Be A Kid...WAIT to be a Parent
Title of Health Intervention: Be a Kid...WAIT to be a Parent
Intended Audience: Secondary education students, 9th-12th grade teenage boys and girls in Dallas, TX.
Health Topic Overview:
This intervention is designed to reduce teenage pregnancy in Dallas, TX. According to the National Center of Biotechnology Information (NCBI), U.S. National Library of Medicine (NLM), teenage pregnancy is defined as pregnancy in girls' age 19 years or younger (2011). Almost half of all pregnancies in the United States are unintended (CDC, 2013d). Teens are at highest risk of unplanned pregnancies, with almost 300,000 births among teenagers aged 15-19 years (CDC, 2013c). Almost one in every five teen births is a repeat birth—two or more pregnancies before age 20 (CDC, 2013a). Although teen pregnancy rates have dropped over the last 20 years, over 365,000 teenagers between ages 15 and 19 gave birth in 2010, and of these births "66,800 were repeat teen births—57,200 were second births, 8,400 were third births, and 1,200 were fourth or higher births" (CDC, 2013a, para 1).
There are multiple complications associated with teenage pregnancy. Higher rates of illness and death for both mother and child are associated with teenage pregnancy (NCBI, NLM, 2011). The younger a teenage mother is below the age of 20, the higher the risk of her child dying during their first year of life (NCBI, NLM, 2011). Teenage mothers are more likely to have unhealthy lifestyle habits, and because of this it places their child at higher risk for low birth weight, developmental problems, inadequate growth, infection, or chemical dependence (NCBI, NLM, 2011). The second leading cause of death during pregnancy for teenagers is violence, and is higher in teens than any other group (NCBI, NLM, 2011). It is unfortunate that "girls born to teen mothers are more likely to become teenage mothers themselves, and boys born to teen mothers have a higher than average rate of being arrested and jailed" (NCBI, NLM, 2011, para 15).
Teenage mothers are about 2 years behind their age group in completing their education (NCBI, NLM, 2011). According to the CDC, teenage pregnancy is a significant factor that contributes to high school dropout rates among girls; "only about 50% of teenage mothers received a high school diploma by 22 years of age versus approximately 90% of women who had not given birth during adolescence" (2012a, para 4). Children of teenage mothers are more likely to drop out of high school and have lower school achievement, have more health problems, be incarcerated during teenage years, face unemployment as a young adult, and give birth as a teenager (CDC, 2012a).
The two best strategies to avoid pregnancy are to delay sex or use contraception. If we can continue to reduce teenage pregnancy, the rates of abortion will also decrease. Pregnancy planning and increased contraception use can reduce the number of abortions and the rates of teenage pregnancy.
Setting:
After school program at high schools in Dallas, Texas
Classroom
Maximum occupancy = 30 teenage students
Wednesday afternoon/evening after school dismissal = 4:00 – 6:30pm
Desks for students to answer movie review handout
Estimated Time:
- Introduction – 3 minutes
- Importance of Teenage Pregnancy Prevention – 4 minutes
- Distribute and explain movie review handout to the student – 5 minutes
- Watch Juno (stopping periodically to allow time for movie review questions to be answered) – 120 minutes
- Discussion – 15 minutes
- Closing – 3 minutes
Materials needed:
- Movie (Juno)
- Projection screen (if available)
- Laptop computer with projection capability (if projection is available available)
- Television (if projection screen is not available)
- Remote (if projection screen is not available)
- 30 pencils
- 30 movie review handouts
- 30 individual desks
- 30 chairs
- An abundance of business cards with name and contact information
Guiding Health Education Theory or Model
The Health Belief Model (HBM) “has been one of the most widely used conceptual frameworks in health behavior research, both to explain change and maintenance of health related behaviors and as a guiding framework for health behavior interventions” (Champion & Skinner, 2008, pp 45). It is vital that health educators assist their targeted audience with the knowledge so that they feel capable of sustaining behavior change. This lesson plan is designed to help teenagers increase their self-efficacy regarding sexual activity to prevent teenage pregnancy. Self-efficacy is defined as “the conviction that one can successfully execute the behavior required to produce outcomes” (Champion & Skinner, 2008, pp 49).
