Proposal for Family Life Education Essay

Studies show that the field average for an adolescents first knowledgeable intercourse spiel is s counterbalanceteen years old. Despite this number being really nigh to the average age in other industrialized countries, the United States holds a higher percentage of teenage pregnancy and internally transmitted distemper (STD) contraction than those countries (Harper et al, 2010, p. 125). Its becoming evident that while a mass of the nations youth is sexually active, they are not doing so with the appropriate knowledge to keep themselves and others healthy.Its been proven that if parents were to educate students close sex reading, healthy sexual behaviors major power increase. Many parents, however, refuse to do this because they feel that talking about sex with youth depart chafe them oblige sex, ignoring the fact that whether the youth are talked to or not, they are having sex. It has even been stated that some teens prefer to procure the knowledge from their parents , as foreign to other educators (Zamboni & Silver, 2009, p. 58 59).Unfortunately, if the parents refuse to talk to the students about sex, they be muster up sexually active without this crucial data. As the rates of STDs and teenage pregnancies rise in our country, youths between the ages of 12 and 20 years old could definitely utility from the introduction of a family sprightliness education syllabus localiseed on teaching the difference between healthy and mental sexual behaviors. A architectural plan known as Youth Understanding inner health (YUSH) would be the perfect venue for doing just this.A program certain for teens in middle and/or high school, YUSH is a seven hebdomad program that try ons to ensure that these youths realize the difference between healthy and infirmityd behaviors, the consequences and results of split upicipating in two, and how to make sure that they avoid negative, harmful, and otherwise unhealthy sexual behaviors. By in sleek overing thi s information into the children at early ages forrader or soon after they have begun to participate in sexual behaviors, the program leave behind meet several(prenominal)(prenominal) crucial goals.First, it go away get these students in to a routine of practicing healthy sexual behaviors that they put forward withstand with them tumefy into adulthood. Not only will this maintain their own sexual health, but it will protect their other potential sex partners. Second, the juvenile knowledge that the teens will gain from the program will allow them to go under on information to their peers that whitethorn not be allowed to participate in the program, be too embarrassed or shy to seek information, or been unable to attend the program sessions for any other reason.Other aspects of troupe reach popularity in similar manners, including music, movies, video games, dances, or slang, so this information can be expected to spread in a really similar manner. According to Powell & Cass idy (2007), when developing an useful family life education program, its grand make sure that they needs of the audience are appropriately communicate (p. 79 80).Of the three needs, felt, ascribed, and prox needs, both felt and ascribed needs can be ascertain in the first move into the program has started. In order to efficaciously determine these needs, the appropriate assessments must be view asn. Prior to the start of the program, assured family life educators (CFLEs) will conduct an assessment by using focus groups and questionnaires from potential program attendees within the cross audience.Since the target audience is represent of students that attend local middle and high schools, the CFLEs will send kinsfolk two things to the parents of all of the potential students a letter requesting permission for the teens to participate in the program, which details the material that will be discussed and the extent of the programs, on with a questionnaire for the studen t and parent to complete together which addresses the information that both parties feel should be addressed in such a program.In order protect confidentiality the questionnaire will be a two part survey with one aspect for parents and one aspect for the students to fill out. apply the questionnaires from the parents and information from the schools and community, CFLEs will be able to determine the ascribed needs of the program. The information obtained from the students surveys will reveal the felt needs of the program. The final category of needs, future needs, will be addressed throughout the duration of the program and will be met through a combination of student comprehension and stiff facilitation by CFLEs.If YUSH seeks success, another thing that Powell & Cassidy (2007) suggest is well trained and effective educators. CFLEs will undergo extensive training in which they will rook to fully accept their roles as facilitators, exhibit effective listening skills and dialogue skills, and how to encourage the youth to participate in the programs discussions and activities (p. 92 112). The National Council of Family Relations (NCFR) (2011) rationalises that there are certain requirements necessary before an individual can be a CFLE and this involves either graduating from an approved program or taking the CFLE exam.In addition to that certification, and in order to intend in sexual health, YUSH facilitators will be trained to have a complete intellect of the material and how to appropriately present the information to the teens by means of seminars, training kits, and manuals. Qualified facilitators and understanding of the appropriate needs of the target audience are only two aspects of ensuring that YUSH is a successful program. A fixing and time for the programs meeting must be established, as well as the frequency of meetings.When choosing a location, its important to make sure that there will be privacy, comfort, and no distractions. The