1. EMOTION AND REASON IN SAFE SEX COMMUNICATION AND WARNING: IMPLICATIONS FOR INTERVENTION DESIGN  ROSS BUCK  UNIVERSITY OF CONNECTICUT  PRESENTATION TO THE CENTER FOR HEALTH INTERVENTION AND PREVENTION (CHIP)  Thursday, January 21, 2010

2. ACKNOWLEDGEMENTS  Rebecca Ferrer  Arjun Chaudhuri  Erika Anderson  Ipshita Ray

3. DEFINING EMOTION

4.  EMOTION IS OFTEN VIEWED AS RELATIVELY UNDIFFERENTIATED COMPARED WITH COGNITION

5. DEFINING EMOTION  EMOTION IS OFTEN VIEWED AS RELATIVELY UNDIFFERENTIATED COMPARED WITH COGNITION u AROUSAL PLUS ASSOCIATED COGNITIONS

6. DEFINING EMOTION  EMOTION IS OFTEN VIEWED AS RELATIVELY UNDIFFERENTIATED COMPARED WITH COGNITION u AROUSAL PLUS ASSOCIATED COGNITIONS u POSITIVE-NEGATIVE AND STRONG-WEAK DIMENSIONS

7. DEFINING EMOTION  EMOTION IS OFTEN VIEWED AS RELATIVELY UNDIFFERENTIATED COMPARED WITH COGNITION u AROUSAL PLUS ASSOCIATED COGNITIONS u POSITIVE-NEGATIVE AND STRONG-WEAK DIMENSIONS u PRIMARY AFFECTS: HAPPINESS, SADNESS, FEAR, ANGER

8. DEFINING EMOTION  EMOTION IS OFTEN VIEWED AS RELATIVELY UNDIFFERENTIATED COMPARED WITH COGNITION u AROUSAL PLUS ASSOCIATED COGNITIONS u POSITIVE-NEGATIVE AND STRONG-WEAK DIMENSIONS u PRIMARY AFFECTS: HAPPINESS, SADNESS, FEAR, ANGER  HOWEVER, EMERGING RESEARCH HAS SUPPORTED A MULTILEVEL, HIERARCHICAL VIEW OF HUMAN EMOTION

9. DEFINING EMOTION  EMOTION IS OFTEN VIEWED AS RELATIVELY UNDIFFERENTIATED COMPARED WITH COGNITION u AROUSAL PLUS ASSOCIATED COGNITIONS u POSITIVE-NEGATIVE AND STRONG-WEAK DIMENSIONS u PRIMARY AFFECTS: HAPPINESS, SADNESS, FEAR, ANGER  HOWEVER, EMERGING RESEARCH HAS SUPPORTED A MULTILEVEL, HIERARCHICAL VIEW OF HUMAN EMOTION  THIS IS CONSISTENT WITH LONG-TERM FINDINGS IN AFFECTIVE NEUROSCIENCE

10. EMOTION IS AN ENTITY AT BOTH BIOLOGICAL AND ECOLOGICAL LEVELS

11.  BIOLOGICAL LEVEL:

12. EMOTION IS AN ENTITY AT BOTH BIOLOGICAL AND ECOLOGICAL LEVELS  BIOLOGICAL LEVEL: u SPECIFIABLE NEUROCHEMICAL SYSTEMS

13. EMOTION IS AN ENTITY AT BOTH BIOLOGICAL AND ECOLOGICAL LEVELS  BIOLOGICAL LEVEL: u SPECIFIABLE NEUROCHEMICAL SYSTEMS u ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND NEUROHORMONES

14. EMOTION IS AN ENTITY AT BOTH BIOLOGICAL AND ECOLOGICAL LEVELS  BIOLOGICAL LEVEL: u SPECIFIABLE NEUROCHEMICAL SYSTEMS u ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND NEUROHORMONES u RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND DESIRES: AFFECTS

15. EMOTION IS AN ENTITY AT BOTH BIOLOGICAL AND ECOLOGICAL LEVELS  BIOLOGICAL LEVEL: u SPECIFIABLE NEUROCHEMICAL SYSTEMS u ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND NEUROHORMONES u RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND DESIRES: AFFECTS  SOCIO-ECOLOGICAL:

16. EMOTION IS AN ENTITY AT BOTH BIOLOGICAL AND ECOLOGICAL LEVELS  BIOLOGICAL LEVEL: u SPECIFIABLE NEUROCHEMICAL SYSTEMS u ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND NEUROHORMONES u RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND DESIRES: AFFECTS  SOCIO-ECOLOGICAL: u COMMUNICATIVE DISPLAYS (PHEROMONES, FACE EXPR.)

17. EMOTION IS AN ENTITY AT BOTH BIOLOGICAL AND ECOLOGICAL LEVELS  BIOLOGICAL LEVEL: u SPECIFIABLE NEUROCHEMICAL SYSTEMS u ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND NEUROHORMONES u RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND DESIRES: AFFECTS  SOCIO-ECOLOGICAL: u COMMUNICATIVE DISPLAYS (PHEROMONES, FACE EXPR.) u SOCIAL AFFORDANCES

18. EMOTION IS AN ENTITY AT BOTH BIOLOGICAL AND ECOLOGICAL LEVELS  BIOLOGICAL LEVEL: u SPECIFIABLE NEUROCHEMICAL SYSTEMS u ASSOCIATED WITH PEPTIDE NEUROTRANSMITTERS AND NEUROHORMONES u RELATED TO SUBJECTIVELY EXPERIENCED FEELINGS AND DESIRES: AFFECTS  SOCIO-ECOLOGICAL: u COMMUNICATIVE DISPLAYS (PHEROMONES, FACE EXPR.) u SOCIAL AFFORDANCES u BASIS OF SPECIES SOCIAL ORGANIZATION

19. EXAMPLE: FEAR

20.  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES

21. EXAMPLE: FEAR  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES u ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT)

22. EXAMPLE: FEAR  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES u ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT) u STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE

23. EXAMPLE: FEAR  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES u ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT) u STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE u PANIC: CHOLECYSTOKININ (CCK)

24. EXAMPLE: FEAR  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES u ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT) u STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE u PANIC: CHOLECYSTOKININ (CCK) u SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN

25. EXAMPLE: FEAR  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES u ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT) u STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE u PANIC: CHOLECYSTOKININ (CCK) u SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN  SOCIO-ECOLOGICAL LEVEL: COMMUNICATION OF THREAT

26. EXAMPLE: FEAR  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES u ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT) u STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE u PANIC: CHOLECYSTOKININ (CCK) u SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN  SOCIO-ECOLOGICAL LEVEL: COMMUNICATION OF THREAT u UNIVERSAL FEAR FACIAL EXPRESSIONS

27. EXAMPLE: FEAR  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES u ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT) u STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE u PANIC: CHOLECYSTOKININ (CCK) u SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN  SOCIO-ECOLOGICAL LEVEL: COMMUNICATION OF THREAT u UNIVERSAL FEAR FACIAL EXPRESSIONS u VOCALIZATIONS (SEPARATION CRY)

28. EXAMPLE: FEAR  BIOLOGICAL LEVEL: AFFECTIVE/COGNITIVE MODULES u ANXIETY: BENZODIAZEPINES (LIBRIUM, VALIUM, ZOLOFT) u STRESS: CORTICOTROPIN RELEASING FACTOR, CORTISONE u PANIC: CHOLECYSTOKININ (CCK) u SEPARATION ANXIETY: ENDORPHINS, OXYTOCIN  SOCIO-ECOLOGICAL LEVEL: COMMUNICATION OF THREAT u UNIVERSAL FEAR FACIAL EXPRESSIONS u VOCALIZATIONS (SEPARATION CRY) u BEHAVIORS SIGNALING ESCAPE/AVOIDANCE

29. THE RELATIONSHIP OF EMOTION AND REASON

34. Reason-Affect Maps (RAMs):

40. THUS, CONDOMS (AND SEX) ARE HIGHLY EMOTIONALLY CHARGED

41.  WE NEED A THEORY OF UNREASONED ACTION TO FULLY ACCOUNT FOR CONDOM USE

42. THUS, CONDOMS (AND SEX) ARE HIGHLY EMOTIONALLY CHARGED  WE NEED A THEORY OF UNREASONED ACTION TO FULLY ACCOUNT FOR CONDOM USE  HOW IS EMOTION UNIQUE?

