ERIC ED388813: Preventing Teen Pregnancy. Learning Guide 4. Project Connect. Linking Self-Family-Work.

45 Pages·1994·0.83 MB·English

by  ERIC

DOCUMENT RESUME
CE 070 208
ED 388 813
Preventing Teen Pregnancy. Learning Guide 4. Project
TITLE
Connect. Linking Self-Family-Work.
Emily Hall Tremaine Foundation, Inc., Hartford, CT.;
INSTITUTION
Southern Illinois Univ., Carbondale.
Illinois State Board of Education, Springfield. Dept.
SPONS AGENCY
of Adult, Vocational and Technical Education.
PUB DATE
94
W000945
CONTRACT
45p.; For related guides, see CE 070 204-235.
NOTE
Teaching Guides (For
Classroom Use
Guides
PUB TYPE
Teacher) (052)
MF01/PCO2 Plus Postage.
EDRS PRICE
Adolescents; Adult Education; Behavioral Objectives;
DESCRIPTORS
Child Development; Child Health; Childhood Needs;
Child Rearing; Competency Based Education;
*Contraception; Developmental Stages; Developmental
Tasks; *Early Parenthood; Educational Resources;
Family Environment; Family Planning; Homemaking
Skills; Learning Activities; Out of School Youth;
Parent Child Relationship; Parent Education;
*Parenting Skills; Parent Role; Pregnant Students;
Prevention; State Curriculum Guides; Teaching Guides;
Unwed Mothers
Illinois
IDENTIFIERS
ABSTRACT
This learning guide is designed to connect personal,
family, and job responsibilities for adults and out-of-school youth
in economically depressed areas of the state (including transitional
ex-offenders and corrections populations) so that these individuals
learn to manage and balance these aspects of their lives in order to
prepare for or continue successkil employment. This learning guide
contains four competency units that provide information for young
people and parents about preventing teen pregnancy. The competency
(1) predicting the consequences for
units cover the following topics:
self, partner, and families in case of pregnancy; (2) explaining the
reproductive systems; (3) evaluating methods of birth control and
prevention of sexually transmitted diseases; and (4) determining the
risks associated with sexually transmitted diseases and the
procedures in diagnosis and treatment. Each competency unit consists
of learner outcomes, key ideas, definitions, teaching strategies and
methods, and suggested learning activities. Twenty-one supplements
include information and activity sheets on the following: feelings
about being a parent; parenting costs; readiness for parenting;
parenting and life plans; child rearing task costs; parenthood: when
and why; effects a baby can have; the juggling act; case studies; the
reproductive systems; myths or facts about preventing pregnancy;
birth control choices; birth control methods; sexually-transmitted
diseases; and signs and symptoms of having a sexually transmitted
disease. A bibliography lists 27 references. The Illinois goals for
world-class education for the 21st century also are included.
(KC)
Mit
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"PERMISSION TO REPRODUCE THIS
U $ DEPARTMENT OP EDUCATION
MATERIAL HAS BEEN GRANTED BY
Office or Educahonal Research and Improvement
INFORMATION
RESOURCES
ATIONM.
ED
CENTER (ERIC)
1-1fi
rá Thia dOCurnent has been reproduced as
.
received from inii poison or orgenitobon
Jt-ilVid, 1,
Onpineting it
to improve
,
CI Minor changes have Wen made
reproduction outlay
this docu-
TO THE EDUCATIONAL RESOURCES
Points ol view or optmons stated m
olitcial
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INFORMATION CENTER (ERIC)"
OERI position or pohcy
BEST COPY AVAILABLE
4 41414 4
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2
PROJECT CONNECT COORDINATORS COMMITTEE
Project Director:
Mary Beth Stine
Contract Administrator:
Susan P. Burge
Coordinators:
Phyllis Bubnas
Brenda Ferguson
Bessie Hackett
Mary Lou Hubbard
Mary Jo Oldham
Carol McGee
Vicky Turl
John S. Washburn
Brenda Yates
This Learning Guide was developed for the PROJECT CONNECT
program under contract from Flora Community School District, Mary Beth
Stine, Director. The CONNECT program is funded 100% by the Illinois
State Board of Education through the Carl D. Perkins Vocational and
Applied Technolbgy Education Act of 1990.
