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• W331010403 abstract "Although the mechanisms of transmission of the Human Immunodeficiency Virus (HIV) are well known, the elimination of HIV infections remains a major social problem. While traditional education techniques have been effective in increasing knowledge levels, they have not been adequate in changing sexual behavior. Since students' self-esteem plays a major role in determining behavior, the effects of skill-building activities on the self-esteem of students who participated in safer-sex workshops is investigated here. Students (N=145) at California University of Pennsylvania were administered a self-esteem survey one week before and one week after the safer-sex workshop. In the workshop, students participated in a variety of activities, such as role playing, which were aimed at raising participants' self-esteem. Survey data indicated that the skill-building activities used in the study produced a reliable increase in the self-esteem of the students. Females scored higher on the posttest than the pretest and males scored higher than females on both tests. Even though the workshop proved to be a comprehensive intervention, there is a concern for the long-term effect of the workshop on the students' self-esteem. Changes in self-esteem should be tracked, and it is recommended that those students involved in the study should be surveyed at a later date to determine the retention of increased self-esteem. Five appendices present the workshop activities. (RJM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** SAFER SEX WORKSHOPS FOR ENHANCING SELF-ESTEEM Carol M. Biddington, EdD Paper Presented at the American Education Research Association Conference Chicago, March 24-29, 1997 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY C Z,MAry;-6, U.S. DEPARTMENT OR EDUCATION Office of Educahonai Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O Th,s document has been reproduced as received from the parson Or organization originating it. es 0 Minor changes have been made to imprOve reDrOduCtoon quality. O 00 TO THE EDUCATIONAL RESOURCES Poonts of wow or opinions stated in this document do not necessarily represent official INFORMATION CENTER (ERIC). OE RI position or pollcy. O c., 2 BEST COPY AVAILABLE Although the mechanisms of transmission of the HIV virus are well known, the elimination of HIV infections remains a major social problem. Since a vaccine to prevent HIV infection does not exist, there is an urgent need to provide students with the appropriate knowledge and skills to prevent the further spread of HIV and other sexually transmitted diseases. Teaching students how to avoid HIV infection is an important strategy in slowing the spread of the virus. The American College Health Association (1989) recommends that effective educational programs about AIDS and HIV infection must be a high priority for all colleges and universities. In an attempt to further prevent the spread of HIV infections and other sexually transmitted diseases, educators must be continuously striving to develop new educational programs and teaching techniques that will effectively influence the sexual behavior of adolescents and young adults. Traditional education techniques have been effective in increasing knowledge levels but have not been adequate in changing sexual behavior (Popham, 1993). As a result, knowledge alone regarding transmission is not sufficient and new educational initiatives must emphasize behavioral change. Students' self-esteem plays a major role in determining behavior (Laing & Bruess, 1989). Keeling (1992) identified that individuals often do not behave according to the knowledge they possess, because they suffer from low self-esteem and have lost their individual identity. A survey by the American Association of University Women revealed that less than 47% of males and 24% of females graduating from high school feel competent or good about themselves (Keeling). Gilligan (1990) found that females were confident at age 11 and confused at age 16. Block and Robbins (1993) reported that females tended to decrease and males tended to increase in self-esteem from early adolescence to young adulthood. Adolescents and young adults with low self-esteem feel incompetent and inadequate. To deal with" @default.
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• W331010403 date "1997-03-01" @default.
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• W331010403 title "Safer Sex Workshops for Enhancing Self-Esteem." @default.
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