一种基于研究的，以学校为导向的模型，可防止青少年怀孕
经过The Resource Center For Adolescent Pregnancy Prevention
信念和看法对于每个人来说都是强大的力量。他们影响人们彼此互动的方式，对自己的行为做出决定，并为自己的未来计划。
Adolescents are still in the process of forming their belief systems as they absorb new information about the world around them. In the context of learning about sexual and reproductive health, it’s important to make sure their developing perceptions are accurate.
As you plan your high school’s sex education curriculum, the Health Belief Model (HBM) may help you focus on effective ways to influence your students’ perceptions, and as a result, increase their likelihood of taking positive and productive actions for their sexual health.
什么是健康信念模型？
他Health Belief Model是一个框架，提出了一系列策略，可以帮助人们对健康行为做出更好的选择。总的来说，HBM在一个假设下运作，即人们将采取积极的，预防性的与健康相关的行动：
- Feel a negative health condition can be avoided
- 期望具体的行动可以防止这种情况
- Believe they can successfully take these actions
该模型是将统计，医疗建议和风险因素转变为具体，适用的课程的一种方式。它可以分为六个关键概念，这些概念将构成您基于HBM的性教育计划的基础。
1.感知的敏感性
学生是否了解他们的怀孕，性传播感染和艾滋病毒的风险？如果没有，您是否可以通过个性化这些风险来提高他们的意识？使用相关示例来备份有关其人口特定风险因素的统计数据。例如，他们可能会观看具有同一种族，年龄，性别和经济状况的青少年的视频（例如，怀孕，性传播感染或艾滋病毒）。
2. Perceived Severity
学生知道每种情况有多严重吗？小组讨论和匿名测验是了解青少年如何承担这些风险的好方法。您的目标是确保学生不采取行动来最大程度地降低风险，了解他们将面临的个人后果。您可能会邀请来宾演讲者从自己的经历中学到，或者将青少年介绍给其他青少年面临不同条件后果的网站，例如照顾婴儿或在余生中服用多种HIV药物。
3.感知的好处
Do your students truly understand the benefits of taking steps to prevent these conditions? Do they believe that condoms can prevent pregnancy, and that STI and HIV screenings can prevent health complications from getting worse? Present evidence that your recommended actions will actually benefit teenagers. If they know how effective these strategies truly are, they will be more likely to implement them.
4.感知的障碍
What is stopping them from taking this action? The most effective sex education programs will directly address all the obstacles and outside pressures that may affect teenagers’ decisions and perceptions. These barriers can be internal; for example, if a teenager doesn’t think STIs are common, they won’t feel the need to get screened or use protection.
5.提示行动
确保使用避孕套，STI筛查和其他可操作的步骤仍然处于学生的最前沿。鼓励他们通过在整个学年提供提醒，教程和最新信息来采取这些步骤。提醒您的学生实施他们从计划中学到的课程。
6.自我效能
After teenagers are armed with accurate information about the risks they face, they must believe that they’re capable of taking real and effective steps to prevent them. Positive reinforcement is more effective than scare tactics, because teens need to be confident in their own ability to protect themselves. Teach them how to use condoms correctly, identify the easiest ways to get health screenings, and remind them how capable and empowered they are.
A Brief History of HBM
HBM actually originated in the 1950’s, when three psychologists participated in a tuberculosis (TB) screening program offered for free by the U.S. Public Health Services. Though mobile units created a free and convenient way for people to receive TB tests, it was ultimately unsuccessful because very few people took advantage of the units in their own neighborhoods.
这些心理学家创造了HBM的起源在研究了选择免费放映的人之后。这些人认为结核病是真正的风险，政府的免费放映可有效降低这种风险。他们的观念高度表明，人们在人们为防止健康负面状况的行动中所采取的行动所发挥的强大作用。
社会学习理论
几个不同学习理论属于HBM的伞，但以下四个是最常见的，适用于性教育：
认知行为理论
许多辅导员和心理学家将这一理论纳入了他们的治疗方法中，因为它教患者确定不切实际的看法并相应地改变其行为。该理论着重于思想和行动之间的直接联系。
社会认知理论
学习是该理论的主要部分。它强调了教会人们准确信息的重要性，提供足够的动力来遵守这些知识，并使他们相信自己有能力采取正确的行动（自我效能）。
社会影响理论
社会规范在青少年发展中起着巨大的作用，社会影响理论的重点是这些影响，而不是将它们视为不可避免和无法控制的因素。该理论强调有效的方法changesocial norms in order to change individual behaviors. In the context of a high school classroom, this may mean normalizing safe sex practices and spreading accurate information about risks.
社会接种理论
该理论重点是增强个人抵抗社会压力的能力，就像疫苗接种增强了免疫系统抵抗特定病毒的能力一样。当然，它要求您确定可能引导青少年做出错误的决策和危险行为的同伴压力类型。
How Can HBM Be Used By High School Health Educators?