Learning Guides were written and field tested at Southei
Illinois
University, Carbondale, Illinois 62901 under the direction of Phyllis
Bubnas and John S. Washburn.
Researchers were Beth Anderton, Deborah Lustman, and Judy Martin-
Lighty. The word processor for this project was Marilyn R. Juhlin.
© 1994, Illinois State Board of Education.
6.1111:1.8.2.13111.111.311.1Z.E1.01.11(.11)
3
Al&
A
2
General Guidelines/Checklist for Users
4
Introduction
5
Competency One
Predict the consequences for self, partner, and families in case of pregnancy.
8
Competency Two
Explain the reproductive systems.
11
Competency Three
Evaluate methods of birth control and prevention of sexually transmitted diseases.
14
Competency Four
Determine the risks associated with sexually transmitted diseases and the
procedures in diagnosis and treatment.
16
Supplements
38
Bibliography
G.111.M.8.0t.1311.8.6.111.111.121.111.111.13.0
1
4
General Guidelines/Checklist for Users
The terms "facilitator" and "learner"
Before addressing any of the
Duplicate Supplement 7 for
/110
are used throughout to describe the
competencies, the facilitator should
learners on positive and
instructor and participants.
check in advance to see what
negative effects a baby could
materials or preparations are needed
have.
STRATEGIES (for facilitators) and
for the competency as numbered.
ACTIVITIES (for learners) as stated
Duplicate Supplement 8 as
in the guide, are not always parallel
Competency #1 - Predict the
needed for Activity 7 related
as to numbering system.
consequences for self, partner, and
to activities and adjustments
families in case of pregnancy.
with a baby.
Facilitators need to find out where
learners are with each of the
Duplicate Supplement 1 to
Duplicate Supplement 9,
competencies. For example, if
assess teens' feelings about
"Case Studies," as needed.
working with a group who may have
being a parent.
had previous Consumer Education
The facilitator may wish to
instruction, the facilitator may choose
Consider duplicating
have articles or newspaper
not to do all the competencies.
Supplement 2 on costs
If
clippings available on financial
working with a JTPA client, for
involved in teen parenthood
costs of raising a baby to
example, it might be necessary to
or it can be enlarged for a
supplement materials
cover all competencies.
bulletin board or display.
provided by learners.
Key to Symbols - The following
Research or collect
Competency #2 - Explain the
symbols are used throughout the
information showing financial
reproductive systems.
guides to designate enhancement
expenses for the birth of a
activities:
baby and/or cost of raising a
Duplicate Supplements 10
child.
and 11 on female and male
related basic skills, giving
reproductive systems as
13
particular attention to language
If to use, contact a resource
needed for learners.
arts and mathematics
person, if available, to present
information on expenses of
Duplicate Supplement 12 and
9 related decision-making and
childbirth and/or raising a
13 for evaluating learners'
problem-solving skills, including
child.
knowledge of parts and
the application and transferability
functions of reproductive
of these skills to personal,
Duplicate Supplement 3 as
systems.
family, and work responsibilities
needed for Activity 1 on
to be demonstrated
questions to ask when
The facilitator may want to
considering parenthood.
develop a list of slang terms
ill enrichment activities according
associated with sex in
to learner abilities and
Duplicate Supplement 4 for
preparation for discussion
experiences
learners to complete
activity.
statements of goals.
*interrelationship of concepts to
Duplicate Supplement 14,
personal, family, and work.
Duplicate Supplement 5 for
"Myth or Fact," as needed for
learners to match child rearing
learners.
At_ influence of technology on the
tasks and costs.
subject matter, application of
knowledge, and related work
Duplicate Supplement 6
"Examples of Parenting
pre- and/or posttest
Situations," as needed for
assessment activities
discussion with learners.
