Additional Resources
Students with AIDS
In the Fallbrook Union Elementary School District, the determination whether an HIV-infected student may attend school is made on a case-by-case basis. A team, which consists of a physician with AIDS expertise, the student's physician and parents, and appropriate school personnel, determines if the student may remain in school. The decision is based on the student's behavior, neurological development, physical condition, and the expected type of interaction. A similar team also reviews the cases of HIV-infected employees to determine if they can continue to work. The team consists of a physician with AIDS expertise, the employee's physician, the employee or his representative, and appropriate school personnel. The decision is based on the employee's physical condition, expected type of interaction with others, and the impact on both the employee and others.
Students with AIDS/ARC
Under this sample policy, a child diagnosed as infected with AIDS/ARC will be immediately removed from classroom attendance until evaluated by an AIDS/ARC TEAM. This team will consist of the school physician and nurse, the pupil's teacher or prospective teacher, the parents or guardian, the child's physician, the School Health Consultant of the New Hampshire State Department of Education, and the school principal. The team shall review each case individually and shall recommend regular classroom placement or an appropriate educational program to the superintendent of schools. This process is to be accomplished in a timely manner, and when possible, not to exceed ten school days. The policy allows for temporary exclusion of an infected child during outbreaks of communicable disease for his/her protection. Lack of toilet training, open oozing sores, biting or any irresponsible behavior that might result in transmission are listed as grounds for exclusion. Those with a need to know may be informed of the infection.
Students with HIV/AIDS
[ARCHIVED] This sample policy explains how the school addresses the issue of HIV-positive students in attendance. Educational opportunities will be provided to students with HIV just as they are for other students. HIV test results, medical records, and consent forms related to test results will be kept separate from other school records to ensure confidentiality is maintained. Disclosure of HIV test results and medical information will occur only with the written consent of parents/guardians and the student if he or she is 18 years of age or older. With parental consent, the school shall designate an individual or team to serve as the liaison between the school and the student's parents, student's physician, and if necessary the Bureau of Health and will serve as the supervisor of the medical component of the student's educational experience. With consent, the school nurse will notify the student's parents if he or she becomes aware of infections in the school that would place the HIV positive student at increased risk. Standard procedures will be followed with regard to exposure to blood and body fluid spills by all staff. The school will provide educational programs to inform parents/guardians, students, and staff regarding AIDS and other communicable diseases even though there may not be students with infection currently enrolled. This policy stresses the importance of confidentiality and providing instruction about communicable diseases, including HIV, to the school community.
Students with HIV/AIDS
This policy and regulation address the placement of students with HIV infection or AIDS. Particular issues addressed include confidentiality, allowing students to remain in school, development of an individual education plan when needed.
Students with HIV-Related Illness
The model policy addresses the issues that should be included in a school district policy on HIV-infected students. The policy states that HIV-infected students will not be denied the opportunity to attend school solely on the basis of their condition. It is also the policy of the board to prevent any student from being subjected to adverse or discriminatory treatment because of HIV infection. The superintendent must develop regulations in regard to the education of HIV-infected students and routine sanitary procedures for dealing with all blood and body fluid spills. In addition, the superintendent must develop and implement in-service education training for all school personnel regarding AIDS and HIV infection as well as the routine sanitary procedures.
Students with HIV-Related Illness Regulation
The model regulations outline how school district personnel should handle the notification that an HIV-infected student is attending school in the district. Confidentiality is strictly maintained and the release of HIV-related information is limited by law. Personnel who disclose confidential HIV-related information to unauthorized persons are subject to a penalty and a criminal misdemeanor charge. The procedures which should be adhered to in situations involving an HIV-infected student are provided.
Students with Special Health Care Needs
This sample policy from Cheshire, Connecticut, discusses the requirements of students with special health care needs in terms of access to education. These students may have chronic diseases (such as asthma or diabetes), chronic infectious diseases (such as HIV or hepatitis B), physical conditions (such as congenital heart defects), psychological conditions, acquired disabilities (such as drug addiction or a broken leg), or a severe acute illness (such as pneumonia). Requirements for these students' access to edcuation include assessment and periodic reassessment of the child's health status, policies supporting close collaboration with families, safe professional practice, appropriate instructional programs, related services, communication and collaboration with community health and social service providers, education of school personnel, and interdisciplinary teamwork. The policy outlines briefly the separate responsibilities of the administration and the school nurse. It assumes that school personnel will be informed of students' special health care needs, and it does not distinguish between infectious diseases that are and are not typically transmitted in a school setting. However, the policy is concise and easily understood, and it maintains a clear focus on ensuring the best educational opportunities for all students.
Students: Communicable and Chronic Infectious Disease
This policy addresses students with communicable diseases, including HIV/AIDS. It states that the Superintendent will develop procedures for communicable and chronic infectious diseases for the Board's consideration. Under the "Administrative Procedures" portion accompanying the policy, the procedures for disclosing the diagnosis of students with communicable diseases including HIV/AIDS are not clear or well defined. The procedures for determining whether a student with a communicable disease may attend school are left up to a review team on a case by case basis. This seems to contradict the policy which states, "A student with or carrying a communicable and/or chronic infectious disease has all rights, privileges, and services provided by law and the District's policies...," which would presumably include the right to public education. The policy and procedures sections do not distinguish between communicable diseases spread by casual contact and those that are not. There is also no mention of universal precautions. This policy needs a great deal of clarification and refinement. Attached to the policy is the Illinois statute regarding "Child of school age diagnosed as having AIDS--Notice to principal"--which also describes notice to the superintendent, school nurse, classroom teachers, and persons who decide the child's placement. Clearly, this statute suffers from major weaknesses in confidentiality.
Students: Communicable and Infectious Diseases
This communicable diseases policy is based on the premise that all children have a constitutional right to a free, suitable program of education. The policy notes that where it can be medically established that a student suffers from a serious infectious disease and there is a significant risk of transmission of the disease to others, it may be appropriate to exclude the student from the regular classroom. The determination of exclusion of any student will be made on a case by case basis with appropriate procedural due process safeguards. However, where the risk of transmission is relatively low or appropriate procedures can be adopted to reduce the risk of transmission, the policy explicitly states that exclusion is not warranted. The policy also outlines the procedure for determination whether a student should be considered handicapped.
Students: Communicable Diseases
If a staff member has reason to believe a student may have a communicable disease, the principal is notified immediately. The principal must contact the student's parents to discuss the situation. If there has been a medical evaluation, the principal must determine whether the student should be attending school. If there has not been an evaluation, the principal may initiate one if necessary. The review shall be in cooperation with the student's parents, the student's physician, the school nurse, and a school district selected physician. Upon completion of the review, the principal shall consult with the superintendent to determine the action to be taken. If exclusion is necessary, appropriate educational services will be provided to the student. If the student remains in school, procedures will be undertaken to protect the student from aggravation of the disease and to minimize the risk of transmission to others.
Students: Contagious Diseases
Upon notification of an HIV-infected student, the superintendent shall appoint an AIDS review committee. This committee shall have the responsibility of recommending schooling options for the student and identifying any precautions that need to be taken to assure no risk to others. The committee consists of the Director of Special Programs, school nurse, school principal, public health official, student's physician, and the student's parents. Emphasis shall be placed on ensuring minimum impact on the educational program of the student. In the event the decision is made to exclude the student from regular classes, an alternative program shall be provided. The persons informed of the student's condition shall be limited to the minimum. Standard procedures to avoid the spread disease should be used when cleaning up body fluid spills.
Students: Drugs and Alcohol/Tobacco
This policy states that smoking or any other unauthorized use of tobacco is prohibited by students in any school building, school vehicle, on school grounds, at any school function, extracurricular event, field trip, school-related activity, or at any time the student is under the supervision of school personnel. An ongoing program of student support and counseling will be provided for students that wish to stop smoking. For the public and staff, no smoking in buildings is under the control of the board of education. An ongoing program of staff support and counseling will be provided for staff that wish to stop smoking.
Students: School Lunch - Junior High Schools
The junior high schools in Campbell County School District operate under a closed campus policy. The sole exception to this policy applies to students who live close enough to the school to get home for lunch and back within the allotted lunch period time and whose parents submit a written request to the principal for a lunch period pass.
Students: School Meal Programs
This policy describes the district's commitment to participating in the National Lunch Program, utilizing commodities offered by the USDA, and providing free and reduced price meals as needed. Any school administrator may serve as a stand-in for a student's parent/guardian when necessary to apply for the free and reduced price meals. Required rules, regulations, and procedures of federal, state, and other agencies will be established and maintained.
Studying Parental Involvement in School-Based Sex Education: Lessons Learned
In a 1996 study in Memphis, Tennessee, the authors examined the value of supplementing a family life curriculum with joint parent-child homework assignments and a voluntary parental training program on communication skills. In this article, the authors share their experiences and provide insights to others contemplating evaluation work in school-based sexuality education. They describe their initial strategies, the impediments they encountered, their midcourse corrections, and the eventual outcome. The article is compelling for two reasons. First, the clear and vivid writing helps the reader to imagine every step of the sometimes-frustrating journey--for instance, as teachers failed to send home the homework being evaluated and as the Board of Commissioners refused to allow distribution of survey instruments. Second, the authors generalize their experience into strategies to help others evaluate sexuality education programs more effectively. These strategies include: bond with those who must deliver the program (i.e., teachers); be assertive concerning selection of project participants (to ensure a more rigorous study design); hold fast to the project design; think 'qualitative' (in addition to quantitative); and notice who is watching (i.e., clients and primary stakeholders). This is an excellent article that will be extremely helpful to those evaluating school-based sexuality education programs.
Substance Abuse Program for High School Athletic Participants
Elkhart Community Schools recognize the critical and growing problems of alcohol and controlled substance abuse to its students and student-athletes. This policy provides for a safe and healthy environment for high school athletic participants, by implementing a substance abuse program. The purposes and goals are to prevent injury to high school student athletic participants; to assist high school athletic participants in growing mentally and physically while being drug free; to help high school student athletic participants remain drug free; and to maintain an environment which supports the school system's drug free policy. The program will include an educational component and a random drug testing component. Athletics is a privilege: Elkhart community schools recognize that student participation in competitive interscholastic high school athletic events is a privilege and not a right. No student athlete will be allowed to participate in any event until they have had a drug education session for students and parents and the student has consented, in writing, to random drug testing. All student athletes will conduct themselves in a manner becoming to themselves, families, team, and the school. Student athletes are expected to follow the rules of the student handbook, Indiana High School Athletic Association rules, and rules of each sport or activity. A positive drug test will subject the athlete to sanctions prescribed by the Elkhart Community Schools Guidelines for Secondary School Athletics. A drug test refusal is considered a positive result. The school will not initiate a criminal complaint or proceeding based on a positive test. The random drug testing component of this policy will expire, if not renewed by a majority vote of the Board of Trustees, within two years after its adoption.
