Sentences with phrase «influences sexual risk»

Dr. Michelle Kaufman - Science of Relationships articles Michelle conducts research on sexual health and how power in heterosexual relationships influences sexual risk and family planning.

None of these studies analyzed whether relationship factors had influenced the sexual risk behaviors of both partners within the couple.

Not exact matches

Since boys at highest risk of becoming early fathers can be identified from age eight (see below) engaging with such young males in highly specialised programmes early on (to teach basic life skills, address negative peer influences, promote school success and direct them to alternatives other than early parenthood) is indicated, in order to reduce sexual risk - taking and early fatherhood (Thornberry et al, 2004)

«Substance - related problems such as binge drinking, driving under the influence of alcohol, and risky sexual behavior are more important than others due to their association with reckless driving, automobile accidents, physical injuries and even death, as well as risk for sexually transmitted disease and unplanned pregnancy.»

Examples from the exhibition include: William Moore McCulloch, who worked tirelessly for equal rights at the risk of political suicide and was recognized by President Kennedy for his important influence in passing the Civil Rights Act; Edward Brooke, one of the first Republicans to call on President Nixon to resign in light of the Watergate scandal; Mose Wright, who in 1955 testified at the trial of the men who brutally abducted, tortured, and murdered his great nephew, Emmett Till, for allegedly whistling at a white woman; and Lois Jenson, a Minnesota miner who, in 1988, filed Lois E. Jenson v. Eveleth Taconite Co. and won the first class - action sexual harassment lawsuit in the United States.

Taylor and her colleagues (Taylor, Lerner, Sage, Lehman, & Seeman, 2004) reported evidence to support the Risky Family Model; showing that children with dysregulated autonomic responses to stress — influenced in part by growing up in «risky families» — were more likely to engage in health - risk behaviors ranging from substance abuse to unsafe sexual practices.

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focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vsexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

We investigated the influence of attachment avoidance and anxiety on sexual beliefs (e.g., condom use beliefs, self - efficacy), behavior (e.g., condom use, multiple partners, unprotected sex with risky partners), and sexually transmitted infections (STIs) among 755 high - risk, young pregnant women (ages 14â $ «25) recruited from urban prenatal clinics.

Her current work focuses on adolescent relationships and their influence on sexual risk behavior and HIV and STI risk.

The link between maltreatment and these diseases may be depression, which can influence the immune system and may lead to high - risk behaviors such as smoking, substance abuse, overeating, and sexual risk - taking.

The Adverse Childhood Experiences (ACE) Study looked at over 17000 middle class, middle - aged Americans (average age in the 50s) and found dose - dependent associations between the number of adverse childhood experiences (see Table 1) and a wide array of outcomes, including markers for social functioning, sexual health, mental health, risk factors for common diseases, and prevalent diseases (see Table 2).4, 6 The retrospective ACE Study and several smaller but prospective studies indicate that adverse experiences in childhood influence behavior, mental wellness, and physical health decades later.1, 2,5,10

However, few studies with gay male couples have used the Actor — Partner Interdependence Model framework to examine whether factors influence an individual and his partner's sexual risk behaviors.

However, more research is needed to examine how actor — partner effects of relationship factors influence a variety of sexual risk behaviors within gay male couples.

Vulnerable youth are susceptible to peer influences such as smoking, sexual risk - taking, and alcohol or other substance abuse.

Although there are policies in Wales that aim to address violence, including the recent «Framework for Managing the Night - Time Economy in Wales», 54 the Well - being of Future Generations (Wales) Act, 55 which provisionally includes a national indicator around «feeling safe in the community», and the Violence Against Women, Domestic Abuse and Sexual Violence (Wales) Act (2015), 56 more can be done to address key risk factors through other measures, including policy.1 Violence is strongly linked to social determinants such as unemployment; income and gender inequality; limited educational opportunities; and cultural, social and gender norms.1 Any comprehensive violence prevention strategy must recognise the influence of such factors and identify ways to mitigate or protect against risks.

Grossman's current research focuses on adolescent sexual risk and prevention, evaluation of preventive programs, teens» communication with parents and extended family about sex and relationships, and how that communication influences teen sexual attitudes and behavior.

This study proposes that the family structures associated with risk — single - mother, step - parent, and cohabiting — influence early sexual debut due to family instability, including shifts in family structure and maternal dating, which can undermine parental control and transmit messages about the acceptability of nonmarital sex.

Using experimental methods researchers have found support for: childhood stress (§ 6b) and father absence (§ 6c) lowering preferred age at first birth and increasing sexual risk taking [45,53]; attachment style (§ 6e) influencing parenthood - related thoughts [60]; cultural norms (§ 6m) discouraging reproduction outside stable unions [12]; women's reproductive autonomy (§ 6i) influencing their fertility preferences [47]; paternity uncertainty (§ 6j) discouraging parental investment by men [55]; high cost of children (§ 6l) encouraging delayed reproduction and lower fertility [36,47]; resource stress and limitation (§ 6o) affecting mating preferences [12,36,40,51]; and mortality risk and salience (§ 6p) encouraging a greater interest in children, earlier reproduction and higher fertility [6,41,42,45,57 — 59].

From a life - history theory perspective, Chipman & Morrison [65] investigated whether adolescent sexual risk taking and pregnancy is due to: (i) perceptions of high mortality risk in the environment; (ii) good access to alloparents or cooperative breeding networks; (iii) poor knowledge of safe sexual practices; or (iv) structural risk in the environment (see [66 — 69] for in - depth discussions of factors influencing adolescent sexual risk taking).

Further, because AIDS is a worldwide pandemic, cultural and policy level influences [i.e., Bronfenbrenner's (1977) macrosystem] may also be critical in understanding how families can help prevent sexual risk behavior among adolescents.

Despite legitimate concerns about the harmful effects of peer influences on adolescent development in high - poverty settings, 1,2,29 our results suggest that parental practices can affect the developmental course of sexual risk behavior beyond the preadolescent years.

Interventions with parents and other guardians are a promising strategy for reducing the risks of sexual initiation, because parents may be a more constant protective influence on children during the adolescent years than other influences.