2
tiM211.111.12.3.11.11.3.31.1Z.0.12.13.11)
Competency #4 - Determine the
Competency #3 - Evaluate methods
risks associated with sexually
of birth control and prevention of
transmitted diseases and the
sexually transmitted diseases.
procedures in diagnosis and
treatment.
Duplicate Supplement 15,
"Birth Control Choices," as
Duplicate Supplements 19,
needed.
"Common STDs," and 20,
"Signe and Symptoms" for
The facilitator may wish to
discussion and as.take-home
invite a representative from
material.
Planned Parenthood or the
local health clinic in to provide
Duplicate Supplement 21,
learners with information on
Myth or Fact," as needed.
birth control methods. The
representative might also
Invite a resource person to
bring in sample birth control
talk about STDs.
products for discussion and
student activity.
The facilitator should
investigate or gather
The facilitator should develop
information about what states
and have available a file of
have laws allowing minors to
community resources for birt
obtain testing and treatment of
control including names,
STDs without consent or
addresses of doctors, clinics,
notification to parents.
and programs.
Duplicate Supplement 16,
"Birth Control Methods Chart,"
Supplement 17 (pictures), and
Supplement 18, "Myth or Fact"
as needed or if used.
3
6
Introduction
More than one million females under
in poverty. The issues surrounding
(AIDS), which is invariably fatal
the age of twenty become pregnant
early parenthood apply not only to
(Growing up Caring, 1987). The
each year. Another way of stating
teenage girls but also to boys.
If a
most prevalent STD in the U.S.
this is that one out of every ten
young man becomes a teenage
today is chlamydia which infects
teenage women get pregnant each
father, he may need to drop out of
approximately one in every thirteen
year in this country. About half
school to help sypport his child.
sexually active women under the age
undergo abortions. Among
Generally, adolescents who do not
of twenty-five. Genital warts may
adolescents who become pregnant
complete their education, find it
affect as many as 40% of all teenage
and deliver their babies, one in every
extremely difficult to support
girls (Seltzer, 1991).
four becomes pregnant again within
themselves. Thus, a cycle of
twelve months, about half become
dependence may be established,
Teenagers often feel invulnerable
pregnant again within two years, and
one of depending on parents or
and immortal when it comes to
about 80-90% have second babies
relatives, or on public assistance
AIDS. The numbers of teenage
within five years. These subsequent
(Life Planning Education, 1989).
AIDS patients infected through
pregnancies often have shattering
heterosexual intercourse nearly
effects on the lives of the women
Teens often fail to recognize the
doubled in 1990. Although
and their families. Few of the
reality of parenthood. They may
heterosexual sex accounts for only
second pregnancies are anticipated
have limited experience with child
5% of the total number of AIDS
or desired (Growing up Caring,
care; two hours of babysitting does
cases, it is responsible for 14% of all
1987).
not prepare them for the twenty-four
teenage cases. Only 10% of all
hour job of parenting. They may
AIDS patients are female, but in the
Adolescent pregnancy is a national
have unrealistic ideas about costs
teenage population, 25% are female
problem that affects every income
associated with being a parent.
(Seltzer, 1991).
and ethnic group in the country.
Most importantly, they may have
Although the fear of AIDS has
succumbed to the myth of the
The sexual act itself must be
changed the sexual behavior of
"Gerber baby" that is perpetuated by
responsible. Sexual activity has
many Americans, more teenagers
television shows and commercials
consequences, and these must be
than ever are sexually active.
that always present a healthy,
considered ahead of time. Many
According to the U.S. Center for
smiling infant to the viewer (Life
young people believe that advance
Disease Control (CDC), 51.5% of
Planning Education, 1989).
planning interferes with spontaneity,
girls ages fifteen to nineteen
the free expression of love and
engaged in premarital sex in 1988
Over 84% of teenage pregnancies
affection, and that this is somehow
and 29% used no contraception. For
are unintended and they occur when
wrong. But NOT planning in
boys ages fifteen to nineteen, the
young people involved in a sexual
advance is irresponsible and unfair
rate was 60% (Seltzer, 1991).
relationship are not informed about
to oneself and to others (Growing up
the risk of pregnancy and fail to use
Caring, 1987).