Substance Use and HIV-Related Sexual Behaviors among US High School Students
This study was undertaken to examine whether use of alcohol, cigarettes, marijuana, cocaine and other illicit drugs is related to the likelihood of participation in sexual behaviors that increase risk for HIV infection among youth. Students who reported no substance use were least likely to report having had sexual intercourse, having had four or more sex partners, and not having used a condom at last sexual intercourse. Adjusted for age, sex, and race/ethnicity, odds ratios for each of these sexual risk behaviors were greatest among students who had used marijuana, cocaine, or other illicit drugs. Students who had used only alcohol or cigarettes had smaller but still significant increases in the likelihood of having had sexual intercourse and of having had four or more sex partners. HIV prevention programs for youth should recognize that substance use may be an important indicator of risk for HIV infection and AIDS through its association with unsafe sexual behaviors.
Substance Use and Other Factors Associated with Risky Sexual
[ARCHIVED] A study of the relationship between substance use and risky sexual behavior was conducted among 241 unmarried pregnant adolescents aged 17 and younger who lived in a metropolitan area in the Northwest. The respondents had comparable or higher lifetime use rates for all substances than did women in a national sample of high school seniors, even though the pregnant adolescents were younger. Ninety-four percent had used alcohol, 78% marijuana, 30% cocaine and 30% stimulants, compared with 92%, 48%, 14% and 23%, respectively, among women in the national sample. Among the pregnant adolescents, 84% had had more than one sexual partner, 39% had had a sexually transmitted disease and 60% had used contraceptives during less than half of their sexual encounters. At the bivariate level, use of cigarettes and alcohol in general and use of alcohol and drugs during sex were positively associated with risky sexual behavior. However, when other characteristics associated with risky sexual behavior--family bonding, parental monitoring, commitment to conventional values, peer associations, self-esteem and delinquent activities--were included in the multivariate analysis, the effect of substance use disappeared.
Success Stories: How School Health Centers Make a Difference
This report documents how school-based health centers have successfully met the health and subsequent educational needs of students. Eleven first-hand stories, submitted by principals, school nurses, nurse practitioners, dentists, parents, and students, illustrate a variety of health problems faced by children today--problems that affect a child's health status, time in the classroom, and academic achievement. The report, aimed at educators, health care professionals, and policy makers, details the screening and treatment of common problems (such as poor vision) as well as life-threatening illness (such as leukemia) and includes some basic advice on evaluating school-based health care programs.
Successful Implementation of Perinatal HIV Prevention Guidelines
In 1994 zidovudine (ZDV) was demonstrated to substantially reduce perinatal transmission of the human immunodeficiency virus (HIV). Guidelines regarding the use of ZDV to reduce transmission and regarding counseling and voluntary testing of pregnant women were issued in 1994 and 1995, respectively. Varies surveillance methods were used to evaluate the implementation of these guidelines and to understand reasons for continues perinatal transmission of HIV.
From 1993 to 1996, the proportion of HIV-infected women with diagnosis before delivery increased from 70% to 80%. The proportion of women with a diagnosis who received ZDV prenatally increased from 27% to 83% and intrapartum, 6% to 75%; for neonates, the increase was from 8% to 77%. Overall, 14% of women received no or only one prenatal care visit. A total of 36% of women who used illicit drugs during pregnancy had not had prenatal care. Of the children who received any ZDV, 8% were infected compared with 16% of those who received no ZDV. ZDV, used for treating pregnant HIV-infected women, has been rapidly adopted in clinical practice and has reduced the transmission of HIV. Continued progress is needed in the following areas: increases in the proportion of women who receive prenatal care and an HIV diagnosis; and implementation of rapid testing methods or rapid turnaround tests.
Suffering in Silence: Teachers with AIDS and the Moral School Community
"If the HIV hasn't killed me yet, the secrets certainly will." These are the words of Elizabeth, one of three elementary school teachers who share in this book their personal stories about being a teacher with HIV/AIDS. The stories help us to examine schools as "moral communities," focusing on the moral roles of teachers, institutions, and educational leaders. They reflect the fear, discrimination, and (in one case) open-armed acceptance that the teachers met in their respective school communities. The book sheds light on the public and private ethical conflicts surrounding the teachers' decisions to reveal their HIV status in school. It highlights the need to adopt, communicate, and adhere to appropriate HIV/AIDS policies, and it looks closely at the role of school leaders in determining the type of moral communities their schools become. Ultimately, the book provides a message of hope for acceptance and reform. As Peter, one of the teachers, states, "If I'm dealing with something life-challenging, I'm willing to go for the challenge. Challenges can be met." These stories are an excellent first step toward meeting the challenge of building strong moral communities in schools nationwide.
Suggested Procedure for Implementation of Sanitary Guideline
The guidelines outline the procedure for cleaning up body fluid spills.
Summary of the AIDS Education Needs Assessment
[Archived] The American School Health Association surveyed its members about HIV education resources, policy, training, knowledge, and opinions. The majority of respondents indicated a need for information on how to promote and plan school-based HIV prevention education programs, how to integrate school-based HIV education programs in their communities, and resource lists for various education materials. Many of the respondents also indicated a need for model policies concerning appropriate levels of HIV education, confidentiality issues, attendance policies, and guidelines for handling body fluids. A majority of respondents expressed a need for in-service training to update their knowledge and skills. While the ASHA members were more knowledgeable about HIV than the general public, a significant portion did not know HIV can affect the brain, HIV cannot be transmitted by kissing, and a spermicide containing nonoxynol-9 used during sexual activity can reduce the risk of HIV transmission.
Summary/National Forum on HIV/AIDS Prevention Education for Children and Youth with Special Education Needs
[ARCHIVED] This forum on HIV/AIDS prevention education for children and youth with special needs assessed the current state of HIV education for this select group and provided recommendations. Meeting in February 1989, the forum incorporated discussion on the general state of HIV/ AIDS education, pediatric HIV/AIDS, the extent and scope of current HIV education efforts for those with handicaps, and identification of the most appropriate curricular delivery approaches to meeting the HIV preventive education needs of this population. While acknowledging the same imperatives for HIV education that the general school population faces, the forum focused on the unique needs and disabilities of exceptional students. Among their recommendations was the need for coordination between HIV educators and special educators to ensure that those with special needs were not denied the fruits of the inclusion of HIV education into general curricular reform.
Sun Safety Activity Guide
The Sun Safety Activity Guide includes cross-curriculum classroom activities and background information packaged as an one hour "core" sun safety lesson. The core is divided into three 20-minute units: the effects of UV, risk factors for overexposure to the sun, and sun protection habits. Included in the Guide are developmentally appropriate activities for primary (k-2) and intermediate (3-6) learning levels. The guide is designed for elementary school representatives who would like to incorporate it into their curricula.
Sunburst Communications - Videos & Filmstrips
[ARCHIVED] These are the latest catalogs of videos and filmstrips available from Sunburst Communications, a distributor specializing in educational materials relating to issues of health and wellness.
Supplemental Curriculum Materials for K-12 HIV/AIDS Education
[ARCHIVED] This curriculum offers comprehensive education on disease control, concentrating on HIV/AIDS education, for students in grades K through 12. Beginning with discussion of germs and personal cleanliness, and continuing through modes of disease transmission and prevention to discussion of decision-making skills and legal and ethical issues concerning AIDS and HIV-infected people, the curriculum provides teacher information, student activities, and expected outcomes for each grade level. The curriculum includes discussion of vaginal, oral, and anal sex; condom use; and abstinence. It also covers confidentiality for HIV-infected students and staff and addresses myths about HIV infection and health care issues for AIDS patients. The curriculum was developed by the State of Montana with a grant from the Centers for Disease Control and Prevention.
Supplementary Material Related to AIDS
[Archived] The Supplementary Material is designed for use with the Family Living curriculum. Two lessons are provided for both junior high school and high school students. The principle concept of the material is that sexual health is the responsibility of each individual. Each lesson is initiated with a springboard activity or discussion that encourages the students to begin thinking about HIV/ AIDS issues. Throughout the lessons, there are opportunities for student participation. While the junior high material focuses on recognizing the factors associated with HIV/AIDS, the high school material intends to increase understanding of HIV/AIDS as a social and medical problem. One of the high school lessons is devoted to the civil rights issues associated with HIV antibody screening.
Support for School-Based Reproductive Health Services Among South Carolina Voters
In 1997 a statewide random digit-dialed telephone survey of 534 South Carolina registered voters was conducted to determine level of support for school-based reproductive health services. Results indicated most voters supported services in secondary schools that would provide students with information and counseling about contraceptive methods and refer students to community-based agencies for abstinence education and counseling. Voters were less supportive of reproductive health services that would diagnose or treat sexually transmitted diseases, test for pregnancy, refer students to community-based agencies for contraceptives available to students at school. Significant associations in support for school-based reproductive health services were reported based on income, personal beliefs, intentions, and outcome expectations regarding sexuality education and contraceptive availability. These data reinforce the need for school-aged youth in South Carolina to have access to reproductive health services within their communities outside of the school setting. (J Sch Health, 2001; 71 (2): 66-72
Support or Instruction About Homosexuality in South Carolina Public Schools
Research has demonstrated that recognition of sexual orientation begins in adolescence. However, students who identify as gay or lesbian report that the subject of homosexuality is virtually absent from classroom instruction. In South Carolina public schools, the subject of homosexuality may not be discussed except during instruction about sexually transmitted diseases. In 1997, survey data were obtained from 534 South Carolina registered voters to determine level of support for school-based sexuality education, including support for instruction about homosexuality. Overall, support for sexuality education was strong, however, homosexuality was the least-supported subject in the survey. In addition, registered voters were less sure as to what grade level instruction about homosexuality should begin. Characteristics of voters who supported and opposed instruction about homosexuality in the public schools were examined and compared. These data may be useful in building support for sexuality education programs that address this controversial topic. (J Sch Health. 2001; 71 (7): 17-22).
