Hispanic and black American adolescents' beliefs relating to sexuality and contraception.

Popular beliefs and level of scientific knowledge regarding sexuality and contraception were elicited from black and Hispanic inner-city adolescents. Significant differences were found: Hispanic males were the most knowledgeable, Hispanic females the least, and black males and females were intermediate. A cultural basis for the dramatic difference between Hispanic male and female scores is suggested and the need to design culturally appropriate sexuality education classes is discussed. In addition, the data depicted two conflicting beliefs that were held simultaneously by many of the adolescents: Contraception is "good" because it prevents pregnancy, and it is "bad" because the various birth control methods carry serious health hazards for users.

PIP: Popular beliefs and level of scientific knowledge regarding sexuality and contraception were elicited from black and Hispanic adolescents in a major US inner-city area of Miami, Florida. Significant differences were found between the 2 groups. Hispanic males were the most knowledgeable, Hispanic females the least, and black males and females were intermediate. A cultural basis for the dramatic difference between Hispanic male and female scores lies in the Latin American belief that the woman should remain sexually naive (embodied in the Spanish words verguenza, marianismo and decente) and that the male role is one of sexual virility, courage, honor and a provider for his family ('machismo'). In addition, the data depicted 2 conflicting beliefs that were held simultaneously by many of the adolescents: Contraception is "good" because it prevents pregnancy, and it is "bad" because the various birth control methods carry serious health hazards for users. Data indicated that there was a very low level of scientific knowledge, even among those who were pregnant and/or had had a sex education course in school. Data from this and other studies indicate that sexuality and contraceptive education sessions may be made more effective by pretesting participants to determine their general level of knowledge as well as their misconceptions, and by using this information to tailor the content of the sessions to the specific needs of the groups. Differences in gender and ethnic group must also be considered in planning educational activities. (author's modified).

Utilizing a game for both needs assessment and learning in adolescent sexuality education.

PIP: A fact-gathering, experimental game proved to be an effective instrument in the needs assessment phase of an adolescent sexuality educational program aimed at low-income females. The game ("Family Few"), which covered the topics of menstruation and reproduction, was played by 35 Black, Hispanic, and white females aged 13-16 years recruited from medical and psychiatric clinics in Miami, Florida. The goals of the game were to elicit terminology used by participants, identify and correct misconceptions and misinformation, and determine if learning could occur. Although 57% of participants reported prior exposure to formal sex education, misinformation about the need for activity curtailment during menstruation and the importance of early pregnancy detection was widespread. Group members believed they needed to restrict activities involving physical exercise, sexual relations, water, and cold during menses and were not likely to seek medical or family consultation regarding a missed period until the end of the 1st trimester of pregnancy. Also evident was a need for accurate information on the side effects, risk factors, benefits, and effectiveness of contraceptive methods. The group responses enabled the sex educators to prepare a culturally responsive, developmentally oriented curriculum for further work with disadvantaged female adolescents. The group process was ranked highly on the Likert Scale by these teenagers as an enjoyable, useful means of information dissemination and problem solving.^ieng

Effects of parent presence on children's reactions to injections: behavioral, physiological, and subjective aspects.

Observed 47 children ranging in age from 13 months to 7 years 9 months receiving injections as part of a regular visit to a pediatric clinic. Twenty-three children were randomly assigned to a condition with parent (mainly mothers) present and 24 to a condition with parent absent. During the medical procedure, the child's reactions were observed via videotape (for later behavioral coding) and physiological recording (to measure heart rates). Following the injection, data were collected on the child's preference of condition (either parent present or parent absent) for future injections. Older children (but not younger ones) showed significantly more behavioral distress when the parent was present. However, the oldest children's preference of condition for future injections was overwhelmingly that of parent present (86%).