Conference Booklet - Alabama Campaign to Prevent Teen Pregnancy

Transcription

Insight, Answers, and
Opportunities
12th Annual Teen Pregnancy Prevention
Conference
May 19 and 20, 2015
Taylor Center
Auburn University Montgomery
Montgomery, Alabama
Table of Contents
Section One: Welcome
ACPTP Board Chair’s Letter.............................................................................................................................1
2015 Conference Goal and Objectives............................................................................................................3
2015 Detailed Conference Agenda...................................................................................................................5
Presenter Biographies.......................................................................................................................................11
Section Two: About Us
2014-2015 ACPTP Board of Directors.........................................................................................................21
About the Campaign........................................................................................................................................23
Teen Pregnancy Update...................................................................................................................................25
Section Three: Presentation Notes
Concurrent Breakout Sessions A:
Positive Youth Development..........................................................................................................................27
Agnes Oberkor, Alabama Department of Public Health
Adolescent Romantic Relationships and Sexual Health.............................................................................35
Alyssa McElwain and Vanessa Finnegan, Auburn University
Harnessing Evidence for Policy Making.......................................................................................................41
Vaughn Millner, Julio Turrens, and Madhuri Mulekar; University of South Alabama
Concurrent Breakout Sessions B:
Preventing Pregnancies Among Rural Youth...............................................................................................43
Jennifer Driver, National Campaign to Prevent Teen and Unplanned Pregnancy
Developing a Successful Youth Sexual Health and Relationship Program in Your Community........45
Melody Jones, Katie Jones, Amelia Purifoy, and Adrienne Knight; Gift of Life Foundation
Contraception: Making the Right Choice......................................................................................................51
Tina Pippin; Alabama Department of Public Health
Concurrent Breakout Sessions C:
Intersections of Race, Sexual Orientation, Gender Identity, and Teen Pregnancy................................71
Jennifer Driver, National Campaign to Prevent Teen and Unplanned Pregnancy
Healthy Realtionships.......................................................................................................................................73
Jennifer Hartley, Family Sunshine Center
Theoretical Applications of Teen Paternity Intentions...............................................................................83
Jasmine Darrington Ward, Kennesaw State University
Concurrent Breakout Session D:
Motivational Interviewing................................................................................................................................85
Heather Austin and Margaux Barnes; University of Alabama Birmingham
Strategizing and Organizing for Social Change..........................................................................................101
Lisa Moyer, Danielle Hurd, and Lacey Kennedy; AIDS Alabama
Effective Grant Writing.................................................................................................................................111
Nicole Brazelton, Strategic Resources Solutions
Concurrent Breakout Session D:
Teen Parent Barriers to Educational Attainment......................................................................................121
Angela S. Coaxum-Young, Favor Academy of Excellence
Data Driven Strategic Planning....................................................................................................................127
Nicole Brazelton, Strategic Resources Solutions
Parents, Let’s Talk!..........................................................................................................................................133
Jamie L. Keith, ACPTP
Closing Keynote:
Together We Can: Creating a Foundation for Lifelong Sexual Health and Well-Being......................147
Monica Rodriguez, Sexuality Information and Education Council of the United States (SIECUS)
jkeith@acptp.org
phone (334)265-8004
fax (334)265-8033
May 19-20, 2015
Welcome!
On behalf of the Board of Directors and staff of the Alabama Campaign to Prevent Teen
Pregnancy it is my pleasure to welcome you to the Twelfth Annual Teen Pregnancy Prevention
Conference – Insight, Answers and Opportunities! We appreciate the continued support
of our sponsors for this event, the Adolescent Pregnancy Prevention Branch, Alabama
Department of Public Health and the Alabama Department of Human Resources.
Insight, Answers and Opportunities defines the focus of this year’s conference and the
workshops were developed from your suggestions. We expect to provide you with
insight into adolescent reproductive health issues, answers for how to work in
communities to reduce unintended pregnancy, STIs and HIV among youth and
opportunities for networking, sharing stories and developing relationships with your
colleagues.
We are honored to have your trust in our ability to provide meaningful and relevant
professional development related to teen pregnancy prevention and other adolescent
health issues. Your thoughtful participation in the conference workshops will help all of
us become more effective in our work with young people.
412 N. Hull Street
Montgomery, AL 36104
It is our hope that this conference will encourage you in your work and highlight that
through working together there is much we have achieved and more we can accomplish.
Following the conference we are confident that each of you will return to your
communities with a renewed passion and commitment for serving youth!
Sincerely,
Tina Simpson, MD, MPH
Chair, Board of Directors
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2015 CONFERENCE GOAL AND OBJECTIVES
Overarching Conference Goal: To provide high-level professional
development opportunities for youth-serving professionals who are engaged
in the work of empowering youth
Objectives: Based on workshops attended, at the conclusion of this conference, participants will be able to...
May 19, 2015
1. Discuss three youth development models and theories
2. Describe links between health, adolescent romantic relationships, and sexual behavior
3. Articulate at least three types of key evidence that supports the effectiveness of evidencebased abstinence-plus adolescent pregnancy prevention programs
4. Discuss at least two ways research can inform public policy about evidence-based
adolescent pregnancy prevention programs
5. Develop three strategies to increase access to services to rural youth
6. Effectively build relationships with school personnel and community leaders in order to
encourage healthy decision-making among teens
7. List the options for birth control and the efficacy of the methods
8. Describe the methods used to include parents and/or significant others in making a
choice on the best birth control method
9. Identify strategies to assess and address sexual coercion in adolescents
May 20, 2015
1. Describe the unique needs of disenfranchised youth in teen pregnancy prevention efforts
2. Identify three risk and protective factors associated with sexual risk-taking behavior and
other issues commonly experienced by adolescents
3. Recognize the signs to look for in an emotionally or physically abusive relationship, the
effects of abuse in a relationship, and factors for why people abuse in a relationship
4. Demonstrate knowledge of the signs of a healthy vs. unhealthy relationship
5. Explain the importance of involving adolescent males in pregnancy prevention programs
6. Name the four basic skills of motivational interviewing and give examples of each
7. Discuss four factors that influence motivation and identify how to provide support that
matches an individuals’ level of motivation
8. Explain how direct action organizing is different from other types of organizing
9. Complete a strategy chart for a campaign that follows the principles of direct action
organizing
10. Understand how to research and identify grant opportunities
6. Understand how to utilize the strategic planning process to enhance program success
7. Identify three reasons why parents/caregivers have difficulty communicating with their
youth
8. List three models for communicating with youth about sexual health and relationships
9. Consider an approach to sexuality education that encompasses an individual’s entire
lifespan and promotes sexual health and well-being throughout life
10. List at least two characteristics of a sexually healthy adult
11. List at least one step that supports lifelong sexual health and well-being in their
professional role
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2015 DETAILED CONFERENCE AGENDA
Tuesday * Day One * May 19, 2015
12:00-1:00
Registration and Networking
1:00-1:10
Welcome and Opening Remarks
Main Auditorium (Room 230)
1:10-1:15
Move to Breakout Session A
1:15-2:30
Concurrent Breakout Sessions A
Positive Youth Development in the 21st Century: Models and Trends - Agnes Oberkor, MPH, MSN, CRNP;
Alabama Department of Public Health
Room 222
There are numerous youth development programs everywhere you go. However, there is need to understand
models and theories to help youth development professionals implement the best strategy. This workshop will
focus on proven youth development models and theories and what is working in other areas. The workshop will
also evaluate youth development trends and what youth development professionals can do to bridge the gap.
What’s Love Got to Do With It? Adolescent Romantic Relationships and Sexual Health - Alyssa McElwain,
MS, and Vanessa Finnegan, MS; Auburn University
Room 221
Participants will be involved in an interactive activity in which they determine how characteristics of adolescent
dating relationships may influence sexual health outcomes. Then presenters will provide an overview of the
scholarly evidence about how adolescent romantic relationships are associated with adolescent sexual decisionmaking. An example curriculum, Relationship Smarts Plus (Pearson, 2007/2013) will be briefly described as an
exemplary, evidence-based, relationship education program targeting young people. The presenters will describe
the core content of youth relationship education lessons that align with the objectives of pregnancy prevention
programs.
Harnessing Evidence for Policy Making: Adolescent Pregnancy Prevention in Southern Alabama Vaughn Millner, Ph.D.; Julio Turrens, Ph.D.; Madhuri Mulekar, Ph.D.; University of South Alabama
Room 223
Using scientific knowledge for policy-making is growing in importance in the U.S. This workshop summarizes
research findings of the CDC Adolescent Pregnancy Prevention Initiative implemented by the Mobile County
Health Department in Mobile, Alabama. The types of evidence-based programs implemented in the initiative and
key findings from each will be presented.
Presenters will discuss how the research from the study helped to facilitate local policy-making. Specific tools to
disseminate data will be discussed along with benefits and challenges of this approach.
Presenters will discuss the importance of a community needs assessment and baseline measures. In addition,
presenters will discuss how linking evidence to sound policy can be balanced with the challenge of introducing
change in community and clinical settings.
2:30-2:45
Break with light refreshments, move to Breakout Session B
PLEASE RETURN COMPLETED EVALUATION FORMS TO YOUR SESSION MONITOR
Conference agenda continued on next page
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Tuesday * Day One * May 19, 2015
2:45-4:00
Concurrent Breakout Sessions B
Under the Radar: Preventing Pregnancies Among Rural Youth - Jennifer Driver, National Campaign to
Prevent Teen and Unplanned Pregnancy
Room 222
Youth living in rural areas often go under the radar due to a combination of fragmented resources available and
lack of understanding of the unique health needs for these youth. Because of this, effective prevention strategies
are challenging to implement. Rural counties account for one in five teen births in the United States even though
they make up only 16% of the overall teen population. This workshop will seek to enhance provider’s skill and
highlight strategies for communities to better serve youth in rural areas.
Developing a Successful Youth Sexual Health and Relationship Program in Your Community - Melody
Jones, Katie Jones, Amelia Purifoy, and Adrienne Knight, MSW; Gift of Life
Room 221
This workshop will allow participants to understand the history of Growing Our Own Youth, from the start of the
program until present, including obstacles and triumphs, in order to show participants the reality of building a
program from the ground up. This workshop will discuss building relationhips within the community, and
engaging the city in efforts to prevent teen pregnancy. Participants will have the opportunity to hear from health
educators and how they implement evidence-based curriculus in the Montgomery Public School system.
Contraception: Making the Right Choice - Tina Pippin, BSN, RN; Alabama Dept. of Public Health
Room 223
This presentation will present information on all birth control options and their efficacy rates. Review of high-risk
counseling done while providing contraceptives and who should be involved during these sessions will also be
reviewed. The purpose of this activity is to dispel the myths from the facts on contraceptive methods. The learner
will understand from the Health Departments’ perspective how the needs of their clients are met.
4:00-4:30
Complete evaluations, end Day One
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Wednesday * Day Two * May 20, 2015
8:30-9:00
Registration and Networking, Breakfast and Coffee served in Main Auditorium
9:00-9:10
Welcome and Opening Remarks
9:10-9:15
Move to Breakout Sessions C
9:15-10:30
Concurrent Breakout Sessions C
Connecting the Dots: Intersection of Race, Sexual Orientation, Gender Identity, and Teen Pregnancy Jennifer Driver, National Campaign to Prevent Teen and Unplanned Pregnancy
Room 221
While rates of teen pregnancy continue to decline, health disparities among disenfranchised youth including
African Americans, Latinos, and LGBTQ still exist. This workshop will investigate the intersections between race
and Sexual Orientation and Gender Identity (SOGI) as it relates to teen pregnancy.
Healthy Relationships - Jennifer Hartley, Family Sunshine Center
Room 223
This workshop presentation will address risk factors that lead to sexual violence and will show participants how to
increase protective factors in youth, such as youth’s understanding of healthy relationships, good communication
skills, and signs of unhealthy relationships.
Where are All the Bees? A Theoretical Application of Teen Paternity Intentions - Jasmine Darrington Ward,
Ph.D.; Kennesaw State University
Room 222
Despite a 20-year low, the United States continues to have the highest teen pregnancy and birth rates among all
industrialized countries. As teen childbearing is associated with adverse consequences for teen mothers, fathers,
and their children; it remains a priority of public health professionals, policymakers, and practitioners. Although
empirical data reporting sexual determinants of teen pregnancy (such as frequency of intercourse, number of
sexual partners, condom or contraceptive use, and early sexual debut) commonly tie males into conversations
surrounding teen pregnancy; studies that explore the complexities of pathways to adolescent paternity are limited.
Using adolescent data from the Mobile Youth Survey (N=6562, x age = 14.93), a longitudinal community-based
survey of African American adolescent health-related risk and outcomes, this study responds to numerous
recommendations of previous researchers to examine the gendered and racial context of teen pregnancy. Results
of this prospective study show promising results for predicting impoverished African Americans risk of teen
paternity through the use of survey items related to their pregnancy intentions.
10:30-10:45
Break (no refreshments); Move to Breakout Session D
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10:45-12:00
Concurrent Workshop Sessions D
Motivational Interviewing: Basic Skills to Build Relationships and Encourage Healthy Decisions in
Teens - Heather Austin, Ph.D., and Margaux Barnes, Ph.D.; University of Alabama Birmingham
Room 223
This workshop will enable participants to utilize motivational interviewing strategies to enhance communitcation
with teens in order to provide a supportive environment that encourages independent, healthy decision making.
The March Won’t Get You There: Strategizing and Organizing for Social Change - Lisa Moyer, MPH;
Danielle Hurd, and Lacey Kennedy; AIDS Alabama
Room 221
This workshop will cover methods and steps to create a sustainable and effective strategy for organizing and
mobilizing a community to create change. We will start with building an understanding of direct action organizing,
power and relations of power. Then we will work toward constructing an effective strategy.
Effective Grant Writing: Demystifying the Process - Nicole Brazelton, MPA; Strategic Resources Solutions
Room 222
The purpose of this workshop is to clarify the grant writing process for participants, answer grant development
questions and provide practical tips that funders wish applicants understood. At the end of the workshop,
participants will understand the grant research process and how to “trace the money”, learn the art of positioning
and program planning as a part of the overall grant development process, and participants will receive practical
content that they can use to enhance their grant development and grant writing skills.
12:00-1:00
Lunch and Networking; Move to Breakout Session E
Taylor Center Cafeteria
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1:00-2:15
Concurrent Breakout Sessions E
Me a Statistic...I Think Not! - Angela S. Coaxum-Young, Ed.S.; Favor Academy of Excellence
Room 223
The session will identify barriers that are often cited by teenage parents as deterents from educational completion.
The session will focus on key needs for teenage parents in pursuit of education, successful program designs, the
importance of mentorship and holistic support methods. A brief mini-documentary will be shown that reveals the
vulnerabilities of teen parents and the diligence toward pursuit of their diploma. The implications for practice is to
decrease teenage parent drop out rates by encouraging academic pursuit and designing a supportive well-rounded
program for this demographic.
Data-Driven Strategic Planning: Positioning Your Organization for Long-term Sustainability - Nicole
Brazelton, MPA; Strategic Resources Solutions
Room 222
The purpose of this workshop is to help workshop participants understand the link between strategic planning and
program success, while also gaining an understanding of how to use data (and not merely feelings or opinions) to
help steer the direction of their organization.
Parents, Let’s Talk! Exploring Models for Parent-Child Communication around Sexual Health and
Relationships - Jamie L. Keith, MS; ACPTP
Room 221
The purpose of this workshop is to provide participants with knowledge and skill development about models
effective for parent/youth communication around sexual health and realtionships. Participants will identify reasons
why parents/caregivers have difficulty communicating with their youth, learn about models for communicating
about sexual health and relationships, and describe youth perspective on parent/caregiver communication.
2:15-2:30
Break with refreshments
2:30-4:00
Together We Can: Creating a Foundation for Lifelong Sexual Health and Well-Being Monica Rodriguez, MS; Sexuality Information and Education Council of the United States
(SIECUS)
4:00-4:30
Closing Remarks and Evaluations
PLEASE RETURN COMPLETED EVALUATION FORMS AND CEU PAPERWORK TO THE
REGISTRATION TABLE
This continuing nursing education activity was approved by the Alabama State Nurses Association, an accredited approver of
continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.
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PRESENTERS
Heather Austin, Ph.D.
Assistant Professor and Licensed Psychologist, University of Alabama Birmingham
Dr. Austin is a pediatric psychologist who earned her PhD in Clinical Child Psychology from
Auburn University. She completed a pre-doctoral internship in child and pediatric psychology from
the University of Alabama at Birmingham (UAB) and a postdoctoral fellowship in pediatric
psychology from UAB. She then worked as a pediatric psychologist at Children’s of Alabama prior
to joining Ackerson and Associates in 2009. Dr. Austin continues to work with the Leadership
Education in Adolescent Health (LEAH) program in the Division of General Pediatrics and
Adolescent Medicine at UAB. Dr. Austin’s primary clinical interests are adjustment and coping for
children with chronic medical issues, pain management, adolescent issues, and issues related to
obesity and weight management. Dr. Austin is also the Public Education Coordinator for the
Alabama Psychological Association which has fostered her new interest in promoting all the
positive news about what psychologists in our state are doing. When not working, Dr. Austin
enjoys spending time with her husband and her 2 year old daughter, being outdoors and traveling.
Margaux Barnes, Ph.D.
Psychology Fellow, Leadership Education in Adolescent Health (LEAH), University of Alabama Birmingham
Dr. Barnes is a psychology fellow in the Leadership Education in Adolescent Health (LEAH)
program through the UAB Division of General Pediatrics and Adolescent Medicine. She earned
her PhD in Clinical Medical Psychology from the University of Alabama at Birmingham which is
also where she completed a pre-doctoral internship focusing on pediatric psychology. Dr. Barnes’
primary clinical interests are working with children, adolescents, and their families within the
medical setting to increase adherence with medical regimens, increase positive coping skills, and
promote resiliency and healthy lifestyle behaviors to improve long-term health and well-being.
Research interests include understanding determinants of physical activity and dietary behaviors in
pediatric patients with a chronic illness and developing patient and family-friendly sustainable
interventions to promote lifelong health behaviors. She enjoys swimming, cooking, and traveling
with friends in her spare time.
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PRESENTERS
Nicole Brazelton, MPA
President and Senior Consultant; Strategic Resources Solutions, LCC
Nicole Brazelton is the President and Senior Consultant of Strategic Resources Solutions, LLC,
which is a management consulting firm specifically designed to address the unique challenges
experienced by public and non-profit organizations. Their services include strategic planning,
board/staff development, focus group facilitation, and a variety of services offered to build the
internal capacity of local governments, state agencies, universities, and nonprofit organizations.
Nicole’s professional background is comprised of over 15 years of experience in the public
administration, nonprofit management, and grant and fund development fields. This includes
serving for three years as a nonprofit grant writer/fund development officer and eight years as
Grants Coordinator for the City of Montgomery before becoming a full-time professional
consultant. Nicole also serves as a Research Associate with AUM’s Center for Demographic and
Cultural Research, and as a federal grant reviewer on an as-needed basis. Additionally, she has
spent countless hours serving on various nonprofit boards (such as Envision 2020, Hands on River
Region, the Mid-Alabama Coalition for the Homeless, the American Red Cross, among others).
Nicole earned a BA in Psychology from Samford University and a Master of Public Administration
degree (with an additional certification in nonprofit management) from Auburn University
Montgomery.
Angela S. Coaxum-Young, Ed.S.
Founder and CEO; Favor Academy of Excellence, Inc.
Angela Coaxum-Young is a youth empowerment conference speaker, an active community leader
and a visionary who has championed the cause of teen pregnancy and higher education. She
continues to build relationships with people, organizations and educational facilities to develop a
team that will ensure the success of these students. Her motto: “Anything Perceivable Is
Achievable, so Think HIGHER!!!” is a well-known motto for all of her former students. She
continuously asks the question “What’s Next?” to teen parents to establish a dialogue about their
future. She established the first Teenage Parent Academic Center in Atlanta, Ga and has actively
advocated for educational support for the teenage parents all over Georgia.
Angela Coaxum-Young received her Bachelor of Arts in Sociology from Bethune-Cookman
University. She continued her studies, receiving a Master’s of Science in Education – Specializing in
the Administration of Educational Programs. She furthered her education at Georgia College and
State University, where she earned a Specialist Degree in Educational Leadership. Angela CoaxumYoung is also a currently pursuing her Doctorate of Education in the area of Educational
Leadership at Georgia Southern University.
Angela Coaxum-Young is married to SFC Travis Young, Sr. and they have four beautiful children
together.
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PRESENTERS
Jennifer Driver
Manager, State Support; The National Campaign to Prevent Teen and Unplanned Pregnancy
Jennifer Driver is the Manager of State Support at The National Campaign. Jennifer works with the
State Support team to provide training and technical assistance to state and local communities
regarding teen and unplanned pregnancy.
Prior to joining The National Campaign, Jennifer was the training and technical assistance
coordinator for the Georgia Campaign for Adolescent Power & Potential (GCAPP). There she
served as the project manager for the Enhancing Quality of Interventions Promoting Healthy
Sexuality research study funded by the National Institute of Health and RAND Corp. She has
years of experience providing training and technical assistance at the national, state, and community
levels. She has over seven years of experience working with a variety of populations including
schools and community-based organizations, youth in care, LGBT youth, rural youth and
providing outreach to college age women and men at Spelman and Morehouse Colleges.
Vanessa Finnegan, MS, CFLE
Youth Program Coordinator, Auburn University
Vanessa Finnegan is currently a doctoral student in Educational Psychology at Auburn University.
She earned a B.S. and M.S. in Educational Psychology from Mississippi State University, and is a
Certified Family Life Educator. Vanessa is a Research Associate and Youth Program Coordinator
for the Alabama Healthy Marriage and Relationship Education Initiative (AHMREI), where she
coordinates the implementation of relationship education taught by university students to young
people in the community, and assists with the evaluation of healthy relationship programming for
youth in the state of Alabama. She enjoys working with young people and their families, and
connecting university students to the community through service-learning and research. She lives in
Auburn, Alabama with her husband Chad and their two daughters.
Jennifer Hartley
Child Safety Advocacy and Training Supervisor, Family Sunshine Center
Jennifer Hartley received her B.S. degree in Special Education from Troy University. She was a
teacher in the public schools for 10 years. She began working with the Family Sunshine Center in
2000 where she served as Residential Coordinator. After leaving the agency for a couple of years,
she returned in 2012 where she now serves as the Child Safety Advocacy and Training Supervisor.
Her department allows her and other prevention educators to present domestic violence, sexual
assault, suicide, bullying, healthy relationships, etc., awareness and prevention programs in public
and private schools, day cares, libraries, summer camps, parents, teachers and others.
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PRESENTERS
Danielle Hurd
Youth Outreach Organizer, AIDS Alabama
Danielle Hurd is the Youth Outreach Organizer at AIDS Alabama. She is a recent graduate of the
University of Alabama and has been a reproductive justice activist since 2011. Her organizing/
academic interest include queer rights/liberation, food and environmental justice and womanism.
Her pronouns are she/her/hers and they/them/theirs.
Katie Jones
Campaign Director, Gift of Life Foundation
Katie Jones is the Director of Growing Our Own Youth (GOOY) at the Gift of Life Foundation,
which is the education arm of teen pregnancy prevention to the River Region. GOOY focuses on
educating youth and our community on healthy choices, sexual health education, and decisionmaking skills. Katie has a strong passion for educating youth and their parents about healthy
choices and open communication. She is a native of Montgomery, Alabama, where she attended
Huntingdon College and received a BA in Communication Studies.
Katie serves on the board for The Landmarks Foundation, where she enjoys learning about the
history of Montgomery and preservation; she also enjoys being outdoors, traveling, volunteering
and spending time with her friends and family.
Melody Jones
Chief Operating Officer, Gift of Life Foundation
Melody Jones is Chief Operations Officer for Gift of Life Foundation. Melody has served
as primary administrator of human resources, operations, and supervisor/coordinator of teen
pregnancy prevention for more than 14 years. In addition to her GOL experience, Melody spent
13 years as a professional in the for-profit business sector with responsibilities in customer
service, public relations, operations, and supervision.
Melody received her BS in Education from Auburn University. She was a member of Leadership
Montgomery Class of XXVI and earned certification with the Nonprofit Executive Leadership
Institute in 2012. Melody serves as treasurer for the Alabama Campaign to Prevent Teen
Pregnancy and is an active board member with Montgomery Auburn Club.
Melody is a 13 year breast cancer survivor. She enjoys exercise, sports, and playing in the hand bell
choir.
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PRESENTERS
Jamie L. Keith, MS
Executive Director, Alabama Campaign to Prevent Teen Pregnancy
Jamie L. Keith is the Executive Director of the Alabama Campaign to Prevent Teen Pregnancy. In
her work she travels extensively throughout Alabama providing statewide leadership on the issue of
teen pregnancy prevention through collaboration, education, training and advocacy. Ms. Keith is
an experienced trainer and she has delivered training of educators (TOEs) to a variety of
organizations on the evidence-based programs Reducing the Risk, Making a Difference, Making Proud
Choices, and she has delivered content on a number of other sexual health education topics. She is a
member of the Board of Advisors, The National Support Center for State Teen Pregnancy
Prevention Organizations, at Advocates for Youth and the State and Local Action (SLA) Advisory
Group of the National Campaign to Prevent Teen and Unplanned Pregnancy. Ms. Keith is also a
training consultant with Healthy Teen Network. She has served on a Program Review Panel of the
National Campaign to Prevent Teen and Unplanned Pregnancy to help ensure the appropriateness,
clarity and content accuracy of National Campaign publications and currently serves on the
Advocates for Youth HIV Review Panel Promoting Science-Based Approaches.
Ms. Keith has over eighteen years of experience in the non-profit sector and has served in a variety
of organizations with a primary focus on the needs of children, youth and low-income families.
Community service activities include serving as an officer on the Board of Directors of
LAMPLighters of Montgomery (treasurer), YMCA Soccer Branch (secretary) and the Montgomery
Chapter of the Association of Fundraising Professionals (president). Ms. Keith is a member of
Leadership Montgomery Class XXIV.
Ms. Keith earned a MS in Human Resources Management from Golden Gate University, and a BS
in Management from Park University.
Lacey Kennedy
Youth Advocacy Organizer, AIDS Alabama
Lacey is the Youth Advocacy Organizer with AIDS Alabama. Their work focuses on expanding
school districts’ anti-harassment policies to better serve the needs of LGBTQ students. They are
also involved with the Magic City Acceptance Project, a coalition of Birmingham-area
organizations and individuals dedicated to creating safe, affirming environments for LGBTQ
youth. Lacey is a recent graduate of the University of Alabama at Birmingham, where they received
a degree in molecular biology and provided LGBTQ competency trainings for students and faculty
through the Safe Zone program.
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PRESENTERS
Adrienne S. Knight, MSW
Health Educator, Gift of Life Foundation
Adrienne Knight is a health educator employed with the Gift of Life Foundation's Growing Our
Own Youth program. Adrienne provides abstinence-based sexual health education to 7th -12th
grade youth within Montgomery Public Schools. She is passionate about providing youth with the
knowledge and tools necessary to make informed decisions about their future and sexual health.
Adrienne is a native of Montgomery, AL. She attended the University of Alabama and received a
Bachelor of Social Work degree in 2010. In 2013, she received a Master of Social Work degree with
a concentration in Adults and Families. Adrienne currently serves on the executive board of the
Central Alabama AIDS Resource and Advocacy Center. In her spare time she enjoys volunteering
with youth, spending time with friends, catching up on episodes of Scandal, and shopping!
Alyssa McElwain, MS
Doctoral Candidate, Auburn University: Alabama Healthy Relationship and Marriage Education Initiative
Alyssa McElwain is currently a doctoral candidate in Human Development and Family Studies at
Auburn University. She earned a B.A. in Psychology from Kansas State University and a M.S. in
Marriage and Family Therapy from Purdue University. Her research focuses on interpersonal and
individual factors associated with adolescent sexual development including romantic relationships,
parent-adolescent relationships, and identity exploration. Alyssa has worked in outreach in the state
of Alabama by assisting with the implementation of sexual health and relationship education
programs, writing website content, and providing technical assistance and program evaluation. She
has also coordinated undergraduate service learning courses that implement positive youth
development and relationship education programs targeting adolescents in the local community.
Vaughn Millner, Ph.D.
Associate Professor, University of South Alabama
Dr. Vaughn Millner, Associate Professor in the Department of Professional Studies at the
University of South Alabama (USA) and Licensed Professional Counselor, received her PhD in
Counselor Education from Auburn University. She teaches graduate courses in the Clinical Mental
Health program at USA. Dr. Millner has published over two dozen research papers in professional
peer-reviewed journals and contributed to a book, a book chapter, and encyclopedia entries on
various topics of human relations training, human sexuality, and public health. Her current research
efforts associated with adolescent pregnancy prevention is supported by a grant from the Centers
for Disease Control and Prevention/Mobile County Health Department. She recently published,
along with her two co-presenters, an article in the Sexuality Research and Social Policy journal regarding
parents’ beliefs about sex education for their children in Alabama public schools.
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PRESENTERS
Lisa Moyer, MPH
Youth Advocacy Organizer, AIDS Alabama
Lisa Moyer is the Youth Advocacy Coordinator at AIDS Alabama. She has a BA in Sociology
from Indiana University of Pennsylvania, and an MPH in Health Care Policy and Organization
from the University of Alabama, Birmingham. In her work with AIDS Alabama she focuses on
local and state level policies to ensure that schools are safe for LGBTQ youth, and policies that
promote comprehensive sexual health education. Lisa has been involved in organizing for social
change around queer justice, and feminism since 2006 and has more recently become involved in
movement around comprehensive immigration reform. Her pronouns are she/her/hers and she
lives with her girlfriend, two cats and dog in Birmingham.
Madhuri Mulekar, Ph.D.
Chair and Professor, University of South Alabama
Dr. Madhuri Mulekar is Professor and Chair of the Department of Mathematics and Statistics at
the University of South Alabama. She received her PhD in statistics at Oklahoma State University.
She has published approximately 100 peer-reviewed articles/book chapters and has served as
statistical consultant on approximately 150 projects. She teaches undergraduate and graduate math
and statistics courses. Dr. Mulekar is a co-evaluator for the CDC/Mobile County Health
Department Teen Pregnancy Prevention initiative.
Agnes Oberkor, MPH, MSN, CRNP
Nurse Practitioner Senior, Alabama Department of Public Health
Agnes Oberkor, MPH, MSN, CRNP is a Nurse Practitioner Senior with the Alabama Department
of Public Health (ADPH) in the Bureau of Communicable Diseases as a clinical consultant and
educator for the division of Sexually Transmitted Diseases since 2005. She obtained her Master’s
in Public Health and Master’s in Nursing from the University of Alabama, Birmingham and her
Bachelor in Nursing from Auburn University, Montgomery. Prior to joining ADPH, Agnes
worked as the Clinic Nurse Manager with the Alabama Department of Youth services, Mt. Miegs
for nine years.
Agnes speaks at local, national and international events on sexual health, youth development and
personal management. She is a member of Toastmasters International and currently serving as a
division governor and a club President.
Agnes Oberkor is a wife, a mother of three and her hobbies are travelling, cooking and investing.
17
This page
PRESENTERS
Tina G. Pippin, RN, BSN
Nurse Consultant, Family Health Services; Alabama Department of Public Health
Tina received her BSN through Auburn University of Montgomery in 1993 and began her nursing
career working in an urban emergency room. Employment with Public Health began in 1995 as a
clinic nurse in the Macon and Bullock County Health Departments. She then went on to supervise
clinic services throughout the state as well as work with the Alabama Breast and Cervical Cancer
Early Detection Program. Her work included functioning as the Nurse Manager of Epidemiology
where she coordinated the investigative and outbreak response activities of the EPI Surveillance
Nurses throughout the state as well as training of public and private sector on these activities. Tina
now serves as Nurse Consultant for Women's Health in the Bureau of Family Health Services.
Amelia Purifoy
Health Educator, Gift of Life Foundation; Social Work Intern, Montgomery AIDS Outreach
Amelia Purifoy is a Health Educator for Growing Our Own Youth (GOOY), which is a project of
the Gift of Life Foundation that focuses on teen pregnancy prevention, sexual health education,
and adolescent healthy decision-making skills. Amelia has been employed with the Gift of Life
Foundation for over two years. Amelia is very enthusiastic and passionate about positive youth
development, adolescent sexual health, and being an influential role model for the youth that she
serves. Amelia is a native of Hayneville, AL (Lowndes County).
Amelia received a Bachelor of Science in Human Development and Family Studies from Auburn
University in December 2012. She is currently pursuing a Master of Social Work degree at the
University of Alabama with a concentration in Children, Adolescents & Families. As part of
Amelia’s graduate degree program, she also interns at Medical AIDS Outreach, which is located in
Montgomery, AL. In Amelia’s spare time, she enjoys shopping, listening to music, watching
television, traveling, being with family/friends, and helping others.
Monica Rodriguez, MS
President and CEO, Information and Education Council of the United States (SIECUS)
Monica Rodriguez is the president and CEO of the Sexuality Information and Education Council
of the United States (SIECUS). In this role, she works closely with SIECUS’s funders and Board
and manages the vision and programmatic direction of the organization. Over the course of more
than sixteen years at SIECUS, where she most recently served as vice president for education and
training, Ms. Rodriguez has provided speeches, workshops, training, resource development, and
technical assistance related to HIV prevention and sexuality education to education and health
professionals, decision-makers, and parents both domestically and internationally. Prior to joining
SIECUS, Ms. Rodriguez was a sexuality educator at the Center for Family Life Education, Planned
Parenthood of Greater Northern New Jersey. She received a Master’s of Science degree in nonprofit management from New School University in New York City and a Bachelor of Science
degree in psychology from Penn State University.
18
This page
PRESENTERS
Julio Turrens, Ph.D.
Associate Dean, University of South Alabama
Dr. Julio F. Turrens received his PhD in Biochemistry from the University of Buenos Aires,
Argentina. He is currently professor of Biomedical Sciences and Associate Dean in the College of
Allied Health Professions at the University of South Alabama. His research has been funded by the
American Heart Association, NIH, WHO, and the National Science Foundation (NSF). In addition
to teaching Biochemistry courses and his interest in basic science, Dr. Turrens has developed
undergraduate and graduate courses to train students in the areas of Bioethics and Responsible
Conduct of Research. His CV includes about 100 peer reviewed articles and book chapters. Dr.
Turrens is a co-evaluator on the CDC/Mobile County Health Department Teen Pregnancy
Prevention initiative.
Jasmine Darrington Ward, Ph.D., MPH, CHES
Assistant Professor, Kennesaw State University
Dr. Jasmine Ward is an Assistant Professor in the Health Promotion and Physical Education
department at Kennesaw State University. Dr. Ward has a strong background in family centered,
health disparity, and community based participatory, research. Much of her focus is on the
prevention and reduction of risk behaviors in disadvantaged adolescents and young adults.
19
20
ALABAMA CAMPAIGN TO PREVENT TEEN PREGNANCY
2014-2015 BOARD OF DIRECTORS
Dr. Tina Simpson – Chair
Mobile County Health Department
Mr. Nic Carlisle – Chair-Elect
Southern AIDS Coalition
Ms. Melody Jones – Treasurer
Gift of Life Foundation
Ms. Caroline May – Secretary
Auburn University
Ms. Karen V. Brown
Alabama Public Television
Ms. Najeebah Swanson
Boys and Girls Club
Dr. Vaughn Millner
University of South Alabama
Ms. Kelly Warren
Mobile County Health Department
Ms. Nancy Buckner, Commissioner – ex-officio
Ms. Fannie Ashley (contact)
Alabama Department of Human Resources
Dr. Donald Williamson, State Health Officer – ex-officio
Ms. Annie Vosel (contact)
Dr. Tommy Bice, State Superintendent of Education – ex-officio
Ms. Jennifer Ventress (contact)
Alabama State Department of Education
21
22
Our Mission: Leading Alabama on the issue of adolescent reproductive
health and teen pregnancy prevention with an emphasis on positive youth
development.
About the Campaign
The Alabama Campaign to Prevent Teen Pregnancy (ACPTP) is a 501(c)(3) nonprofit organization focused on the issue of
teen pregnancy prevention. ACPTP is founded on the belief that reducing the rate of teen pregnancy is one of the most
direct means available to improve overall child wellbeing, ensure a healthy adolescence and adulthood, and to reduce
persistent poverty. ACPTP works throughout Alabama to raise awareness about the complexities of teen pregnancy and teen
childbearing and promotes the review and implementation of evidence-based teen pregnancy prevention programs.
Campaign Activities









