Reducing sexually transmitted diseases in women ages 15-24 does not have a simple solution. In fact, changing sexual behaviors encompasses various different approaches that can at times be difficult to reach. For an approach to show significant improvements a consistent change in personal factors, environmental factors, and human behaviors must occur (U.S. Dept. of Health and Human Services, National Cancer Institute, 2005, p. 20). The social cognitive theory describes these three important factors and introduces how they are all intertwined to produce the desired outcome of changing health behavior. The social cognitive theory approach has been chosen to indicate that sexual behavior can be changed but it must begin with those who are engaging …show more content…
Goals can be very simple but can also be difficult for some. In terms of sexual behaviors goals would entail ensuring that a condom is used if you are sexually active or having a conversation with your significant other of the decision to be abstinence until you have reached a monogamous relationship. Goals as simple as getting tested before you engage in sexual activity with your partner could be a much easier target then having crucial conversations with your partner about use of condoms or abstinence. Although these conversations can be difficult self-efficacy is the number one tool to use to ensure that regardless of the outcome personal health outweighs the risk of …show more content…
Social cognitive theory, although focusing on individual behavior, does encompass personal and environmental factors that influence sexual behavior. It is important to understand that the combination of these factors can lead to positive behavioral change which could lead to a reduction in STDs in younger women. Regardless of other factors not being included in this theory the ability of changing behavior can always be introduced and targeted for specific
Individual level interventions are essential when creating sexual health related interventions that target college aged students. Interventions targeting the individual level of the social ecological model are devised to make an impact on the individual’s knowledge, perception, and self-efficacy, among other factors, in regard to the behavior being changed (Glanz & Rimer, 2005). To find the relevant literature, the following search terms were referenced in both PubMed and Google Scholar: “STI”, “Screening”, “Behavior”, “Knowledge”, “Chlamydia”, “Students”, and “College”. This literature review focuses on interventions that targeted behavior changes in individuals in relation to a variety of STIs, including chlamydia, the outcome of interest.
Since the HIV/AIDS epidemic began in the U.S. in the early 1980s the issue of sex education for American youth has had the attention of the nation. There are about 400,000 teen births every year in the U.S, with about 9 billion in associated public costs. STI contraction in general, as well as teen pregnancy, have put the subject even more so on the forefront of the nation’s leading issues. The approach and method for proper and effective sex education has been hotly debated. Some believe that teaching abstinence-only until marriage is the best method while others believe that a more comprehensive approach, which includes abstinence promotion as well as contraceptive information, is necessary. Abstinence-only program curriculums disregard medical ethics and scientific accuracy, and have been empirically proven to be ineffective; therefore, comprehensive sex education programs which are medically accurate, science-based and empirically proven should be the standard method of sex education for students/children in the U.S.
Theoretical perspectives in the study of human behavior can easily be applied to cases in social work practice. The mental health field in particular lends itself to the application of different human behavior theories. Specifically, depression can be viewed through the lens of Social Cognitive Theory, or Social Cognitive Learning. There is one case of a woman with depression, whose name will be changed, that social cognitive theory can be applied to. Cheryl is a 58 year old woman who has been diagnosed with Major depressive disorder. She has had this diagnosis since she was 17 years old. Many of her symptoms and experiences can be viewed or explained in terms of social cognitive theory.
Social cognitive theory (SCT) involves four key components: reciprocal interaction, enacting learning, vicarious learning, and modeling. Despite Ann, the English teacher in the video, may not know what SCT is, she does apply the theory to her teaching strategy.
Kirby, Douglas. "Abstinence, Sex, And STD/HIV Education Programs For Teens: Their Impact On Sexual Behavior, Pregnancy, And Sexually Transmitted Disease." Annual Review Of Sex Research 18 (2007): 143-177. OmniFile Full Text Mega (H.W. Wilson). Web. 1 Apr. 2013.
Theory has been defined as, “an organized set of assumptions, beliefs, or ideas about particular phenomena in the world (Teater, 2015).” Theory is used to understand and explain possible and perceived instances, behaviors and outcomes (Teater, 2015). Social workers use theory in order to understand, as well as, introduce interventions and solutions to their client’s individual situation. It is important for students entering into the social work profession to have a base knowledge of theories, with basic understanding of their similarities and differences to appropriately apply theory in practice. The theories which will be focused on in this paper include Systems Theory and Cognitive Behavioral Theory.