According to Champion & Skinner, in order for behavior change to be successful, people must feel threatened by their current behavioral patters and have a belief that a specific kind of change will result in a positive outcome at an acceptable cost (2008). The two best strategies to avoid pregnancy are to delay sex or use contraception. If a student feels threatened by all of the negative outcomes related to teenage pregnancy, they may feel that it is necessary to protect themselves by delaying sex or using contraception.
Goal
The goal of the WAIT to be a Parent program is to provide the following for the high school students with:
- An understanding of sexual health to reduce unintended pregnancy, teenage pregnancy
- Increased knowledge of abstinence and contraception use
Objectives
- Consider the short term and long term consequences of teenagers having babies (Cognitive)
- Responsibilities associated with parenthood (being pregnancy and having a newborn) (Cognitive)
- Understand the options available in their community for pregnant teenagers (Cognitive)
- 100% of students will provide feedback on what they liked and did not like about the lesson on the lesson evaluations (Affective)
Procedures
1. Prior to lesson, prepare the classroom with either the projection screen set up or television set up. Distribute pencils on each desk. Print 30 copies of movie review handout. Additionally, do some research over teenage pregnancy and sexual activity in preparation for questions and discussions.
2. Introduce myself
3. Discuss the importance of teenage pregnancy prevention and giving a few facts and statistics.
Say:
Teens are at highest risk of unplanned pregnancies, with almost 300,000 births among teenagers aged 15-19 years. There are multiple complications associated with teenage pregnancy. Higher rates of illness and death for both mother and child are associated with teenage pregnancy. The younger a teenage mother is below the age of 20, the higher the risk of her child dying during their first year of life. Teenage mothers are more likely to have unhealthy lifestyle habits, and because of this it places their child at higher risk for low birth weight, developmental problems, inadequate growth, infection, or chemical dependence. Girls born to teen mothers are more likely to become teenage mothers themselves, and boys born to teen mothers have a higher than average rate of being arrested and jailed.
Teenage mothers are about 2 years behind their age group in completing their education. Teenage pregnancy is a significant factor that contributes to high school dropout rates among girls, with about 50% of teenage mothers received a high school diploma by 22 years of age versus approximately 90% of women who had not given birth during adolescence. Children of teenage mothers are more likely to drop out of high school and have lower school achievement, have more health problems, be incarcerated during teenage years, face unemployment as a young adult, and give birth as a teenager.
4. Hand out and explain the movie review
Say:
Today we will be watching a movie called Juno, it is about a teenage girl who decides that it was time that she and her best friend have sex. She gets pregnant that first and only time. You will observe the consequences she faces and choices that she has to make throughout her pregnancy.
This movie review handout has questions about some of the situations Juno faces throughout her pregnancy. So, we will be stopping the movie to allow you time to answer those questions. Once we have completed the movie we will have an open discussion about the movie or about any questions or concerns you may have.
5. Watch Juno - stopping periodically to allow time for movie review questions to be answered.
6. Discussion
Questions to get discussion going among students:
Say:
Why do you think so many teenagers get pregnant? Peer pressure? Naivety? Choice? Incorrect use of contraception?
Think about the difficulties face by teenage parents. Sacrifices? Responsibilities? Birth? Commitment?? Financial considerations? Education considerations?
The last page of the movie review handout says to give a detailed reason about why you think it is important to prevent teenage pregnancy. What are you going to do to prevent teenage pregnancy? Also, what did you like and what didn’t you like about this lesson? I want you to answer these amongst yourselves and remove this sheet from the movie review handout for me to collect.
7. Closing – Collect Lesson Evaluation and handout business cards
Say:
Are there anymore questions? If you have any questions feel free to call or email me. Have a great week!
8. After everyone has left, clean up the room. Take the Movie Review handouts and review them for suggestions, questions, concerns, and feedback for growth of future lessons.