43. THUS, CONDOMS (AND SEX) ARE HIGHLY EMOTIONALLY CHARGED  WE NEED A THEORY OF UNREASONED ACTION TO FULLY ACCOUNT FOR CONDOM USE  HOW IS EMOTION UNIQUE?  HOW DOES EMOTIONAL PROCESSING DIFFER FROM RATIONAL PROCESSING?

44. THUS, CONDOMS (AND SEX) ARE HIGHLY EMOTIONALLY CHARGED  WE NEED A THEORY OF UNREASONED ACTION TO FULLY ACCOUNT FOR CONDOM USE  HOW IS EMOTION UNIQUE?  HOW DOES EMOTIONAL PROCESSING DIFFER FROM RATIONAL PROCESSING?  CAN EMOTIONAL FACTORS REALLY BE MEASURED?

45. THE SOCIAL LEARNING PROCESS ASSOCIATED WITH EMOTION IS UNIQUE

55. Different aspects of the emotional readout are differentially accessible during development

56.  For this reason, emotional education is distinct from other sorts of learning.

60. EMOTIONS ASSOCIATED WITH SEX ARE PARTICULARLY DIFFICULT TO LEARN ABOUT

61.  CULTURAL MORES, RELIGIOUS INHIBITIONS, ETC.

62. EMOTIONS ASSOCIATED WITH SEX ARE PARTICULARLY DIFFICULT TO LEARN ABOUT  CULTURAL MORES, RELIGIOUS INHIBITIONS, ETC.  THE EMOTIONAL SIDE OF SEXUALITY IS RELATIVELY LITTLE STUDIED.

63. EMOTIONS ASSOCIATED WITH SEX ARE PARTICULARLY DIFFICULT TO LEARN ABOUT  CULTURAL MORES, RELIGIOUS INHIBITIONS, ETC.  THE EMOTIONAL SIDE OF SEXUALITY IS RELATIVELY LITTLE STUDIED.  188 PARTICIPANTS IN THE U.S. AND 125 FROM INDIA WERE ASKED ABOUT EMOTIONS THAT OCCUR WHEN DISCUSSING CONDOM USE WITH A PARTNER, AND IN USING OR NOT USING CONDOMS IN A ONE-NIGHT- STAND, WITH A FRIEND, OR IN A COMMITTED RELATIONSHIP: SAFECOMM SCALE

64. THE SAFE-SEX COMMUNICATION (SAFECOMM) SCALE

66.  BASED ON A HIERARCHY OF SPECIFIC NEUROCHEMICAL SYSTEMS FROM AFFECTIVE NEUROSCIENCE

67. THE SAFE-SEX COMMUNICATION (SAFECOMM) SCALE  BASED ON A HIERARCHY OF SPECIFIC NEUROCHEMICAL SYSTEMS FROM AFFECTIVE NEUROSCIENCE  INCLUDES POSITIVE AND NEGATIVE INDIVIDUALISTIC EMOTIONS (HAPPY, SECURE, SAD, FEAR, ANGER)

68. THE SAFE-SEX COMMUNICATION (SAFECOMM) SCALE  BASED ON A HIERARCHY OF SPECIFIC NEUROCHEMICAL SYSTEMS FROM AFFECTIVE NEUROSCIENCE  INCLUDES POSITIVE AND NEGATIVE INDIVIDUALISTIC EMOTIONS (HAPPY, SECURE, SAD, FEAR, ANGER)  INCLUDES POSITIVE AND NEGATIVE PROSOCIAL EMOTIONS (LOVE, INTIMACY, CARING, SHAME, GUILT EMBARRASSMENT)