Surgeon General's Report on AIDS
[Archived] The Surgeon General's Report on AIDS is designed to inform the American public about AIDS, how it is transmitted, the risks of infection, and how to prevent it. The report also addresses misconceptions about HIV/AIDS in order to alleviate unwarranted fears about the disease. The Surgeon General recommends that education about AIDS should begin in early elementary school and at home so that children know what behaviors to avoid. Adolescents and pre-adolescents, especially, should know about the risks associated with certain behaviors.
Surgeon General's Report to the American Public on HIV Infection and AIDS
This report provides current facts about HIV infection and AIDS and gives information on how to avoid behaviors associated with risk of infection. Current statistics about the epidemic, information on transmission via sexual intercourse, drug use and during child birth and breastfeeding are provided. This report is available in English and Spanish.
Surveillance/HIV Infection: Black/Hispanic Children and Women
Surveillance systems indicate that the most documented HIV infections and AIDS cases among children and women of childbearing age in the U.S. occur among black and Hispanic populations. Intravenous-drug use (IVDU) is the presumptive origin of HIV infection for most of these cases, through direct IVDU, sexual contact with an IVDU, or birth to women with either mode of exposure. These data confirm the need for HIV-prevention programs directed to the racial, ethnic, age, and reproductive concerns of black and Hispanic women of childbearing age and their children. Services should be available for those who are infected, as well as for those who are not infected with HIV, to prevent the further spread of HIV. Services for prevention and treatment of drug abuse are an integral part of HIV prevention and treatment for these groups.
Survey of Alaskans Knowledge, Attitudes, and Beliefs: AIDS
[Archived] In this survey, Alaskans were polled on their knowledge, attitudes, and beliefs about AIDS, as well as their position on whether AIDS education should be taught in schools. Of the 513 statewide responses received, 95.8% answered yes to the question, Should education about AIDS be schools as part of a comprehensive health education curriculum? In addition, 85.2% answered yes to the question, Do you think that a comprehensive health education curriculum should include instruction on condoms as a preventative measure? Comparing the new data with that from similar polls taken annually since 1986, a significant increase could be seen in the number of respondents who indicated they would let their child attend school even if they knew another child there had AIDS (this 1988 survey was the first to ask about issues of AIDS instruction). Longitudinal data also revealed that misconceptions and fears about the transmission of AIDS had been allayed by various education efforts.
Survey of Teens Reveals Widespread Denial of Risk and Misconceptions About STDs
This study examined teens and their knowledge/behaviors about STDs. A random-sample, national telephone survey of 400 teens, ages 15 to 17 years old, was conducted in March and April, 1998. Teens were asked questions concerning STD issues. Forty-two percent of the teen indicated they have had sexual intercourse, which is consistent with other national statistics. Nearly one-half of those sexually experienced indicated they were currently in a sexual relationship. Forty-five percent had three or more partners. Major STD-related findings include: of sexually experienced teens, 27% and 41% indicated themselves at no risk at all and not much risk, respectively, of getting an STD; 75% underestimated the incidence of STDs; 45% percent did not know that STDs increase the risk of HIV; and 70% and 75% of sexually experienced teen had never been tested for STDs other than HIV and for HIV/AIDS, respectively. The study outcomes strongly support the need for a comprehensive STD/HIV prevention education program for teens.
Surviving AIDS: Simple Answers to Complex Questions About AIDS and Adolescent Homosexuality
Twenty-one percent of all AIDS cases in the United States have been diagnosed in persons 20-29 years of age. Many or most of these infections were actually acquired during adolescence. The majority of AIDS cases in teens and young adults were transmitted by high-risk sexual activity between young men. AIDS is not a gay disease, but it is an urgent danger to the lives of gay and bisexual teenagers. It threatens their emotional and social well-being, as well as their health. Unfortunately, gay and lesbian teenagers have urgent concerns about day to day survival that can easily seem worse than worries about AIDS. These teenagers typically have few resources for help. Confusion and controversy about homosexuality keep many people from giving help and support to gay and lesbian teenagers--the help and support that they need to develop a healthy identity. In the interest of AIDS prevention, this guide was developed to clarify some of the misinformation and confusion about youth homosexuality. The questions that are discussed here have been raised by Twin Cities' school professionals during information and outreach sessions conducted by the Youth and AIDS Project. This manual is to be used as a resource for your own questions, to guide your work with teenagers and AIDS prevention.
Sylvia Hagendorf National Parents Resource Center
This packet contains a comprehensive list of books, videos and pamphlets on sexual health and HIV prevention. The resources are designed for use by parents, children, and professional educators. Resources are provided for the following subject areas: parents talk to children about sex, for children about sex, for teens about sex, studies on teen sexuality, child abuse, understanding homosexuality for children and parents, sexuality bibliographies and reference guides, parents talk to children about HIV and AIDS, for children about AIDS, for pre-teen about AIDS, dealing with AIDS in the Family, HIV Caregivers, curricula and manuals for HIV educators, AIDS reference guides.
T.I.P.S. Through Peer Counseling
[Archived] T.I.P.S. (Techniques in Intervention and Prevention Strategies) is a comprehensive, peer-based health education program that addresses primary, secondary and tertiary prevention goals. Dissemination of information about mental, social, and emotional illness is provided through presentations, and research and resource development. Intervention is provided by addressing referrals immediately and through placement in support & growth groups and individual sessions. Treatment referral, as a result of timely interventions, is evidenced in our liaison with community treatment centers. reentry support groups are also provided in some instances upon request. This guide provides a structure for supervision of the program, construction of student groups, selection and training of peer counselors and ongoing program development and evaluation.
Tackling Tough Topics: In Georgia, a PTSA Takes on HIV and Teen Pregnancy
This article describes a community's week-long efforts to raise awareness of teen pregnancy and HIV/AIDS and to educate the community about prevention. The Parent-Teacher-Student Association (PTSA) at a high school in Gwinnett County, Georgia, coordinated with Atlanta agencies that work with HIV prevention and also coordinated with student leaders, parents, school professionals, and other community members. The group organized a community-wide forum featuring student role-plays, an 18-year-old speaker with HIV, and the then-reigning Miss America, whose platform was HIV/AIDS education. Later that fall and winter, the PTSA hosted a town hall meeting at which health care professionals and community members discussed teen pregnancy and HIV/AIDS, and the group co-sponsored a series of parenting workshops. Finally, the PTSA collaborated with the AIDS Memorial Names Quilt to display panels from the Quilt at a local church. Although the impact of the programs was not rigorously evaluated, the article provides a helpful example of various community agencies collaborating for education about HIV/AIDS and teen pregnancy.
Take Control
[Archived] The pamphlet contains a straight forward description of how to use a condom. The benefits of using a condom and nonoxynol-9 as well as abstaining from alcohol and drug use are discussed briefly.
Taking The HIV (AIDS) Test
[ARCHIVED] This informational pamphlet about the HIV antibody test covers the following: what is HIV Disease?; risk factors; how HIV testing can help; considerations before taking the test; how the HIV antibody test works; where to find more information.
Taking the Steam Off Pressure Groups
[ARCHIVED] In this article, the author offers suggestions to public school administrators for recognizing the tactics of far right pressure groups and the stealth candidates they support. Included is a list of warning signs and common tactics of the far right. The author also offers practical methods of responding to the far right. Outlined are two lists that detail questions all school board candidates should respond to publicly and what steps to take if your district becomes the focus of a far right campaign.
Talk About Sex
This book is an educational tool that is intended to help young people learn to be more comfortable talking about sex. The book addresses obstacles to communication like fear, embarrassment and ignorance and how to get past them. It teaches the correct terms for some of the slang terms young people hear and explains what they mean. Male and female reproductive anatomy is discussed as well as sexual health, STDs, sexual abuse, sexual orientation sexual rights and sexual behavior. Tips are given on how to begin talking about sexuality, especially with a potential sexual partner. Abstinence, delaying sexual involvement, setting sexual limits and safer sex are discussed. There is also a section on how HIV and STDs are spread, followed by suggestions on how young people can find support, including a list of national hotlines. This text is very frank and explicit.
Talk to Children About AIDS
In this article for parents, an immunologist reviews important points to stress when talking to children about AIDS. Within the framework of what parents might say to their children, the article provides solid information about how HIV is and is not transmitted. It emphasizes that sexual abstinence and avoiding IV drug use are the only absolute protections against HIV, but that if teenagers are sexually active, limiting the number of partners and using condoms with spermicide can decrease the risk of becoming infected.
Talking About AIDS: An Understanding
[Archived] "Talking About AIDS" provides middle-grades students with an explanation of what is known about HIV/AIDS. A variety of exercises are presented to encourage the reader to research, read, and discuss AIDS and related topics. The book is divided into four sections: Awareness, Information, Defense, and Support. The Awareness section deals with diseases in general and good health habits. The Information section addresses the immune system, how HIV/AIDS is and is not transmitted, and the myths associated with the disease. While the Defense section includes prevention information, it is limited to the prevention methods associated with drug use. The Support section enables students to identify the resources available to them for additional information. The importance of supporting individuals with AIDS is also highlighted.
Talking Points & Supporting Data: MMWR on the Effectiveness of Condoms
This paper provides an overview of the current data regarding condom efficacy and answers common questions about condoms and the CDC's promotion program. Points include: 1) Latex condoms are highly effective against the sexual transmission of HIV when used consistently and correctly during sexual intercourse; 2) Latex condoms must be used consistently and correctly to be highly effective in preventing the transmission of HIV; 3) Latex condoms are excellent-quality products; 4) As a medical device, latex condoms are rigorously tested to ensure that they meet federal and industry quality-assurance standards; 5) When condoms fail, it is usually due to user error; and 6) Both refraining from intercourse with infected partners and consistent and correct condom usage are effective prevention strategies.
Talking with Kids about AIDS: A Program for Parents and Other Adults Who Care
[ARCHIVED] This resource manual for parents and other adults who care, is easy to read and includes information on HIV/AIDS-what it is; how to talk to kids about AIDS; and risk and change. The authors point out that while each child is unique, children in a particular age group share many growth and development characteristics. Children face different potential risks for HIV infection at different ages. A chart is provided that outlines some ways adults can help children in various ages to keep healthy and prevent HIV transmission.