Promote understanding and awareness of the issue of teen pregnancy through the publication of newsletters and issue
specific fact sheets
Provide knowledge about the importance of a coordinated approach to teen pregnancy prevention through workshops,
seminars, and speaking engagements
Participate in local coalition building initiatives focusing on the needs of children and youth
Offer technical assistance and training on curricula implementation and program evaluation
Create and maintain a resource library of books, reports, brochures, DVDs, and curricula pertaining to teen pregnancy
and adolescent health
Research and analyze teen pregnancy data in Alabama counties
Sponsor annual teen pregnancy prevention conference
Establish collaborative partnerships with state and community organizations to promote teen pregnancy prevention
efforts
Serve as a liaison between Alabama and national organizations about teen pregnancy prevention in Alabama
Vision and Value Statements
Vision Statement:
ACPTP envisions healthy youth with the skills as adults to build strong families and communities.
Value Statements:
 ACPTP values the investment in teen pregnancy prevention and services.
 ACPTP values access to medically-accurate and complete reproductive health information and care.
 ACPTP values the diversity of opinion and the power of working in partnership.
 ACPTP values youth as assets in our communities.
 ACPTP values the participation of parents, caregivers, community based organizations, schools, faith communities and
policy makers.
Alabama Campaign to Prevent Teen Pregnancy * 412 N. Hull Street * Montgomery, AL 36104
334-265-8004 (ph)
acptp.org * facebook.com/acptp * twitter.com/AlabamaCampaign
23
Alabama Campaign to Prevent Teen Pregnancy
Resource Menu
Evidence-Based Programs
County and State Specific Information
The Alabama Campaign to Prevent Teen Pregnancy has a
number of evidence-based programs that are available for
review in the Campaign’s Resource Library. Programs
include:
 Be Proud! Be Responsible! Be Protective!
 Reducing the Risk
 SiHLE
 Making Proud Choices! (MPC)
Easy-to-read graphs and reports detailing teen pregnancy
and teen childbearing in Alabama can be found by
clicking on the state map on our website. Information
includes:
 Ten year teen pregnancy rate graphs—state and
county
 State maps detailing teen pregnancy rates
 County specific advocacy tools
 Alabama At-A-Glance estimated teen pregnancies and
births (Females aged 15-19)
For more information on evidence-based programs and
to view the complete list of programs available for review,
visit the Evidence-Based Programs tab on our website.
On-Demand
Trainings
Annual Conference
ACPTP hosts an annual conference in the spring of each
year. The conference focuses on a wide-range of topics
pertaining to teen pregnancy, including:
 Understanding Adolescents
 Getting to Outcomes
 Holistic Sexuality
For more information on past conferences, please visit
the Training tab on our website. For information on our
next conference, please visit the website regularly or sign
up for our eNews.
Resources
The Alabama Campaign offers a variety of resources for
loan. They may be accessed by visiting the Resources tab
on our website and clicking on the ACPTP Resource
Library link. Resources include:
 Books
 Brochures
 DVDs
 Evidence-Based Curricula
 Web Links
Workshops/Presentations/
Campaign staff and partners offer training and outreach
on a variety of topics related to teen pregnancy
prevention.
Examples of workshops/presentations/
trainings may be found at the Training tab on the website
and include:
 Training of Educators (TOE) on several evidencebased curricula, including Reducing the Risk, Making a
Difference, and Making Proud Choices
 Introduction to Evidence-Based Approaches and
Programs to Prevent Teen Pregnancy
 Myths and Realities of Teenage Motherhood and
Marriage
 Teen Pregnancy and Teen Childbearing in Alabama
 Risk and Protective Factors – Defining the
Characteristics of Effective Programs
 Customized trainings can be created in order to meet
organizational needs
eNews and Social Networking
To receive regular updates from the
Campaign, sign up for our eNews by
visiting our website at acptp.org. You
can also follow us on Facebook and
Twitter.
Alabama Campaign to Prevent Teen Pregnancy * 412 N. Hull Street * Montgomery, AL 36104
334-265-8004 (ph)
acptp.org * facebook.com/acptp * twitter.com/AlabamaCampaign
24
Our
Mission
412 N. Hull Street * Montgomery, AL 36104
334-265-8004 (ph) * www.acptp.org
facebook.com/acptp * twitter.com/AlabamaCampaign
To lead Alabama on adolescent reproductive health
and teen pregnancy prevention, with an emphasis on
positive youth development.
25
In the South, a lack of investment in medically-accurate, age-appropriate, evidence-based sexual health
education has resulted in the highest teen pregnancy and teen childbearing rates in the United States.
The Concern
The Solution
The Evidence
5,420.
In 2013, the Alabama teen pregnancy rate for girls aged 10 to 19 was
The actual number of teen births in 2013 was
The 2013 Youth Risk Behavior Survey 1 indicates that :
24.2.
Evidence-based programs (EBPs) provide
young people with medically-accurate and ageappropriate sexual health education. These
programs are effective at changing four sexual
risk-taking behaviors:
1. EBPs can delay sexual debut.
2. EBPs can decrease the frequency of sex.
3. EBPs can increase condom and/or
contraceptive use for sexually-active
young people.
4. EBPs can decrease the number of
sexual partners.
5 in 10 Alabama teens have ever had sexual intercourse in their life.
2 in 10 Alabama teens have had four or more sexual partners in their lifetime.
Almost
Almost
5 in 10 sexually active Alabama teens did not use a condom during last sexual intercourse.
The Cost
2
$167 million on teen childbearing.
Costs associated with:
 Public health care (Medicaid and CHIP)
 Increased risk of participation in child welfare
For children who have reached adolescence or youth adulthood, increased risk of incarceration and
lost tax revenue due to decreased earnings and spending
In 2010, the state of Alabama spent
Lack of investment in medically-accurate, age-appropriate, evidence-based sexual health education
programs has real economic costs.
Almost