69. THE SAFE-SEX COMMUNICATION (SAFECOMM) SCALE  BASED ON A HIERARCHY OF SPECIFIC NEUROCHEMICAL SYSTEMS FROM AFFECTIVE NEUROSCIENCE  INCLUDES POSITIVE AND NEGATIVE INDIVIDUALISTIC EMOTIONS (HAPPY, SECURE, SAD, FEAR, ANGER)  INCLUDES POSITIVE AND NEGATIVE PROSOCIAL EMOTIONS (LOVE, INTIMACY, CARING, SHAME, GUILT EMBARRASSMENT)  INCLUDES REPTILIAN EMOTIONS (SEX & POWER)

70. NEGATIVE INDIVIDUALIST EMOTIONS

72.  FEARS ARE GREATLY DECREASED AS RELATIONSHIP SECURITY INCREASES

73. NEGATIVE PROSOCIAL EMOTIONS

75.  GUILT, SHAME, EMBARRASSMENT GREATLY DECREASED AS RELATIONSHIP SECURITY INCREASES

76. POSITIVE INDIVIDUALIST EMOTIONS

79.  CONFIDENCE AND SECURITY ARE GREATLY INCREASED AS RELATIONSHIP SECURITY INCREASES

80. POSITIVE PROSOCIAL EMOTIONS  CARING  LOVING  INTIMATE

81. POSITIVE PROSOCIAL EMOTIONS  CARING: HIGHER WHEN CONDOMS ARE USED, EXCEPT IN LONG-TERM RELATIONSHIPS

83. POSITIVE PROSOCIAL EMOTIONS  CARING: HIGHER WHEN CONDOMS ARE USED, EXCEPT IN LONG-TERM RELATIONSHIPS  LOVING: SIMILAR PATTERN TO CARING BUT NOT SIGNIFICANT

85. POSITIVE PROSOCIAL EMOTIONS  CARING: HIGHER WHEN CONDOMS ARE USED, EXCEPT IN LONG-TERM RELATIONSHIPS  LOVING: SIMILAR PATTERN TO CARING BUT NOT SIGNIFICANT  INTIMATE: HIGHER WHEN CONDOMS ARE NOT USED

87. POSITIVE PROSOCIAL EMOTIONS  CARING: HIGHER WHEN CONDOMS ARE USED, EXCEPT IN LONG-TERM RELATIONSHIPS  LOVING: SIMILAR PATTERN TO CARING BUT NOT SIGNIFICANT  INTIMATE: HIGHER WHEN CONDOMS ARE NOT USED  This illustrates how nuanced the relationship of condom use and emotion can be.

88. EROTIC FEELINGS

89.  ACROSS SITUATIONS, AND FOR BOTH WOMEN AND MEN, REPORTED EROTIC FEELINGS ARE HIGHER WHEN CONDOMS ARE NOT USED

91. EROTIC FEELINGS  ACROSS SITUATIONS, AND FOR BOTH WOMEN AND MEN, REPORTED EROTIC FEELINGS ARE HIGHER WHEN CONDOMS ARE NOT USED  FINDING OF HIGHER EROTICISM AND INTIMACY ACROSS SITUATIONS FOR BOTH MEN AND WOMEN ILLUSTRATE THE REPTILIAN REWARDS ASSOCIATED WITH CONDOM NONUSE

92. ANGER AND POWER

93.  ACROSS SITUATIONS, MEN REPORTED HIGHER ANGER WHEN CONDOMS ARE USED AND WOMEN REPORTED HIGHER ANGER WHEN CONDOMS ARE NOT USED

96. ANGER AND POWER  ACROSS SITUATIONS, MEN REPORTED HIGHER ANGER WHEN CONDOMS ARE USED AND WOMEN REPORTED HIGHER ANGER WHEN CONDOMS ARE NOT USED  ACROSS SITUATIONS, MEN REPORTED HIGHER POWER WHEN CONDOMS ARE NOT USED AND WOMEN REPORTED HIGHER POWER WHEN CONDOMS ARE USED