location must be appropriate for the size of the group. With such a giant target audience, it will be necessary to have several diametrical groups. The groups can be separated by grade, with about 20 25 students in each group. These groups would meet during their health classes during school instants, but without continual teachers and/or administrators in the rooms, so that the adolescents feel comfortable.The curriculum of the YUSH program takes place once a calendar calendar week for seven weeks, with approximately 1 ? hour sessions each week. Each week will have a different topic to focus on with the schedule as follows hebdomad 1 Introduction to Sexual Health, Opening Questions and Concerns hebdomad 2 Sexual Myths Week 3 Decision-Making, Abstinence Week 4 Protecting Yourself/Contraceptives Week 5 Sexually Transmitted Diseases Week 6 Risky Sexual Behaviors, Sexual Violence Week 7 Re-Cap, Evaluations, Final ConcernsDuring the first session, YUSH facilitators will slide by the yo uth in icebreakers to introduce themselves to one another as well as complete opening surveys that address what each student expects to take a appearance from the program. Also, within this session, there will be questions posed by students to be asked at that time or at the end of the program. Rules of the program will be explained, including maintaining respect for others and their privacy. Participation should be encouraged and questions welcomed (Powell & Cassidy, 2007, p. 103 105).YUSH presenters will use a variety of presentation methods in each of the courses including a formal method or informal. Using Week 5s topic of STDs as an example, the formal method would involve a babble format with handouts, notes and power point presentations. CFLE would have teens identify what they have intimate through this information with quizzes and tests. The quizzes, which would be a combination of fill-in-the-blank and multiple selection answers, will address the different types of STDs , how to contract them, how they are spread, the symptoms of each and how to speak them.This method would also involve the distribution of pamphlets and brochures to sum up the weeks discussion. An informal method of presenting the information involves using games and scenarios to enhance the teens understanding of STDs. A Jeopardy format in which youth match symptoms to disease might also be an effective means of presenting the information. YUSH facilitators would also have the option of using various scenarios and role play models to show the ship canal that STDs are spread, contracted and treated.The division of Public Health of Seattle and King County (2011) suggests an interactional activity for showing the ways that STDs spread by using several small cups of water, one cup with a water/vinegar mixture, and several pH paper slips. During several different rounds, students will mix the limit of their cups with other students. At the end of the activity, students dip their te st strips to see who might be potentially infected. After person has interacted with the vinegar mixture, or someone else who has interacted with that mixture, they are more than likely infected.The activity shows that even though it may not be visibly noticeable (because the vinegar mixture is still clear like the water) its easily spread if no certificate is used. The fact that some students may have noticed the vinegar olfaction shows that though sometimes the symptoms may be noticeable, they can still be overlooked by others (p. 2 8). Another informal method of presenting the topics of the week would be via interactive methods such as projects, guest speakers, and field trips which defend that weeks information.Guest speakers would be extremely effective during Week 4s discussion of protection and contraceptives. In this example, guest speakers would come from various family planning centers to show students the various contraceptives options that they can choose from and explain how to decide which ones best fit their lifestyles. Finally, the reasons for supporting and bringing this program to life will be evident in the evaluations of the programs effectiveness, determined in the last week of YUSH and in the weeks afterwards.According to Powell & Cassidy (2007), the best way to determine the effectiveness of a family life, more specifically sexual education program, is to witness the changes in behaviors and attitudes (p. 185). As rates of teenage pregnancy and STDs come in areas that will have adopted the YUSH program, it will be very apparent that the program has worked and that youth were paying attention in the courses. Furthermore, surveys and questionnaires will be distributed on the last sidereal day of the program which will seek to determine how participants and parents feel about the knowledge gained in the program.The last day of class will also be used to wrap up the course by answering questions that havent been answered thus furthe r and taking suggestions about any necessary aspects of the program. As a put through to the program, CFLEs will send additional newsletters to participants as well as ask in them back to be program assistants at the next session of YUSH. References Department of Public Health Seattle & King County (2011, January 1). STD Risks. Family Life and Sexual Health. Retrieved April 3, 2011, from http//www. kingcounty.gov/healthservices/health/ individualized/famplan/educators/FLASH. aspx Harper, C. , Henderson, J. , Schalet, A. , Becker, D. , Stratton, L. , & Raine, T. (2010). Abstinence and Teenagers Prevention Counseling Practices of Health Care Providers Serving tough Patients in the United States. Perspectives on Sexual & Reproductive Health, 42(2), 125-132. Retrieved April 3, 2011, from the EBSCO database. National Council on Family Relations. (2011, January 2). CFLE Certification. NCFR. Retrieved April 3, 2011, from http//www. ncfr. org/ Powell, L. H. , & Cassidy, D. (2007).