2 The National Campaign to Prevent Teen and Unintended
Pregnancy, Counting It Up: http://
www.thenationalcampaign.org/costs/default.aspx
Endnotes:
1 CDC, Office of Adolescent and School Health: http://
www.cdc.gov/HealthyYouth/yrbs/index.htm
Mobile County - Community Wide Teen
Pregnancy Prevention Initiative
Montgomery County - Making a Difference and
Making Proud Choices in Montgomery Public
Schools
Macon County - Tier 1 Teen Pregnancy
Prevention Program using Making a Difference
Alabama Dept. of Public Health Promoting Responsible Education
Program (PREP) using Making Proud Choices in
Jefferson, Montgomery, and Tuscaloosa
counties
Boys & Girls Clubs - Making Proud Choices in
Elmore, Lee, Madison, Limestone, and
Montgomery Counties
AIDS Alabama - Making Proud Choices in
Sumter County
Alabama receives federal funds and
community organizations invest private funds to
implement EBPs across the state. Below are some
examples of EBPs in our state...
26
PRESENTATIONS
Session A: Positive Youth Development
Objectives:
1. Participants will be able to discuss three youth development models and theories.
2. Participants will be able to describe current trends in youth development.
3. Participants will be able to discuss how to engage the community in positive youth
development.
Notes:
27
PRESENTATIONS
Notes continued:
28
5/12/2015
Objectives
 Background of youth development
 Describe current trends in youth development
 Discuss three youth development models/theories
 Describe positive youth development
 Discuss community engagement in positive youth
Nurse Practitioner Senior
development
Background
 How do the world portray the youth?
World views of the youth
Individual views of the youth
Background
 How do you portray the youth?
Background
 A century ago, the scientific study of adolescence has
largely been framed by a ‘‘deficit perspective’’.
 It appears that it is much easier to determine what youth
should avoid -violence, drugs, sex, violence or not be
marked by -mental health problems than to agree on the
characteristics and experiences that are either indicators of
thriving or that could enhance adolescents’ lives.
 The problem-centered vision of the youth dominated most
of the professional fields charged with raising the young.
29
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5/12/2015
Trends in the Youth
 Partly in response to this focus on the problems and
In Youth Development
deficits among young people, a new approach to
adolescent development has emerged over the past 20
years.
 A new approach that will match the trend of the labor
market
Current Trends in Youth
Development
 Modern labor market characteristics
The Solution
 Youth development programs
 Effective public health response to these conditions.
 Decline of routine work
 Programs should be designed to engage youth in
 Growth in information technologies,
 Shift toward a service economy
identifying community needs and assets
 Programs that can address adolescent health through
education advocacy, and advisory roles
 Increased need for teaming up with others.
Youth Development Models
In Youth Development
 The Social Developmental Model (SDM):
 Provides a theoretical approach to understanding the
impact of relationships and socialization on behavior
 The Socio- Ecological Model:
 Provides a framework to address the dynamic
relationship between an individual and his or her
environment as a determinant of health behavior
30
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5/12/2015
Katy Atkiss, Matthew Moyer, Mona Desai, and Michele Roland
 The Search Institute's Framework of Developmental
 The three primary sources for deriving resilience
 Within-child factors, e.g., cognitive ability, self-control
and positive temperament;
 Within-home factors, e.g., consistent parenting and
secure attachment; and
 Outside-home factors, e.g., school environments that
encourage socially appropriate behavior. The more
assets youth possess, the less likely they are to
participate in high-risk behaviors and the more likely
they are to demonstrate thriving behaviors.
Assets Model:
 A model of assessing healthy youth development. It has
been comprehensively reviewed, and 40 internal and
external assets have been identified as the building
blocks for that development.
 Assets are the relationships, skills, opportunities, and
values that help youth foster resilience to high-risk
environments, and promote thriving behaviors.
Atkiss et. at (2011)
 The Positive Youth Development Model:
 “Every child has talents, strengths, and interests that offer
the child potential for a bright future. The field of positive
youth development focuses on each and every child’s
unique talents, strengths, interests, and future potential”
(Damon, 2004).
Atkiss et.al (2011)
Promoting positive youth
development
PYD
 Perspective:
 Contrast with the problem focus approach that some
people encounter while growing
 Emphasizes the manifest potentialities rather than the
supposed incapacities of young people. These includes:

Young people from the most disadvantaged backgrounds

Young people with the most troubled histories
31
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5/12/2015
development
The Five Cs of positive youth development
 The Five Cs Model of PYD
 Emphasizes the strengths of adolescents and, as a
consequence, enables youth to be seen as resources to be
developed
 Positive development occurs if the strengths of youth are
aligned systematically with positive, growth promoting
resources in the ecology of youth (resources that are
termed ‘‘developmental assets
 The positive development ‘‘Five Cs’’—Competence,
Confidence, Connection, Character, and Caring
Adopted from Bowers et.al (2010)
development
 Challenges
 Experiencing positive and healthy youth development
may be particularly challenging in the face of
abrupt, major, rapid, or nonnormative ecological
changes.
 Aligning individual youth strengths and
ecological assets may promote youth thriving in the
face of any change
In Positive Youth Development
Lerner et.al, 2012
The Relational, Developmental System
Model of the Individual
Community Engagement
 Youth growing up in healthy and caring families and
communities develop a reciprocal need to give back,
which enables them to become active and responsible
citizens
 4-H Study of PYD: Examining individual and context
relations within a PYD model
 The five Cs of competence, confidence, character,
connection, and caring, and the development of these
Cs is linked to youth community contributions (the
“sixth C” of PYD).
Adopted from Bower et.al (2010)
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5/12/2015
 Technology and youth
 Changes in patterns of social interaction
 Change and stability in the structure of the social
networks of young people
 Online communication and adolescent autonomy
 Tensions between parents and adolescents
 Implications of technological social change for
adolescent development
 Focusing on youth strengths
 School engagement
 What schools are doing around career development
 The silent epidemic: A call for college and career readiness
 Education and work: A historical relationship
 Common models of career programs in schools
 Career programming in action: Ohio and beyond
 Implications for policy and practice and why you must
get involved
Mesch (2012)
Conclusion
 Enhancing the lives of youth in a global society require
integrated role of personal characteristics and
ecological assets in promoting the development of
PYD.
Reference






Atkiss, K. Moyer, M. Desai, M. and Roland, M. (2011). Positive youth development: An integration of
the developmental assets theory and the socio-ecological model. American Journal of Health
Education, (42), 3. Retrieved from ProQuest Education Journals
Bowers, E.P., Li, Y., Kiely, M.K.., Brittian, A., Lerner, J.V., & Lerner, R.M. (2010). The five Cs model of
positive youth development: A longitudinal analysis of confirmatory factor structure and
measurement Invariance. J Youth Adolescence,(39), 721. DOI 10.1007/s10964-010-9530-9
Damon, D. (2004). What is positive youth development? The ANNALS of the American Academy of
Political and Social Science, (591)1. 13-24. DOI: 10.1177/0002716203260092
Lerner, R. M., Bowers, E. P., Geldhof, G. J., Gestsdóttir, S. DeSouza, L. (2012). Promoting positive youth
development in the face of contextual changes and challenges: The roles of individual strengths and
ecological assets. New Directions For Youth Development,(135) DOI: 10.1002/yd.20034
Mesch, G.S. (2012).Technology and youth. New Directions for Youth Development, (135), DOI:
10.1002/yd.20032
Perry, J.C., Wallace, E.W (2012). What schools are doing around career development: Implications for
policy and practice. New Directions For Youth Development,(134),,DOI: 10.1002/yd.20013
33
5
34
PRESENTATIONS
Session A: Adolescent Romantic Relationships and Sexual Health
Alyssa McElwain, MS; and Vanessa Finnegan, MS
Auburn University
Objectives:
1. Participants will be able to describe the connections between healthy adolescent romantic
relationships and sexual behavior.
2. Participants will be able to begin integrating concepts used in relationship education programs
into teen pregnancy prevention efforts.
3. Participants will be able to conceptualize adolescent romantic relationships as a potential asset
for improving adolescent sexual health.
Notes:
35
PRESENTATIONS
Notes continued:
36
5/12/2015
Presentation Overview
What’s Love Got to Do with It?
Adolescent Romantic
Relationships and Sexual
Health
Alyssa McElwain, M.S., CFLE
Vanessa Finnegan, M.S., CFLE
Describe healthy dating relationships in adolescence
Review of research on the links between romantic
relationships and sexual health
 Youth-focused relationship education; Relationship
Smarts Plus
 Discussion/Q&A


Auburn University
Alabama Healthy Marriage and Relationship Education
Initiative (AHMREI)
Relationship Types
Relationship Types

Who are teens having sex with?
 62% in a romantic relationship
 24% had sex in a non-romantic relationship
 14% both non-romantic and romantic relationships

Who are teens’ “non-romantic” partners?
 Friend (74%)
 Ex-girlfriend or ex-boyfriend (63%)
 Acquaintance (23%)
 Someone they did not know (6%)
 Went out with once in a while (6%)

Types of non-romantic relationships matter for sexual
health:


Teens with prior non-romantic sexual experiences more likely to
have additional non-romantic sexual experiences later on.
Lower odds of using contraceptives at first intercourse with a
casual partner than those who were in serious relationships
(Manning, Longmore, & Giordano, 2005).
Relationship Types

Sexual Trajectories
Does having sex bring two people emotionally closer?


Progression of physical affection and sexual behaviors

Less intimate (kissing)  more intimate (sexual intercourse)
Sex with a non-dating partner:
 33%

(Manning, Longmore, & Giordano, (2000)
stated it made them feel closer to the partner
Sex with romantic partner:

 66%

stated it made them feel closer

(Manning, Giordano, & Longmore, 2006).
More consistent contraceptive use
Majority of youth follow this trajectory in relationships
More intimate (sexual intercourse)  less intimate (kissing)
 Begin sexual activity earlier in adolescence
 Less contraceptive use
(De Graaf, Vanwesenbeeck, Meijer, Woertman, & Meeus, 2009)
37
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5/12/2015
Dating Relationship Dynamics

Negative relationship qualities:

Builds knowledge and skills for healthy relationships
Addresses dynamics of relationships
 Emphasizes personal empowerment
 Promotes protective factors for youth

Conflict, controlling behavior, jealousy

Positive relationship qualities:

Relationships with more positive and more negative
qualities were less likely to use condoms

Youth-Focused Relationship Education
Love, self-disclosure

(Manning, Flanigan, Giordano, & Longmore, 2009)
Relationship Smarts Plus
Building Relationship Skills:
Self-Awareness

Written by Marlene Pearson (2007/2013)

Healthy relationships start with selfawareness

Included in SAMHSA’s National Registry of Evidencebased Programs and Practices (NREPP)


Innovative lessons emphasize:
Important to identify:
 Individual strengths and
weaknesses
 Sources of support
 Challenges
 Future goals



Setting and attaining future goals
Skills and knowledge for healthy dating relationships
Building blocks for making healthy relationship choices
Understanding Infatuation
 Helps
teens learn how to identify and deal with
feelings of attraction and infatuation
 Relationship
education helps teens identify faulty
relationship beliefs, such as “If you feel chemistry, it is
probably love”
Healthy Pyramid
o Identify important building
blocks for long-term
committed relationships
Mature
Love
Deepening and
Developing
Relationship
Positive Starters
Copyright Marlene Pearson 2007
38
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5/12/2015
Building Relationship Skills: Inverted Pyramid
You Have No Commitment/Trust
Commitment/Trust
None
Doesn’t Feels Like a Friend
o Reflection of risks
when relationship
starts out with sex
Few Common Interests
Time Together Not Fun
Communication
OneSided
Decision Making
Not really

Build decision making skills through hands-on practice

Unhealthy situations in relationships are not always
obvious

Early Warnings and Red Flags Activity:
Not much there
Not so great

Meant something
only to one person


Decide
Reflect
Understand
Sex
Copyright Marlene Pearson 2007
Youth Relationship Education in
Alabama
o
o
o
Youth Relationship Education in
Alabama
Does relationship education affect intentions to delay sexual
behaviors?
Intentions to Delay Sexual Activity
3.8
3.75
Healthy Couples Healthy Children, Targeting Youth (HCHC-TY)
(Kerpelman, Pittman, Adler-Baeder, Eryigit, & Paulk, 2009).
3.7
3.65
Pre-program and post-program survey questions:
3.6
In future dating relationships, I plan to:
o
o
o
o
o
“Wait to have sex until after I really get to know the person I am dating.”
“Wait to have sex until I really feel emotionally close to my partner.”
3.55
3.5
Responses ranged from “1 = strongly disagree” to “5 = strongly
agree.”
Higher scores indicate greater intention to delay sexual activity.
Relationship Smarts +
Pre-test
Comparison Group
Post-test
Contact Information
Conclusions

Relationship education for youth promotes healthy
relationship qualities that matter for sexual decisionmaking.

Alyssa McElwain


Vanessa Finnegan

For more information about relationship education
efforts targeting youth and adults in Alabama, visit:


Potential benefits of combining relationship and
sexual health education to promote protective
factors and encourage adolescent health.
azm0046@auburn.edu

vzt0004@auburn.edu
Alabamamarriage.org
39
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5/12/2015
References






de Graaf, H., Vanwesenbeeck, I., Meijer, S., Woertman, L., & Meeus, W. (2009). Sexual trajectories
during adolescence: Relation to demographic characteristics and sexual risk. Archives of
sexual behavior, 38, 276-282.
Kerpelman, J., Pittman, J., Adler-Baeder, F., Eryigit, S., & Paulk, A. (2009). Evaluation of a
statewide youth-focused relationships education curriculum. Journal of Adolescence, 32,
1359-1370. doi: 10.1016/j.adolescence.2009.04.006
Manning, W., Flanigan, C., Giordano, P., & Longmore, M. (2009). Relationship dynamics and
consistency of condom use among adolescents. Perspectives on Sexual and
Reproductive Health, 41, 181-190. doi:10.1363/4118109
Manning, W., Longmore, M., & Giordano, P. (2005). Adolescents' involvement in non-romantic
sexual activity. Social Science Research, 34, 384-407. doi:10.1016/j.ssresearch.2004.03.001
Manning, W., Giordano, P., Longmore, M. (2006). Hooking up: The relationship contexts of “nonrelationship” sex. Journal of Adolescent Research, 21, 459-483.
Manning, W., Longmore, M., & Giordano, P. (2000). The relationship context of contraceptive use
at first intercourse. Family Planning Perspectives, 32, 104-110.
40
4
PRESENTATIONS
Session A: Harnessing Evidence for Policy Making
Vaughn Millner, Ph.D.; Madhuri Mulekar, Ph.D.; Julio Turrens, Ph.D.
University of South Alabama
Objectives:
1. Participants will be able to articulate at least three types of key evidence that supports the
effectiveness of evidence-based abstinence-plus adolescent pregnancy prevention programs.
2. Participants will be able to discuss at least two ways research can inform public policy about
evidence-based adolescent pregnancy prevention programs.
3. Participants will be able to identify at least two challenges to changing adolescent pregnancy
prevention programs and identify available resources to implement program change.
Notes:
(Please contact presenter about receiving presentation materials electronically)
41
PRESENTATIONS
Notes continued:
42
PRESENTATIONS
Session B: Preventing Pregnancies Among Rural Youth
Jennifer Driver
National Campaign to Prevent Teen and Unplanned Pregnancy
Objectives:
1. Participants will be able to identify the unique needs of rural youth.
2. Participants will be able to develop three strategies to increase access to services to rural
youth.
3. Participants will be able to identify evidence-based programs with the greatest fit for youth
in rural communities.
Notes:
43
PRESENTATIONS
Notes continued:
44
PRESENTATIONS
Session B: Developing a Successful Youth Sexual Health and Relationship Program in
Your Community
Katie Jones; Melody Jones; Amelia Purifoy; and Adrienne Knight, MSW
Objectives:
1. Participants will be able to understand the development of an evidence-based prevention
program, as well as the necessary steps to make it successful.
2. Participants will be able to effectively build relationships with school personnel and
community leaders in order to encourage healthy decision-making among teens.
3. Participants will be able to have knowledge of hands-on classroom experience, and concrete
ideas on ways they can effectively work with the youth they serve.
Notes:
45
PRESENTATIONS
Notes continued:
46
5/12/2015
Developing A Successful
Evidence-Based Curricula In
Your Community
GIFT OF LIFE FOUNDATION
MELODY JONES, KATIE JONES, AMELIA
PURIFOY, AND ADRIENNE KNIGHT
At The End of Our Workshop, You Will:
 1. Understand the development of an evidence-based
prevention program, as well as the necessary steps to
make it successful
 2. Effectively build relationships with school
personnel and community leaders in order to
encourage healthy decision-making among teens
 3. Leave with knowledge of hands-on classroom
experience, and concrete ideas on ways they can
effectively work with the youth they serve
Gift of Life
• Medicaid Maternity Care Program
• Child Health Access Project
• Childbirth and Parenting Classes
Growing Our Own Youth (Montgomery Area
Campaign to Prevent Teen Pregnancy)
- Health Education
- Parent Education/ Communication
A community-based, nonprofit organization that
coordinates obstetrical care and education for women
with low incomes in Central Alabama
Necessary Steps to Make An
Evidence-Based Curriculum
Successful
Keys To Starting Up A Successful Program
•
•
•
1. KEYS TO STARTING UP A SUCCESSFUL
PROGRAM
•
•
Established in 1999
Mission
Community Needs Assessment
Attributing Factors
Community Leaders Board
2. UNDERSTANDING HOW COLLABORATION IS
THE ONLY WAY TO SUCCESS
3. BUILDING A SUSTAINABLE PROGRAM WITHIN
YOUR COMMUNITY
47
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Funding
Partners
 Gift of Life Foundation
 Montgomery Public Schools
 Alabama Unwed Pregnancy Prevention
 Service Providers
 Alabama Civil Justice Foundation
 Children’s Policy Councils
 Alabama State University – Title XX
 Alabama State University
 Griel Memorial Foundation
 Alabama Campaign To Prevent Teen Pregnancy
 Central Alabama Community Foundation
 Local Business Community
Understanding How Collaboration Is The Only
Way To Success
 Growing Pains For Change
 Involving Youth
 Community Awareness
- SNAP
 Homework
 Alabama State University Collaboration
 Realizing Everything About Life
Taking it Home
1.
Building A Sustainable Program Within Your
Community
Assess the needs in your community
- Survive and Thrive
- Health Fairs
- Parents
 Embracing Change
Effectively build relationship with school
personnel and community leaders in order to
encourage healthy decision-making among
teens.
2. Identify key players in your community
3. Bring community leaders together to raise
4.
5.
6.
7.
awareness
Do your homework
Secure funding
Seek every opportunity to educate the community
Embrace change
1. THE “FOOT WORK” OF WORKING WITH
SCHOOL PERSONNEL EFFECTIVELY
2. LEARNING WHAT WORKS IN YOUR
COMMUNITY, AS WELL AS SEEKING OUT
CURRENT COMMUNITY GROUPS
3. MARKETING AND MAINTAINING A PROGRAM
UNIQUE TO YOUR COMMUNITY
48
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The “Foot Work” Of Working With School
Personnel Effectively
Learning What Works In Your Community, As
Well As Seeking Out Current Community Groups
• Literal foot work
 Know what works where
• School personnel/ school systems
 Every community is different
• Attitude
 Health fairs
 Coalitions
 Children’s Policy Councils
 Specific Groups (CAT, AIDs Awareness, MUPS)
 Research, Call, and see what your community has to
offer.
 BE CREATIVE
Marketing and Maintaining A Program Unique to
Your Community
 Hire a staff you can trust
Hands-On Classroom Experience, And
Concrete Ideas On Ways To Effectively
Work With Youth You Serve
 Be organized
 Network! Network! Network!!
1. UNDERSTANDING THE DO’S AND DON’TS OF
TEACHING IN A CLASSROOM SETTING
2. HOW TO HANDLE THE TOUGH/AWKWARD
QUESTIONS STUDENTS WILL ASK
3. LEARN HOW TO EFFECTIVELY READ YOUR
AUDIENCE
Understanding the do’s and don’ts of
teaching in a classroom setting
 Do acknowledge your role as a guest speaker and let students






know that the teacher is still in charge. This will also serve as an
indirect reminder to the teacher that his/her presence is still
required while you are facilitating your program.
Do establish rules that will set the foundation for the remainder
of the program.
Do “speak their language” when facilitating in the classroom.
Do be enthusiastic and exhibit a fun personality when speaking
with your youth.
Don’t assume that you need to be the “expert” at all times.
Do help students become comfortable using proper terms when
referring to body parts and during general discussions.
Don’t spend too much time trying to answer every single
question being asked.
How to handle the tough/awkward
questions students will ask
 Do remain conscious of your facial expressions when
asked a peculiar question
 Do gain a clear understanding of the question being
asked.
 Do make sure that you answer their question in a
straightforward manner
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Learn how to effectively read your
audience
 Scope around the room to look for signs of boredom
and disengagement.
 Become familiar with what works best with your
audience.
50
4
PRESENTATIONS
Session B: Contraception: Making the Right Choice
Tina Pippin, BSN, RN
Objectives:
1. Participants will be able to list the options for birth control and the efficacy of the methods.
2. Participants will be able to describe the methods used to include parents and/or significant
others in making a choice on the best birth control method.
3. Participants will be able to identify strategies to assess and address sexual coercion in
adolescents.
Notes:
51
PRESENTATIONS
Notes continued:
52
5/12/2015


Tina Pippin
Nurse Consultant, Family Health Services

Distinguish between the types of
contraceptives available, use and
effectiveness, and how to “tailor” to
each patient




Identify strategies to assess and
address sexual coercion in
adolescents

Defining Screening tools with teens
Describe methods used to include
parents and/or significant others in
making best choice of birth control
method
Survey from 2001 revealed 49% of
pregnancies in US were unintended
Rates 82% in teenagers
Half of unintended pregnancies end in
terminations
Puberty: Adolescence
The definition of Puberty: Process of physical
growth and development that transitions
children to adults
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
The definition of Adolescence: Process of
cognitive, psychosocial, and moral growth
and development that transforms dependent
children into independent, self-sufficient
members of society
Teen Pregnancy is due to
lack of contraceptive use
Teen pregnancy is not due
to contraceptive failure

ACOG recommends: 13-18 year olds

Height

Weight

Body Mass Index (BMI)

Evaluation of the menstrual cycle
characteristics includes:

Blood Pressure

Abdominal Exam

When Menarche occurs

*Pelvic exam (if indicated)

Pattern of bleeding (timing)

Amount (subjective)
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

American College of Physicians (ACP)
recently issued new guidelines
recommending against screening pelvic
examinations in asymptomatic, non-pregnant
women
Other Screening of the Adolescent may
include:

Hypertension, hyperlipidemia

Obesity and eating disorders

Physical, sexual or emotional abuse

Learning or school problems

Avoidance of Substance Abuse
 Be
done on an individual
basis – If clinically indicated

Substance abuse

Depression or risk of suicide
◦ Depression or risk of suicide – Do they have thoughts of
harming themselves or others?

Risky sexual behavior/potential pregnancy
/STIs/sexual assault
◦ Sexual behavior does not just encompass vaginal sex
◦ Are they being coerced to have sex or being bullied?

