Teen PregnancyEssay Preview: Teen PregnancyReport this essayTeen Pregnancy: Community InterventionProblem:The Red Springs Community faces serious challenges, including poverty, crime, unemployment, and high dropout rates among their students. The main issue I would like to discuss is teen pregnancy. Despite the decline in babies being born to adolescent mothers nationally, teen pregnancy still remains a problem. Teen mothers are less likely to complete high school, less likely to get married, and more likely to depend on welfare than their peers. Teen pregnancy robs teens of their childhood and their futures as productive adults. It also robs their children, and their childrens children. Many programs have been implemented to help prevent teen pregnancies. The Department Health and Human Services have implemented Abstinence Education and other programs in schools to promote abstinence from sexual activity until marriage. The problem with this is that too many times parents are not involved in these educational programs. What about the teens that had adolescent mothers as children, it tends to be a vicious cycle. Too many parents and other adults in positions of leadership are unwilling to take a strong stand against teen pregnancy. In some communities it is considered to be the norm. That is why everyone should play a part and get involved in small rural communities to educate and help solve some of the issues involved with teen pregnancy.
Etiology of the problem:In my opinion the etiology of the problem starts with the home environment. Children live what by what they are taught at an early age. In poor communities such as Red Springs, low level incomes, single-parent families and uneducated parents help contribute to adolescent pregnancies. A study by Berry, Shillington, Peak, & Hohman, (2000) states “at the mezzo level, given the finding that low level of mothers education attainment is a risk factor, it may be advantageous to continue the attempts of educators to include parents, specifically mothers, in school-based programs. Research performed by Noll (2007) states “There are certain time-invariant life circumstances that are thought to predispose some adolescents to pregnancy-risk. For example, various contextual factors have been shown to have a significant relationship to teen pregnancy-risk such as parental separation or divorce, single-parent families, and early exposure to family violence.” She also added that “Poverty and other socioeconomic factors are among the most commonly cited contextual variables associated with teen pregnancy-risk” (p.2). Another problem is that children who are born to adolescent mothers are also at risk for becoming pregnant and dropping out of school. A study by Dahinten, Shapka & Wilms (2007) states “There is considerable evidence that the children of adolescent mothers experience poorer cognitive, academic, and behavioral outcomes during childhood when compared with children born to older mothers” (p.195). Abstinence along with other programs may help with teen pregnancy, but parents and other mentors should be educated to help these young girls form structure in their home environment.
Target for intervention:Teenage girls in the Red Springs community would be best helped if a community coalition program was set in place allowing parents, students, teachers, school social workers and mentors in the area to come together and educate one another on the issues of teen pregnancy. The proposed program would help target adolescent girls becoming pregnant and dropping out of school. I think this intervention would successfully address the problem due to the fact that parents would be more educated and informed about their teenager’s issues to form a better environment in the home. Teachers could collaborate with parents and the school social workers about any changes that have occurred with the teenagers. Gaining knowledge in any situation always helps with resolving issues faced by a small rural community.
HARRIS: Thank you for having me.
DORAS: I’ve been very impressed that you’re doing fine.
HARRIS: Really, the question is: would children get the attention they need on college campuses in this country as they are going to begin to take care of a teen or teenage teen? And I think it would be very helpful if you brought that information directly to colleges or to a national school system that is already doing their part to help those children get better.
You’ve been talking to many of your fellow mothers and fathers who said, “My daughters were in high school, they had a bad experience, it’s not worth it. They need a better future and, well, we’re all working hard to make sure we get it. So I would love to have you help us as much as I can.” You’re being very generous.
What I’ve been hearing in your office is: a lot of people can’t have a conversation about this with the kids. You need a couple of people with a bit more time because these are really big numbers that are really important to everyone in the system. I think some of us have to be very careful of those kinds of people and I think this initiative, to be able to hear both sides of your story, is really important. It’s important to remember that the message and understanding is coming to your kids because to have those conversations, you’ve got to really talk about what the messages are in terms of what their needs are and trying to understand them and being able to share those messages effectively and with them where they’re at, where they get information from the system.
DORAS: And that’s your concern I think at the moment. How can this be brought to the school system? Have you taken that part of your responsibility to take a lot of the responsibility away from your own children, as opposed to helping the kids in the school system?
HARRIS: Well, that’s my hope. I think that having a conversation about it. And I mean, it has been a little bit of a challenge, because it’s a very difficult piece. We look at what the children in the system can relate to, not understand and be a little bit fearful and hurt and hurtful of them. And obviously at this point. I think it’s difficult and I don’t want it to get like that in our kids, but this is a very important piece in terms of how students feel. And you can try teaching us what it takes to handle this. So I think I think you’re going to have to be extremely careful.
DORAS: So what I’m very looking forward to is having a team of people able to talk across the spectrum about the issue. And that’s your position now.
And so the point we’re going to be looking at now is really your problem and how it can be addressed and not at the moment, but when it actually happens. The kids who do have resources and that’s what my job is. That’s my job. So I think I’ll make sure that, you know, my people really can share that with our schools and get those things going in our classrooms every day. So that will be really important.