The Sexuality Education Initiative was developed by the Planned Parenthood of Los Angeles with the goal of “improving the sexual and reproductive health of low-income youth in high school.” By decreasing the student’s risk of pregnancy and STDs through education, as well as teaching them how to carry themselves, they aimed to make improvements on the students overall quality of life both short and long term. About 1800 students were studied, half receiving the new curriculum (variable group) and half receiving the basic sex education (control group). The students were tested before and after learning the material, and the results were astounding. The results found that there was a consistent pattern of the variable group scoring significantly better than the control group after being taught for 6 weeks. These results suggested to researchers that if this curriculum were to be integrated into public schooling, there would be a sharp decrease in the amount of students dropping out of high school, or becoming infected with an STD
...firm that effective sexual education is imperative to the American society as “rates of sexually transmitted disease (STD), teen pregnancy, and teen births are higher in the [U.S.] than in most other industrialized countries” (Kohler). In the contemporary society of America, the involvement of young adolescents in sexual relationships is a reality that cannot be denied and no school-based intervention can undo the pressure of media and natural hormonal urges that adolescents experience; but at least through an effective comprehensive-based sexual education teenagers can be provided with accurate medical and health information about prevention methods for teenage pregnancy, STDs and STIs, and HIV. Engaging in sexual behaviors is a personal decision and teenagers need to have accurate information about sexual self-protection so that they can be well-prepared and safe.
In this assignment I am going to introduce and unpack cognitive behavioural theory and psychodynamic theory. This will include the history of each theory and the theorists that discovered and developed both. I am going to link each theory to where they fit in Payne’s Triangle of Social Work as well as compare and contrast each theory. Both Cognitive behavioural theory and psychodynamic theory both support the purposes of social work in which I will cover beneath. This assignment will also include criticisms of both theories as well.
The government likes to pretend that if high school students get taught the “abstinence-only” method they would never think of taking part in sexual activities. Statistically this is incorrect. According to the Center for Disease Control and Prevention, “56 percent of high school students are virgins”(Martin). For the 56 percent abstinence only is doing them well, but there are still 44 percent of high school students engaging in sex without knowing the precau...
Breast cancer is a malignant tumor that starts in the cells of the breast. A malignant tumor is a group of cancer cells that can grow into (invade) surrounding tissues or spread (metastasize) to distant areas of the body. The disease occurs almost entirely in women, but men can get it, too (What is Breast Cancer, 2015). The purpose of this evaluation is to introduce the audience to breast cancer; discuss risk factors, symptoms, diagnosis; address the mind- body connection of breast cancer and suggestions for prevention and treatment; and provide an overview of breast cancer in social cognitive theory framework. Lastly, one alternative intervention for breast cancer will be highlighted in accordance with the social cognitive
Personality can be defined as an individual’s characteristic pattern of thinking, feeling and acting. Many personality theorists have put forward claims as to where personality is derived from and how it develops throughout an individual’s life. The two main personality theories this essay will be focusing on is the Social Cognitive Theory (SCT) (Bandura, 1986) and the Trait Theory – Five Factor Theory (FFT) (McCrae and Costa, 1995). The SCT allocates a central role to cognitive, observational learning and self-regulatory processes (Bandura, 1986). An individual’s personality develops through experiences with their sociocultural environment. Whereas the Trait Theory proposes that all individuals are predisposed with five traits (Extraversion, Openness, Conscientiousness, Agreeableness and Neuroticism) which determines our personality. This theory also puts forward that personality is stable and cannot change as it’s biologically determined.
How do people learn? A question of interest for both students and teachers. People are different so it should be obvious that there are different methods of learning and teaching. This paper will focus on the Social Cognitive Learning Theory (SCLT), the Constructivist Learning Theory (CLT) and their connection to practice. How each theory can be used to guide and plan educational programs will be discussed with examples to demonstrate how learning outcomes can vary with theory application.
“Contrary to some people of formal sex education, researchers couldn’t pull up any evidence that receipt of either type of sex education was combined with earlier signs of sex, greater risk taking a poor decision at sexual actions and healthy outcomes.” Further, what the teachers was consistently towards less healthy [sexual and reproductive health] actions, beliefs and outcomes among the younger youth who did not receive any of the directions or “sit down” on neither condoms for males or birth control for young ladies before their first experience with sexual thoughts or
Abstinence-only education has been predominant method for teaching sexual education in the U.S. for the past several decades. The goal of all sexual education is to educate young people regarding prevention of unwanted pregnancies and STI transmission. However, abstinence-only education attempts to accomplish this by teaching adolescents to simply not have sex, neither providing any education on contraceptives and STI transmission. While abstinence-only education is technically an effective method there are opinions and statistics that would disagree and conclude that comprehensive sex education is better equipped to educate on a wider range of topics.