Pregnancy is a leading reason high
contraception (Life Planning
school girls drop out of school. The
Education, 1989).
physical, social, and economic
consequences of teenage mothers
The United States is in the midst of
and their babies are severe.
an epidemic in which millions of
people a year are infected by
An issue central to teens'
sexually transmitted disease: many
preparation for a fulfilling adult life is
are teenagers.
avoiding early parenthood. Teen
parents often experience serious
STDs are spread primarily by close
educational, vocational, and financial
sexual contact and sexual
problems. The Center for Population
intercourse. There are many
Options states that one in three
different types of STDs, ranging from
families started by teens ends up on
pubic lice, which although annoying
public assistance; of parents who are
is relatively benign, to Acquired
not high school graduates, 39% live
Immune Deficiency Syndrome
4
41.I0.111.8.12.01.11.111.132.111.1i1.111,121.160
in Case of
Predict the Consequences for Self, Partner, and Families
ePregnancy.
Learner Outcomes
Definitions
Identify problems that a teen could
else
- giving up something for something
costs
face in case of pregnancy.
Identify problems affecting
parent(s) of teens in case of
teenage pregnancy.
Risks of Teenage Pregnancy
identify costs associated with
teenage pregnancy.
There act:: many risks associated with teenage pregnancy, including
health, socioeconomic, emotional, and biological risks.
Key Ideas
Some of the emotional risks of teenage pregnancy involve decisions such
as terminating the pregnancy, putcing the baby up for adoption, or
Parenthood requires responsibility,
keeping the baby.
commitment, maturity, and sacrifice.
The realities of parenthood are often
The teen partner also faces a number of risks associated with teen
overlooked by teens.
pregnancy, including socioeconomic and emotional risks.
Teenage parenting changes a teen's
responsibilities and obligations.
It
Parenting involves many costs,
Alk makes it difficult to finish school,
Teenage pregnancy may affect one
including time, money, health,
harder to cope with the demands of
or both sets of parents of the teen(s).
energy, change in social lifestyle,
child care, and it limits a teen's
These parents may have to
emotional well-being, and intellectual
future opportunities.
and career development. When
assist the teen(s) physically and
parents are ready for the
Parenthood can be very rewarding
financially;
responsibilities of raising children,
when teenagers are ready to face up
alter their future plans to help the
they usually are willing to make
to the responsibilities of parenting.
teenage parent(s);
these sacrifices. When parents are
Teenagers need to be prepared
let the teenager(s) live with them
too young or not ready to take on the
emotionally, financially, arid
until the financial stress is eased;
responsibility and make sacrifices for
intellectually for a child.
or
their children, then the cost may be
be left with the total support of the
too high (Parenting Education, 1990).
The impact of teenage pregnancy
grandchild when their child refuses
affects not only the teens, but also
to assume that responsibility.
one or both of their parents.
Teenage parents generally face
more problems than older parents.
Some of these problems are as
follow:
Babies being born with health
problems
Dropping out of school
Difficulty finding a job
Becoming dependent on welfare
(Life Planning Education, 1989).
5
tit.111.CE.111.12.121,8.111.3111C.121.arglio
Strategies/Methods
1. The facilitator may wish to
pregnant befor hey are
9. The facilitator should stress with
assess how a teen would feel
prepared for parenting.
learner the costs involved in
about being a parent. (See
Discuss the consequences to the
being a teen parent (see
Supplement 1.)
teen mother, teen father, the
definitions for clarification of
baby, and others?
costs). The facilitator may use
2. The facilitator may wish to
the cost wheel (see Supplement
discuss the intentions of the
6. The facilitator should identify the
2) to lead discussion. Also,
teenager regarding parenting.
risks associated with teenage
consider cost of pregnancy,
The following questions may
pregnancy such as health risks,
birth, and health care for child.
give clues as to the readiness of
socioeconomic risks (e.g.,
the teen to parent:
pressure to marry or difficulty
10. The facilitator should help the
finding a job), emotional risks,
learner recognize some of.the
How would you feel about
and biological risks.
effects of teen pregnancy on the
assuming the responsibility for
parent(s) of the teen(s) such as
the care of a child?