◦ What would you do if . . . . ?


Strategies dealing with Bullying
Negative consequences of vandalism,
stealing, and sharing personal information
with strangers
ACOG recommendation of the adolescent
pelvic exam be:


Period of significant physical, cognitive and
psychosocial growth and development
This is a time of relative good health
Most morbidity and mortality in this age
group is the result of high risk behaviors
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
Providing effective medical care to
adolescents requires understanding of
psychosocial-developmental stages

Narcissistic and self- absorbed

Disrespectful

Giggly
Stephanie Teal, MD, MPH
Unive. Of Colorado School of Med.

Bravado


Personal Invulnerability

Impulsive behavior

Flip-flopping

Intensity of behavior

Discomfort with Adolescent sexuality

Being Judged

Difficult to interview

Disrespectful of her decisions

Minimization of seriousness of her life


TMI
Stephanie Teal, MD, MPH
University of Colorado School of Medicine
56
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5/12/2015

Threat to their burgeoning autonomy

Big divide between our worlds

Natural alignment with parent
How to deal with and
come to terms with
new body image
Stephanie Teal, MD,MPH
Engage the adolescent






What are the Boundaries?
Guidelines for healthy relationships:
◦ kindness
◦ compassion
◦ caring
◦ Forgiving
◦ patient
Move from one level of intimacy to another
and back again
Stephanie Teal, MD<MPH
The Parent: Maintain alliance but try to some
time alone with patient
◦ Be careful in asking the parent out
◦ Use open ended Questions – “why did mom bring
you in today? Why is mom concerned?”
◦ “Who do you hang out with? Do you have a
boyfriend?”


Acknowledge that things are changing
Things that used to be gross now are silly, or
funny, or embarrassing, or feel good
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

Build rapport for the future. Tell her that
thinking ahead shows maturity. It is mature
and a good time to think about birth control,
before you need it.


Most important skill in caring for the
adolescent
Speak directly to the adolescent - ASK
“What brings you here today?”
Ask permission to give information
 Obtain private time with patient
 Empowers the adolescent to be
responsible for their own health
Opportunity to obtain sexual history
 Develop relationship with clinician

Dialogue with the patient:


“I am going to ask you a few questions about
your sexual health and sexual practices.
These questions are very personal but
important to your overall health.”
“I ask these questions to all of my patients
regardless of who they are or what their
sexual preferences are. This information is
like all the information we obtain – strictly
confidential. Do you have any questions
before we get started?”
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
Partners

Practices

Protection from STIs

Past history of STIs

Pregnancy Prevention

Partners
◦ Number and gender (never assume)






Have you ever had sex? This includes having
sex more than just in the vagina
How many sex partners have you had in the
last 6 months? How many total sexual
partners in your lifetime?


Do you have sex with men, women, or both?
“I am going to be more explicit about the
kind of sex you have had in the last 12
months to better understand if you are at risk
for STIs”
“What kind of sexual contact do you have or
have you had? Genital (penis in the vagina)?,
Anal (penis in the anus)?, Oral (mouth on
penis, vagina, anus)?”
Based on the patient’s answers helps to
discern which direction to take dialogue
Individualize for each patient
Monogamous relationship greater than 12
months – risk reduction counseling may not
be needed

Depending on the situation, the clinician may
need to explore abstinence, monogamy,
condom use, patient’s perception of their
risk, and STI testing
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


Do you and your partner(s) use any protection
against STIs? If not, tell me the reason.
If so, what kind of protection do you use?
How often do you use this protection?

If sometimes, in what situations do you use
protection?


A past history of STIs may put your patient at
increased risk NOW



Are you trying to conceive or become
pregnant?

Are you concerned about getting pregnant?


Do you have any questions about protection
from STIs or any other questions you would
like to discuss today?
Are you using contraception or practicing any
form of birth control? What information
would you like to have about birth control?
Based on previously obtained information – is
the patient at risk of becoming pregnant?
If so, is a pregnancy desired?
“What other things about your sexual health
and sexual practices should we discuss to
help ensure your good health?”
“What other concerns or questions regarding
your sexual health or sexual practices would
you like to discuss?”
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


Thank the patient for being open and honest
and praise her for use of protective practices
If patient at risk for STIs encourage testing,
prevention strategies – including abstinence,
monogamy, consistent and correct condom
use
 Developing
a personal identity
Address concerns about high-risk practices;
counseling may be needed
METHODS
Each patient is different. It is
important we provider them
with the information to enable
them to make an informed
decision that best suits their
lifestyle.
Sources: ADPH protocol and Ob and GYN:7th Ed.

 Hormonal
 Barrier
◦ Tubal Ligation, Vasectomy
Contraceptives:
◦ oral, transdermal, intravaginal, IM,
implanted
Devices
◦ Diaphragm
◦ Condoms: male and female
◦ Cervical Caps
Surgical:

Intrauterine Devices:
◦ IUDs: copper or
progesterone releasing
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Types:
◦ Copper releasing
(Paragard) - 10 year
method
Suppress ovulation
Reduce sperm
transport in
fallopian tubes
◦ Levonorgestrel
releasing (Mirena) - 5
year method
Change endometrium
◦ Levonorgestrel
releasing (Skyla and
Liletta)- 3 year method
Thicken cervical
mucus (prevent
sperm penetration)
58
Interfere with
ability of sperm to
pass through
uterine cavity
Thicken cervical
mucus
Interfere with
reproductive
process before ova
reach uterine
cavity
Change
endometrial
lining
•
Single rod implant
•
Etonorgestrel releasing
method for 3 years
•
Insertion quick and easy
in ADPH clinics
60
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Bilateral Tubal Ligation:
Depo-Provera:
 Administered IM
or SQ +every 3
months
 Must be 21 years of age
 Must be mentally competent

 Considered permanent although not
100% guaranteed effective
Long term
method – fertility
may be delayed
for 10 months or
longer
61
62
Lunelle:








Administered IM
every month
Hormone releasing
method similar to
combined pill
Side effects similar
to combined pill
Fast return to
fertility
Taken daily
Two types:
Combined and
Progestin-only
Progestin-only
pills are
recommended
for breastfeeders



Introduced in early
1960s
Most widely used
form of reversible
birth control
Have contraceptive
and noncontraceptive
benefits
Estrogen + progestin
combination or
progestin alone
Pill is taken
continuously for 84
days, followed by 7
days off to allow for a
menstrual period.
This reduces the
number of yearly
menstrual periods
from 12 down to 4.
66
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


•
•
•
Good method for patients with
menstrual migraines, endometriosis,
severe menstrual symptoms, anemia,
epilepsy, asthma, irritable bowel
syndrome and diabetes, all of which can
become exacerbated during the premenstrual or menstrual cycle


If taken correctly: 99.9%
In reality: 92.4%
Return to fertility:
◦ Average 2 month delay in conception after OCP’s
stopped
May receive FDA approval 2003
Ring placed in the
vaginal for 3
weeks; removed
for menses, then
new one inserted
Hormone
releasing method
similar to pill
Side effects
similar to pill
•
Combined ethinyl
estradiol and
norelgestromin
released daily
•
Rotate site with each
new patch; do not place
on the breasts
70
Combined Oral
Progestin
Contraceptive (COC) Only Pill
Depo
Lunelle
Patch
IUD
(Mirena)
S
I
D
E
Amenorrhea
(absence of
bleeding)
Same as
COC
More
common
Same as
COC
Same as
COC
More
common
Bleeding, spotting
Same as
COC
Irregular
or heavy
Same as
COC
Same as
COC
Same as
COC
E
F
F
E
C
T
S
Nausea, dizziness,
vomiting
Same as
COC
Same as
COC
Same as
COC
Same as
COC
Same as
COC
Breast fullness,
tenderness
Not
common
Not
common
Same as
COC
Same as
COC
Same as
COC
Depression (mood
swings, loss of
libido)
Not
common
Same as
COC
Same as
COC
Same as
COC
Same as
COC
Weight gain or loss
Same as
COC
Same as
COC
Same as
COC
Same as
COC
Same as
COC
Return to fertility is
immediate/rapid
Same as
COC
Delayed
Slight
delay
Same as
COC
Same as
COC
Thin sheaths of latex,
polyurethane or
natural products
which may be treated
with a spermicide for
added protection
72
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Polyurethane sheath with
a flexible ring at each
end. It is inserted into the
vagina prior to sexual
intercourse. The inner
ring aids insertion and
secures the device in
place during intercourse
while the softer outer
ring remains outside the
vagina.
Vaginal tablets,
suppositories or
dissolvable film
Cream
Foam
73
•
•
•
74
Patients Making
Informed Choices
Planned families
Healthy Mommies
and Babies




Calendar Method
Basal Body
Temperature
(BBT)
Cervical Mucus
Method
Symptothermal
(BBT + cervical
mucus)
76
For contraception:
◦ Avoid intercourse during the fertile phase of the
menstrual cycle when conception is most likely.
For conception:
◦ Plan intercourse near mid-cycle (usually days
10-15) when conception is most likely.

Color-coded string of
beads that represent a
woman's menstrual
cycle. Each bead
represents a day of
the cycle and the color
helps a woman to
determine if she is
likely to be fertile that
day.
78
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


Responsible Sexual Behaviors – Strategies
for Sexual Coercion
◦ It is “OK” to say “NO” if you are not
ready to have sex. Ask what would you
do or can do if someone is “pressuring”
you?
◦ Don’t leave unopened food or drinks
because of potential for drugs to be put
into them
Coercive situations involve:
Dietary Habits and Regular Exercise
◦ What are some ways you can improve
your diet and decrease calories?
Injury prevention
◦ Use of seat belts
◦ No texting and driving
◦ Drinking and drug use decreases
inhibitions and make you more
vulnerable



Threats
Humiliation

Anger
To defeat a bully, maintain self-control and
preserve sense of self
Understand the truth about bullying – walk
away from the bully, protect yourself, report
the bully to a trusted adult, repeat steps if
needed
The act of persuading or coercing a person,
including a minor, to engage in an unwanted
sexual activity through physical force, threat
of physical force, or emotional manipulation.
It differs from rape in that the coerced
individual consents to the sexual activity –
they feel it is easier to consent because of an
imbalance of power.
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



Assessment for positive history of
abuse/assault or patient reveals information
about coercion:
“Has anyone ever forced you to have sex
when you didn’t want to?”
“Can you tell me what happened?”
“What is the age of your partner?”






Warning signs of Possible Sexual Assault or
other Types Of Nonconsensual Sex
Recurrent sexually transmitted infections
Unplanned pregnancy
Depression
Self-Destructive behavior
History of chronic, unexplained physical
symptoms
Counseling
 Be
Sensitive and
Nonjudgmental
Social Work consultation/Referrals
Follow ADPH reporting policies
 All
females less than 12 years
of age who are sexually active,
should be reported



What to say and how to say it-20 ways to
respond to sexual pressure. ADPH-FHS-518
Sexual Pressure-How to say No. ADPH-FHS490.
Before you date an older guy. ADPH-FHS462.
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






Is your girlfriend under the age of 16? Having
sex with her may put you in prison-about
consensual sex and the law in Alabama.
ADPH-FHS-519.
Is your child or teenage sexually active?
About consensual sex and the law in
Alabama. ADPH-FHS-520.
The National Human Trafficking Resource
Center Hotline: 1-888-373-7888.
http://www.acf.hhs.gov/trafficking/


Human trafficking is defined as knowingly
subjecting a person to labor or sexual servitude
through the use of coercion or deception or
trafficking a minor(a person under 18 yo) for
sexual servitude.
Human trafficker is a person who knowingly
subjects a person to labor or sexual servitude
through coercion or deception: a person
recruiting, enticing, isolating, harboring, or
maintaining a minor to engage in sexual
servitude (no coercion or deception required).

Evidence of being controlled

Evidence of an inability to move or leave job

Bruises or other signs of battering

Fear or Depression

Provide safe confidential environment.
Non- English speaking
Recently brought to this country from eastern
Europe, Asia, Latin America, Canada, Africa,
or India.

Provide interpreter or language line or
someone who does not have a conflict of
interest.
Lack of passport, immigration or
identification documentation
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Great websites for more info:
cdc.gov
adph.org
 ACOG.org
 NIH.gov
 NOF.org
Heart.org(AHA)




Barbieri, R.(2012). Your age-based guide to Comprehensive wellwoman care. OBG Management. 24(10).20-33.
Beckmann, Charles, R.B.,et al. Obstetrics and Gynecology, 7th Ed. 2014.
Hatcher, R et al. Contraceptive Technology 19th Ed. 2007.
Hormonal Contraceptives, mechanism of action @
www.washington.edu.
“Different Types of Progestin”.
http://contraception.about.com/od/thepill/tp/ProgestinTypes.htm.
2014.
New England Journal of Medicine-Provision of No-Cost Long Acting
Contraception and Teenage Pregnancy.url.2014.
Ocon Med.com. Intrauterine Ball. 2014.
“The Intrauterine ball: The IUD goes 3D”.OBG Management.
2014;26(3).



http://contemporaryobgyn.modernmedicine.
Com/print/385416 .(“Whither the annual
bimanual pelvic examination?)”
ACOG Committee Opinion. “Ethical Issues in
the Care of the Obese Woman.” (600).
June, 2014.
ACOG Committee Opinion. “Effective PatientPhysician Communication.” (587).
February, 2014.






ACOG Committee Opinion.
“Essential elements
of Annual well-woman visit.” (534) July, 2012.
ACOG Committee Opinion. “Screening for
Cervical Cancer.” November, 2012.
Guidetotakingasexualhistorywww.cdc.gov/STD/treatmentSexualHistory .pdf
WWW.obgynnews.com/singleview/acog- issuesguidelines-on-annual-well-woman-visits
ACOG Committee Opinion. “The Initial
Reproductive Health Visit.” (598). May,
2014.
ADPH BFHS Clinical Protocol Manual - Family
Planning. 2014.
Barbieri, R.L. (2012). “Your age-based guide
to comprehensive well-woman care.” OBG
Management. 24(10).
69
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

CDC US Medical Eligibility Criteria for
Initiating Contraceptive Methods., 2012.

Centers for Disease Control and Prevention.
MMWR “Birth Rates among women aged
15 – 44.” 61(47). November, 2012.



MMWR “Use of Selected Contraceptive
methods Among Women aged 15 -44.”
61 (50). December, 2012.
MMWR “ Human Papillomavirus
Vaccination.” 63(5). August, 2014.
“Bullying and Violence Prevention .”
October, 2014.
MMWR “ Providing Quality Family
Planning Services.” 63(4). April, 2014.
Heffner, L. J. and Schust, D. J. (4th ed.).(2014).
TannerStageswww.ataglanceseries.com/
reproduction.



MMWR “U.S. Selected Practice
Recommendations for Contraceptive
Use.” 62(5). June, 2013.