Evaluation
Use observation and discussion to evaluate the students understanding of teenage pregnancy and the impact it has on the mother and the baby. Evaluation should include what the students did like and what they didn’t like about the lesson. The evaluation also allows the students to discuss why they think it is important to prevent teenage pregnancy and what they are going to do to prevent it. These questions on the lesson evaluation will measure each objective.
Anticipated Problem(s) and Solution(s)
One anticipated problem is having technical issues with the projection screen, laptop, or television. The solution to this problem would be to have a backup television.
Another anticipated problem could be the transportation for the student for this after school program. The solution to this problem would be get with wellness program coordinator or director of the district to be able to provide transportation for the students who do not have a way back home.
The final anticipated problem could be that one (or more) of these high school students could currently be a teen parent or are about to become a teen parent. The solution to this problem would be to make an announcement during my introduction to let them know that this program is not meant to offend teen parents, but instead this program is hoping to help all teens realize the consequences of having children too early.
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
RaKeshia Bolds
Masters of Science in Health Education
Texas Woman’s University
Contact Information:
Phone: 972-746-6821
Email: rbolds@twu.edu
|
Movie Review Handout
(96 minute film)
Juno MacGuff is a 16 year old teenage girl. She lives with her father and step-mother and their 4-year old daughter. One day she decides that it was time that she and her best friend, Paulie Bleeker, have sex. She gets pregnant that first and only time. Juno seeks for a couple who would want to adopt her baby.
Watch the movie up to just after Juno has the pregnancy test.
Imagine you are Juno. Describe how you feel after the test shows a positive reading.
Juno and Paulie have the following conversation:
Juno: I need to tell you something. I'm pregnant.
Paulie: Like with a baby?
Juno: Uh, huh.
Paulie What should we do?
Juno: Well, like, I was just thinking I'd nip it in the bud before it gets worse because they were telling us in health class about how pregnancy leads to infants.
Paulie: Yeah, that's usually what happens with our moms and our teachers.
Imagine you are Paulie. Express what you would be thinking at this point.
They both know that they're not in the same ‘place’ as their moms and their teachers are. They're not ready for parenthood.
Explain what you think it means to be “Ready for parenthood”.
List FOUR options open to Juno and Paulie.
1.___________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
There are a number of consequences resulting in a teenager getting pregnant. Juno herself realizes that she will have no graduation and no Spring Break. Each of these is important milestones for young adolescents.
Identify other consequences for the key characters in the movie.
Juno
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Paulie
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Juno’s Parents
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Paulie’s parents
|
|
|
|
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Resume watching the movie. Stop the movie just before Juno tells her parents she is pregnant.
Describe how hard you think it would be to tell your parents.
Describe how you would go about telling your parents. Would you want someone to be with
you for support? If so who (Do not use names – just say their relationship to you, eg a
friend).
Now, imagine that you are Juno’s Father. What questions would you ask Juno?
Resume watching the movie. Stop it just after the scene where Juno tells her father she is pregnant.
Describe how the parents reacted. Did it surprise you? Explain why or why not.
Juno and her father had a brief conversation:
Father: Junebug, I thought you were the kind of girl who knew when to say when.
Juno: I don't really know what kind of girl I am.
What, if anything, can we tell about a person because they are pregnant?
Resume watching the rest of the movie.
One thing Juno knows is that she's not ready to take care of a baby. She finds Vanessa who is well equipped, ready, willing, and full of love, to do the job.
Identify what makes Vanessa ready.
Juno knows she is meant to be a child, to play guitar and have fun, not become a mother. That's what her stage of life is about, growing up, having fun, establishing an identity.
Juno tells Paulie, "I wish I hadn't had sex with you."
"Who's idea was it?" he asks. They stumbled into this, and they're stumbling out. If they are
asking whose idea it was, suggest who should bear the responsibility and explain why.
Lesson Evaluation
Give a detailed reason about why you think it is important to prevent teenage pregnancy.
Also, what are you going to do to prevent teenage pregnancy?
What did you like about this lesson? What didn’t you like about this lesson?
References
Champion, V. L., & Skinner, C. S. (2008).The health belief model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (4th ed.), (pp 46-63). San Francisco: Jossey-Bass.