Talking With Your Elementary School Child About HIV/AIDS
[Archived] This is a guide for parents of students in grades K-8 to help them discuss what children are being taught in school regarding AIDS. It encourages parents to help dispel any fears that a child might have while teaching them to be careful. The guide includes instruction on preparing to talk to child and what to say, as well as a short HIV/AIDS fact sheet for parents. It outlines the school curriculum that the child will be taught and stresses following up with the child after discussion and discussing what the child is learning in school.
Talking With Your Partner About Safer Sex
[Archived] This brochure offers tips on discussing safer sex with potential sexual partners. It also includes definitions of safer sex.
Talking With Your Partner About Using Condoms
[Archived] This brochure offers tips on talking to a sexual partner about using condoms. It includes responses to the most commonly held objections to using condoms.
Targets of the Right
This article discusses the recent political history of the religious right. It details the tactics they have used for political action in the past, and how those tactics have become more focused and sophisticated in the last few years. Included is a profile of Citizens for Excellence in Education and it's founder, Bob Simonds, a discussion of the Hatch Amendment, and recommendations for developing sound district policy.
TB Is Back
Tuberculosis is still around, and it's making a surprising comeback after a quarter-century decline. Health experts say its resurgence merits renewed concern, especially in light of a rise in potentially deadly drug-resistant forms of the disease. This article stresses the necessity for school officials to examine their districts' policies and testing procedures for employees and students who enter their classrooms. This may be particularly important in urban areas and other areas that have a high number of immigrant families. While this article raises awareness of the resurgence of TB, it stresses that TB is not easily transmitted and that it can be treated effectively.
TB Is Back--Here's Why
This one-page article provides succinct information about TB transmission, testing and the role of the schools. It provides good information on the difference between latent TB and active TB.
Teacher Education Resource Manual
[ARCHIVED] This manual provides practical information on development of curriculum for teacher training regarding HIV prevention education programs at all levels. Information provided includes: medical facts, recognizing and dealing with HIV-related values and opinions, health education guidelines, evaluating and selecting curricula and materials, integrating HIV education into comprehensive school health programs, implementing HIV education, and additional resources.
Teacher Training Teleconference
40-minute segment of a two-day Teacher Training Teleconference conducted by University of Virginia for Virginia teachers June 22, 1989. Dr. Richard Keeling, Director of Student Health Services, Susan Tate Firkaly, Health Educator/Trainer, Vicki Crews-Behr, Virginia School Boards Association, and Brenda Greene, NSBA, discuss the school policy issues related to HIV infection: students or employees infected with HIV, hygiene procedures to prevent the spread of disease in schools, and HIV education. The benefits of community education and involvement to the development of sound policies and programs are stressed.
Teacher's Aids Safety Kits
[ARCHIVED] This kit contains materials and instructions for use by classroom teachers when cleaning accidents involving bodily fluids. Latex gloves, germicidal cloths, a surgical mask and surgical sponges are provided, as well as instruction on how to assist in cleaning spills while protecting one's self from possible disease transmission. Also included is a pamphlet called Understanding HIV Infection and AIDS, which provides information on HIV transmission and protection methods. The kit is available as a cost of $12.95 each plus $2.50 shipping and handling. Bulk discounts are available.
Teachers and Teaching
[ARCHIVED] This article describes the content and pedagogy of an action-oriented, semester long undergraduate course taught on AIDS at the University if New York College at Purchase in the spring of 1990. The course not only teaches risk-reduction behavior but also explores the deeper causes of the AIDS epidemic: the social forces that grant differential access to information, health care, and social services for people of different race, gender, sexual orientation, and social class. The author suggests that successful AIDS educational efforts should also be designed to help students combat their pervasive feelings of powerlessness by actively involving them in efforts to end the AIDS crisis. Author provides a critique and evaluation of the content and pedagogy of the course, shares students' reactions to the class, and makes suggestions for designing similar courses.
Teacher's Curriculum Guide on AIDS
[Archived] This curriculum guide has been designed to be suitable for diverse audiences and communities, and to fit into local and California Family Life Education Guidelines. The guide contains a series of numbered lessons. Lesson 1, Linking AIDS as a Communicable Disease, is meant to develop students' understanding of causes and transmission of communicable diseases. Lesson 2, AIDS as a communicable and sexually transmitted disease, is meant to provide students with current, accurate information about AIDS; to give students an opportunity to ask and answer questions about AIDS; and to provide an opportunity for students to identify their thoughts, feelings, and ideas about AIDS. Lesson 3 is addresses risk reduction and prevention of AIDS and other sexually transmitted diseases. Lesson 4 is intended to increase students' knowledge about community resources. Each lesson contains activity sheets which include the purpose of the lesson, learning objectives, time and materials needed, and teacher directions
Teachers' Receptiveness and Comfort Teaching Sexuality Education and Using Non-Traditional Teaching Strategies
This article reports on the comfort level of 97 Philadelphia eighth-grade teachers using non-traditional teaching strategies in sexuality education classes. Most were comfortable teaching sexuality education and undeterred by external factors such as students' religious beliefs, lack of administrative support, or parental protest. However, a quarter to a third of teachers reported never or rarely using activities such as role-plays, small-group discussions, and problem-solving exercises. The greatest perceived barriers to teaching sexuality education and using alternative teaching strategies were lack of materials, lack of time, and difficulty with facilitation under traditional classroom structure. Although more research is needed to better understand barriers to using alternative strategies, teachers in two focus groups suggested 1) restructuring classroom settings to match the demands of new teaching strategies, and 2) 'experience-appropriate' curricula.
Teachers' Use of Health Curricula: Implementation of Growing Healthy, Project SMART, and the Teenage Health Teaching Modules
This study assessed the impact of factors associated with classroom implementation of health curricula. School representatives selected and implemented one of three tobacco prevention curricula (Project SMART, Growing Healthy, or the Teenage Health Teaching Modules) in either 6th or 7th grade. Prior to implementation, experimental teachers and administrators received extensive curriculum training. Implementation data were collected through teacher-completed checksheets and classroom observations for two time periods: initial implementation and maintained implementation. While training was associated significantly with whether teachers implemented a curriculum, other factors were also important. Variables outside of teachers' direct control, such as supportive administrators, context in which health instruction is taught (i.e., science or physical education), and turbulence (such as the shift from a junior high to a middle school structure), affected the quantity and quality of curricular implementation.
Teachers, Trust, and AIDS Information: 14 Suggestions From Recent Research
This article reports on research from a national survey of homeless and runaway teens indicating that teachers rank in the top half of a list of 10 most trusted sources of information. Based on the findings and discussions in focus groups, there are several identifiable measures teachers and schools can take in addressing AIDS education. These include: beware of presenting mixed messages; incorporate teaching about drugs and alcohol into the AIDS curriculum; be sensitive to the fact that some teens identify themselves as homosexual and bisexual; incorporate self-esteem discussions and refusal skills into AIDS lessons; teach children early; and make use of information available at the local health department. Recommendations from teens themselves are also included on such topics as condom availability, abstinence, and parental involvement.
Teaching About AIDS
This article addresses the need for effective AIDS education, stating that if schools do not commit the time and effort to teach about AIDS properly, 'some researchers conclude that they might as well not teach about it at all.' In 1995, although more than 86% of high school students said they had ever received some sort of AIDS education, only 5% said their instruction was comprehensive. The article reprints Douglas Kirby's nine "Characteristics of Effective AIDS Education Curricula" and discusses the importance of curricula that enhance skills as well as knowledge. Kirby emphasizes that sexuality education does not cause young people to become sexually active. Condom availability programs are discussed, although the results of the 1997 New York-Chicago study were not yet available at the time the study was referenced in the article. Other sections of the article address abstinence-only curricula, barriers to successful programs (such as funding and time constraints, teacher attrition, and lack of parental involvement), and techniques for reaching gay students. The article concludes by quoting researchers who note that most programs are moving toward the proven, effective methods of AIDS education--but that only programs that address poverty, attempt to prevent school failure, and provide job training will have a sustainable impact.
Teaching About AIDS
[Archived] "Teaching About AIDS" should be used as a quick reference guide for teachers and other school personnel. The guide explains how HIV/ AIDS affects the body, what to do if you test HIV positive, modes of transmission, and prevention methods. Excerpts from the CDC guidelines on admitting HIV-infected students and answers to frequently asked questions are also provided.
Teaching about HIV/AIDS in the Elementary School: Lessons for Preservice Teachers
This videotape aims to help pre-service teachers increase their knowledge about HIV/AIDS and become aware of both their role in HIV/AIDS prevention education and the special needs of students who live with HIV/AIDS. The video emphasizes that elementary school teachers are at the forefront of the prevention education effort in our schools and are an important resource to supplement parents' efforts. It suggests that K-3 education focus on the fact that HIV/AIDS is hard to get and does not commonly affect children, while education in grades 4 and 5 can focus on viruses in general and how HIV is and is not transmitted. Teachers should consider local district curriculum requirements, the age and maturity of their students, and the need for students to acquire knowledge and skills. Some of the medically based information (e.g., treatments for HIV/AIDS and the likelihood that a child born infected with HIV will survive to attend elementary school) has become out of date since the video was produced. Moreover, most of the people interviewed appear to be reading their lines from a teleprompter, which makes the 56-minute video less interesting to watch. However, the most valuable part of the program is likely to be the discussion that takes place in college classes at the designated "stop points" and after viewing the tape. Thus, the video may serve as a catalyst for pre-service elementary school teachers to begin understanding the relevance of HIV/AIDS to their classrooms.
Teaching About Sensitive Issues
The policy outlines the extent to which certain sensitive issues may be addressed in the classroom. The topics are abortion, contraception, homosexuality, masturbation, sexual abuse, and sexually transmitted diseases. In grade 7 students are made aware of these issues; in grade 8 information is provided; and, in grade 9 decision making is addressed. Parents may excuse their child from instruction relating to these topics. They must do so in writing to the school principal.