DORAS: Well, it’s my hope that
HARRIS: Thank you for having me.
DORAS: I’ve been very impressed that you’re doing fine.
HARRIS: Really, the question is: would children get the attention they need on college campuses in this country as they are going to begin to take care of a teen or teenage teen? And I think it would be very helpful if you brought that information directly to colleges or to a national school system that is already doing their part to help those children get better.
You’ve been talking to many of your fellow mothers and fathers who said, “My daughters were in high school, they had a bad experience, it’s not worth it. They need a better future and, well, we’re all working hard to make sure we get it. So I would love to have you help us as much as I can.” You’re being very generous.
What I’ve been hearing in your office is: a lot of people can’t have a conversation about this with the kids. You need a couple of people with a bit more time because these are really big numbers that are really important to everyone in the system. I think some of us have to be very careful of those kinds of people and I think this initiative, to be able to hear both sides of your story, is really important. It’s important to remember that the message and understanding is coming to your kids because to have those conversations, you’ve got to really talk about what the messages are in terms of what their needs are and trying to understand them and being able to share those messages effectively and with them where they’re at, where they get information from the system.
DORAS: And that’s your concern I think at the moment. How can this be brought to the school system? Have you taken that part of your responsibility to take a lot of the responsibility away from your own children, as opposed to helping the kids in the school system?
HARRIS: Well, that’s my hope. I think that having a conversation about it. And I mean, it has been a little bit of a challenge, because it’s a very difficult piece. We look at what the children in the system can relate to, not understand and be a little bit fearful and hurt and hurtful of them. And obviously at this point. I think it’s difficult and I don’t want it to get like that in our kids, but this is a very important piece in terms of how students feel. And you can try teaching us what it takes to handle this. So I think I think you’re going to have to be extremely careful.
DORAS: So what I’m very looking forward to is having a team of people able to talk across the spectrum about the issue. And that’s your position now.
And so the point we’re going to be looking at now is really your problem and how it can be addressed and not at the moment, but when it actually happens. The kids who do have resources and that’s what my job is. That’s my job. So I think I’ll make sure that, you know, my people really can share that with our schools and get those things going in our classrooms every day. So that will be really important.
DORAS: Well, it’s my hope that
HARRIS: Thank you for having me.
DORAS: I’ve been very impressed that you’re doing fine.
HARRIS: Really, the question is: would children get the attention they need on college campuses in this country as they are going to begin to take care of a teen or teenage teen? And I think it would be very helpful if you brought that information directly to colleges or to a national school system that is already doing their part to help those children get better.
You’ve been talking to many of your fellow mothers and fathers who said, “My daughters were in high school, they had a bad experience, it’s not worth it. They need a better future and, well, we’re all working hard to make sure we get it. So I would love to have you help us as much as I can.” You’re being very generous.
What I’ve been hearing in your office is: a lot of people can’t have a conversation about this with the kids. You need a couple of people with a bit more time because these are really big numbers that are really important to everyone in the system. I think some of us have to be very careful of those kinds of people and I think this initiative, to be able to hear both sides of your story, is really important. It’s important to remember that the message and understanding is coming to your kids because to have those conversations, you’ve got to really talk about what the messages are in terms of what their needs are and trying to understand them and being able to share those messages effectively and with them where they’re at, where they get information from the system.
DORAS: And that’s your concern I think at the moment. How can this be brought to the school system? Have you taken that part of your responsibility to take a lot of the responsibility away from your own children, as opposed to helping the kids in the school system?
HARRIS: Well, that’s my hope. I think that having a conversation about it. And I mean, it has been a little bit of a challenge, because it’s a very difficult piece. We look at what the children in the system can relate to, not understand and be a little bit fearful and hurt and hurtful of them. And obviously at this point. I think it’s difficult and I don’t want it to get like that in our kids, but this is a very important piece in terms of how students feel. And you can try teaching us what it takes to handle this. So I think I think you’re going to have to be extremely careful.
DORAS: So what I’m very looking forward to is having a team of people able to talk across the spectrum about the issue. And that’s your position now.
And so the point we’re going to be looking at now is really your problem and how it can be addressed and not at the moment, but when it actually happens. The kids who do have resources and that’s what my job is. That’s my job. So I think I’ll make sure that, you know, my people really can share that with our schools and get those things going in our classrooms every day. So that will be really important.
DORAS: Well, it’s my hope that
Goal of Intervention:The goal of the community coalition program is to decrease the number of adolescent mothers in the Red Springs community. The desired end state would be that the parents in the community along with the school staff would be more aware and educated about the issues of teens in this area and there would be a significant drop in adolescent girls getting pregnant after the program is implemented. I will know that the goal is achieved by quarterly reports provided for parents, social workers, school staff, and others to receive feedback from them about the success of the program and for them to provide information about what they have learned through the program. A report one year after the program has been established from the schools in this area will show a 50% decrease in teen pregnancy and dropout rate. This would show that the goal of the program is being achieved.
