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Self-Evaluation: Self-Enhancement and Self-Verification03:00

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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Development of a Virtual Reality Assessment of Everyday Living Skills
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Published on: April 23, 2014

Taking be proud! Be responsible! To the suburbs: a replication study.

Elaine A Borawski1, Erika S Trapl, Kimberly Adams-Tufts

  • 1Department of Epidemiology and Biostatistics, Case Western Reserve University School of Medicine, Cleveland, OH, USA. elaine.borawski@case.edu

Perspectives on Sexual and Reproductive Health
|March 18, 2009
PubMed
Summary

Replicating HIV prevention programs in schools improved teen knowledge and confidence regarding safe sex. However, the intervention did not change sexual initiation or condom use behaviors.

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The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Area of Science:

  • Public Health
  • Adolescent Health
  • HIV Prevention

Background:

  • Replication of successful HIV prevention interventions is crucial for broader public health impact.
  • The 'Be Proud! Be Responsible!' program, initially successful in non-school settings for urban males, was adapted for school-based delivery.

Purpose of the Study:

  • To evaluate the effectiveness of adapting a school-based HIV prevention intervention for diverse student populations.
  • To assess the impact of the intervention on adolescent sexual behavior and related cognitive factors.

Main Methods:

  • A group-randomized trial involving 1,357 ninth and 10th graders in 10 Midwestern schools.
  • Intervention group received 'Be Proud! Be Responsible!'; control group received a general health promotion program.
  • Data on sexual behavior and cognitive mediators were collected immediately post-intervention and at 4 and 12 months.

Main Results:

  • Intervention participants showed significantly increased HIV/STD/condom knowledge and confidence in sexual impulse control, condom use, and negotiation.
  • Males and students in suburban schools exhibited the greatest gains in knowledge and efficacy.
  • No significant differences were observed in sexual initiation, frequency of intercourse, or condom use between groups.

Conclusions:

  • Schools provide a viable setting for disseminating HIV prevention information and strategies to adolescents.
  • Translating behavioral outcomes of interventions may be challenging when shifting from non-school to school environments.