98. CONCLUSIONS

99.  INCREASED PERCEIVED INTIMACY OF RELATIONSHIP DECREASES NEGATIVE FEELINGS (SHAME, FEAR) AND INCREASES POSITIVE FEELINGS (CONFIDENCE, SECURITY) ASSOCIATED WITH CONDOM NONUSE

100. CONCLUSIONS  INCREASED PERCEIVED INTIMACY OF RELATIONSHIP DECREASES NEGATIVE FEELINGS (SHAME, FEAR) AND INCREASES POSITIVE FEELINGS (CONFIDENCE, SECURITY) ASSOCIATED WITH CONDOM NONUSE  CONDOM NONUSE IS ASSOCIATED WITH HIGHER INTIMACY AND EROTIC FEELINGS FOR BOTH WOMEN AND MEN (REPTILIAN REWARDS)

101. CONCLUSIONS  INCREASED PERCEIVED INTIMACY OF RELATIONSHIP DECREASES NEGATIVE FEELINGS (SHAME, FEAR) AND INCREASES POSITIVE FEELINGS (CONFIDENCE, SECURITY) ASSOCIATED WITH CONDOM NONUSE  CONDOM NONUSE IS ASSOCIATED WITH HIGHER INTIMACY AND EROTIC FEELINGS FOR BOTH WOMEN AND MEN (REPTILIAN REWARDS)  WOMEN REPORT MORE POWER AND LESS ANGER WHEN CONDOMS ARE USED, BUT MEN REPORT THE REVERSE

102. THE EMOTIONAL CONTEXT MUST BE CONSIDERED IN SAFE SEX INTERVENTIONS

103. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS

104.  REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH DISCUSSION

105. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH DISCUSSION  VIDEOS SHOWED FOUR SCENARIOS DEPICTING CONVERSATIONS BETWEEN COLLEGE STUDENTS

106. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH DISCUSSION  VIDEOS SHOWED FOUR SCENARIOS DEPICTING CONVERSATIONS BETWEEN COLLEGE STUDENTS  ACTORS WERE RECRUITED THROUGH CRAIGSLIST AND ADS IN THEATER ARTS DEPARTMENTS, FILMING WAS DONE IN UNIVERSITY SETTINGS

107. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH DISCUSSION  VIDEOS SHOWED FOUR SCENARIOS DEPICTING CONVERSATIONS BETWEEN COLLEGE STUDENTS  ACTORS WERE RECRUITED THROUGH CRAIGSLIST AND ADS IN THEATER ARTS DEPARTMENTS, FILMING WAS DONE IN UNIVERSITY SETTINGS  VIDEOS WERE COMPLEMENTED BY DISCUSSIONS

108. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  REBECCA FERRER USED THE SAFECOMM DATA TO DESIGN SPECIFIC SAFE SEX EMOTION EDUCATION INTERVENTION VIDEOS WITH DISCUSSION  VIDEOS SHOWED FOUR SCENARIOS DEPICTING CONVERSATIONS BETWEEN COLLEGE STUDENTS  ACTORS WERE RECRUITED THROUGH CRAIGSLIST AND ADS IN THEATER ARTS DEPARTMENTS, FILMING WAS DONE IN UNIVERSITY SETTINGS  VIDEOS WERE COMPLEMENTED BY DISCUSSIONS  ALSO INCLUDED BRIEF IMB INTERVENTION: IMB + E

109. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  INTERVENTIONS WERE DESIGNED TO:

110. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  INTERVENTIONS WERE DESIGNED TO: u FACILITATE THE ANTICIPATION AND RECOGNITION OF EMOTIONS

111. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  INTERVENTIONS WERE DESIGNED TO: u FACILITATE THE ANTICIPATION AND RECOGNITION OF EMOTIONS u SUGGEST STRATEGIES FOR DEALING WITH EMOTIONS IN WAYS THAT RESULT IN CONDOM USE

112. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  INTERVENTIONS WERE DESIGNED TO: u FACILITATE THE ANTICIPATION AND RECOGNITION OF EMOTIONS u SUGGEST STRATEGIES FOR DEALING WITH EMOTIONS IN WAYS THAT RESULT IN CONDOM USE u ESSENTIALLY TO ALLOW PARTICIPANTS TO BECOME MORE RATIONAL ABOUT THEIR EMOTIONS

113. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  POSITIVE EMOTIONS WHEN USING CONDOMS

114. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  POSITIVE EMOTIONS WHEN USING CONDOMS u SECURITY AND CONFIDENCE

115. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  POSITIVE EMOTIONS WHEN USING CONDOMS u SECURITY AND CONFIDENCE u LOVE AND CARING

116. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  POSITIVE EMOTIONS WHEN USING CONDOMS u SECURITY AND CONFIDENCE u LOVE AND CARING  NEGATIVE EMOTIONS WHEN NOT USING CONDOMS

117. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  POSITIVE EMOTIONS WHEN USING CONDOMS u SECURITY AND CONFIDENCE u LOVE AND CARING  NEGATIVE EMOTIONS WHEN NOT USING CONDOMS u EMBARRASSMENT AND GUILT

118. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  POSITIVE EMOTIONS WHEN USING CONDOMS u SECURITY AND CONFIDENCE u LOVE AND CARING  NEGATIVE EMOTIONS WHEN NOT USING CONDOMS u EMBARRASSMENT AND GUILT u FEAR

119. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  POSITIVE EMOTIONS WHEN USING CONDOMS u SECURITY AND CONFIDENCE u LOVE AND CARING  NEGATIVE EMOTIONS WHEN NOT USING CONDOMS u EMBARRASSMENT AND GUILT u FEAR  OTHER EMOTIONS

120. EMOTIONAL EDUCATION IN SAFE SEX INTERVENTIONS  POSITIVE EMOTIONS WHEN USING CONDOMS u SECURITY AND CONFIDENCE u LOVE AND CARING  NEGATIVE EMOTIONS WHEN NOT USING CONDOMS u EMBARRASSMENT AND GUILT u FEAR  OTHER EMOTIONS u INTERACTIONS BETWEEN SEX AND ANGER/POWER

121. METHODS

122.  STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB MODEL.

123. METHODS  STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB MODEL.  STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTION- BASED INTERVENTION.

124. METHODS  STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB MODEL.  STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTION- BASED INTERVENTION.  STUDY 3: PAIRED THE EMOTION-BASED INTERVENTION PLUS A SHORT IMB SEGMENT WITH A LONGER IMB INTERVENTION IN A LONGITUDINAL STUDY

125. METHODS  STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB MODEL.  STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTION- BASED INTERVENTION.  STUDY 3: PAIRED THE EMOTION-BASED INTERVENTION PLUS A SHORT IMB SEGMENT WITH A LONGER IMB INTERVENTION IN A LONGITUDINAL STUDY u INITIAL SESSION: 199 PARTICIPANTS

126. METHODS  STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB MODEL.  STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTION- BASED INTERVENTION.  STUDY 3: PAIRED THE EMOTION-BASED INTERVENTION PLUS A SHORT IMB SEGMENT WITH A LONGER IMB INTERVENTION IN A LONGITUDINAL STUDY u INITIAL SESSION: 199 PARTICIPANTS u 3 MO. FOLLOWUP: 174 PARTICIPANTS (10% ATTRITION)

127. METHODS  STUDY 1 : ADDED AN EMOTIONAL COMPONENT TO THE IMB MODEL.  STUDY 2: PILOT-TESTED A SINGLE SESSION IMB+E EMOTION- BASED INTERVENTION.  STUDY 3: PAIRED THE EMOTION-BASED INTERVENTION PLUS A SHORT IMB SEGMENT WITH A LONGER IMB INTERVENTION IN A LONGITUDINAL STUDY u INITIAL SESSION: 199 PARTICIPANTS u 3 MO. FOLLOWUP: 174 PARTICIPANTS (10% ATTRITION) u 6 MO. FOLLOWUP: 144 PARTICIPANTS (28% ATTRITION