Teaching AIDS
This book aims to assist teachers in planning and implementing a unit of AIDS education. It provides information on HIV/AIDS and the extent to which it affects adolescents, and it offers an overview of the types of material that can be used, with an emphasis on refusal skills that can be modeled by the teacher and then role-played by students. However, this book should not be the only reference consulted in planning an AIDS education unit. The early chapters advocate teacher actions that might understandably upset parents and administrators, such as the admonition for teachers to overcome their embarrassment and use "graphic slang terms describing body parts, their functions, and other activities." The CDC guidelines are attacked for being "concerned primarily with facts, information, and abstinence, ... [and giving] little but lip service to ... attitudinal and skills education." However, while this book attempts to address attitudinal and skills education, the examples given are irrelevant to many teens. Even those who do live near a mall and ride in friends' cars may not be influenced by statements like "The last time Charlene had a party, however, I got into trouble just because beer was present...." Although the book expresses well-intentioned support of comprehensive health and sexuality education, better resources for implementation are available elsewhere.
Teaching AIDS - 3rd Edition
[ARCHIVED] Teaching AIDS contains seven teaching plans that present different approaches to teaching about AIDS in the classroom. Each plan includes basic information about AIDS and an additional subject like the public response to AIDS, civil rights issues, epidemics, STDs and AIDS, virology and epidemiology. Most of the plans can be taught in a single class period or expanded to fill two or three class periods. In addition, the teaching plans can be integrated into social studies, history, health, science, or general education courses. New sections in the third edition include: 1) New developments in AIDS/HIV symptoms, transmission, testing and treatment; 2) A preface discussing the evolving language of the AIDS epidemic; 3) Updated figures, statistics and projections; 4) New information on the changing patterns of high-risk behavior among teens; 5) Practical recommendations for future directions for more effective AIDS education and prevention among teens; 6) An extended glossary. The material includes ready-to-use worksheets.
Teaching AIDS--Digital Equipment's Tips for Running a Worksite AIDS Education Program
[ARCHIVED] This article gives an overview of why and how Digital Equipment started a worksite AIDS education program, as well as tips on how to set one up.
Teaching Children About Sex
[ARCHIVED] The article discusses the importance of providing sex education to students before they reach puberty. The sexuality curriculum should focus on skill building so that students can translate knowledge into behavior. Strategies for involving parents and the community as well as the need for teacher training are also addressed.
Teaching Gay Students: Educators Urged to Promote Non-Discrimination
Schools need to do more to provide a supportive learning environment for gay and lesbian youth, this article argues. Few gay youth are afforded the same protections and recognition as other minority populations in the school setting. Educators should address issues of sexual orientation in appropriate courses, fostering tolerance in the process. Administrators should see that gay, lesbian, and bisexual youth are protected by policy against the verbal and physical abuse that many suffer. Suggestions for achieving a more supportive environment for this group include providing books about gay and lesbian concerns in school libraries, supporting youth and staff who have openly acknowledged their sexual orientation, and providing in-service for teachers to facilitate greater understanding of gay and lesbian concerns. A California program developed to meet the needs of gay and lesbian youth is described.
Teaching Health Education Through Students' Individual Learning Styles
This chapter from regional meetings proceedings focuses on students' individual learning styles as a key determinant of the most effective way to provide instruction. An introductory section discusses why this is particularly important for health education, but the rest of the chapter could be applied to any instructional area, not just health. It describes 21 elements of learning style: environmental (sound, light, temperature, and room design); emotional (motivations, persistence, responsibility, and structure); sociological (pairs, peers, self, adult, authority, and variety); physiological (perceptual strengths, intake, time of day, and mobility); and psychological (global/analytic, hemispheric preferences, and impulsive/reflective). The chapter outlines a process for identifying and accommodating students' learning styles and describes specific activities such as contract activity packages, programmed learning sequences, and multisensory instructional packages that are effective for students of particular learning styles and afford opportunities to incorporate health education in the curriculum. Overall, this chapter will benefit health education providers by offering not only a more thorough understanding of student learning styles but also direct applications to improve health education instruction.
Teaching High School Students about Sexual Assault: Content and Methodology
Almost 40% of high school graduates have experienced at least one form of forced sexual contact on a date, and 60% of high school males believe that such force is acceptable in some situations. Misinformation about gender and sexual assault abounds among high school students, and education to prevent such assault is an important component of high school sexuality education curricula. There is, however, insufficient research on the effectiveness of such programs. Also missing from the literature are specific recommendations that can provide educators a framework with which to develop effective lessons. However, even with so little information available, educators can develop effective lessons for high school students. Those lessons that will work best have clear, realistic, and relevant goals; use a workshop atmosphere to empower students; and address the centrality of gender roles in discussions on sexual assault. At the end of the article is a sample lesson plan that can be delivered in two hours or in three shorter lessons of 40, 45, and 25 minutes.
Teaching Kids About AIDS
This 27-minute video emphasizes the importance of comprehensive HIV/AIDS education. Viewers can see what is meant by "age-appropriate" education as they watch a first-grade class in San Francisco learn about not touching needles and about how you can't get HIV by being someone's friend. The video notes that a comprehensive K-12 curriculum helps in accountability to parents, who can find out exactly what information their child will learn in a particular grade. The video also highlights a school district in rural New Hampshire, an area which has conflicting misconceptions that HIV/AIDS "can't happen here" and beliefs about transmission of HIV through casual contact. In this section of the video, a group of seventh and eighth graders prepare for and perform in a peer education theater production. The video discusses community support, how this school district wasn't sure at first that the community was ready for this type of peer education program. Congresswoman Pat Schroeder acknowledges that school boards may "figure that they have enough controversy" but underscores the importance of developmentally appropriate comprehensive HIV prevention programs. It highlights the National School Boards Association's HIV/AIDS Education and School Health Programs as one helpful resource. Overall, this video will be useful in helping school board members, parents, and other educators to gain a more complete understanding of comprehensive HIV prevention education.
Teaching Life Concerns to Kids Who Don't Care
If we are to combat the negative impact of such crises as the AIDS epidemic, violence, and adolescent sexual behavior, schools must broaden their curricula. Students must be provided with character and values education in addition to instruction in academic and intellectual skills.
Teaching Our Teachers to Teach: A SIECUS Study on Training and Preparation for HIV/AIDS Prevention and Sexuality Education
This study reveals that the nation's elementary and secondary school teachers are not adequately prepared at the pre-service level to provide HIV/AIDS prevention and sexuality education to students. Key findings of this sample survey of 169 colleges and universities that provide undergraduate training of teachers include: only 14% of the colleges and universities require a health education course for all pre-service teachers; no schools require a sexuality education course for all pre-service teachers; only 61% of the institutions require students in health education certification programs to take sexuality courses; and no schools require students in health education certification programs to take a course covering HIV/AIDS. The study notes that children must have access to comprehensive health education, including HIV/AIDS prevention and comprehensive sexuality education, and that future generations of teachers must acquire the knowledge and skills to empower children to make healthy decisions.
Teaching Sex Education With Age-Related Values
A middle school teacher discusses the eight values she developed with parent input for teaching middle school students in conjunction with sex education. The values are: "Our bodies are beautifully and wonderfully made;" "Each system of the body has a physiological purpose;" "Early adolescents are too young to engage in sexual intercourse;" "Decision making skills are important;" "Distinguishing fact from fiction is important;" "Respect yourself and your body;" "Communication skills are important;" and "Parents are important teachers of values."
Team HIV 'Gene Wars'
[ARCHIVED] Team HIV consists of an entire curriculum, including 80 full-color slides, a slide show guide, a "Gene Wars" video (35 minutes), video guide, "How HIV Works" handout for students and their parents, and a pocket educator with pictorial summaries. The materials can be infused into a science or health curriculum, and focus on virus awareness, translation and interpretation of HIV science, epidemiology/pathology of HIV and how the immune system works. Materials use cartoons and humor to make the information easy to learn. Curriculum components are targeted to any educational level. Materials were in-serviced in the San Diego City Schools. Team HIV staff also conduct lectures, workshops, seminars, and consultations about their services.
TEAM UP: A Drug Prevention Manual for High School Athletic Coaches
In 1984, the National High School Athletics Coaches Association, Drug Enforcement Administration, and other national organizations worked in partnership to develop an action plan to prevent student athletes from using alcohol and other drugs. The plan that resulted from this partnership--Team Up for Drug Prevention with America's Young Athletes--has been implemented by many schools across the country and had made a measurable difference to thousands of young people and their families. The program has had a double impact upon teenage athlete community. First, due to the program, many students have chosen not to use alcohol or other drugs at all. Second, those students who have made poor choices to use alcohol and other drugs have received caring guidance and treatment, allowing them to return to healthy lifestyles without social alienation and stigma.
The three basic rules of this drug prevention program are:
--Coaches must talk regularly with athletes about alcohol and other drugs;
--Athletes must use positive peer pressure to influence the behavior of their teammates and other students; and
--Coaches must work with team leaders to encourage them to be role models for the rest of the team.
This article gives information on how to implement this program and how to make it effective.
Technical Assistance Sampler on: School Based Health Centers
This project develops samplers to provide immediate information on a variety of resources and how to access them. All resources listed are relatively easy to access through libraries, by phone, or over the internet.
Teen AIDS in Focus
This documentary video is centered around three young people infected with HIV. They talk openly about how it has affected their lives, futures, and relationships. The teen's messages are reinforced by two adults with AIDS, Christian and Edgardo, who are shown leading a classroom discussion. The video captures the emotions of the audience and highlights their questions, reactions, and fears. Each copy of Teen AIDS in Focus is accompanied by an illustrated discussion guide. The guide is designed to provide educators with a framework for incorporating the video into their AIDS prevention programs. It is targeted to youth ages 13 to 21 but may also be used with adult audiences, particularly parents.
Teen Incentives Program: Evaluation of a Health Promotion Model for Adolescent Pregnancy Prevention
Poor self-perception and external locus of control are considered major determinants of quality of decisions that many adolescents make about their sexual and fertility related risk-taking behavior. A three-phase program was developed to provide freshmen at an inner city high school in New York City with skills to enhance self perception and abilities to exercise greater control in their lives, particularly in terms of their sexual behavior. The effectiveness of the interventions was evaluated based on the classic experimental pre- and post-test design which included an experimental and a control group. Pretesting based on the Nowicki-Strickland Instrument, and the Rosenberg Scales show no differences initially between the control group and the experimental group. Post test results showed a significant decrease in the frequency of sexual activity reported by the experimental condition participants. In addition, contraception use among sexually active subjects in the experimental group increased by more than 50% after treatment. These findings indicate that a skills training intervention that promotes healthy behavior can achieve a significant decrease in sexual activity and an effective increase in contraception use among inner city high school students.
