriers can be reduced by helping
youth obtain additional information, use more time for skill-building,
or build their own confidence taking action.
- Ask youth to role-play advising a younger sibling or friend
who is faced with the same barriers to taking action.
- Brainstorm with large group strategies to overcome each barrier.
- If subject matter is not too sensitive, have youth work in small
groups to brainstorm ways to reduce stated barriers.
(Perceived
Barriers)
|
| 9.
Do you provide youth with cues to action? |
- Provide youth with incentive items (e.g., pencils, key chains)
which contain visual reminders of the message or recommended action.
- Hang posters with the action messages in your setting.
- Encourage youth to write newsletter articles or take on art
projects to creatively express the action message.
- Organize school or agency-wide events showcasing the action
message.
- Encourage students to discuss the recommended action with their
parents or other responsible adults.
(Cues
to Action)
|
| 10.
Do you assess whether your students feel confident that they
can take the recommended action correctly? |
Educators
should determine their students’ level of confidence in using
a skill or taking an action by:
- Observing
their skill practice;
- Promoting
discussion with them about their practice experience, which may
bring up doubts or perceived barriers to confidently using the
skill;
- Positively
reinforcing desired behaviors and steps to the desired behaviors.
- Conducting
a brief anonymous survey after the skill building session to elicit
questions or concerns that remain.
(Self-efficacy)
|