Marshall and Tanner. (1969). The Fundamental
Changes of Adolescence. “The 5 pubertal
stages for breast and pubic hair growth.” BMJ
Publishing Group.
Teal, Stephanie. “Contraception for
Adolescents and Young Women.”
Contemporary Forum Women’s Health.
September, 2014
70
18
PRESENTATIONS
Session C: Intersections of Race, Sexual Orientation, Gender Identity, and Teen Pregnancy
Jennifer Driver
National Campaign to Prevent Teen and Unplanned Pregnancy
Objectives:
1. Participants will be able to describe the unique needs of disenfranchised youth in teen
pregnancy prevention efforts.
2. Participants will be able to identify three risk and protective factors associated with sexual
risk-taking behavior and other issues commonly experienced by adolescents (including
mental health issues and suicide, substance abuse, and dating, sexual, and gender-based
violence).
3. Participants will be able to identify three program intervention strategies to support
priority populations.
Notes:
71
PRESENTATIONS
Notes continued:
72
PRESENTATIONS
Session C: Healthy Relationships
Jennifer Hartley
Family Sunshine Center
Objectives:
1. Participants will be able to recognize what signs to look for in an emotionally or physically
abusive relationship, the effects of abuse in a relationship, and factors for why people
abuse in a relationship.
2. Participants will be able to demonstrate knowledge of difference between assertive and
aggressive communication skills.
3. Participants will be able to demonstrate knowledge of the signs of a healthy relationship
versus an unhealthy relationship.
4. Participants will be able to recognize “stereotyping”.
5. Participants will be able to demonstrate knowledge of being “A Helpful Listener”.
Notes:
73
PRESENTATIONS
Notes continued:
74
5/12/2015
Healthy
Relationships
Introduction
• Teenagers often experience violence in dating
relationships.
• In dating violence, one partner tries to maintain
power and control over the other through abuse.
• Dating violence crosses all racial, economic and
social lines.
• Most victims are young women, who are also at
greater risk for serious injury.
• Some of you are dating, some of you aren’t but
this information is useful to everyone.
1-800-650-6522
Statistics
• Teens are at a higher risk for dating
violence than adults
• 1 in 5 kids between the ages of 11-14 say
their friends have been victims of dating
violence
• About one in three high school students
have been or will be the victim of dating
violence
Emotional Abuse
Calling names
Criticizing opinions
Telling lies
Spreading rumors
Threatening
Isolating
Extreme jealousy
Humiliation
Insulting
Physical Abuse
Early Warning Signs
Hitting
Pushing
Choking
Shaking
Spitting On
Forcing
Throwing things
Using a weapon
Forcing unwanted physical contact
Extreme jealousy
Controlling behavior
Quick involvement
Unpredictable moods
Explosive anger
Isolation
Doesn’t take responsibility
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Effects of Abuse
Why Do People Abuse?
Being physically hurt
Feeling afraid
Feeling alone
Changing your behavior
Feeling embarrassed
Feeling threatened
Feeling manipulated/controlled
Afraid to express your own feelings
Not feeling respected
• To control and manipulate someone
Bill of Rights for Personal
Relationships
Relationships
• I have the right to be treated with care and
understanding – express ideas, feelings,
and opinions.
• I have the right to be safe – not hit, kicked,
pushed, pinched, touched in ways that
make me uncomfortable.
• I have the right to be respected as a
person – treated fairly regardless of how I
look, male/female, black or white, thick or
thin.
• I have the right to say no – to an adult or
another kid who asks me to do something
wrong, illegal, or dangerous.
Relationships
Helping Friends
• I have the right to hear what is being said
and the right to he heard – you have a
right to talk and responsibility to listen.
• I have the right to learn about myself –
discover your gifts and talents and the gifts
and talents of others.
– Control the way they act
– Control the way they feel
– Control the way they think
– Control what they do
– Control who they are with
– Control what they wear
– Control where they go
• Don’t gossip
• Believe the story
• Tell the person they didn’t deserve to be
abused
• Let the victim make their own decisions
• Make a safety plan
• Give help (resources)
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Communication
•
•
•
•
•
•
•
•
Calm down
Ask questions
Find out what your partner’s feelings are
Express your feelings
What is important to you?
Acknowledge what is important to your partner
Think about your similarities and differences
Exchange ideas for a possible solution
GOOD COMMUNICATION
SKILLS ARE USEFUL FOR HEALTHY
RELATIONSHIPS
• There are differences between
being assertive and being
aggressive.
You are being aggressive when….
• You take steps to meet your own needs
and wishes by overpowering others,
without considering their rights.
• You typically answer before the other
person is through talking and speak loudly
and abusively while glaring at them.
• You fail to stay focused on the issue,
instead you blame, accuse, demean, and
discount the other person.
• You forcefully express your feelings and
opinions and value yourself above others.
You are being assertive when…….
CLEAR COMMUNICATION
• You take steps to fulfill your rights, needs
and wished without interfering with the
rights of others.
• You speak in a conversational tone and
volume, and look at the other person.
• You speak to the issue, openly express
your personal feelings and opinions and
allow others to do the same.
• Value yourself as equal to others.
• Keep messages short and to the point,
using only the information needed to make
your point.
• Focus on the behavior or the situation, not
the person.
• Use “I” messages: make your feelings and
thoughts clear by telling the other person
what you want.
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USING “I” MESSAGES
You are at the movies. Your date says something
in front of friends that really embarrasses you.
Aggressive Response
• You never pay attention
to me.
• You hate me.
• You think I’m stupid.
• You think I’m fat.
• I feel hurt when you
watch tv and don’t talk to
me.
• I feel unloved.
• I can’t believe you said
that. What’s wrong with
you. Are you crazy or
just mean
• I want you to think I’m
smart.
• It hurts my feelings when
you remind me of my
weight.
The person you are dating insists you spend all
your time with him. You want to spend time with
your friends.
Assertive Response
• It really bothers me when
you say something like
that. Think how you
would feel if I
embarrassed you in front
of your friends.
Your date is trying to get you to drink and do
drugs. You don’t want to.
Assertive Response
Assertive Response
Aggressive Response
Assertive Response
• Leave me alone. I don’t
want to be with you all the
time. You’re about to
drive me crazy.
• I really like you a lot, and
I have fun when we’re
together, but I have other
friends that I like too, and
they miss me and I miss
them when I can’t spend
time with them.
• If you don’t leave me
alone, I’m going to turn
you in to the police or tell
your parents. You’re a
dope head and I want you
to leave me alone.
• I like you a lot, but I don’t
like what you’re doing.
Drugs and alcohol are
illegal for us to use and
they’re bad for you, too. I
will not do drugs because
I respect myself. Please
quit so I can respect you,
as well.
The coolest kid in school asked you out. You are
thrilled, but he makes jokes about you and puts
you down in front of other classmates.
Aggressive Response
• You’re a jerk. Why don’t
you go jump in a lake.
No one likes you anyway.
Assertive Response
• I was really looking
forward to going out with
you. Everyone thinks
you’re the coolest. But,
your actions and
comments are a real
disappointment to me.
Equal- Unequal – Manipulative
Relationships
The person I am dating goes out with friends more
than I like.
• Equal – I tell him that it makes me sad and I
explain why.
• Unequal – I tell him if he can’t stay away from
his friends, then he can just stay away from me.
It’s them or me.
• Manipulative – I try to get even by doing the
same thing.
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Equal – Unequal – Manipulative
Relationships
Signs of Healthy Relationships
The person I am dating is very popular.
RESPECT
• Equal – I feel proud to be going our with him.
• Unequal – I feel threatened and wish that he
weren’t so popular.
• Manipulative – I feel like doing things to
become popular.
Value differences
You can be yourself
Having fun together
Compromise
Trust/Honesty
Have other relationships
Signs of a Healthy Relationship
Signs of a Healthy Relationship
• While both are very fond of the other person,
one can live without the other.
• Each person takes responsibility for his/her own
happiness without blaming the other.
• Participants can talk openly with each other
about important matters.
• Both can have fun and enjoy doing the same
things, but can have fun when they’re apart,
doing things with others.
• Both person’s needs are equally important in the
relationship.
• Neither wishes to manipulate, exploit or use the
other.
• Neither thinks that they are entitled to be in
charge of the relationship
• They encourage each other to become the best
that they can be.
Characteristics of an Unhealthy
Relationship
Characteristics of an Unhealthy
Relationship
• One feels ownership and the other feels
smothered.
• One partner wants to spend all his time with the
other: doesn’t enjoy ever being apart.
• One partner begins to feel guilty making plans
that don’t include the other.
• One (or both) receives affirmation of self worth
only from their partner.
• One partner attempts to change the other.
• One partner attempts to gain more and more
control of the other.
• The relationship discourages personal growth.
• Couples begin spending more and more time
apologizing, being angry, guilty and/or fearful.
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Are Characteristics Masculine or
Feminine?
Stereotyping
• A conventional. Formulaic, and oversimplified
conception, opinion, or image.
• One that is regarded as embodying or
conforming to a set image or type.
• How does thinking in stereotypes limit and
confine a person’s relationship?
Being an Active and Helpful Listener
Promotes Healthy Relationships
• Attention – give it undividedly – focus on what is
being said.
• Acknowledgement – nod your head, say yes,
relay understanding.
• Empathy – express that you know how it feels if
you have been in that situation before.
Ineffective Responses
• Ordering, threatening,
warning
• Preaching, moralizing
• Interpreting, offering
insight/suggestions
• Produces fear or
resistance – a
win/lose relationship
• Produces fear,
resistance, low selfesteem
• Gives the impression
the listener know the
speaker better than
he knows him/herself.
•
•
•
•
•
•
•
•
Logical
Honest
Sensitive
Artistic
Creative
Nurturing
Decisive
Brave
•
•
•
•
•
•
•
•
Emotional
Giving
Kind
Faithful
Persistent
Intelligent
Funny shy
Fair
A Helpful Listener……….
• Believes that “just listening” can be helpful.
• Listens for clues about the person’s strengths in
what he is saying, so they can point it out.
• Does not try to come up with the solution to the
problem.
• Does not try to impose his/her thinking on
him/her.
• Shows concern, helps evaluate the problem and
offers alternatives and encouragement.
• Reasoning, arguing,
persuading
• Providing answers or solutions
• Questioning/probing
• Blaming/criticizing
• People feel badly losing an
argument about how they live
their lives – produces
defensiveness
• Person may not always want
advice – fosters feelings of
inadequacy/inferiority
• Implies distrust; can prevent
people from sharing their
thoughts and feelings; the
listener is controlling the
interaction
• Communicates lack of respect
for the speaker; they will likely
withdraw
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5/12/2015
• Reassuring
• Sarcasm or teasing
• Avoid/digressing
• Labeling
• Speaker may feel you don’t
fully understand the depth of
the problem
• Can deeply hurt and humiliate
the other person
• Can produce a feeling of
rejection, being handed off to
someone else
• Speaker becomes defensive,
listener has put the “in a box”
label on the issue and doesn’t
care how they really feel
Family Sunshine Center Services
•
•
•
•
•
•
•
•
24 - hour crisis line
Shelter
Counseling
Outreach and
prevention
SAIL
CARES
Legal services
Medical clinic
REMEMBER
• You choose how you want to be treated
and how you treat other!!
• Be assertive, not aggressive!!
• Don’t stereotype. It’s not cute or funny!!
• Listen. To most people it can make a
world of difference.
Domestic Violence Crisis Line number
• Volunteer
• Development
• Exodus Community
334-263-0218 (local)
1-800-787-3224
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82
PRESENTATIONS
Session C: Theoretical Application of Teen Paternity Intentions
Jasmine Darrington Ward, Ph.D.
Kennesaw State University
Objectives:
1. Participants will be able to differentiate males at the most risk for teen pregnancy within
an impoverished minority group.
2. Participants will be able to explain the importance of involving adolescent males in
pregnancy prevention programming.
3. Participants will be able to integrate the constructs (particularly behavioral intention) of
Theory of Planned Behavior (TPB) into programs aimed at pregnancy prevention.
Notes:
83
PRESENTATIONS
Notes continued:
84
PRESENTATIONS
Session D: Motivational Interviewing
Heather Austin, Ph.D., and Margaux Barnes, Ph.D.
University of Alabama Birmingham
Objectives:
1. Participants will be able to name the four basic skills of motivational interviewing and give
examples of each.
2. Participants will be able to identify at least three ways that using motivational interviewing will
benefit teens.
3. Participants will be able to discuss four factors that influence motivation and identify how to
provide support that matches the individuals’ level of motivation.
Notes:
85
PRESENTATIONS
Notes continued:
86
MOTIVATIONAL
INTERVIEWING: BASIC SKILLS
TO BUILD RELATIONSHIPS AND
ENCOURAGE HEALTHY
DECISIONS IN TEENS
HEATHER AUSTIN, PHD
PEDIATRIC PSYCHOLOGIST
HAUSTIN@ACKERSONANDASSOCIATES.COM
205-823-2373
MARGAUX BARNES, PHD
LEAH PSYCHOLOGY POSTDOCTORAL FELLOW
MBARNES@PEDS.UAB.EDU
205-638-5382
SPECIAL ACKNOWLEDGEMENT:
BONNIE SPEAR, PHD, RDN
FINANCIAL DISCLOSURE
LEARNING OBJECTIVES
Participants will be able to:
We have no financial disclosures to report
1. Name 4 basic skills of MI and give
examples of each.
2. Identify 3 ways MI will benefit teens.
3. Discuss 4 factors that influence
motivation and identify how to provide
support that matches the individuals
level of motivation.
WHAT IS MOTIVATIONAL
INTERVIEWING?
WHAT IS MOTIVATIONAL
INTERVIEWING?
“Motivational Interviewing is a collaborative,
person-centered form of guiding to elicit and
strengthen motivation for change.”
“…a clinical or communication
method, a complex skill learned
with practice over time.”
(Miller & Rose, 2009)
(Miller & Rose, 2009)
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1
ASSUMPTIONS OF MI
Spirit of MI
•
•
•
•
•
client centered
Gentle guidance, recognizes client’s autonomy
Collaboration with client
Atmosphere conducive to change
Recognize motivation is:
•
•
•
•
Within client
Key to change
Multidimensional, dynamic and fluctuating
Can be Influenced by social interactions or clinician’s style
• Strength-based, focus on goals and values
(Miller & Rollnick, 2002)
MOTIVATIONAL
INTERVIEWING
IS• NOT…
Arguing with the client about change
• Direct advice or solutions
• Without permission
• Without encouragement of choice
• Use of an authoritative stance
• client is passive
• Unidirectional conversation
• Lots of talking by the counselor
• Labeling the client with a problem
• Punitive or coercive speech
MI
SIMPLE, BUT NOT EASY
• Conscious, disciplined use of specific
communication principles/strategies
to evoke motivation for change
• “Looks like” smoothly flowing
conversation, with client increasingly
committed to change
Barlow- 1st
• Requires practice with
feedback/coaching over time, similar
to other complex evidence-based
treatments
TEEN PREGNANCY STATS
Pregnancy rates for every 1,000 teen females aged 15-19 in
2013
WHAT DOES THIS HAVE TO
DO WITH TEEN
PREGNANCY?
• US : 57.4 pregnancies, 26.5 births
• Alabama: 62 pregnancies, 34.3 births
• Alabama was ranked 9 out of all 50 states for highest
birth rates for teens
• 85.9 percent report using at least one contraceptive
method during last sexual encounter
• Nationally, 1 in 6 births (17%) were to teens who already
had one or more babies
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2
RISKS OF TEEN PREGNANCY
TEEN SEXUAL BEHAVIORS
Mothers:
• Birth complications
• Lower educational
attainment
• Anxiety/depression
• Social withdrawal / lack
of peer support
• Financial instability
Children:
• Increased rates of infant
mortality
• Low birth weight
• Prematurity
• Inadequate fetal growth
• Neglect
• Developmental delay
Alabama high school students’ sexual behaviors:
•58% have ever had sexual intercourse
•10% had sex before the age of 13
•23% have had sex with 4 or more partners
•19% drank alcohol or used drugs before last sexual
intercourse
TEEN CONTRACEPTIVE USE
BARRIERS TO REDUCING TEEN
PREGNANCY
Alabama high school students birth control use
during last sexual encounter:
• Teen cognitive/emotional development
• 57% used a condom
• 18% used birth control pills
• 8% used IUD device
• Lack of family support
• Lack of access to family planning and
contraceptive services
• 11% used multiple birth control methods
• Inadequate school and/or community sex
education
• 14% used no birth control method
• “Cycle of poverty”
WHY SHOULD WE INTERVENE?
TEENS AND MI: WHY IT WORKS
• Short and long term health problems for teens
and their children
• Engages teens while eliciting ideas for healthy
behavior change
• Impact on teens educational achievement
• Non-judgmental and accepting
• Societal financial burden
• Collaborative
• While societal and structural changes are vital,
prevention must also target the adolescent’s
decision-making and problem-solving skills.
• Validates teens’ experiences
• Rolls with resistance… a fundamental trait of
adolescence
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3
ADOLESCENT DEVELOPMENT AND MI
MI EVIDENCE:
EFFECTIVE FOR RANGE OF
BEHAVIORS
> 200 RCTs
4 Meta-analyses
MI EVIDENCE (ADOLESCENTS)
Harm Reduction Focus
• Problem drinking*
• Drug use
• Cannabis
Health behavior adaptations
•
•
•
•
•
•
•
•
•
•
•
Treatment engagement
Chronic illness
Diet/exercise/obesity
Injury prevention/DUI
Oral health
Parenting practices
Smoke exposure
Eating disorders
Depression/anxiety
Insomnia
Gang/violence prevention
MI AND TEEN PREGNANCY
• MI plus parent training/case management
reduced rates of subsequent births within 2 years
for low income, African American teen mothers
• Across multiple related studies, MI was associated
with reduced risky drinking, improved
contraception rates, and decreased risk of alcoholexposed pregnancies
(Sindelar et al., 2004; Suarez & Mullins, 2008)
BENEFITS OF MI
• MI improves treatment
engagement, retention
• MI is superior to placebo
• MI is quick (1-4 sessions)
Adds 2-3 min/session
• MI is equivalent to other
more intensive txs (CBT)
BENEFITS OF MI
• Durable effects >6 months
• Works across severity levels
• Dose-response relationship
• Culturally diverse
• Pre-tx or stand alone tx
• Can be taught to a variety of
professions, providers
• MI doubles effects for some • MI has additive effects –
enhances other txs
minority populations
• Individual > group or
manualized tx
(Hettema et al., 2005 ; Arkowitz et al., 2008; Apodaca & Longabaugh, 2009;
Cook et al., 2009)
(Lundahl & Burke, 2009)
• Works across genders, ages
except young age or
developmental age
90
4
MI ENHANCES THERAPY
• Involvement in treatment predicts change
• MI Increases client retention ad adherence
• Supportive style of MI generated less resistance, thus
therapeutic suggestions are more likely to be followed
• Empathetic style of MI can enhance therapy
• Empathy is a powerful agent of change in therapy
• Effectiveness of MI may increases with difficult cases
People who are ready for change do not need MI, it could slow
down progress – proceed with action oriented therapies
(Arkowitz et al., 2008; Bowhart, et al., 2002; Burke et al., 2003; Constantino et al.,
2009; Hettema et al., 2005; Lambert & Barley, 2002; Miller et al., 1993; Patterson &
Chamberlain, 1994; Rohsenow et al., 2004)
STRATEGIES TO INCREASE
PERCEIVED RISKS OF
UNPLANNED
PREGNANCY
•Elicit and clarify teen’s perceptions
of risk and why these matter
to him or her
•Positively reinforce correct perceptions
•Ask permission to review topics whereby risk perception is
missing or inaccurate
•Use personalized examples based on elicited goals and value
•Evoke teen ideas and commitments to reducing risk behavior
•Encourage collaborative support from family and friends and
invite ideas to involve them
•Follow up on commitments to establish continuity and support
self-efficacy
•Refer to specialist adjuncts as indicated by severity of immediate
risk
MI STRATEGIES: OARS
HOW DO I APPLY
MOTIVATIONAL
INTERVIEWING?
OPEN
Closed
Wide range responses
Narrow range responses
How would you…
Yes or no
What is your take…
How long, who is…
What kinds of things…
Can you, could you, did,
would, should, are, will,
have you….
Tell me more….
MI Goal: Open > Closed
MI STRATEGIES: OARS
Open Ended Starters
Open
Use OPEN questions to evoke change talk and to explore:
• Advantages of change
• Disadvantages of status quo
• Optimism about change
• Intention to change
VS
Closed
To what extent….
Did You..?
How Often..
Will You..?
Why….
Can You..?
Tell me about…..
Is it...?
Help me understand…..
What, if any,…..
What else…..
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5
PHRASES FOR OPEN-ENDED
QUESTIONS
• Tell me why…
• Tell me about…
• Tell me how you have...
• I’m interesting in hearing why you…
• I’d like to hear your thoughts about…
• Explain what you might do…
• Give me some examples of…
EXAMPLES OF OPEN ENDED
QUESTIONS
• “How did you find out about our clinic?’
• “What do you hope to get out of this appointment?”
• “So what makes you feel like it might be a time for
change?”
• “What types of contraceptive methods have you
tried in the past?”
AFFIRMATIONS
MI STRATEGIES: OARS
• Need to be congruent and sincere
Affirmations
• Increase belief in ability to change
Positive/complimentary
• Give information about changes that work
comments on client’s
 Strengths
• Cause the habits you praise to increase
 Abilities
 Efforts
• Helps with rapport and increases empathy
• Deposit into the “rapport bank” before you
make withdrawal!
EXAMPLES OF AFFIRMATIONS
• I think you made a huge step by traveling so far
to come to this appointment.”
MI STRATEGIES: OARS
• “So, you have had some success in the past.”
Reflections
• “Setting a reminder in your phone to take your
birth control is a great 1st step to a healthy
habit.”
• “Drinking a full glass of water between drinks is
a great way to slow down your drinking at
parties. So, you recognized and started changing
some of your habits before even coming to this
appointment.”
Simple
Show understanding
Complex
Facilitate exchanges
Add substantial meaning
Make a point
Add little or no meaning
Move in new direction
Summary statements
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6
REFLECTIVE LISTENING
REFLECTIVE LISTENING
PHRASES
• It sounds like you…
• Response is a statement, not a question
• Demonstrates understanding and acceptance
• Simple reflection is to just restate what client said
• It’s difficult/easy for you to…
• “You are unsure if you can ask your boyfriend to wear a
condom”.
• You realize that…
• You’re having trouble/success with…
• You understand that…
• Complex reflections try to draw out emotions or
direct client toward positive change statements
• You feel that…
• “Right now, it sounds like making sure your partner is
enjoying sex appears to be more important than your
goal of not getting pregnant.”
• You do/don’t see the need to …
• Let me see if I understand you…
HEALTH BEHAVIOR
CHANGE:
THE FEELING
• Trapped
VOCABULARY
• Torn
• Hopeless
• Powerless
You don’t have to hit a home run.
Just get your bat on the ball.
• Alone
• Overwhelmed
• Drained
40
MI STRATEGIES: OARS
Summaries
How to:
Show understanding
• Announce it
Add structure/focus
• Invite corrections
Selective emphasis
• Recognize ambivalence
ON CHANGE!
Wrap it up (time saver)
EXAMPLE OF A SUMMARY
• “Let me stop and summarize what we have just
talked about. Make sure to correct me if I don’t
have something right. You are not sure that you
want to be here today and you really only came
because your mom insisted. At the same time you
do feel like the idea of getting pregnant right
now scares you and you realize that some of your
behaviors may be putting you at risk, like
forgetting to take your birth control and not
having your boyfriend wear condoms. Is that
right?”
93
7
WHY SHOULD I CHANGE
WHAT I AM DOING WITH THE
TEENS I WORK WITH?
Barlow 2nd tape
CHANGE IS DIFFICULT
• “If you want to make enemies try to change
something.” Woodrow Wilson
CHANGING A HEALTH
BEHAVIOR IS DIFFICULT
•Why don’t we make changes that are good for us?
• How many of you have lied or withheld information
from your health care provider?
• Flossing daily
• “Nobody likes change except a baby in a dirty
diaper.” anonymous
• Taking all 10 days of an antibiotic
• How much you eat, drink alcohol or coffee, smoke,
exercise…
•Why do we do this? Why do our clients do this?
CHANGING A HEALTH
BEHAVIOR IS DIFFICULT
•Why do we do this? Why do our clients do this?
• Status quo is path of least resistance
• I don’t want to change
• I don’t want to be lectured
There is no improvement, Henry. Are you sure
you’ve given up everything you enjoy?
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8
STATUS QUO
MAY NOT BE MOST EFFECTIVE
(OR HEALTHY)
• Focusing on client barriers may lead to feelings of
frustration and limited work by both the client
and the professional
• Only a small number of clients are ready for
action or respond to this approach. We are
rewarded when this small amount of clients do
what we talk about – and we keep this cycle
going
• When client’s do not respond we feel…
• Responsible? (What did I do wrong?)
• Helpless (I am not effective at my job.)
Behavior change is about
HOW DO I HELP MY CLIENT
CHANGE?
MOTIVATION
not
information
MOTIVATION
MOTIVATION
• Cannot be assumed
• Importance
• Not a simple yes or no
• Cost/Benefit analysis affected by:
• Importance
• Values
• Confidence
• Commitment
• Immediate rewards vs. Long term
• Having fun at a party
or
• Being able to finish high school and go to
college
• Values may matter more?
95
9
MOTIVATION
MOTIVATION
• VALUES
• In order to motivate client, you need to know what
values they find most important, then relate these to
the issue.
• Roles as child, sibling, partner, friend, student
• Confident, leadership, independent, respected
• Popularity, “fitting in”, autonomy, social, accepted
• Accepting, giving, patient, happy, healthy, truthful
• Wise, bright, brave, creative, successful, hopeful
• Importance
• Values
• Confidence
• If you do not believe you can succeed, you
probably won’t try
• Many of our clients get to us after many
failed attempts at change.
• Commitment
• Put it in words, writing, make a plan
WHERE IS YOUR CLIENT IN THE
PROCESS OF CHANGE?
YOU HAVE TO MEET THEM WHERE THEY
ARE…
• Transtheoretical Model of Behavior Change
• As applied to dating/nuptials
• “Do you take this woman to be your wife?”
• Transtheoretical Model of Behavior Change
Precontemplation
Don’t plan to
change
“What problem?”
Contemplation
Considering
change
“Should I change?”
Preparation
Taking first steps
“Can I change?”
Action
Changing behavior
“How do I change?”
Maintenance
Sustaining change
“Is it worth it?”
Precontemplation
Don’t plan to
change
“What woman?”
Contemplation
Considering
change
“Should I settle down?”
Preparation
Taking first steps
“Could this be the one?”
Action
Changing behavior
“How do I make this
happen?”
Maintenance
Sustaining change
“I will”
Prochaska, J. & C. DiClemente (1983). Stages and processes of self-change of smoking: Toward an
integrative model of change. Journal of Consulting and Clinical Psychology.
PRECONTEMPLATION:
WHAT PROBLEM?
CONTEMPLATION
SHOULD I CHANGE?
• Keep interview informal
• Establish rapport
• Discuss and weigh pros and cons
• Raise doubts about problem area
• Emphasize free choice, responsibility
• Offer risk education, discuss pros & cons
• Elicit self-motivation statements
96
10
PREPARATION
CAN I CHANGE?
• Help strengthen commitment by
ACTION
HOW DO I CHANGE?
• Negotiate action plan
• Negotiating a plan
• Acknowledge challenges, support efforts
• Offering a menu of choices
• Identify risky situations, coping strategies
• Develop a behavior contract
• Help client find new reinforcers/rewards
• Identify and address barriers
• Support ongoing efforts
• Enlist social support
• Frame relapse as event, opportunity for recognizing,
learning optional choices
MAINTENANCE
IS IT WORTH IT?
• Support and affirmation
• Rehearse, role-play new strategies
• Review goals, look ahead
• Maintain contact as needed
RELAPSE
HOW DO I KEEP IT GOING?
• Event, not a stage
• Learning opportunity
• Triggers
• Supports
• “What helped in the past?”
ROLL WITH RESISTANCE
STAGES OF CHANGE