Teen Mothers: Selected Socio-Demographic Characteristics and Risk Factors
This report provides social and demographic information about teen mothers, describing trends in birth rates for teens, providing a profile of teen mothers, and identifying factors that may influence the likelihood of teen motherhood. Although the birth rate for teenage women decreased 41% from the late 1950s to 1995, births to unmarried teenage mothers (as a proportion of total teen births) more than quintupled over the same period. As of 1995, the teen birth rate was about 57 per thousand; the birth rates for black and Hispanic teenage women were more than twice those for white teens. In 1995, nearly half of teen mothers were white and most were aged 18 to 19 and unmarried. About two-thirds of recent teen mothers did not intend to get married or have a child, and about one-fifth of women who gave birth already had at least one child. Teenage mothers also graduate from high school at lower rates than all teen women. Research examining the antecedents of teen motherhood has found that limited involvement in school and some family background characteristics--such as family instability and declines in family income--are associated with an increased likelihood of teen motherhood. The effects of most other actors vary among racial and ethnic groups; effects of various factors are described for white, black, and Hispanic teens. This report makes effective use of charts and graphs to provide a clear, concise overview of characteristics of teen mothers.
Teen Pregnancy and Birth Rates in the United States
This set of four fact sheets provides national and state-by-state breakdowns of teen pregnancy rates among 15- to 19-year-olds in 1996; changes in teen pregnancy rates 1992-1996; teen birth rates among girls aged 15-19 in 1997; and changes in teen birth rates 1991-1997. Among the states, 16 states (Alabama, Arizona, Arkansas, California, Florida, Georgia, Hawaii, Illinois, Maryland, Mississippi, Nevada, New Mexico, New York, North Carolina, Tennessee, and Texas) had teen pregnancy rates between 100 and 140 per 1,000. Fifteen states (Colorado, Connecticut, Delaware, Indiana, Kentucky, Louisiana, Michigan, Missouri, New Jersey, Oklahoma, Oregon, Rhode Island, South Carolina, Virginia, and Washington) had teen pregnancy rates between 85 and 98 per 1,000. Eight states (Alaska, Idaho, Kansas, Massachusetts, Ohio, Pennsylvania, West Virginia, and Wyoming) had teen pregnancy rates between 70 and 81 per 1,000. Finally, eleven states (Iowa, Maine, Minnesota, Montana, Nebraska, New Hampshire, North Dakota, South Dakota, Utah, Vermont, and Wisconsin) had teen pregnancy rates between 50 and 65 per 1,000. With the accompanying sheets it is simple to view the trends for each state and for the U.S. as a whole. The information comes from The Alan Guttmacher Institute (1999) publication: Teenage Pregnancy: Overall trends and state-by-state information.
Teen Pregnancy Prevention: Oregon Action Agenda - 1997
The Action Agenda 1997, developed by a broad-based coalition at Governor Kitzhaber's request, seeks to solidify teen pregnancy prevention efforts by both local and state partners into a cohesive, integrated course of action for 1997 and into the future. The Action Agenda focuses on prevention strategies. It is clearly understood that links between individuals, agencies, and communities are critical in addressing the underlying causes of teen pregnancy. This paper addresses several areas including: strategies for action; strengthening local coalitions; supporting positive community values and norms; skills for life; responsible sex education; STARS: Postponing sexual involvement; contraceptive access; and legal issues and protections. The Action Agenda stresses the concept of shared responsibility among young females and males, parents, schools and communities, governments, leaders in government, education and health to play an important role in teen pregnancy prevention. The strategies in this agenda have been built upon years of effort throughout the state and can be a good resource for other states looking to build comprehensive programs. It is not known if and how this agenda was successful.
Teen Pregnancy: Key Statistics
This report provides information on the extent, consequences, and prevention of teen pregnancy in the U.S. It notes that more than 4 out of 10 young women become pregnant at least once before they reach the age of 20--nearly one million a year. Only one-third of teen mothers receive a high school diploma, and nearly 80% of unmarried teen mothers end up on welfare. The primary reason that teenage girls who have never had intercourse give for abstaining from sex is that having sex would be against their religious or moral values. In addition, teenagers who have strong emotional attachments to their parents are much less likely to become sexually active at an early age, and parents rate highly among many teens as trustworthy and preferred information sources on birth control. Some of the graphs accompanying the text are difficult to read, but information in the text is presented clearly and succinctly. The report illustrates the dramatic impact of teen pregnancy as well as factors likely to prevent it.
Teen Risk-Taking: A Statistical Portrait
This booklet provides a statistical portrait of teen participation in 10 of the most prevalent risk behaviors. It focuses on the overall participation in each behavior and in multiple risk-taking. The booklet presents the overall incidence and patterns of teen involvement in the following risk behaviors: regular alcohol use, regular tobacco use, other illegal drug use, weapon carrying, suicide attempts, regular binge drinking, marijuana use, fighting, suicidal thoughts, and risky sexual activity. The data and discussions are based on analyses of three recent national surveys, and the booklet covers three aspects of risk behaviors among teens including: changes in risk taking over the past decade, incidence and patterns of multiple risk taking among teens, and extent and pattern of involvement of multiple risk takers involved in activities and organizations. Overall, the data suggest that teens' involvement in risk taking has declined during the past decade (except among Hispanics), with fewer teens engaging in multiple risk behaviors.
Teen Sex? It's Okay to Say: No Way!
This brochure uses a comic book format to encourage teens to abstain from sex. On the right-hand pages, cartoon drawings of multiethnic teens are seen interacting with each other and speaking on their own. The left-hand pages offer information to help teens make responsible decisions. The brochure emphasizes the individuality of each teen, noting that "You can't just borrow someone else's decision. It might not work for you." The brochure encourages goal-setting along with self-awareness. It is effective in delivering an abstinence message because it does not shy away from humor in decision-making situations; teens may laugh at lines like "I think my parents are asleep, Jerry! If you want to come in for a while, I could make you some hot cocoa!," but the humor, along with the cartoon style, may keep them reading for more. The clothing and hairstyles in the cartoons are rather dated (the brochure was first published in 1979), but this might actually add to the humor instead of detracting from the effectiveness. The brochure will probably be most relevant to young people who have not yet initiated sexual activity.
Teen Sexuality in a Culture of Confusion
Teenage decisions about sexuality are influenced by complex, intertwined factors such as love, substance abuse, poverty, family, sexual abuse, racism and religion. "Teen Sexuality in a Culture of Confusion" was produced to spur more open and honest of these and other issues. This audio-visual presentation is an extraordinary inquiry and photographic documentation of young lives and popular culture. The documentary features photo essays and interviews with eight young people, cultural analysis by six prominent scholars, original, contemporary musical score, digitally mixed compact disk soundtrack, and powerful images from the mass media. This presentation is available in a computer-synchronized multiprojector form or in VHS.
Teen Spirit: The Ultimate Family Manual
This book takes a spiritual approach to helping parents communicate with their adolescents about sexuality. In particular, it addresses teenage pregnancy, sexual abuse, and sexually transmitted diseases (including HIV) by looking at the underlying high-risk sexual behavior. The author proposes a new framework for thinking about sexuality based on the connection between the mind, body, and soul. Within this framework, he offers parents strategies to help them create for their children a foundation of core sexual beliefs, values, and virtues. Because the book focuses on spirituality rather than religion, it should be helpful to families from many religious backgrounds (including those with no particular religious background). The book provides factual information on a variety of subjects, such as puberty, pregnancy, contraception, homosexuality, and abortion. Fifty-five strategies--including "accept your responsibility as the primary sexuality and spirituality teacher for your children" and "learn the secrets of strong families"--are discussed. Some of the diagrams and charts are easier to follow than others, and the book contains an inordinate number of typographical errors (which will be corrected in the next printing); still, this is an important book for its positive view of sexuality within a spiritual context. It offers a number of insights that will be useful to parents and those who work with parents.
Teenage Births in the United States: National and State Trends, 1990-96
This government report, which focuses on teenage childbearing between 1991 and 1996, indicates that teen birth rates declined for white, black, American Indian, Asian or Pacific Islander, and Hispanic women ages 15-19. (The report also notes that the rate has declined for young women ages 10-14, although they are not the focus here.) The rate for black teens, until recently the highest, experienced the largest decline, down 21% to reach the lowest rate ever reported for blacks. The latest state-by-state data, from 1995, indicate that teen birth rates have declined in all 50 states and the District of Columbia. Among the states with the lowest rates (fewer than 35 births per 1,000 teens) were Vermont, New Hampshire, Minnesota, North Dakota, Maine, and Massachusetts. Areas with double that rate, at 70 or more births per 1,000 women ages 15-19, included the District of Columbia, Mississippi, Texas, Arizona, New Mexico, Arkansas, Nevada, Georgia, and Alabama. Data from 1995 indicate that the percentage of teenagers who are sexually experienced has stabilized, and that contraceptive use has increased. In two of the graphs, shading distinctions are so slight that it is difficult to interpret the data. Otherwise, the data are presented clearly and in an easy-to-follow manner. The report should be of interest to those working to prevent teen pregnancy from a variety of perspectives.
Teenage Childbearing Is Not So Bad After All...Or Is It? A Review of the New Literature
This article addresses research suggesting that the problem of teen pregnancy and childbearing has been exaggerated. In particular, this research has taken three approaches: a study comparing sisters who had first births at different ages, a study comparing teenage women who had twins with those who had a singleton birth, and a study comparing mothers who had first become pregnant at age 17 or younger with teenagers who had conceived by the same age but had a miscarriage. The author evaluates these studies closely and concludes that the new research appropriately recognizes the important contributions of other factors--especially family and individual characteristics that are difficult to measure--to the poor average outcomes of teenage mothers. On the other hand, the studies contain weaknesses and the evidence is not yet solid enough to conclude that the effects of teen parenting are positive, zero, or even just marginally negative. The author concludes that reduction of early parenthood will not eliminate the powerful effects of growing up in poverty--but that it represents a potentially productive strategy for widening the pathways out of poverty, or, at the very least, not compounding the handicaps imposed by social disadvantage.
