A few studies demonstrated that adolescents' intention to use contraception in the future was strengthened. The impact of lengthening currently existing programs should be evaluated in future studies. Nonetheless, sexual risk behavior has been found to be driven strongly by parental influence in addition to—or possibly more than—curriculum content within comprehensive sex education. Only one of the interventions a non-curriculum-based peer-led intervention increased any measure of reported sexual intercourse; 7 interventions delayed the reported onset of sex; 3 reduced the reported number of sexual partners; and 1 reduced the reported frequency of sexual activity. The limited number of effect sizes precluded such analysis. When provided, the exact value for the test statistic or the exact probability was used in the calculation of the effect size. The decision to record information on all the above-mentioned variables for their potential role as moderators of effect sizes was based in part on theoretical considerations and in part on the empirical evidence of the relevance of such variables in explaining the effectiveness of educational interventions. However, only parental participation and percentage of females were significant in the weighted least-squares regression analysis.
Although parental participation in interventions appeared to be associated with higher effect sizes in abstinent behavior, the link should be explored further since it is based on a very small number of studies. Among these 13 studies, interventions led by both teachers and other adults had strong evidence of positive impact on reported behaviour. A time period restriction was imposed because of cultural changes that occur in society—such as the AIDS epidemic—which might significantly impact the adolescent cohort and alter patterns of behavior and consequently the effects of sex education interventions. In teen pregnancy cost taxpayers in the U. Studies had to be published in a peer-reviewed journal. All types of school-based interventions need additional rigorous evaluation, and more rigorous evaluations of peer-led and non-curriculum-based interventions are necessary before they can be widely recommended. Of the 17 curriculum-based interventions, 13 had most of the characteristics believed to be important according to research in developed and developing countries and were taught by adults. They used non-standardized measures of effect sizes, calculated descriptive statistics to represent the overall effect of these programs and concluded that those selected programs delayed the initiation of sexual activity. Clinical and program personnel who teach sex education should identify girls who are more vulnerable to risky sexual practices resulting in teen births. In general, the remaining set of predictors had a moderate degree of intercorrelation, although none of the coefficients were statistically significant. Furthermore, 16 of the 22 interventions significantly delayed sex, reduced the frequency of sex, decreased the number of sexual partners, increased the use of condoms or contraceptives or reduced the incidence of unprotected sex. All predictors were entered simultaneously. Due to its recent decline, teen pregnancy is often overlooked as an epidemic problem in the United States. Therefore, the topic of adolescent health is an important focus in Healthy People In terms of the characteristics of the programs, the features coded were: Most studies found the education provided had a positive effect on contraception use, especially those programmes which explicitly integrated the desired behaviour into the educational course. However, regardless of varying standards of review rigor and publication criteria between journals, published articles have at least survived some form of a refereeing and editing process Dunkin, A large majority of school-based sex education and HIV education interventions reduced reported risky sexual behaviours in developing countries. This study hypothesizes that a family history of teen births will change the effectiveness of sex education, decreasing program efficacy for these high-risk individuals. However, only parental participation and percentage of females were significant in the weighted least-squares regression analysis. The information retrieved from the articles for its potential inclusion as moderators in the data analysis was categorized in two domains: Only one effect size from each pair of articles was included to avoid the possibility of data dependence. Children of teen mothers are more likely to have low school achievement, drop out of high school, and give birth themselves as teens. The limited number of effect sizes precluded such analysis. In many cases there was also a change in attitude with adolescents assuming a more liberal and tolerant attitude towards sexuality.
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