•Resistant responses are normal
•Persistent resistance is a clinician
issue
•Resist the “righting reflex”
•Are you wrestling or dancing
MI seems to work
best with “stuck” clients
Miller and Rollnick, 2002
97
11
CLIENT RESISTANCE
BEHAVIORS:
CLIENT RESISTANCE
STYLES
• Reluctant
• Arguing
• Challenging
• Discounting
• Hostility
• Interrupting
• Talking over
• Cutting off
• Ignoring
• Inattention
• No answer
• Negating
• Blaming
• Disagreeing
• Excusing
• Impervious
• Minimizing
• Pessimism
• Reluctance
• Unwillingness to change
• Conversation is uncomfortable, awkward silences, client
changes the subject
• Rebellious
• Angrily challenging, arguing with the provider about the need
for change
• Rationalize
• Reasons for not changing
• Justifications for status quo
(Miller & Rollnick, 2002)
• sidetracking
CLIENT RESISTANCE
STYLES
• Resignation
• Hopeless, overwhelmed, multiple failed attempts, think they
cannot change
• Receptive/Deceptive clients
• Think of an area of your own life in which you have been trying to make an
important decision about whether to change. The change could be health
behavior- related but does not have to be; it could be in your personal life,
related to your job or your career, or in some other area. Now—for how
long have you been trying to make this decision?
• Now think that you have to make the decision immediately, right now
• How do you feel? Anxious? Nervous, uncomfortable, panicked
• Give the appearance of agreeing, express agreement with the
plan, but have not intention of performing them
• Sadness, sense of loss
• “bobble head effect”
• Excitement, relief (very few)
• Who is this person trying to run my life
CHANGE TALK
• Clients are most persuaded by their own words
WHAT TO DO:
• Remember being stuck is normal
• Be empathetic
• Listen
• Selectively attend to talk about
change
• Evoke a commitment to change
WHAT NOT TO DO:
• Talk about change before they are
ready
• Increased strength & frequency of change talk
• Demonstrates later stage of change
• Don’t argue the importance of
change
• Indicates the willingness to move forward
• Educate the uninterested
• Progression of change talk during conversation is a
good indicator of increased motivation
• Tell them what to do and how to do
• Invite them to talk
• Change talk at the end of the session…
is most predictive of future change
98
12
MI: HOW DO YOU KNOW WHEN IT’S
WORKING?
REFERENCES
•
DiLillo, V., Siegfried, N., & D. Smith (2003). Incorporating motivational interviewing into behavioral
obesity treatment. Cognitive and Behavioral Practice, 10, 120-130.
•
Glovsky, E. (2006). Motivational interviewing. Presented at the National Congress: Accelerating
Improvement in Childhood Obesity, September 2006, Washington D.C.
•
Miller, W. & S. Rollnick (1991). Motivational interviewing: Preparing people to change addictive
behavior. New York: The Guilford Press.
• Your client is doing most of talking
•
Poirier, M. et al. (2004). Teaching motivational interviewing to first-year medical students to improve
counseling skills in health behavior change. Mayo Clinic Proc.
• Your client is talking about behavior change
•
Prochaska, J. & C. DiClemente (1983). Stages and processes of self-change of smoking: Toward an
integrative model of change. Journal of Consulting and Clinical Psychology.
• You are listening carefully and gently directing interview
•
Resnicow, K., Davis, R., Rollnick, S. (2006). Motivational interviewing for pediatric obesity: Conceptual
issues and evidence review. Journal of the American Dietetic Association, 106 (12), 2024-2033
•
Rollnick S., & W. Miller (1995). What is motivational interviewing? Behavioural and Cognitive
Psychotherapy, 23, 325-334.
•
Schwartz, R. et al., (2007). Office based motivational interviewing to prevent childhood obesity.
Archives of Pediatric Adolescent Medicine, 161, 495-501.
•
VanWormer, J. & J. Boucher (2004). Motivational interviewing and diet modification: A review of the
evidence. Diabetes Education, 30, 404-416.
• Your client is asking for information and advice
Miller WR, Rollnick S. Motivational Interviewing, 2002.
99
13
100
PRESENTATIONS
Session D: Strategizing and Organizing for Social Change
Lisa Moyer, MPH; Danielle Hurd; and Lacey Kennedy
AIDS Alabama
Objectives:
1. Participants will be able to explain how direct action organizing is different from other types
of organizing.
2. Participants will be able to identify what power is and describe different types of power.
3. Participants will be able to complete a strategy chart for a campaign that follows the principles
of direct action organizing.
Notes:
101
PRESENTATIONS
Notes continued:
102
5/12/2015
Who We Are | Our Sources
THE MARCH WON’T GET YOU
THERE
Strategic Organizing for Social Change
Agenda
Examples of Social Change Approaches
● What is Direct Action Organizing?
Direct Service:
Education:
● What is Power?
Advocacy:
● Strategy Charts!
Direct Action Organizing:
Key Principles of Direct Action
Organizing
Spectrum of Social Change
●
Accepts Existing Power Relationships
Direct Service
Education
Gives People a Sense of their Own Power to
Influence Policy Makers
Challenges Existing Power Relationships
Advocacy
Direct
Action
Organizing
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1
5/12/2015
Key Principles of Direct Action Organizing
● Is Issue Focused:
○ Wins real, immediate, concrete improvements in
people’s lives
Key Principles Summary
● Gives People a Sense of their Own Power to
Influence Policy Makers
● Is Issue Focused:
○ Wins real, immediate, concrete improvements in
people’s lives
● Alters the relations of power
What is Power?
Power is:
Key Principles of Direct Action
Organizing
● Alters the relations of power
Is Direct Action Organizing Right for Your Work?
Questions to ask yourself:
Does what I want to do ...
●
●
●
●
●
●
●
●
●
●
Result in real, concrete improvement in people’s lives?
Make people aware of their own power?
Alter relations of power?
Is it winnable?
Is it widely and deeply felt?
Is there a clear decision maker for it?
Is there a clear time frame?
Is it non-divisive (within your organization/coalition)?
Does it build leadership?
Is it consistent with your organization's values and vision?
What is Power?
Types of Power
● Consumer Power
○
○
○
○
Boycotting
Buying Alternatives
Donations/Fundraising
Lobbying
● Legal/Regulatory Power
○ File lawsuit or other
regulatory action
● Political or Legislative Power
○ Voting
○ Lobbying
● Disruptive Power
○
○
○
○
Marches
Sit ins
Strikes
Riots
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2
5/12/2015
What IS NOT Power?
What Power Does Your Organization Have?
Consumer Power
● Being “Right” or having the “Truth” on your side
● Having the moral high ground
Political/Legislative Power
● Having the best information
Disruptive Power
● Having the largest number of people
Legal Power
Handouts and Group Work
Strategy
According to the Midwest Academy, a strategy is
a method of gaining enough power to make a
government or corporate official do something in
the public’s interest that [they do] not otherwise
wish to do.”
Strategy Chart
Goals
What do you want?
Five columns of the chart:
Long term goal:
● GOALS:
● ORGANIZATIONAL CONSIDERATIONS:
Intermediate goal:
● CONSTITUENTS, ALLIES and OPPONENTS:
● TARGETS (Decision Makers)
Short term goal:
● TACTICS
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3
5/12/2015
Organizational Considerations
1. Resources within your organization/coalition for the campaign
Constituents, Allies and Opponents
Constituents
2. Benefits to your organization, or ways this will build your organization
Allies
3. Internal problems within your organization, or potential issues
Opponents
Targets
Tactics
These are the decision makers or maker
Who has the power to give you what you want?
Fill out this column last
Do you have a secondary target?
Do NOT start with the demonstration/march/riot. Build your
power slowly and steadily, beginning with asking the target
to support your cause.
Create your own!
Report Back and Reflections
Thank you for your time and
participation!
106
4
198 METHODS OF NONVIOLENT ACTION
The Methods of Nonviolent Protest and Persuasion
Formal Statements
1. Public speeches
2. Letters of opposition or support
3. Declarations by organizations and institutions
4. Signed public statements
5. Declarations of indictment and intention
6. Group or mass petitions
Communications with a Wider Audience
7. Slogans, caricatures, and symbols
8. Banners, posters, and displayed communications
9. Leaflets, pamphlets, and books
10. Newspapers and journals
11. Records, radio, and television
12. Skywriting and earthwriting
Group Representations
13. Deputations
14. Mock awards
15. Group lobbying
16. Picketing
17. Mock elections
Symbolic Public Acts
18. Displays of flags and symbolic colors
19. Wearing of symbols
20. Prayer and worship
21. Delivering symbolic objects
22. Protest disrobings
23. Destruction of own property
24. Symbolic lights
25. Displays of portraits
26. Paint as protest
27. New signs and names
28. Symbolic sounds
29. Symbolic reclamations
30. Rude gestures
Pressures on Individuals
31. “Haunting” officials
32. Taunting officials
33. Fraternization
34. Vigils
Drama and Music
35. Humorous skits and pranks
36. Performances of plays and music
37. Singing
Processions
38. Marches
39. Parades
40. Religious processions
41. Pilgrimages
42. Motorcades
Honoring the Dead
43. Political mourning
44. Mock funerals
45. Demonstrative funerals
46. Homage at burial places
Public Assemblies
560 Harrison Ave
Suite 402
Boston, MA 02118
USA
tel: 617.247.4882
fax 617.247.4035
einstein@igc.org
www.aeinstein.org
47. Assemblies of protest or support
48. Protest meetings
49. Camouflaged meetings of protest
50. Teach-ins
Withdrawal and Renunciation
51. Walk-outs
52. Silence
53. Renouncing honors
54. Turning one’s back
The Methods of Social Noncooperation
Ostracism of Persons
55. Social boycott
56. Selective social boycott
57. Lysistratic nonaction
58. Excommunication
59. Interdict
Noncooperation with Social Events, Customs, and
Institutions
60. Suspension of social and sports activities
61. Boycott of social affairs
62. Student strike
63. Social disobedience
64. Withdrawal from social institutions
Withdrawal from the Social System
65. Stay-at-home
66. Total personal noncooperation
67. “Flight” of workers
68. Sanctuary
69. Collective disappearance
70. Protest emigration (hijrat)
The Methods of Economic Noncooperation:
Economic Boycotts
Actions by Consumers
71. Consumers’ boycott
72. Nonconsumption of boycotted goods
73. Policy of austerity
74. Rent withholding
75. Refusal to rent
76. National consumers’ boycott
77. International consumers’ boycott
Action by Workers and Producers
78. Workmen’s boycott
79. Producers’ boycott
Action by Middlemen
80. Suppliers’ and handlers’ boycott
Action by Owners and Management
81. Traders’ boycott
82. Refusal to let or sell property
83. Lockout
84. Refusal of industrial assistance
85. Merchants’ “general strike”
Action by Holders of Financial Resources
86. Withdrawal of bank deposits
87. Refusal to pay fees, dues, and assessments
88. Refusal to pay debts or interest
89. Severance of funds and credit
90. Revenue refusal
91. Refusal of a government’s money
Action by Governments
92. Domestic embargo
93. Blacklisting of traders
94. International sellers’ embargo
95. International buyers’ embargo
96. International trade embargo
The Methods of Economic Noncooperation: The
Strike
Symbolic Strikes
97. Protest strike
98. Quickie walkout (lightning strike)
Agricultural Strikes
99. Peasant strike
100. Farm Workers’ strike
107
Strikes by Special Groups
101. Refusal of impressed labor
102. Prisoners’ strike
103. Craft strike
104. Professional strike
Ordinary Industrial Strikes
105. Establishment strike
106. Industry strike
107. Sympathetic strike
Restricted Strikes
108. Detailed Strike
109. Bumper strike
110. Slowdown strike
111. Working-to-rule strike
112. Reporting “sick” (sick-in)
113. Strike by resignation
114. Limited strike
115. Selective strike
Multi-Industry Strikes
116. Generalized strike
117. General strike
Combination of Strikes and Economic Closures
118. Hartal
119. Economic shutdown
The Methods of Political Noncooperation
Rejection of Authority
120. Withholding or withdrawal of allegiance
121. Refusal of public support
122. Literature and speeches advocating resistance
Citizens’ Noncooperation with Government
123. Boycott of legislative bodies
124. Boycott of elections
125. Boycott of government employment and positions
126. Boycott of government depts., agencies, and other bodies
127. Withdrawal from government educational institutions
128. Boycott of government-supported organizations
129. Refusal of assistance to enforcement agents
130. Removal of own signs and placemarks
131. Refusal to accept appointed officials
132. Refusal to dissolve existing institutions
Citizens’ Alternatives to Obedience
133. Reluctant and slow compliance
134. Nonobedience in absence of direct supervision
135. Popular nonobedience
136. Disguised disobedience
137. Refusal of an assemblage or meeting to disperse
138. Sit-down
139. Noncooperation with conscription and deportation
140. Hiding, escape, and false identities
141. Civil disobedience of “illegitimate” laws
The Methods of Nonviolent Intervention
Psychological Intervention
158. Self-exposure to the elements
159. The fast
a. Fast of moral pressure
b. Hunger strike
c. Satyagrahic fast
160. Reverse trial
161. Nonviolent harassment
Physical Intervention
162. Sit-in
163. Stand-in
164. Ride-in
165. Wade-in
166. Mill-in
167. Pray-in
168. Nonviolent raids
169. Nonviolent air raids
170. Nonviolent invasion
171. Nonviolent interjection
172. Nonviolent obstruction
173. Nonviolent occupation
Social Intervention
174. Establishing new social patterns
175. Overloading of facilities
176. Stall-in
177. Speak-in
178. Guerrilla theater
179. Alternative social institutions
180. Alternative communication system
Economic Intervention
181. Reverse Strike
182. Stay-in Strike
183. Nonviolent land seizure
184. Defiance of Blockades
185. Politically Motivated Counterfeiting
186. Preclusive Purchasing
187. Seizure of assets
188. Dumping
189. Selective patronage
190. Alternative markets
191. Alternative transportation systems
192. Alternative economic institutions
Political Intervention
193. Overloading of administrative systems
194. Disclosing identities of secret agents
195. Seeking imprisonment
196. Civil disobedience of “neutral” laws
197. Work-on without collaboration
198. Dual sovereignty and parallel government
Action by Government Personnel
142. Selective refusal of assistance by government aides
143. Blocking of lines of command and information
144. Stalling and obstruction
145. General administrative noncooperation
146. Judicial noncooperation
147. Deliberate inefficiency and selective noncooperation by
enforcement agents
148. Mutiny
Domestic Governmental Action
149. Quasi-legal evasions and delays
150. Noncooperation by constituent governmental units
International Governmental Action
151. Changes in diplomatic and other representations
152. Delay and cancellation of diplomatic events
153. Withholding of diplomatic recognition
154. Severance of diplomatic relations
155. Withdrawal from international organizations
156. Refusal of membership in international bodies
157. Expulsion from international organizations
Far too often people struggling for democratic rights
and justice are not aware of the full range of methods
of nonviolent action. Wise strategy, attention to the
dynamics of nonviolent struggle, and careful selection of
methods can increase a group’s chances of success.
Gene Sharp’s researched and catalogued these 198
methods and provided a rich selection of historical
examples in his seminal work, The Politics of Nonviolent
Action (3 Vols.) Boston: Porter Sargent, 1973.
108
1.
Organizational
Considerations
Midwest Academy Strategy Chart
List the resources that
your organization brings to
the campaign. Include
money, number of staff,
facilities, reputation,
canvass, etc.
2.
List the specific ways in
which you want your
organization to be
strengthened by this
campaign. Fill in numbers
for each:
What is the budget, including
in-kind contributions, for this
campaign?
•
•
•
•
Expand leadership group
Increase experience of
existing leadership
Build membership base
Expand into new
constituencies
Raise more money
•
1.
Who cares about this
issue enough to join in or
help the organization?
Constituents, Allies,
and Opponents
•
•
2.
Who are your opponents?
•
•
•
Whose problem is it?
What do they gain if they
win?
What risks are they
taking?
What power do they have
over the target?
Into what groups are they
organized?
•
•
What will your victory cost
them?
What will they do/spend
to oppose you?
How strong are they?
How are they organized?
•
•
1.
Targets
Primary Targets
A target is always a person. It
is never an institution or
elected body.
•
Secondary Targets
Who has the power to
give you what you want?
What power do you have
over them?
2.
•
•
•
Who has power over the
people with the power to
give you what you want?
What power do you have
over them?
•
•
•
•
•
•
•
•
•
Tactics
Media events
Actions for information and
demands
Public hearings
Strikes
Voter registration and voter
education
Lawsuits
Accountability sessions
Elections
Negotiations
Tactics include
• In context.
• Flexible and creative.
• Directed at a specific
target.
• Make sense to the
membership.
• Be backed up by a specific
form of power.
Tactics must be
For each target, list the tactics
that each constituent group can
best use to make its power felt.
After choosing your issue, fill in this chart as a guide to developing strategy. Be specific. List all the possibilities.
1.
List the long-term
objectives of your
campaign.
Goals
2.
State the intermediate
goals for this issue
campaign. What
constitutes victory?
How will the campaign
•
•
•
Win concrete
improvement in people's
lives?
Give people a sense of
their own power?
Alter the relations of
power?
3. What short-term or partial
victories can you win as
steps toward your longterm goal?
3.
List internal problems that
have to be considered if
the campaign is to
succeed.
© Midwest Academy
28 E. Jackson Blvd. #605, Chicago, IL 60604
(312) 427-2304 mwacademy1@aol.com www.midwestacademy.com
109
Goals
Organizational
Considerations
Midwest Academy Strategy Chart
Constituents, Allies,
and Opponents
© Midwest Academy
28 E. Jackson Blvd. #605, Chicago, IL 60604
Targets
(312) 427-2304 mwacademy1@aol.com www.midwestacademy.com
Tactics
110
PRESENTATIONS
Session D: Effective Grant Writing
Strategic Resources Solutions, LLC
Objectives:
1. Participants will be able to understand how to research and identify grant opportunities.
2. Participants will be able to understand the link between strong program planning and the
grant process.
3. Participants will be able to obtain a set of practical tips to implement once they return to their
individual organizations.
Notes:
Please contact presenter about receiving presentation materials electronically)
111
PRESENTATIONS
Notes continued:
112
President & Senior Consultant
Website: www.StrategicRS.com
E-mail: Nicole@StrategicRS.com
Phone: (334) 324-7519
Strategic Resource Solutions, LLC is a management consulting firm specifically designed to address the
unique challenges experienced by public and non-profit organizations.
Effective Grant Writing: Demystifying the Process
Workshop Goals
(a) To understand how to research and identify grant opportunities.
(b) To understand the link between strong program planning and the grant process.
(c) To provide participants with a set of practical tips that can be implemented upon returning to their
What are grant funds?
Grant funds are awarded most often to non-profit/community organizations or units of government
for the purpose of solving a problem or issue, or for the purpose of encouraging a particular behavior
or activity (Example: small business growth).
Grant funds typically…
 do not have to be repaid;
 are awarded by formula or based upon a competitive application process;
 are usually offered through government entities, foundation (e.g., community, family,
corporation, etc.), civic organizations (e.g., Junior League, Kiwanis Club, etc.), or corporate
entity;
 may be used for a variety of purposes/costs (e.g., administrative costs, programs,
buildings/structures, equipment, capacity building, etc.); and
 are defined by parameters established by each individual funding entity.
Identifying Grant Opportunities
Identifying potential grant opportunities requires you to understand how the dollars flow.
Typical Government Options
 Federal (Example: Grants.gov)
 State (Example: ADECA)
 Local (Example: City/County)
Formula Grants: Allocated to several similar entities (usually a unit of government) by
formula.
Competitive Grants: Awarded through a competitive application process.
Typical Private Options
 Corporate (Example: Target Foundation/Corporate Responsibility Grants)
 Foundations (Example: Annie E. Casey Foundation)
 Civic Organizations (e.g., Junior League, Kiwanis Club, etc.)
113
Strategic Resource Solutions, LLC
What can you learn from researching an organization’s 990?
 Board of Directors
 Staff/Fund Managers
 Assets
 Funding Interests
 Typical Giving Levels
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114
Basic Components of a Grant Proposal
 Cover Letter
 Summary
 Problem/Needs Statement*
 Goals and Objectives*
 Methods and Procedures*
 Evaluation Strategies*
 Budget and Budget Narrative*
 Collaborative Partners
 Future Funding/Sustainability Plan
Positioning: Program Planning and the Grant Process
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115
Problem/Need Statement
 What is the problem/need that my agency wants to address?
 How do you know that the problem/issue is a need in your community? Prove it and
document the source(s) of data/information.
 Are other organizations addressing this issue/problem? Assess best practices; What will make
your program different, and how will you avoid the duplication of services?
Goals and Objectives
Goal: A goal is an overall, broad statement that reflects the desired result.
Example: The goal of Read Alabama is to end illiteracy throughout the State of Alabama.
Objective: An objective is a measurable, time-specific statement that reflects the desired result.
Process/Output Objective: During a one-year period, 250 individuals will participate in the
Read Alabama adult reading course.
Outcome Objective: During a one-year period, 60% of Read Alabama participants will be able
to read at a 3rd grade level.
Methods and Procedures
Think through how the program is going to be implemented.
 Pay attention to best practices.
 Pay attention to detail.
Example: How will people get to your location? Which days of the week work best for your
population? Staffing?
 Ask your target population.
 Consider implementing a pilot project.
Evaluation
 How will the success of the program be measured/evaluated?
 How do you know that the program has made a difference?
 The evaluation should be directly related to addressing the needs/problems originally
described, and measuring the objectives.
 Remember that the evaluation is ultimately about addressing the needs of the target
population, not about your organization.
 Not all evaluation tools have to be complex (e.g., surveys, pre-test/post-test; However, some
funding sources may require more robust evaluation methods).
 Consider partnering with local universities, professors, graduate students, VISTAs, etc.
 Examining best practices may reveal existing evaluation tools.
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Budget Considerations
 What are the costs associated with the implementing the program?
 What are the long-term costs associated with maintaining the program?
 To date, what funds have been invested into the proposed project or program?
 Are matching funds required? If so, are you prepared to obtain these funds?
Example: Match = 1:1
Match = 25% (You provide $1 for every $3 spent; Often Non-federal)
 Do you have a sustainability plan?
Reference: Grant Readiness Checklist
How to Avoid Common Mistakes
 Follow Directions!
 For electronic submissions:
 Verify passwords and software requirements; Upload early
 Make sure all budget numbers add up
 Avoid being too wordy
 Use graphs, bullets and charts when possible and appropriate
 Relationships still matter; Communicate with the Grant Program Manager
 Say “Thank You!”
 Write from a position of strength
 Make sure information is easy to find
 Attend RFP public hearings or workshops
 Grant funds are merely a tool used to impact a larger mission
 If not funded, request the reviewers’ comments.
 Start with a strong program design
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Essential Websites
Federal and State Government Opportunities
Grants.gov
www.grants.gov
ADECA: Alabama Department of Economic and Community Affairs
www.adeca.alabama.gov
Local Government (Planning and Community Development Departments)
City of Montgomery, Planning Department (Community Development Division)
http://www.montgomeryal.gov/city-government/city-departments/planning/community-development
City of Birmingham, Planning Department
http://www.birminghamal.gov/about/city-directory/community-development/
City of Mobile
http://www.cityofmobile.org/program-HOME-021215.php
City of Huntsville
http://www.hsvcity.com/comdev/index.php
Private/Corporate Local and National Opportunities
Alabama Giving
http://alabamagiving.org/
Foundation Center
http://foundationcenter.org/
Chronicle of Philanthropy
https://philanthropy.com/
The Nonprofit Times
www.nonprofittimes.com
Regional Planning Commissions
Alabama Association of Regional Planning Commissions (Find your county)
http://alarc.org/
Community Foundations
Directory of Community Foundations: http://www.alabamagiving.org/pages/?pageID=17
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Grant Readiness Checklist
PROGRAM PLANNING
 What is the problem/need that my agency wants to address?
 How do you know that the problem/issue is a need in your community?
Prove it and document the source(s) of data/information.
 Are other organizations addressing this issue/problem? What will make your program
different, and how will you avoid the duplication of services?
 Has your agency established specific goals and objectives?
Goal - A goal is an overall, broad statement that reflects the desired result.
Example: The goal of Read Alabama is to end illiteracy throughout the State of
Alabama.
Objective – An objective is a measurable, time-specific statement that reflects the desired
result.
Process/Output Objective: During a one-year period, 250 individuals will
participate in the Read Alabama adult reading course.
Outcome Objective: During a one-year period, 70% of Read Alabama participants
will be able to read at a 3rd grade level.
 Does your organization know how the program is going to be implemented?
Who? What? When? Where? How?
 How will the success of the program be evaluated? How do you know that the program has
made a difference?
 Using quotes and documented estimated, what are the costs associated with the
implementing the program?
 What are the long-term costs associated with maintaining the program?
 Have the answers to the questions listed above been documented?
 To date, what funds have been invested into the proposed project or program?
P. O. Box 241855, Montgomery, AL 36124
(334) 342-7519  Info@StrategicRS.com
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ORGANIZATIONAL STRUCTURE AND MANAGEMENT
 Does the proposed program match your organization’s mission?
 Can your organization produce a financial audit, articles of incorporation, and by-laws
(if applicable)?
 Does your organization have an active Board of Directors (if applicable)?
 If your organization has a Board of Directors, can you state that your board members have
contributed personal gifts at 100% (regardless of the amount)?
 If your organization is not a government entity, school or university; has your agency been
designated as a 501(c)(3) organization? If not, what is your organizations IRS status?
 How does your agency collaborate with other organizations?
 Is your agency using various funding sources to implement its programs?
 Is the agency prepared to provide matching funds (if applicable)?
GRANT MANAGEMENT
 If funded, is your agency prepared to immediately start implementing the program?
 Is your agency prepared to meet grant reporting requirements?
 Is your agency prepared to meet grant accounting requirements?
 Is your agency prepared to properly evaluate the program to gauge its effectiveness?
 Do you have a program sustainability plan?
P. O. Box 241855, Montgomery, AL 36124
(334) 342-7519  Info@StrategicRS.com
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PRESENTATIONS
Session E: Teen Parent Barriers to Educational Attainment
Angela S. Coaxum-Young, Ed.S.
Favor Academy of Excellence, Inc.
Objectives:
1. Participants will have knowledge of target areas and methods to assist and support teen
mothers and fathers academically.
2. Participants will have knowledge of statistical data as it relates to education completion and its
impact on local and state governments.
3. Participants will be able to inspire and compel teen parents to recommit to education.
Notes:
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PRESENTATIONS
Notes continued:
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5/12/2015
Teen PRegnancy Statistics
Me a Statistic….I think not!!!