130. CONCLUSIONS AND IMPLICATIONS

131.  EMOTIONS WERE ASSOCIATED WITH RISK REDUCTION

132. CONCLUSIONS AND IMPLICATIONS  EMOTIONS WERE ASSOCIATED WITH RISK REDUCTION  IMB + EMOTION INTERVENTION LED TO MORE CHANGE THAN THE IMB ALONE

133. CONCLUSIONS AND IMPLICATIONS  EMOTIONS WERE ASSOCIATED WITH RISK REDUCTION  IMB + EMOTION INTERVENTION LED TO MORE CHANGE THAN THE IMB ALONE  IMB + EMOTION INTERVENTION LED TO MORE LASTING CHANGE THAN THE IMB ALONE

134. CONCLUSIONS AND IMPLICATIONS  EMOTIONS WERE ASSOCIATED WITH RISK REDUCTION  IMB + EMOTION INTERVENTION LED TO MORE CHANGE THAN THE IMB ALONE  IMB + EMOTION INTERVENTION LED TO MORE LASTING CHANGE THAN THE IMB ALONE  THIS DESPITE THE FACT THAT IN TERMS OF TECHNICAL QUALITY THE EMOTION INTERVENTION WAS FAR FROM WHAT CAN BE ACHIEVED GIVEN MORE RESOURCES

135. THERE IS A NEED TO UNDERSTAND MORE ABOUT EMOTIONS ASSOCIATED WITH SAFE AND UNSAFE SEX, IN DIFFERENT GROUPS AND DIFFERENT CULTURES, AND TO USE THIS UNDERSTANDING TO DESIGN MORE EFFECTIVE SAFE SEX INTERVENTIONS

136. END

137. GOALS OF THE PRESENTATION

138.  EMOTION, REASON, AND INVOLVEMENT IN PERSUASION: ARI MODEL

139. GOALS OF THE PRESENTATION  EMOTION, REASON, AND INVOLVEMENT IN PERSUASION: ARI MODEL  SOCIAL LEARNING AND EMOTION: EMOTIONAL EDUCATION

140. GOALS OF THE PRESENTATION  EMOTION, REASON, AND INVOLVEMENT IN PERSUASION: ARI MODEL  SOCIAL LEARNING AND EMOTION: EMOTIONAL EDUCATION  EMOTIONS ASSOCIATED WITH SEX: SAFECOMM SCALE

141. GOALS OF THE PRESENTATION  EMOTION, REASON, AND INVOLVEMENT IN PERSUASION: ARI MODEL  SOCIAL LEARNING AND EMOTION: EMOTIONAL EDUCATION  EMOTIONS ASSOCIATED WITH SEX: SAFECOMM SCALE  EMOTIONAL EDUCATION IN SAFE SEX INTERVENTION

142. EMERGING RESEARCH SUPPORTS A MULTILEVEL, HIERARCHICAL VIEW OF HUMAN EMOTION

143.  SUBCORTICAL SYSTEMS ASSOCIATED WITH AROUSAL AND BEHAVIORAL ACTIVATION AND INHIBITON

144. EMERGING RESEARCH SUPPORTS A MULTILEVEL, HIERARCHICAL VIEW OF HUMAN EMOTION  SUBCORTICAL SYSTEMS ASSOCIATED WITH AROUSAL AND BEHAVIORAL ACTIVATION AND INHIBITON  LIMBIC-LEVEL SYSTEMS ASSOCIATED WITH SPECIFIC EMOTIONS (HAPPINESS, SADNESS, FEAR, ETC.)

145. EMERGING RESEARCH SUPPORTS A MULTILEVEL, HIERARCHICAL VIEW OF HUMAN EMOTION  SUBCORTICAL SYSTEMS ASSOCIATED WITH AROUSAL AND BEHAVIORAL ACTIVATION AND INHIBITON  LIMBIC-LEVEL SYSTEMS ASSOCIATED WITH SPECIFIC EMOTIONS (HAPPINESS, SADNESS, FEAR, ETC.)  CONSISTENT WITH LONG-TERM FINDINGS IN AFFECTIVE NEUROSCIENCE