Teenage Crises: The Fateful Choices
This documentary addresses many of the significant problems encountered by today's teens: addiction, violence, pregnancy, AIDS, and depression/suicide. Teenage Crises aims to shake up the notion of teen invincibility by talking to young people who have paid a price for their poor choices and have come through hard times with tough, articulate assessments. The participants in the video are real. They include kids in prison, single young women with children, and, in one segment, an Olympic swimming champion, Nelson Diebel, who overcame drug problems to win a gold medal. The video also includes interviews with ordinary teens grappling with the tough questions of the times: How do you choose good role models among peers and adults? How can you seek help when life is getting you down? Two well-known experts in adolescent behavior help provide some of the answers that teens will want to hear. The video's ultimate goal is to get across the idea that change can happen and that life has endless possibilities as long as we steer away from destructive choices.
Teenage Health Teaching Modules Evaluation
[ARCHIVED] This special insert of the Journal of School Health reports the findings of a three-year, CDC-supported evaluation of a school health education curriculum. Articles examine the evaluation research methods, findings, and implications of the evaluation of Teenage Health Teaching Modules (THTM), conducted between 1986 and 1989. The introduction summarizes the study's rationale, methods, and main findings. In an article on evaluation design, the authors describe the study design and intervention methods used to assess the effectiveness of the THTM and the consequences of pre-implementation training among experimental teachers. Results of the THTM evaluation are then presented in three related articles focusing on student outcomes, on impact of teacher training on curriculum implementation and effectiveness, and on other factors enhancing curriculum implementation. Exposure to THTM resulted in positive changes in self-reported behaviors among high school students, the study found.
Teenage Males Engage in Genital Sexual Activity Beyond Vaginal Sexual Intercourse
Data on various sexual practices from the 1995 National Survey of Adolescent Males (NSAN) was examined. In 1995, 55% of males aged 15-19 reported that they had ever engaged in vaginal intercourse, 53% that they had ever been masturbated by a female, 49% that they had ever received oral sex, 39% that they had ever given oral sex and 11% that they had ever engaged in anal sex. Between 1988 and 1995, the proportion of males who reported having ever been masturbated by a female increased from 40% to 53%. Levels more than doubled for black teenagers bringing them in line with levels of oral sex reported by white and Hispanic adolescent males in 1995. The study concludes that evidence from the NSAM shows that a substantial share of male adolescents engage in genital sexual activity beyond vaginal sexual intercourse. The need to monitor a broad spectrum of sexual behaviors among adolescents is present.
Teenage Partners’ Communication About Sexual Risk and Condom Use: The Importance of Parent-Teenager Discussions
This study involved interviews conducted with 372 sexually active black and Hispanic youth aged 14-17 from Alabama, New York, and Puerto Rico. The researchers examined parent-teenager discussions about sexuality and about sexual risk, as well as parental communication skills, as predictors of teenagers’ discussions about sexual risk with a partner and teenagers’ condom use. Parent-teenager discussions about sexuality and sexual risk were associated with an increased likelihood of teenager-partner discussions about sexual risk and of teenagers’ condom use, but only if parents were open, skilled, and comfortable in having those discussions. Teenagers’ communication with their partner about sexual risk also was associated with greater condom use, but the relationship between parent-teenager communication and teenagers’ condom use was independent of this association. The authors conclude that the influence on teenagers of parent-teenager discussions about sexuality and sexual risk depends on both what parents say and how they say it—and, therefore, programs that foster parent-teenager communication about sexuality and sexual risk should emphasize both of these aspects.
Standards for Nutrition Integrity
This article reports the results of a research project designed to identify standards for the eleven Nutrition Integrity Core Concepts designed by the American School Food Service Association. A Delphi process was used to determine consensus from child nutrition program professionals and nutrition experts. A total of 72 standards resulted. The Nutrition Integrity Standards provide the basis for conducting operation assessments and give direction for the development of continuous improvement plans for child nutrition program operations. These standards are not designed to be regulatory but rather to provide goals for managers to work toward continuous improvement of the quality of their operations.
Teenage Smoking, Attempts to Quit, and School Performance
This study examined the relationship between school performance between school performance, smoking, and quitting attempts among teenagers. A logistic regression model was used to predict the probability of being a current smoker or a former smoker. Data were derived from the 1990 California Youth Tobacco Survey. The results showed that students' school performance was a key factor in predicting smoking and quitting attempts when other sociodemographic and family income factors were controlled. Other results showed that the older the teen, the less likely he or she is to successfully quit smoking; below-average students are less likely to become former smokers; and below-average students with lower household incomes make fewer attempts to quit. The literature shows that there is no direct causation from smoking and school performance, but smoking might have an indirect effect, leading to other delinquency behaviors or drug abuse. These behaviors could in turn lead to poor school performance. It was concluded that developing academic or remedial classes designed to improve students' school performance may lead to a reduction in smoking rates among teenagers while simultaneously providing a human capital investment in their future.
Teenagers and Sexual Risk Taking: The Best of Times and the Worst of Times
This article, a reprint of the text of a lecture by Dr. Willard Cates, Jr., discusses the current STD trends in teenagers (including HIV) and the challenge to educators and health care workers to help adolescents change risk taking behaviors.
Teenagers Counseling Teenagers: Peer Programs Gaining Acceptance
This article provides an introduction to peer counseling programs, in which teenagers gain the tools to be highly effective listeners. The article explores factors that influence a student's decision to become a peer counselor, ways that other students connect with peer counselors, and elements common in peer counselor training. Typically, a semester-long academic course given after-hours at school trains students in active listening, mediation, and conflict resolution and considers prevalent teenage issues such as dating angst, trouble at home, pregnancy, depression, and drugs. Peer counselors are taught that their job isn't to solve problems, much less to practice therapy. They're just supposed to listen--fully engaged, with empathy and without judgment. Peer counseling capitalizes on the developmental task that drives adolescence--finding community among peers while detaching from parents. As one adolescent therapist states, "Well-run peer counseling programs give adults a bridge into the youth world." The article highlights the role of peer counselors as part of a larger support network--any talk of suicide, for example, must immediately be passed on to the program's coordinator, usually the guidance counselor. "Realistically," the article states, "not all adults are as comfortable as they like to imagine talking to kids about certain issues--especially to their own kids." Peer counselors can therefore play a unique role in helping other students access needed resources. This article highlights this role in a positive way that will be helpful to those considering or already operating a peer counseling program.
Teens & HIV
This video, which targets medical professionals, discusses behaviors doctors should look for in teenagers, including trouble with the law, trouble with school, and self-abuse. It notes that doctors must ask questions about teenagers' past and present sexual activity. The video then moves into clinical diagnostic steps to take. The video encourages coordinated clinical services for teenagers, as well as outreach efforts.
Teens & Sex!
This brochure outlines Advocates for Youth’s belief that young people everywhere deserve accurate information about reproductive and sexual health; access to confidential, safe reproductive health services; a cultural climate that recognizes sexuality as normal and promotes responsibility and respect; and society’s support in building a healthy, productive future. It lists statistics relating to HIV/AIDS/STDs, sexual minority youth, and teen pregnancy, both in the U.S. and internationally. It also describes Advocates for Youth’s efforts to provide information to educators, policy makers, and media professionals to help teens make safe and responsible decisions about sex. Finally, it offers tips for parents on talking with children and adolescents about sex. Although the focus of the brochure is not entirely clear, the individual sections provide some useful information.
Teens and AIDS! Why Risk It?
[Archived] This illustrated, large-print brochure presents information on AIDS for high school students and for out of school youth. It briefly describes what AIDS is, notes that AIDS is not just a gay disease, and says that you cannot tell if people are infected with the AIDS virus just by looking at them. AIDS is caught by having sex with someone infected with the AIDS virus or by sharing needles to inject (shoot) drugs. AIDS is not contracted from normal daily activities, or from drinking fountains, hugs and kisses, donating blood, sneezes and coughs, or being near someone who has AIDS. Prevention measures include abstinence, using condoms, and avoiding IV drug use.
Teens and AIDS: An Endangered Generation
[ARCHIVED] A nationwide survey of academically successful and high achieving high school seniors indicates that as many as two million American teenagers are defying warnings about exposure to AIDS and continue to engage in high risk sexual activity. The national AIDS Survey of High Achievers, which examined attitudes and sexual practices of 1,150 seniors listed in "Who’s Who Among American High School Students," found that 38 percent of the sexually active students currently do not use a condom every time they have intercourse, and 42 percent say they will engage in intercourse even if a condom is not available.
Teens and AIDS: Playing It Safe
[Archived] A brochure concerning acquired immunodeficiency syndrome (AIDS was prepared for teenagers by the American Council of Life Insurance. It provides answers to the following questions: (1) What is AIDS? (2) How is the AIDS virus spread? (3) Who can get AIDS? (4) Who has AIDS right now? and (5) Will all the people infected with the virus get AIDS? Readers are told that the AIDS virus is almost always spread either by sexual intercourse or through sharing needles used for drugs, and that they can protect themselves by not taking drugs and not having sex or avoiding dangerous sex. Portions of the text are written as conversational dialog among teenagers discussing various aspects of AIDS. Toll-free national AIDS hotlines are described, and other sources of AIDS information or AIDS testing are noted.
Teens and AIDS: Real People, Real Stories
This video consists of interviews with 11 young people who became infected with HIV in their teen years. Their discussions address issues surrounding HIV and the behavior that can lead to it. The interviews reveal the impact of HIV infection on these people's hopes, dreams and lives. The growing risk of infection among heterosexuals, the proper use of condoms to reduce the chances of infection and the effects of alcohol and other drug use on judgment in sexual situations are discussed.
Teens for AIDS Prevention Peer Education Program (customized for Episcopal use)
The National Episcopal AIDS Coalition's (NEAC) Christian adaptation of the resource "Teens for AIDS Prevention (TAP) Peer Education Program," is offered in response to the 70th General Convention's call for a resource that will "begin culturally sensitive dialogue with and among youth on the HIV/AIDS global epidemic". This resource can be used within any denomination and would be helpful for those who work with Christian youth groups, diocesan camps, private schools, and in other settings where religious aspects of HIV prevention and education would be appropriate. The resource has been customized with Scripture readings, discussion questions, and prayers for all the training sessions and is available in both Spanish and English versions. The resource teaches abstinence and monogamy and also provides candid and complete instruction regarding condom use. It is broken down into 14 sessions on HIV/AIDS knowledge and peer education and includes activities where participants design their own peer education programs. The NEAC, in conjunction with Advocates for Youth, periodically provides training sessions at sites around the country. A sample brochure, from a training workshop in Colorado, in enclosed.