As of 2013, the teen birth rate was 27 births per 1,000 teen girls (age 15-19).

There were 273,105 births to teen girls.

Since its peak in 1991, the teen birth rate declined by 57%.

Public spending on teen childbearing totaled an estimated $9.4 billion.

The teen pregnancy rate, which includes all pregnancies rather than just
those that resulted in a birth, has also fallen steeply. As of 2010 (the most
recent data available), the rate was 57 pregnancies per 1,000 teen girls
(age 15-19); some 614,000 teen pregnancies.
AN OVERVIEW OF WHOLISTIC BEST PRACTICES TO SUPPORT TEENAGE PARENTS IN PURSUIT
OF EDUCATION.
PRESENTED BY: ANGELA S. COAXUM-YOUNG
FAVOR ACADEMY OF EXCELLENCE, INC.
ATLANTA, GA
Teenage Mothers and
Education Statistics

38% of teen girls who have a child before age 18 get a high school
diploma by age 22.
Teen Fathers and Education



30% of teen girls who have dropped out of high school cite pregnancy or
parenthood as a reason.

Only about 51% of teenage mothers get a high school diploma by 22, in
comparison to 89% of teen girls.


A study found that of all students who had dropped out of school
nationally, nearly four in ten went on to have a teen pregnancy

Common feelings of teen parents

•
•
•
•
•
•
•
•
•
Hopelessness
Embarrassment
Isolation
Fear
Inadequacy
Disappointment
Loneliness
Uneducated
Less Worthy

Teen dads are less likely to finish high school than their peers.
Young fathers are more likely to have economic and employment
challenges and are more often economically disadvantaged than adult
fathers.
Teen fathers have a 25 to 30 percent lower probability of graduating from
high school than teenage boys who are not fathers.
Boys who become teenage fathers are also likely to engage in a
constellation of other problem behaviors such as non-criminal misbehavior
(status offending), disruptive school behavior, and drug use.
The rate of teen fatherhood grew substantially between 1986 and 1996
when, according to the National Center for Health Statistics, 23 of every
1,000 males between 15 and 19 years of age became fathers.
But who are these….teen parents?

Leader-(noun) 1. a person or thing that leads -2. a guiding or directing head.

Father-A father is defined as a male parent of any type of offspring.

Mother-A mother is defined as a female parent of any type of offspring.

Parent-A parent (from Latin: parēns = parent) is a caretaker or leader of the
offspring in their own species

Teen-adolescent: a juvenile between the onset of puberty and maturity;
adolescent: being of the age 13 through 19
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So what do the Definitions Mean?

Teen Parents are leaders simply because they have become a parent.
Their first task is to LEAD their offspring… What’s better, they are TEENS,
which means they can learn how to lead long before others do.

Our Job…

Is to help them develop into the leaders they are destined to be!
Graduation Is Possible!
Educational Programs that are
designed with the teen parent in
mind offer five different
components or frameworks:
1.
2.
3.
4.
5.
The Five frameworks to educating
Teen Parents
Academic Support Emotional Support
•
•
•
•
•
•
A comprehensive
academic program
that involves
structured
remediation/
acceleration
processes.
Response to
Intervention (RTI)
System
Diversified
scheduling options
Problem Based
Learning
Leadership infused
lesson
Small groups
•
Via mentorships
•
Empowerment
sessions
•
Group sessions
•
One on one sessions
•
Activities that build
confidence and self
esteem
Collaborations with
outside agencies
and
programs
•
•
Social Support
•
•
A safe atmosphere
for students to
openly participate
without inhibitions.
Psychological
Support
Opportunities to
interact as teens
•
Parenting Skills
Classes
•
Medical Support
•
•
Support for Teen
Parents with
Disabilities
About Favor Academy of Excellence,
Inc.

Incentives/Rewards
•
•
•
•
•
Gender specific
collaborative groups
or social groups
•
Benefits of graduation for Teen Parents
Opportunities to
address potentially
clinical concerns
relative to
depression/ low selfesteem/
hopelessness/ fear/
embarrassment
•
Favor Academy of Excellence, Inc (FAE) is a 501 (c)(3) non-profit organization,
whose vision is for teenage mothers and fathers who enter the program to
complete their high school or GED diploma requirements, graduate and
transition into an institution for higher education or directly into a career field
of choice. The program provides a fostering environment for teen parents to
include: mentorship, tutorials, empowerment sessions, workshops and
consistent monitoring to ensure their success and support their roles as teen
parents. The commitment from both the members of the board, community
and partnerships reinforces the shared desired to encourage teen parents to
succeed. FAE provides the culture for learning and excelling and all students
will make positive steps toward a rewarding future.
Academic Support
Emotional Support
Social Support
Psychological Support
Incentives/Rewards
•
•
Thrift Store
Baby Items
School Supplies
Scholarships
Free Meals/Meal
Tickets
Job Opportunities
Separate graduation
or honors ceremony
Child Care

Better Job Opportunities

Less Likelihood of need for social support programs

Opportunity to transition to higher education

Higher wage earning potential

Decrease in 2nd birth rate likelihood

Feelings of Pride/Heightened Self-Esteem
Success of our program

Since it’s inception, the FAE program has worked with over 120 teenage mothers and
fathers all over the state of Georgia.

Favor Academy of Excellence reported 80% graduation rate for the 2013-2014 school
year for students who began and ended the FAE program.

Favor Academy of Excellence has provided supplies, baby items and academic
resources to over 150 students in the counties of fulton, dekalb, cobb, clayton and henry
counties.

Favor Academy of Excellence has increased public awareness of 2nd birth rates in the
state of GA since 2009.

Favor Academy of Excellence recruits more than 25 teenage mothers or fathers to the
program bi-annually.

Community support for Favor Academy of Excellence has steadily trippled since 2009.
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5/12/2015
Contact Information

Visit our website at: www.favoracademyofexcellence.org
Angela S. Coaxum-Young, CEO
References

Wiley - Blackwell. (2011, March 30). Educational development stunted by teenage
fatherhood. ScienceDaily. Retrieved February 1, 2015 from
www.sciencedaily.com/releases/2011/03/110330094353.htm

The National Campaign to Prevent Teen and Unplanned Pregnancy. (2013). Nationa
Data. Retrieved January 2015 from http://www.thenc.org.

The Annie E. Casey Foundation. (2008). 2008 KIDS COUNT data book: State profiles of
child well-being. Baltimore: The Annie E. Casey Foundation.

Schelar, E., Franzetta, K., & Manlove, J. (2007). Repeat teen childbearing: Differences
across the states and by race and ethnicity. Child Trends Research Brief, #2007-23.

. The Annie E. Casey Foundation. (2006). Kids Count Online Database. Retrieved June 7th,
2013 from http://www.kidscount.org/sld/compare_results.jsp?i=20.
Younga@favoracademyofexcellence.org
Favor Academy of Excellence, Inc.
Teen Parent Academic Center
412 Sawtell Avenue S.E.
Atlanta, GA 30315
770-726-7693
info@favoracademyofexcellence.org
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126
PRESENTATIONS
Session E: Data Driven Strategic Planning
Strategic Resources Solutions, LLC
Objectives:
1. Participants will understand how to utilize the strategic planning process to enhance program
success.
2. Participants will be able to utilize data in decision making efforts for their organization.
3. Participants will be able to utilize a set of practical tips to implement once they return to their
Notes:
Please contact presenter about receiving presentation materials electronically)
127
PRESENTATIONS
Notes continued:
128
President & Senior Consultant
Website: www.StrategicRS.com
E-mail: Nicole@StrategicRS.com
Phone: (334) 324-7519
Strategic Resource Solutions, LLC is a management consulting firm specifically designed to address the unique
challenges experienced by public and non-profit organizations.
Data-Driven Strategic Planning:
Positioning Your Organization for Long-term Sustainability
Workshop Goals
 To understand how to utilize the strategic planning process to enhance program success.
 To better utilize data in decision making.
 To provide participants with a set of practical tips that can be implemented upon returning to their
What Is Strategic Planning?
Strategic Planning is an intentional process that documents an organization’s plan of action toward achieving
its mission and future direction.
**Without a proactive plan of action, agency risk shifting away from their mission and performing “busy” work
or activities that are disconnected from the actual problems/issues the organization desires to address; which
often leads to poor results, decreased funding, staff burnout, and (in some cases) program closure.
What is Strategic Effectiveness?
Strategic Effectiveness is an organization’s ability to set the right goals and consistently achieve them.
The appropriate implementation of a plan should lead to action, accountability, evaluation, real-time adjustments and
outcomes.
Characteristics of Effective Strategic Plans
1)
2)
3)
4)
5)
The organization’s mission and core values must serve as the foundation of the plan.
Buy-in obtained from key decision makers
Stakeholder inclusion (internal and external)
SWOT data is considered
There is a strong focus and commitment to plan implementation, evaluation and adjustment.
Key Questions Answered During the Strategic Planning Process
Where are
we now?
ASSESSMENT
What do we
want to
achieve our
goals?
GOAL
STRATEGY/
How do we
know we've
made a
difference?
ACTION
STEPS
EVALUATION=
OUTCOMES
How do we
acheive it?
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Data-Driven Strategic Planning
The Basic Framework of a Strategic Planning Process
Pre-planning Decisions (Designing the Process)
•
•
•
•
•
•
•
Should you have a retreat, a series of work sessions, etc.?
Who should be invited?
How will we incorporate feedback from other stakeholders?
Who will facilitate the session?
How will time and resources be allocated and managed?
How will a consensus be reached?
How will data be incorporated into the final decisions?
Phase I: Assessment and Information Gathering (internal and external)
*This phase is critical. False and/or poor information leads to poor decision making and poor results.
The purpose of this step is to identify, define and clarify internal or programmatic gaps, problems, and concerns.
 Collect and review existing background information on the organization.
 Research and analyze statistical, third-party data (e.g., Census data, state/local government reports, etc.)
 Review existing program outcomes, evaluations, and other feedback collected by the agency.
 KEY: Consider hosting focus groups, issuing surveys, and/or conducing one-on-one interviews with agency
leaders, every level of staff, community partners, clients/consumers, and the general public depending on the
issues that need to be addressed within your organization.
 Obtain feedback from individuals who are not directly entrenched in the day-to-day operations of the
organization, as well as those who serve on the front line.
 Use this information to develop a SWOT Analysis (strengths, weaknesses/challenges, opportunities and threats
that may affect the organization).
 Research best practices.
Phase II: Developing the Plan






Facilitate work sessions with the Strategic Planning Team.
Engage stakeholders (make sure individuals responsible for implementing the plan are closely involved)
Impacting your mission should be the primary starting point.
Ensure that all stakeholders are starting on the same page by sharing information identified through the
assessment phase.
Effective facilitation is KEY.
Establish the following components (BE REALISTIC):
 Where are we now? What internal or external issues are critical areas of concern for the
organization? Present your findings from the assessment phase, and identify these critical areas.

What do we want to achieve? How do we want to address the defined critical areas? Define a goal
that is linked to the identified problem, threat or directional desire of the organization.

How will we achieve our goals, and how will we know that we have made a difference? Create
measureable, time-specific strategy for each goal; Incremental progress is completely acceptable.

How will the strategy be financed? What are the anticipated costs associated with implementing the
defined strategy? Where will the funds come from if known?
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Data-Driven Strategic Planning
Who will serve as the primary contact for each strategy? Who will be responsible for reporting on the
progress of each strategy? Which entities or parts of the organization are required in order to implement
each strategy?
Obtain consensus and approval of the final plan.
Communicate the plan to all appropriate stakeholders.



Example:
Identified Problem: Our homeless shelter relies on homeless persons to contact us for services. Currently, there is not
system in place for proactively searching for homeless individuals and families in order to offer assistance and
opportunities for a better life.
Goal: Improve methods for proactively engaging homeless persons living on the streets.
Strategy/Action Steps
(Include as many needed to properly
execute the strategy)
1. Establish an outreach team
(that includes homeless and
formerly homeless persons)
to assist with the annual
community-wide headcount
of the homeless population.
2. Hire one (1) homeless
outreach coordinator.
Time Period
Resources and Costs
Year 1:
January 2015
$1,800
Food for Volunteers ($300)
Incentives: Bus Passes for
Homeless Persons ($1,500)
Year 2:
October 2016
$38,850
Salary and Benefits for
Outreach Coordinator
($38,000)
Annual Cell Phone Costs
($850)
Primary Contact
Shelter Program Director
HR Director
Required Input:
Executive Director
Shelter Program Director
Financial Director
Phase III: Implementation (Communicate, Execute, Evaluate and Reassess)