当您将HBM应用于高中性教育时，您必须确定您的方法将围绕着的特定条件和行动。
Conditions
Sexual activity can result in a variety of problematic consequences, but it helps to focus on three specific possible outcomes:
- Pregnancy- 怀孕会影响不同程度的男孩和女孩，因此您需要承认每个人群的特定风险因素，而不是将其称为一般风险。
- 性传播疾病（STD）orsexually transmitted infections (STIs)– These conditions include chlamydia, gonorrhea, human papillomavirus (HPV), syphilis, and other common diseases, as well as cancer and other conditions that are more likely to occur because of their presence.
- 人类免疫缺陷病毒（HIV）and获得的免疫缺陷综合征（AIDS）– Today’s high schoolers weren’t alive during the AIDS epidemic of the 1980’s, but this disease is far from abstract. It’s important to increase awareness of the risks that still exist today.
Of course, the HBM approach also requires actionable steps that students can take in order to decrease their risks and prevent these conditions.
动作
Preventative actions属于两类：主要和次要预防。主要动作实际上阻止了条件，而次要动作则阻止了现有条件恶化或扩散。
- 主要行动包括适当和持续使用避孕套以及其他避孕药。
- 次要行动包括性病和艾滋病毒筛查，有效的医疗治疗以及有关预防疾病和感染传播的方法的教育。
Now that you have the basic building blocks of your HBM-based sex education program, it’s time to implement them into the specific tools and resources you will offer each student.
将HBM清单纳入您的课程
Instead of attaching negative connotations to sexuality itself, attempt to educate your students so they can make informed decisions while assessing possible risks.
记住要专注于青少年可以采取的特定负面条件和特定的行动（或最大程度地减少其后果）。您可能会咨询以下清单时有助于您计划和实施your curriculum:
- 增加对脆弱性的看法– Do students realize their risks of pregnancy and STIs?
- Assess perception of vulnerability– Do students understand how severe each condition is?
- 教疾病及其后果– Does your program describe specific consequences and risks?
- Assess perception of consequences- 您的学生知道这些条件有多严重吗？例如，他们是否对与养育或与艾滋病生活有关的真正挣扎有一种感觉？
- 提出所需的动作- 您是否概述了学生为防止这些条件而采取的具体行动？
- 评估他们对这一行动的信念- 您的学生是否真的相信使用保护和寻求性传播感染筛查会阻止他们遭受负面后果？
- Identify barriers to action- 您知道可以阻止学生采取这些行动的具体影响吗？
- Eliminate these barriers- 您是否正在纠正误解并支持学生抵抗其他障碍（例如同伴压力）的努力？
- 提供行动线索- 您是否鼓励学生采取正确的步骤？
- 评估他们的信心– Do your students believe they’re capable of effectively preventing these conditions?
这还不足以教您学生的准确信息有关怀孕和性传播感染的信息；您还必须实施评估这些课程有效性的方法。征求反馈，鼓励小组讨论，并使您的程序尽可能地互动，以便准确了解其工作状况。
Are students becoming more aware of their risks? Have their perceptions actually changed as a result? The most important step is to identify and encourage them to take specific actions to prevent common risks.
Challenges Applying HBM to High School Health Education
Sexuality can be a sensitive subject, especially for teenage students. It’s important to anticipate共同的挑战that may affect your ability to implement the HBM approach in a high school setting.
避免受害者责备
个人责任是HBM的主要原则之一，但是如果学生已经面临性活动的负面后果，他们可能会内在地说明这一信息并感到羞耻。这也发生在性教育的背景下。例如，当患者了解到负责自己的健康是他们的责任时，他们可能会责怪自己未能防止或解决他们已经拥有的状况。发生这种情况时，重要的是要承认，某些外部影响（例如环境污染物或经济环境）不在他们的控制之外。
当然，这并不意味着您应该教青少年接受这种缺乏控制。相反，关注他们可以采取的步骤来识别和最大程度地减少外部威胁的影响。确保每个教育者都知道，性虐待，错误信息和其他无法控制的因素可能会影响学生预防某些条件的能力。与其将负面后果与责备或未能采取行动相关联，不如关注他们的步骤can采取最大程度地降低未来风险。
继续采取行动
No matter how comprehensive and informative your HBM-based curriculum is, your teenage students will still be flooded with conflicting cues from their peers, the entertainment industry, the Internet, and even their own bodies. With so much misinformation, it’s important to keep your message consistent by providing steady, meaningful, practical cues to action. To increase their effectiveness and make sure you reach every student, you should try to present these cues in multiple ways.
例如，您可以通过教室墙，新闻通讯和报纸文章，范围的公告或其他常见的交流形式提供有关避孕药使用或性病放映的信息。德赢欧洲杯外围投注指定官网当然，如果您打算在课堂外进行性讨论，父母的同意至关重要。如果您只同意在性教育计划中向学生传授潜在风险，请确保您与父母澄清持续的计划。
Using HBM To Empower High School Students
当您指导青少年学生采取积极的行动和现实看法时，重要的是要记住，每个学生都是面临独特的风险因素和障碍的个人。一定要营造一种接受的氛围，以便每个人都可以自由，安全地询问有关您提出的条件和行动的问题。
基于循证的，以信念为导向的性教育计划在高中期间更有效地防止性健康后果，但他们还将为您的学生提供所需的技能和工具，以便在其余部分中对自己的身体和行为做出明智的选择他们的生活。
一种基于研究的，以学校为导向的模型，可防止青少年怀孕
