During adolescence it is essential that individuals form a sexual identity and a sense of sexual well-being. These processes determine adolescents' comfort with their own emerging sexuality as well as that of others. It is important for adolescents to become comfortable with their own changing bodies, learn to make good decisions about what, if any, sexual activities they wish to engage in, and how to be safe in the process (Brooks-Gunn & Paikoff, 1997). Adolescents also are beginning to become involved in intimate relationships, which is a context where sexual activity often occurs.

Engaging in "safer" sexual activity, has been linked to psychosocial maturity and sexual well-being (Brooks-Gunn & Paikoff, 1997). Developing a healthy sense of one's own sexuality, and learning to express it in a safe and mature manner is one of the most frequently ignored aspects of adolescent development. While there are potential benefits of engaging in safer sexual activity in adolescence, the serious nature of the possible negative outcomes has led to a body of literature that examines sexual activity as a risk behavior to be avoided (White & White, 1991; Department of Health and Human Services, 1990). This has developed in part because many adolescents do not use condoms during their early experiences with intercourse and teenagers often have multiple sexual partners. The Centers for Disease Control (1991) estimate that approximately 8 million of the approximately 12 million reported cases of sexually transmitted infections occur in individuals under 25 years of age. This can be particularly tragic because it is those same behaviors which place an adolescent at risk for other STIs that also place them at risk for HIV and eventually AIDS.

Teenage pregnancy also is a major problem in the United States today. Over one million teenage girls become pregnant each year resulting in a number of social and economic problems for which society often pays the price. Almost 20% of females will become pregnant before the age of 20 and approximately half of these will result in live births (Zabin & Haywood, 1993). These children of adolescent parents are often disadvantaged in many areas. They are at greater risk of being born premature, possibly because of improper nutrition and prenatal care. Their mothers are often educationally and economically disadvantaged and there is a greater likelihood of being raised in an unstable or single parent household (Voydanoff & Donnelly, 1990). Public interest in helping adolescents to avoid these possible pitfalls accounts for many of the recent programs targeting the modification of adolescent sexual behavior.

Measuring actual sexual behavior is often considered the most effective way of judging the effectiveness of intervention programs. Actual behaviors that are frequently tested are the absence or presence and frequency of sexual activity and contraceptive use, particularly condom use. Other factors such as knowledge about sexuality, decision-making skills and perceived peer sexual involvement, have been linked to either abstinence or safer sexual behavior, it is these more distal components that are often targeted as domains for intervention. Some of the possible related elements that could be targeted as domains for intervention are listed below.

 

Related Elements Possible domains for intervention include these factors which are associated with safer sexual activity:
	Development of a healthy sense of sexual well-being, including aspects involving physical, intellectual, social, and emotional development
	Knowledge and attitudes about contraceptives, specifically condoms
	Availability of contraception
	Knowledge and attitudes about risks associated with sexual activity, specifically HIV/AIDS
	Personality factors, such as responsibility and future orientation
	Context in which sexual activity occurs and the amount of communication between partners
	Perceptions of peer sexual behavior
	Peer knowledge about sex and contraception
	Parental communication, values and monitoring
	Stressful life events
	Locus of control
	Dependency needs and perception of social support
	Educational performance and expectations

Summary 
 
In recent years there has been a great deal of discussion regarding the need for programming which addresses many of these issues associated with adolescent sexuality. Unfortunately not enough time has been spent in developing programs that will help adolescents to develop a healthy sense of their own sexuality (Donavon, 1998). However there have been many programs designed to eliminate the negative outcomes that may result from adolescent sexual activity (White & White,1991; Department of Health and Human Services, 1990). The Extension Adolescent Sexuality Position statement recommends the following guidelines when developing and implementing programs on adolescent sexuality.

1. Sexuality education is an integral part of positive youth development education, an area in which Extension has historically demonstrated ability and strength.

2. Adolescents should have access to information that supports healthy sexual development.

3. Sexuality education should be based on the values of honesty, respect for diverse values and experiences, and responsibility.

4. Sexuality develops in an ecological context and requires an holistic approach which includes the self, family, peers, communities, schools and media. Our efforts should especially acknowledge and support the central role of the family in sexuality education.

5. Education should be guided by research that is community-based and culturally appropriate.

6. Programs should include both males and females as educators and participants (BAPPS).

This statement also advocates that Extension professionals consider issues of adolescent sexuality to be important areas for programming. The resources listed below may be helpful for learning about the issues associated with adolescent sexuality, including topics that relate specifically to programming and evaluation. These resources include research studies that have found particular characteristics to be either a risk or protective factor for adolescent sexual behavior. These predictors of either sexual behavior or abstinence could be used to guide programming. Programs that help to produce protective characteristics and reduce risk factors have been found to be effective in many areas of youth development (Roth, Brooks-Gunn, Murray & Foster, 1998).

Additionally evaluations of various programs dealing with issues of adolescent sexuality are included. These evaluations can provide information on those programs that are currently in existence and have been evaluated. Having knowledge of which programs have been successful and which have not could be important when choosing a curriculum. A small section on Internet resources has also been included. These resources not only offer excellent information about adolescent sexuality, they also offer numerous links to other web sites and other types of resources. Finally the last section of this site will provide information on measures to be used in evaluation. There are some compilations of measures listed as well as detailed descriptions of some of the measures that could be used to evaluate programs addressing adolescent sexuality.

References 
 
      Bridge for Adolescent Pregnancy, Parenting and Sexuality web site http://www.nnh.org/Work%20Groups/teenpreg2.htm

     Brooks-Gunn, J. & Paikoff, R. (1997). Sexuality and Developmental Transitions during Adolescence. In J. Schulenberg, J.L. Maggs & K. Hurrelman (Eds.) Health risks and developmental trajectories during adolescence. New York: Cambridge University Press.

     Christopher, F.S. & Roosa, M.W. (1990). An evaluation of an adolescent pregnancy prevention program: Is "just say no" enough? Family Relations, 39, 68-72.

     Department of Health and Human Services. (1990). Adolescent family life demonstration projects: Program and evaluation summaries. Washington, DC: Author.

     Donovon, P. (1998). School-based sexuality education: The issues and challenges. Family Planning Perspectives, 30(4), 188-193.

     Hayes, C.D. (Ed.)(1987). Risking the Future: Adolescent Sexuality, Pregnancy and Childbearing, National Academy Press; Washington DC.

     Roth, J., Brooks-Gunn, J., Murray, L. & Foster, W. (1998). Promoting healthy adolescents: Synthesis of youth development program evaluations. Journal of Research on Adolescence, 8, 423-459.

     Voydanoff, P. & Donnelly, B.W. (1990). Adolescent Sexuality and Pregnancy. Newbury Park, Ca: Sage Publications.

     White, C.P. & White, M.B. (1991) The Adolescent Family Life Act (AFLA): Content, findings and policy recommendations for pregnancy prevention programs. Journal of Clinical Child Psychology, 20, 58-70.
 
 

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