Communicate the plan throughout the organization and to appropriate stakeholders.
Incorporate a follow-up system within the strategic plan.
Execute the plan! Avoid the “Failure to Launch” scenario.
Evaluate your plan on a regular basis with honesty (include a follow-up timelines within the plan).
Reassess or adjust the plan as necessary.
Common Mistakes
 There is a Closed Process and Failure to Seek Buy-in
 Lack of Support/Investment
 Objectives/Tasks Are Not Measurable
 Lack of Connection Between Needs (Assessment Phase), Goals and Strategies
 Lack of Balance Between Short-Term (relatively easy, but may take coordination) and Long-Term (more in-depth
solutions that may take additional planning, funding and effort) Strategies
 Poor Communication
 Failure to Launch/Execute
 Failure to Evaluate Truthfully
 Lacks Flexibility and the Ability to Reassess (If a strategy is not working as expected, change it!)
 Failure to View the Plan as a Flexible, Living Document
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132
PRESENTATIONS
Session E: Parent’s Let’s Talk!
Jamie L. Keith, MS
Objectives:
1. Participants will be able to identify three reasons why parents/caregivers have difficulty
communicating with their youth.
2. Participants will be able to list three models for communicating with youth about sexual
health and relationships.
3. Participants will be able to describe youth perspective on parent/caregiver communication.
Notes:
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PRESENTATIONS
Notes continued:
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5/12/2015
National Campaign to Prevent Teen
And Unplanned Pregnancy
Parents, Let’s Talk!
Exploring models for parent/child
communication around sexual health and
relationships.
It would be much easier
for teens to
postpone sexual activity
and avoid pregnancy if
they were able to have
more open, honest
conversations
about these topics
with their parents.
*****
Presented by Jamie L. Keith
Executive Director
ACPTP Annual Conference
May 19-20, 2015
Montgomery, Alabama
National Campaign to Prevent Teen
And Unplanned Pregnancy
The clear
majority of adults
in the US believe teens
should be provided
more information about
both delaying sex and
contraception. These
messages are seen as
complementary, not
contradictory.
Who agrees?
Race/Ethnicity
• 82% Hispanics
• 82% Black/NonHispanics
• 65% Whites
Region
• 75% adults in the
South
• 66% Adults in
Northeast
• 64% Adults in North
Central
• 66% Adults in the
West
– Document parental support for TPP efforts
– Identify gaps in parental understanding or
knowledge of teen pregnancy and prevention
– Highlight specific concerns or needs parents have
about prevention efforts
– Suggest concrete ways parents can be engaged in
prevention efforts
76% of teens overall
• 84 % Hispanic teens
• 78% Black/non-Hispanic
teens
• 72% Non-Hispanic white
teens
86% of adults
Why parents don’t talk, but should. . .
•
•
•
•
It is embarrassing
They think teens won’t listen
Don’t know as much as they think they should
Overwhelmed with other parenting
responsibilities
• Worry about teen’s reaction
• Values today may not reflect decisions made
when younger
Parent Participation Strategies
• Include parents from the beginning through a
community needs assessment or focus groups
Who Agrees?
Parent Participation Strategies
•
•
•
•
•
Go to where parents are
Spread the word through many channels
Ask parents to recruit other parents
Use incentives – financial and otherwise
Consider timing of event – offer multiple times
for different options
• Make sure event location is accessible
• Hold an open house for parents
• Work with organizations that parents already
trust
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Roles for Parents
• Parents as Parents
– Parental involvement – Mom and Dad
• Parents as Trusted Adults
– Youth often seek adult guidance from a relative,
family friend or coach
• Parents as Advocates
Models for Parent Communication
•
•
•
•
•
Bridging the Great Divide
Parents, Speak Up!
Families Talking Together (FTT)
Keepin’ it REAL and REAL Men
Focus on Kids plus ImPACT
– Adult influence in the broader community for
programs and policies that affect adolescents
• Parents as Trainers
Bridging the Great Divide: Parents and Teens
Parents, Speak Up!
Communicating about Healthy Relationships
A publication of US Department of Health and Human Services
• Addresses parent needs identified by teachers
during Relationship Smarts (RS+)
implementation in several middle schools and
high schools throughout Alabama
• A six lesson curriculum that assists parents in
communicating about relationships and
related issues with their teens
• Designed to empower parents to be more
proactive in their communication with teens
Families Talking Together (FTT)
• Program is for mothers of adolescents
• Can be delivered in health care setting or
community based setting
• Designed to provide skills to effectively talk
to their youth about delaying sex in early
adolescence
• Includes content on birth control and
contraception
Guide for discussing relationships and sex:
– Helps parents/caregivers provide support
for healthy decisions
– Suggests what, when and how to talk to
their young person
– Helps parents/caregivers understand the
feelings of their young person
– Provides important information on STDs,
teen pregnancy and other issues
Keepin’ It REAL and REAL Men
• Developed for mothers with teens in general
and fathers with teen boys specifically
• Seven sessions – teens and parents work
separately until final session
• Final session – talk together about sex and
related issues
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Focus on Kids plus ImPACT
• Program is largely for teens
• Single session at beginning is delivered to the
teen and his or her parent/guardian
Summary Tips for Working with
Parents
• Parents are the most important link between
their young person, their health and a bright
future
• Parents are their young person’s most valued
source of support and information
• Parents should provide encouragement and
direction
Summary Tips for Working with
Parents (cont)
• Parents can support TPP efforts in their
families and communities
• Involve parents from the beginning
• Don’t limit focus to just mothers, include
fathers as well and other trusted adults
(teachers, coaches and parents of friends)
Talk early. . .
Talk often. . .
Talk clearly. . .
Talk openly. . .
Talk honestly. . .
Talk calmly. . .
Resources
Jamie Keith, Executive Director
412 N. Hull Street
Montgomery, AL 36104
334-265-8004
www.acptp.org
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T H E N AT I O N A L C A M PA I G N TO PREVENT TEEN AND UNPLANNED PREGNANCY
PARENT POWER
Teens consistently say that parents—not peers, not partners,
not popular culture— most influence their decisions about sex.
In fact, teens say it would be much easier for them to avoid pregnancy
if they were able to talk more openly with their parents.
It would be much easier for teens to postpone
sexual activity and avoid pregnancy if they were able
to have more open, honest conversations
about these topics with their parents.
76%
84%
78%
72%
WHO AGREES?
TEENS
OVERALL
HISPANIC
TEENS
BLACK/NONHISPANIC TEENS
86%
of adults
NON-HISPANIC
WHITE TEENS
Please visit www.TheNationalCampaign.org
for more Survey Says results and additional
information, resources, tips, and scripts for parents.
Data presented here are drawn from two national telephone surveys conducted for
The National Campaign by Social Science Research Solutions (SSRS.com), an independent
research company. Interviews were conducted in September among a nationally
representative sample of 1,006 adults age 18 and older. Interviews with 502 teens
ages 12-17 were also done in September. The margin of error for total adult respondents
is +/-3.09% at the 95% confidence level. The margin of error for total teen respondents
139
is +/-4.37% at the 95% confidence level.
T H E N AT I O N A L C A M PA I G N TO PREVENT TEEN AND UNPLANNED PREGNANCY
COMPLEMENTARY NOT CONTRADICTORY
The clear majority of adults in the U.S. believe teens should be provided more information
about both delaying sex and contraception. That is, encouraging teens to delay sex and
providing teens with information about contraception are seen as complementary, not
contradictory, strategies by most adults regardless of age, race/ethnicity, or geography.
Teens should be getting more information about abstinence and birth control.
WHO AGREES?
Adults 18 and older
Race/Ethnicity
69%
82% 82% 65%
HISPANICS
Region
66%
Adults in
the West
64%
Adults in
the North
Central
66%
Adults in the
Northeast
75%
Adults in
the South
BLACK/
NON-HISPANICS
WHITES
WORTH NOTING
Rates of teen pregnancy and childbearing
have plummeted over the past two decades.
Experts agree that it is a combination of
less sex and more contraception that have
driven the rates of too-early pregnancy and
childbearing to record lows.
Please visit www.TheNationalCampaign.org
for more Survey Says results and
additional information and resources.
Data presented here are drawn from a national telephone survey conducted for The National Campaign by Social Science Research Solutions
(SSRS.com), an independent research company. Interviews were conducted in July 2013 among a nationally representative sample of 1,005
140
respondents age 18 and older. The margin of error for total respondents is +/-3.09% at the 95% confident level.
Preventing Teen Pregnancy
Through Outreach and Engagement:
Tips for Working with Parents
Introduction and Overview
Parents are a critical part of teen pregnancy prevention efforts.
They can be helpful in voicing their support for programs that
address this issue, and they often are a source of important
prevention and education messages themselves. Teens
consistently report that, when it comes to their decisions about
sex, their parents are most influential.1 At the same time, teens
often report that they wish they could talk more to their parents,
particularly about topics such as relationships.2 Research
suggests that parent-child communication in general is a
protective factor that reduces engagement in different types of
risk behavior, including risky sexual behavior.3,4,5,6,7,8 In particular,
parent-child communication about sex can delay sexual
initiation.9 As a result, many programs seek to engage parents in
teen pregnancy prevention efforts, and in recent years programs
developed specifically for parents have been proven to change
teens’ behavior related to their risk of pregnancy.
This document will discuss ways to engage parents, with a
focus on the importance of including parents in your plans from
the start, the various strategies for engaging parents, and the
challenges to working with parents.
Including Parents from the Beginning
Parents should not be an afterthought—if they are, you may
not benefit from the full extent of their potential support. It is
important to consider the role of parents from the beginning
of your work on any particular project or in any particular
community.
• Parents should be included as a key audience in any needs
assessment activities. Information received from parents
during the community needs assessment can help you: 1)
document parental support for teen pregnancy prevention
efforts; 2) identify gaps in parental understanding or
knowledge of teen pregnancy related issues and prevention
efforts; 3) highlight specific concerns or needs that parents
have regarding teen pregnancy and prevention efforts; and
4) suggest concrete ways that parents can be engaged in
teen pregnancy prevention efforts. To the extent you are
conducting surveys or focus groups with parents, below are
just a few examples of questions to consider asking them:
–How much do you agree or disagree with the following
statement: “Reducing teen pregnancy is a very effective
way to reduce the high school dropout rate and improve
academic achievement.”
–Do you think there should be more direct efforts in your
community to prevent teen pregnancy?
statement: “Teen pregnancy almost never happens in
my community.”
–Suppose a parent or other adult tells a teen the following:
“I strongly encourage you not to have sex. However, if you
do, you should use birth control or protection.” Do you
think this is a message that encourages teens to have sex?
–What do you think is the main reason why so many teens
have unprotected sex?
–Do you wish teens were getting more information about
abstinence, more information about birth control or
protection, or more information about both?
–When it comes to teens’ decisions about sex, who is most
influential?
statement: “Parents believe they should talk to their kids
about sex but often don’t know what to say, how to say it,
or when to start.”
–Which of the following statements most closely
represents your views a) teen sexuality and contraception
are private matters that should only be discussed within
the family; b) I’m comfortable with the schools or other
community groups teaching teens about sexuality and
contraception; or c) I’m supportive of teen pregnancy
prevention efforts by schools or community groups, but
parents need to have a bigger voice in these efforts.
–Additional examples of questions to ask parents can be
found in various national polling documents, including
the publication http://www.TheNationalCampaign.org/
resources/pdf/pubs/WOV_2010.pdf .
TheNationalCampaign.org Bedsider.org StayTeen.org
141
Page 1
• Overall, most parents are very supportive of teen pregnancy
prevention efforts, however understanding how parents
in your community perceive these issues will be critical in
your work to engage them.10 Use data you collected during
your community needs assessment to determine where
parents fall along the continuum of understanding and
supporting the mission of teen pregnancy prevention. Tailor
your outreach accordingly, keeping in mind that multiple
strategies may be needed to reach parents at different
points along the continuum. For example, what proportion
of parents:
–Perceive teen pregnancy as a concern and/or prevention
as a priority?
–Perceive teen pregnancy as a concern but believe
addressing it is strictly a family matter?
–Support the general notion of teen pregnancy prevention
efforts in the community and/or schools but are unsure of
or concerned about what those efforts entail?
–Want to be more proactive in teen pregnancy prevention
efforts, either with their own children or in the community
more broadly, but are unsure of how to get started?
–Are already actively involved in teen pregnancy
prevention efforts and seeking ways to do more?
• Once you have assessed parents’ understanding of and
support for teen pregnancy prevention, consider what role
they might play in your overall efforts. And realize that every
parent can play a role, even those who have concerns about
teen pregnancy prevention programs. As a useful framework,
consider the roles parents play in the lives of teenagers more
broadly—both with their own children and those of others.
The examples that follow, while not exhaustive or mutually
exclusive, can get you started.
Roles Adults Can Play in the Lives of Teens
Parents as Parents
Teens who are closely
connected to their parents
are far less likely to become
pregnant than those whose
relationship with their
parents is not as strong.11
It is also important to
recognize that parent
involvement should not be
limited to just mothers—
when possible, both moms
and dads have a role to
play in helping model
good behavior and helping
their children make good
decisions about sex.
Parents as Trusted Adults
Research suggests that
strong, positive relationships
between teens and other
caring adults—not just
parents—can influence
whether young people
become pregnant or cause
a pregnancy.12 Children
without good relationships
with their parents often
seek adult guidance from
a relative, family friend, or
coach. Even when children
and parents do have a good
relationship, sometimes
teens may simply feel more
Engaging Parents—What Can Practitioners Do?13
• First and foremost, make sure parents realize how important
they are—that teens list their parents as being the most
influential in their decisions about sex and relationships, and
that while teens may not show it, they actually want to talk
more with their parents on these topics, not less.
comfortable confiding in
someone other than a parent
about sensitive topics such
as sex.
Parents as Advocates
Adult influence can also
expand from the “micro” to
the “macro.” That is, once
they understand their
impact, adults have the
opportunity to use their
voice more broadly in the
community to influence
programs and policies that
affect adolescents.
Parents as Trainers
Involved parents often beget
other involved parents. Using
positive peer pressure—
encouraging parents who
already support a particular
program to draw in other
parents—can be an effective
strategy for broadening the
base of parent involvement.
By using a “train the trainer”
model, programs can teach
parents how to instruct others
in skills such as talking with
their own children or being
advocates on key issues.
• Help parents understand that they need not be experts on
sexuality and contraception to start a conversation with their
teen. While the information parents provide should be factual,
it’s ok to not have all the answers and to search for information
together with their teen. In fact, some of the most important
messages parents can provide are straightforward and from
the heart.
142
Page 2
What Teens Want to Hear from Parents14
Research clearly suggests, and most teens themselves will admit, that they really want to hear
from their parents about topics related to teen pregnancy prevention.15 In particular, teens want to know:
Why should I avoid a
pregnancy?
Often we spend time telling
teens what they should and
shouldn’t be doing. It’s just
as important to talk to them
about why we want them
to engage (or not) in certain
behaviors. Remind parents
to talk to their teens about
their child’s hopes and goals
for the future and how an
unplanned pregnancy might
interfere with those hopes
and goals. You could also
suggest that they talk about
the importance of parenting
and all it demands, as well
as how wonderful parenting
can be when someone is
ready for it. Parents can help
teens understand why it’s
so important that they think
about when they want to
have a child, rather than
letting it be something that
just happens to them.
What about love and
relationships?
As teens move through
adolescence, they are
experiencing a lot of new
feelings and often developing
new friendships and
romantic relationships. Teens
consistently say that they
want to be able to talk about
• Share helpful and concrete resources with parents. In
particular, parents need help starting conversations with their
teens about sex, love, and relationships. Consider sharing
specific scripts that they might be able to use such as the
ones in this document http://www.TheNationalCampaign.
org/resources/pdf/pubs/Relationship_Redux.pdf.
• Consider offering a program for parents. There are several
programs that have been designed for parents to increase
their knowledge and help build their skills so they can feel
comfortable talking to their teens about sex. A few programs
that target parents and have been found to subsequently
change teens’ behavior related to sex and contraception
include:1
* Please note that there are a number of resources that provide lists of effective teen pregnancy
prevention programs, each developed with a different purpose in mind and with slightly
different criteria. The programs described here, while having evidence of effectiveness, do
not appear on the HHS list of Evidence-Based Teen Pregnancy Prevention Programs. For more
information about the HHS list and the criteria for this list please refer to: http://www.hhs.gov/
ash/oah/oah-initiatives/tpp/tpp-database.html.
–Families Talking Together (FTT). This program for
mothers of adolescents has been developed for delivery
in both a health care setting and a community-based
setting. In both settings, the program is primarily
designed to give parents the skills they need to
effectively talk to their son or daughter about delaying
sex in early adolescence. In addition, the FTT program
relationships and love with
their parents, and parents can
be a great support in helping
them to navigate changing
relationships and love. They
might need advice from their
parents about healthy or
unhealthy relationships, both
friendships and romantic
relationships. Parents can start
this conversation by talking
about their own experience
with friends and romantic
partners when they were a
teen. Parents don’t have to
share too much, but they can
remind their teens that they
navigate relationships too.
Why should I wait?
Similar to talking about why
it might be a good idea to
delay parenthood for a few
more years, parents who
tell their teens not to have
sex should be prepared
to say more than “just say
no”. Parents should talk to
their teens about why they
feel a certain way. Perhaps
they are worried about the
risks, particularly pregnancy
and sexually transmitted
infections. If so, they should
talk about those risks
and ways to avoid those
outcomes.
includes content on talking with your adolescent child
about birth control and contraception. The program was
found to increase communication about sex between
mothers and their teens and to delay sexual initiation
among adolescents whose mothers participated in
the program. In addition, adolescents in the program
reported reduced frequency of sexual activity relative to
youths in the control group. More information is available
at: http://www.clafh.org/resources-for-parents/parentmaterials/.
–Keepin’ it REAL and REAL Men. These programs were
developed for mothers with teens in general and fathers
with teen boys specifically. Each program, which consists
of seven sessions, works with the teens and parents
separately until the final session, when they have an
opportunity to talk together about sex and related issues.
Both programs were found to increase condom use and
the REAL Men program was found to decrease sexual
initiation as well. More information is available at: http://
www.TheNationalCampaign.org/resources/viewprogram.
aspx?id=53 and http://www.TheNationalCampaign.org/
resources/viewprogram.aspx?id=37.
–Focus on Kids plus ImPACT. This program is largely
for teens, but has a single session at the beginning of
143
Page 3
the program that is delivered to the teen and his or
her parent or guardian. The single parent-teen session
includes a video, role playing, and skill-building activities
about using condoms correctly. The program was found
to reduce unprotected sex and improve contraceptive
use. More information is available at: http://www.cdc.
gov/hiv/topics/research/prs/resources/factsheets/FOKImPACT.htm and http://www.TheNationalCampaign.org/
resources/viewprogram.aspx?id=15.
–Several evidence-based teen pregnancy prevention
programs also include homework activities or other
efforts to engage parents and to provide them with
opportunities for talking with their teens about sex and
teen pregnancy prevention.
• Consider hosting an open house for parents. Programs
looking to gain support from the parents in their community
might consider hosting an event for parents to meet
facilitators, learn about the program, and get a chance to talk
to other parents. Be sure to offer childcare, and potentially a
snack or dinner if possible.
• Work with organizations and people that parents already
trust. For example, if you are implementing an after school
program, perhaps the school can invite parents to an event,
or perhaps you can pair your outreach to parents with other
events that are happening at the school. Consider partnering
with well-known community-based organizations that
parents trust or faith settings that parents visit on a regular
basis.
• Identify a few parent “champions” to help you recruit parents
to events. If you want to bring parents together, are there a
few parents who really believe in your work and would be
willing to help recruit their friends to come to your event? Try
to identify those parents and engage them early on in your
activities.
The particular strategy you choose for working with parents
will depend on your community needs assessment—what
it suggests they need from you in the way of information or
education and what role they may be positioned to play in
support of your mission—as well as how this information ties
into your logical model which details your overall project goals
and objectives. Are there parents who need basic education on
the urgency of teen pregnancy prevention, or an explanation
of evidence based programs? Would some parents benefit from
participating in a program, while others might be willing to
volunteer their time to facilitate group discussions?
Once you’ve determined the role of parents in your project,
consider what you need to do in order to implement this
particular piece of your overall project plan. These activities
should be included in any work plan, similar to your strategies
and activities for identifying and selecting a teen pregnancy
prevention program that you are implementing with youth.
Also, similar to other activities, it’s important to evaluate the
activities that you’ve planned for parents. The specific evaluation
activities will depend on the objectives that you’ve established
for this particular piece of your project, but will likely include a
mix of qualitative and quantitative data collection, and process
measures such as attendance logs. Some goals for parental
involvement activities include short term objectives such as
increased parental attendance at events that your team has
planned, high levels of parental consent for participation in your
program, and increased vocal support for your program among
parents in the community. Intermediate and longer term goals
might include an increased proportion of parents who report
talking to their teens about sex, an increased proportion of
teens who report talking to their parents about sex, and changes
in sexual and contraceptive behavior among adolescents in your
community.
Overcoming Challenges
Even with carefully planned activities based on a thorough
community needs assessment, connecting with parents can
be more challenging than expected.16 Parents have a number
of competing demands on their time and attention. Parents
also hold varying levels of awareness and concern about teen
pregnancy.
Suggested Strategies:
• Go to where parents are.
• Spread the word through many channels.
• Ask parents to recruit other parents.
Motivating parents to fully participate can also be
challenging.17 Similar to why it’s hard to connect to parents, it’s
also hard to get them to attend multiple events because of time,
transportation, and childcare issues, to name a few.
Suggested Strategies:
• Use incentives—both financial and otherwise. Offering
childcare might be important.
• Ask teens to ask their parents to be involved.
• Determine when is the best time for parents to meet and
consider offering your event multiple times so that people
have different options.
• Make sure the site is accessible by public transportation (if
that is available and well used in your community).
What It All Means
It is important to involve parents in teen pregnancy prevention
efforts. They can provide important support for your work,
and are the people that influence teens most when it comes
144
Page 4
to teens’ decisions about sex. If appropriate, parents can be a
huge ally in supporting and reinforcing the information and
skills that you provide through your program. However, many
parents feel as though they don’t have the knowledge and
skills themselves to talk to their teens about these issues, and
they could use your help.
Find out what kind of information parents in your community
want and need, and find out the best way to deliver it to them.
Depending on your community, parents might want to learn in
person, or maybe they want to get the information they need
online. Consider how you can deliver the information they need
in the best format or multiple formats.
Summary Tips for Working with Parents:
• Parents are a huge influence in their teens’ lives, especially
when it comes to decisions that teens make about sex,
therefore increasing parent-child communication and parentchild connectedness can have an impact on behaviors related
to teen pregnancy prevention. Make sure parents understand
how important they are.
• Parents can support teen pregnancy prevention efforts not
only within their own families, but in the community more
broadly as well. While not all parents may be supportive of all
roles, there is a role for every parent to play.
• It’s important to involve parents in your efforts from the
beginning, and you should consider including them in your
community needs assessment.
• Make sure you understand what parents need from you in
order to be supportive of teen pregnancy prevention efforts.
What would they like help with and what barriers might they
face in accessing that help? What questions or concerns do
they have, what information would be most helpful to them
and how would they like to receive that information?
• Consider offering skills building activities that have been
designed specifically to help parents communicate with their
teens about sex and relationships.
• Don’t limit your focus to just the mothers, but rather include
fathers as well. Also, consider broadening your focus to
other trusted adults, for example teachers, coaches, and
parents of friends.
• Take advantage of the many available resources that you can
share with parents to help them communicate and connect
with their teen and make sure they understand that teens
want more than just “the talk” with their parents.
• Connecting with and motivating parents to stay engaged
in teen pregnancy prevention activities can be challenging
due to all the competing demands on their time, but with
careful planning and strategizing you can overcome some of
those challenges.
This publication was made possible by Grant/Cooperative
Agreement Number U88/CCU322139-01 from the Centers for
Disease Control and Prevention (CDC). Its contents are solely the
responsibility of the authors and do not necessarily represent the
official views of the CDC. Readers who are interested in the CDC’s
current efforts to promote teen pregnancy prevention can find
more information here: http://www.cdc.gov/TeenPregnancy/
PreventTeenPreg.htm.
Endnotes
Albert, B. (2010). With One Voice 2010: America’s Adults and Teens Sound Off about Teen
Pregnancy. Washington, DC: The National Campaign to Prevent Teen Pregnancy.
Ibid.
3
Dittus, P.J., Jaccard, J., & Gordon, V. V. (1999). Direct and non-direct communication of
maternal beliefs to adolescents: Adolescent motivation for premarital sexual activity. Journal
of Applied Social Psychology, 29, 1927–1963.
4
Dutra, R., Miller, K. S., & Forehand, R. (1999). The process and content of sexual
communication with adolescents in two-parent families: Associations with sexual risk-taking
behavior. AIDS and Behavior, 3(1), 59–66.
5
Karofsky, P., Zeng, L., & Kosorok, M. R. (2001). Relationship between adolescent-parental
communication and initiation of first intercourse by adolescents. Journal of Adolescent
Health, 28(1), 41–45.
6
Kotchick, B. A., Dorsey, S., Miller, K. S., & Forehand, R. (1999). Adolescent sexual risk-taking
behavior in single-parent ethnic minority families. Journal of Family Psychology, 13(1),
93–102.
7
Leland, N. L., & Barth, R. P. (1993). Characteristics of adolescents who have attempted to
avoid HIV and who have communicated with parents about sex. Journal of Adolescent
Research, 8, 58-76.
8
Miller, K. S., Levin, M. L., Whitaker, D. J., & Xu, X. (1998). Patterns of condom use among
adolescents: The impact of mother-adolescent communication. American Journal of Public
Health, 88(10), 1542–1544.
9
Ibid.
10
11
Lezin, N., Rolleri, L., Bean, S. & Taylor, J. (2004). Parent-Child Connectedness: Implications
for Research, Interventions and Positive Impacts on Adolescent Health. Scotts Valley, CA: ETR
Associates, p. ix. www.etr.org/recapp/.
12
Ibid.
13
Troccoli, K. (2006). Terms of Engagement: How to Involve Parents in Programs to Prevent
Teen Pregnancy. Washington, DC: The National Campaign to Prevent Teen and
Unplanned Pregnancy.
14
Talking Back: What Teens Want to Hear from Parents. (2010). Washington, DC: The
National Campaign to Prevent Teen and Unplanned Pregnancy.
15
16
Troccoli, K. (2006). Terms of Engagement: How to Involve Parents in Programs to Prevent
Teen Pregnancy. Washington, DC: The National Campaign to Prevent Teen and
Unplanned Pregnancy.
17
Ibid.
1
2
145
Page 5
146
PRESENTATIONS
Closing Keynote: Together We Can: Creating a Foundation for Life-Long Sexual Health
and Well-Being
Monica Rodriguez, MS
Sexuality Information and Education Council of the United States (SIECUS)
Objectives:
1. Participants will consider an approach to sexuality education that encompasses an individual’s
entire lifespan and promotes sexual health and well-being throughout life.
2. Participants will be able to list at least two characteristics of a sexually healthy adult.
3. Participants will be able to list at least one step they can take to support lifelong sexual health
and well-being in their professional role.
Notes:
147
PRESENTATIONS
Notes continued:
148
Conference support provided by:

Conference Booklet - Alabama Campaign to Prevent Teen Pregnancy

Transcription

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