7. The facilitator could discuss
physical, financial, future
impacts of teen pregnancy on
planning, living arrangements,
How will you acquire the
the partner and/or responsibility
and responsibility.
necessary skills for being a
to child. Consider discussing the
parent?
possibility of marriage and the
pros and cons to couple and
Are you ready to change your
child.
lifestyle for a child?
8. The facilitator should clarify
3. The facilitator may consider
some of the
discussing future plans of the
emotional risks and
s
teenager. This can give the teen
decisions involved
some clues to the consequences
with teenage
of parenting. Ask questions
pregnancy such as
such as
to terminate the
pregnancy, put
What are the top five priorities
baby up for
in your life?
adoption, or the
need to decide to
What are your plans for the
keep the baby.
future? (e.g., education,
career)
Would having a child alter
these plans?
(These may also be asked of
those who already are parents.)
4. The facilitator could discuss with
the learner problems that teen
parents often face (e.g., babies
have health problems; teen
drops out of school).
5. The facilitator should emphasize
the special problems which
occur when teens become
6
G1.111,131.11.111,13,0111.31.120.0.111.12.11(.0
4. Have learner identify sacrifices
8. Using case studies in
11. The facilitator could discuss with
that would have to be made to
Supplement 9, have learner
the learner the changes that take
identify problems associated with
be a parent. Use case situations
place in a home after the baby
(see Supplement 6) and have
each parenting situation. Have
arrives (e.g., lack of sleep; giving
learner discuss possible
learner answer the questions.
all one's time to the baby).
solutions to the problems. 0
Q
12. The facilitator could have a list of
5. Using Supplement 7, have the
possible expenses for having
learner identify positive and
9. Have learner find current articles
and raising a child (pregnancy
negative effects having a baby
and/or newspaper clippings on
and birth to age eighteen-no
the financial cost of raising a
could have in each of the areas.
college). Make this list
child. Consider also the cost of
For example: a positive effect in
accessible to learners,
social life is that a baby could
more than one child, the income
incorporate it in a discussion, or
lead to making new friends; a
of parent(s) necessary for raising
have learners devise the list as
negative effect in social life may
a child, expenses to the family
an activity.
be the loss of opportunities to go
such as home buying and
out and spend time with friends.
school, and unexpected
13. The facilitator may wish to invite
0 4>
expenses such as illnesses and
a resource person or parent to
injuries. An alternate activity
present information on the
6. Have learner identify some
could be to have the learner
expenses of pregnancy and
interview parents or others to
adjustments that must be made
childbirth and/or raising a child.
determine some expenses.
once the baby arrives.
0
Categorize the adjustments as to
14. The facilitator should emphasize
Whether they affect the mother,
to the learner reasons for
the father, or other family
delaying parenting until ready for
members (Adolescent Parent
responsibility.
Resource Guide, 1989). For
example: adjusting sleep
Suggested Activities
patterns to coincide with baby's
needs could affect mother,
father, and others.
1. Using Supplement 3, have the
learner identify questions that a
7. Have learner identify activities
person or couple should ask
that she or he does in a day.
when considering parenthood.
Then, have learner identify
whether the activity could be
2. Using Supplement 4, have the
completed with a baby. Also,
learner complete statements of
have learner identify adjustments
goals to accomplish. Have
that would need to be made to
learners identify whether
get the activity done. (Use
statement would be affected by
Supplement 8.) 0
parenthood.
3. Have the learner identify the
costs (something given up for
something else) associated with
parenting. (Use Supplement 5.)
10
7
113,X.11111.1311.101.11.13.131.111.1i11.111.3.110