Skip Navigation Links
Centers for Disease Control and Prevention
 CDC Home Search Health Topics A-Z

Preventing Chronic Disease: Public Health Research, Practice and Policy

View Current Issue
Issue Archive
Archivo de números en español








Emerging Infectious Diseases Journal
MMWR


 Home 

Volume 3: No. 4, October 2006

SPECIAL TOPIC
Talking Parents, Healthy Teens: A Worksite-based Program for Parents to Promote Adolescent Sexual Health

This theoretical model shows the relationship between parent–adolescent interactions and adolescent behaviors. The model reads from left to right. The first half of the model is bracketed and labeled “PARENT,” and the second half of the model is bracketed and labeled “ADOLESCENT.”

The “PARENT” half begins with a circle at the far left that is labeled “Intervention.” This circle points to the right to three boxes. The first of these three boxes is titled “Skills” and lists three intervention skills for parents: “Involvement,” “Monitoring,” and “Communication.” The second box lists five key points including “Self-efficacy,” “Perceived norms,” “Cost/benefit ratio,” “Personal standards,” and “Emotional response.” The third box is labeled “Environmental Barriers and Facilitators.” All three of these boxes point to a small box labeled “Intentions” which points back to the first and third boxes. The first and third boxes, along with the box labeled “Intentions,” point to a large rectangular box titled “Parent-Adolescent Relationship Outcomes” that lists these three outcomes: “Discussions: General [and] Sex-related,” “Connectedness,” and “Conflict.”

The “Parent-Adolescent Relationship Outcomes” box marks the end of the “PARENT” bracket at which point the “ADOLESCENT” half of the model begins. It points to the right to three other boxes. The first of these three boxes is titled “Skills” and lists three intervention skills for adolescents: “Assertiveness,” “Decision-making,” and “Negotiating.” The second box lists five key points including “Self-efficacy,” “Perceived norms,” “Cost/benefit ratio,” “Personal standards,” and “Emotional response.” The third box is labeled “Environmental Barriers and Facilitators.” All three of these boxes lead to a small box labeled “Intentions” which points back to the first and third boxes. The first and third boxes, along with the box labeled “Intentions,” point to a large rectangular box titled “Adolescent Outcomes” that lists these five outcomes: “Discussions with partners/friends: General [and] Sex-related,” “Relationship quality (partners/friends),” “Declining undesired sex,” “Sexual behavior,” and “Condom use.”

Figure. Theoretical model of the relationship between parent–adolescent interactions and adolescent behaviors for Talking Parents, Healthy Teens program.

Return to article

 



 



The opinions expressed by authors contributing to this journal do not necessarily reflect the opinions of the U.S. Department of Health and Human Services, the Public Health Service, the Centers for Disease Control and Prevention, or the authors’ affiliated institutions. Use of trade names is for identification only and does not imply endorsement by any of the groups named above.


 Home 

Privacy Policy | Accessibility

CDC Home | Search | Health Topics A-Z

This page last reviewed March 22, 2013

Centers for Disease Control and Prevention
National Center for Chronic Disease Prevention and Health Promotion
 HHS logoUnited States Department of
Health and Human Services