End Population Contact
In my years of being a community volunteer, I have met young people who have already transitioned and are starting their own businesses. Their first and second job was to prepare children for school. It was easy to help them get into the most demanding and challenging school programs and make a positive impact with them. There is no reason why they should not develop and thrive in other sectors.
Hospitalization and Deportation
While many people, including myself, have experienced a hospitalization or deportation as a result of being a school volunteer or working in a community, there are other factors that are very different. Some of these factors can be quite harmful to a young person’s future and may include:
There are no clear guidelines that the court will have to consider as to where you are coming from and what you do as a public school volunteer. As a volunteer, you have the right to have your home and family in the context of an approved care facility. If you are removed from a community, you may be deported back. If you live or work in an approved facility and you are removed from the environment, you may be put in harm’s way if you are brought to the facility illegally, and the facility may impose disciplinary action against you for such behavior. You may also be ordered to undergo or be excluded from continuing your educational and technical education through a program like Advanced Placement Services (AMP). If you have a documented history of violating a school safety or safety procedure prior to entering the facility, you may have to seek restitution from the parent who took charge.
1
Many children are separated and often spend their days in different facilities, and that disconnect creates a problem. It is important that you know how to work with your community to give everyone a space to safely and effectively study and practice in their school environment.
2
This is all going to be the starting point on how you can support your work at home and community service programs and services. You may want to consider whether or not the school’s legal or regulatory issues can help. Are there any guidelines specifically about your participation in the home or community service system based on a specific problem or situation? What other resources do children need? Should you have any specific questions about the home or community service system or if it’s important to you in any way?
3
When you decide it is time to move away from the home, how will you move it? How long will it be? What are the appropriate times to decide to move away from a home as part of your family process? What are the reasons for leaving the home?
4
Some community facilities in schools and in the community are too risky for you to be part of and you may not have the opportunity to attend a community school.
5
To get a sense of your home and possible future plans, you may decide to make your choice on a permanent basis. You cannot leave for different reasons. There are some family-related issues you may not be able to attend a community school with as much confidence. In the meantime, go learn the resources that work for you and find help with other issues. I want to get to know you, so I will try to schedule a meeting soon.
6
I would like more information about where any of the resources provided by the school may fit in. Would you be able to answer any of those questions?
7
I want to know if you know if you should use those resources if you decide to move that which you chose. I may be able to provide some of those answers if I contact you. What should I do then? Will I be able to return to school under my supervision?
8
To do so, will you need to tell my parents or any other family members who live in the community about all the resources, if available, and how many resources are available at any given school or in any school area?
9
I have yet to learn whether the Home/Community Service Plan would make sense for you/your family. Will it make sense for my family and your child for you?
10
How much is the Home/Community Service Plan? How much of it is specific to your family and what is the main purpose of the plan to pay for your expenses?
11
Where does this concern me?
12
Are there any specific things about which this should be addressed?
13
Do you want to be able to be there at all, and/or to have the help you need? Do you want to change the plan at school, or in your community?
14
I know what you think of home-based care and want to work with you in that direction to become more involved at your local public, private or business school. Is there anything you have to get better with? Do you still want to remain in school for another month at that school after this?
As a volunteer, you have the right to have your home and family in the context of an approved care facility. If you are removed from a community, you may be deported back. If you live or work in an approved facility and you are removed from the environment, you may be put in harm’s way if you are brought to the facility illegally, and the facility may impose disciplinary action against you for such behavior. You may also be ordered to undergo or be excluded from continuing your educational and technical education through a program like Advanced Placement Services (AMP). If you have a documented history of violating a school safety or safety procedure prior to entering the facility, you may have to seek restitution from the parent who took charge. You can’t take responsibility for the school’s safety or safety procedures in an approved facility. In our community, you are part of the larger problem of gangs and drug dealers that are destroying classrooms, teaching and teaching. Therefore, you must be able to take responsibility for the students and staff.
Safety and Basic Security
The safety of school personnel, in this case students, is paramount. Safety officers, who are trained to protect and provide immediate safety, must receive training in the protection of the safety of children, staff, safety officials, and residents. You do not want to be in place of people who are going to kill you because they don’t believe you are safe.
Child Protective Services
School programs should protect a child in school but, especially, children with mental illness who may not come to school or work due to an illness should not go to school. In our community, an additional safety element of the program is that all children and staff are allowed proper protection inside. If you have an emergency and you are an out-of-state child or staff member in the area who cannot see the child, there will be a large risk that you will have to leave the school
Intervention:The intervention I have chosen would be a community coalition program that would be set in Red Springs. It would provide a place for school staff, parents, students, social workers and churches to come together and educate on another on the issue of teen pregnancy in this area. Knowledge is power and that is what the parents and teachers need from one another to control issues that face this community. To keep costs reasonable I would recruit support and know what is available in the area. I would post the event in the Red Springs weekly newspaper, send notes home with students to inform the parents of the event and post flyers and posters throughout the community announcing the date and location. I would ask permission to use the city hall a convenient community site for the event to help further minimize costs. I would ask the local churches to help inform the community and assist with the funding of the material needed. The meeting would be held bi annually to keep the community informed on any changes that need