Teens Talk About Sex: Adolescent Sexuality in the 90's
This executive summary presents some of the findings from a national telephone survey of 503 high school students (252 males, 251 females) conducted by Roper Starch Worldwide, Inc. on behalf of the Sexuality Information and Education Council of the United States (SIECUS) and the Rolanda talk show. The study showed although teens claim to know a great deal about sex and sexuality, this knowledge does not prevent teens from sexual risk-taking. Only 57% of sexually active teens said they always use a condom to prevent AIDS or other STDs with the main reason for not using condoms more frequently being lack of accessibility. About two-thirds of all teens felt condoms should be distributed in schools. The average age at the time of first intercourse for sexually active teens was under 15 years of age, with 40% experiencing sex at the age of 14 or younger. Of sexually active teens, 62% of girls and 48% of boys say they should have waited until they were older to have sex.
Teens Teaching Teens Hawkeye Chapter, American Red Cross
Teens: The Rising Risk of AIDS
As the infection rate grows among adolescents, the debate over how to stem it snags on whether to urge safe sex--or no sex. This article discusses both sides of the sex education and condom distribution issues, including interviews with clergy, public health officials and AIDS activists.
Tell Me About AIDS
[ARCHIVED] An elementary-level HIV/AIDS curriculum, Tell Me About AIDS is available for four different grade levels: K-1; 2-3; 4-5; and 6. Each grade level contains student workbooks, parent guides, and a teacher's guide. The 16-page student workbook contains four different lessons for classroom use, including a parent participation section at the end of the final lesson. Each lesson contains illustrations and other tools to get students actively participating. The lessons become more advanced as the student proceeds, progressing from Viruses and Your Immune System and HIV in the Body to Say No to Pressure . . . Say Yes to Yourself. The teacher's guide contains instruction for implementing the curriculum, outlines of student workbook activities, ideas for creating a positive classroom setting, facts about AIDS, tips for enlisting parental support, and more. The parent's guide is designed to allay concerns families might have about the curriculum. A complete program description with background information is presented with ideas for at home activities and a listing of resources that provide additional information.
Ten Consequences of the AIDS Crisis for the Health Education Profession
[Archived] The article discusses potential consequences the AIDS crisis may have on the health education profession: the impact on professional preparation programs, influence on development of human sexuality curricula, exploration and development of new ways to present the health message, increased emphasis on accuracy and currency of information, examination and discussion of ethical issues, increased availability of job opportunities, displacement of resources, increased opportunity for collaboration with other disciplines, increased awareness of the role of education in disease prevention, and the saturation effect.
Ten Unanswered Questions Regarding Comprehensive School Health Promotion
The past two decades witnessed dramatic growth in support for comprehensive school health promotion. Yet many questions about its effectiveness and feasibility remain unanswered. This article poses several research and policy questions, the answers to which may help to shape the future of school health programs in this country.
Ten-Year Changes in Smoking Among Young Adults: Are Racial Differences Explained by Socioeconomic Factors in the CARDIA Study?
Objectives. This study investigated whether socioeconomic factors explain racial/ethnic differences in regular smoking initiation and cessation.
Methods. Data were derived from the CARDIA study, a cohort of 5115 healthy adults aged 18 to 30 years at baseline (1985-1986) and recruited from the populations of 4 US cities. Respondents were followed over 10 years.
Results. Among 3950 respondents reexamined in 1995-1996, 20% of Whites and 33% of African Americans were smokers, as compared with 25% and 32%, respectively, in 1985-1986. On average, African Americans were of lower socioeconomic status. Ten-year regular smoking initiation rates for African American women, White women, African American men, and White men were 7.1%, 3.5%, 13.2%, and 5.1%, respectively, and the corresponding cessation rates were 25%, 35.1%, 19.2% and 31.3%. After adjustment for socioeconomic factors, most 95% confidence intervals of the odds ratios for regular smoking initiation and cessation in African Americans vs. Whites included 1.
Conclusions. Less beneficial 10 year changes in smoking were observed in African Americans, but socioeconomic factors explained most of the racial disparity (Am J Public Health. 2001; 91:213-218).
Testing for HIV in Native American Communities: Special Considerations
[Archived] This one-page document provides facts about the special needs of the Native American population when addressing HIV education and testing issues.
Testing Positive For HIV
[ARCHIVED] This pamphlet covers the following aspects of testing positive for HIV antibodies: HIV Disease (definition); what a positive test means; how to avoid spreading HIV to others; how to take charge of your health; visiting a doctor or clinic regularly; new treatments; watching for signs of more serious health problems; diet, rest, and exercise; hope for the future; and how to find out more.
Texas Essential Knowledge and Skills for Health Education
This guide outlines the knowledge and skills that students should acquire for health education, grades k-12. Students are expected to learn specific behaviors, information, personal/interpersonal skills, and influencing factors according to grade level. As grade level increases, health education knowledge and skills are expanded. The guide provides a detailed summary of health education knowledge and behaviors appropriate each grade level. For example, in kindergarten, students are taught basic facts that contribute to health literacy; whereas in grades 11 and 12 students are provided opportunities for researching, analyzing and discussing health issues. The provisions for this health education guide are issued under the Texas Education Code.
Texas Tobacco Prevention Iniative - Media Campaign and Community Program Effect Amoung Children and Adults
To give the Texas Legislature information about how the state's tobacco settlement
income can be used to improve health by promoting reductions in tobacco use, the Texas
Department of Health and collaborating university research institutions conducted a field
experiment to evaluate the short-term (spring to autumn 2000) effects of media and
community programs on tobacco use among children and adults. This report presents the
estimated effects of three levels of media activity (no campaign, low level campaign or
high level campaign) and five community program options (no programs, cessation
programs, law enforcement programs, school-community programs or all three programs
combined). These media activities and community programs were provided either singly
or in combination in fourteen areas in Texas at annual per capita media and/or program
costs of $0.50 to $3.00. In studies of 9,799 6th graders in their first year of middle school
and 7th graders in their first year of junior high school, school-community and multiple
programs showed evidence of significant prevention effects which appeared to be
enhanced by a high-level media campaign. In studies of 1,069 adult smokers, the highest
daily smoking cessation rate was seen in the areas where high level media campaigns
were combined with community programs to promote cessation. In random sample
surveys of 16,139 adults, a significant relative reduction in the prevalence of daily
smoking was found in the area where a high level media campaign was conducted in
combination with either school-community or multiple programs. Overall, the results
show that significant short-term reductions in tobacco use among children and adults can
be achieved with combinations of high level media campaigns and multiple community
programs.
The ABC's of Sex Ed
This article examines the issues associated with sexuality education in schools. Presently the two main approaches to sexuality education in schools are abstinence only or comprehensive sexuality education. Examples of the approaches that different states have adopted to sexuality education are looked at, along with discussion on which programs the federal government supports. Also discussed are current statistics regarding students who have had sex, unintended pregnancies, and STD's. In addition, the article stresses that for a program to be effective, it must have the universal support of the community (students, teachers, parents, physicians, etc.) and should address the social, mental, and spiritual aspects of human sexuality.
The Abstinence Quiz
With humor and sensitivity, this brochure addresses reasons for young people to consider waiting to have sex. Solid information about the benefits of abstinence is integrated with teen-friendly humor in a way that makes the brochure enjoyable to read. For instance, the brochure notes that abstinence protects you not only from becoming a parent too soon, catching a sexually transmitted infection, and feeling guilty or embarrassed, but also from worrying about how you look naked. The brochure encourages young people to think for themselves and decide why abstinence is an appropriate choice for them. The first item on the quiz could use a little clarification: the correct answer to the multiple choice question "Abstinence means" is "deciding and planning to wait" as opposed to "saying you won't have sex" or "hoping you won't have sex." It could be made clearer that "deciding and planning" are useful only if those decisions and plans are adhered to. Overall, however, the brochure offers helpful and well-presented information on the benefits of abstinence.
The Adoption and Implementation of School Condom Availability Programs in the United States
This project summary provides conclusions drawn from interviews on condom availability programs in the United States. Condom availability programs are in place in 434 schools, either through health clinics, or as part of a comprehensive health education program. Smaller schools and alternative schools make a greater number of condoms available per student than larger schools or academic schools, especially when condoms are available in baskets/bowls or via health centers in the schools. Studies indicate that condom availability does not increase the number of sexually active students or the frequency of sexual acts.
The African-American Community and HIV: Personal Reflections
This article examines the African-American community's response to the HIV/AIDS crisis in the United States. Denial within the African- American community is significant, and has hampered efforts to control the spread of infection in this community. This article examines selected historical and cultural factors that may have undermined efforts at intervention and education. It advocates the design and provision of a culture-specific HIV risk-reduction program and offers specific culture-relevant guidelines for AIDS risk-reduction efforts.
The AIDS Challenge: Prevention Education for Young People
The AIDS Challenge brings together a body of specialized knowledge about AIDS education. National and international experts present a variety of articles addressing issues related to successfully educating youth of all ages and backgrounds about HIV/AIDS. The book is designed to provide educators, professionals, parents and youth leaders with guideposts for developing and implementing programs in school and nonschool settings. The book contains 8 sections which present information on many aspects of HIV/AIDS including the human element, the factual component, prevention and education, what preschool-12 students should know, the religious setting, controversy, minority populations and special populations at risk. Each section includes chapters that provide details, explanations, insight, and analysis of specific issues associated with HIV/AIDS: community involvement, teacher training, program evaluation, legal and ethical questions and more.
The AIDS Crisis: Guidelines for School Districts
The Washington Association of School Administrators has developed this document as a comprehensive resource for educators developing policies and programs on AIDS. In part, it is a response to certain provisions of Washington's AIDS Omnibus Act of 1988, which addressed discrimination against people with HIV/AIDS and required education about AIDS in public school grades 5-12. It begins with an overview of two major issues presented by the disease: discrimination and the efficacy of testing. It then devotes a section to each of the following topics: medical background, legal background, policy guidelines, procedural guidelines, infection control guidelines, curriculum, and public relations. Each section provides information and support materials to assist educators with policy development and curriculum evaluation. The final sections of the document provide sources for further information and guidance on holding public meetings to discuss a district's provision of AIDS education.
The AIDS Exception: Privacy vs. Public Health
In 1997, the Centers for Disease Control and Prevention (CDC) recommended that states require reporting of cases of HIV infection, not only AIDS. This article preceded the CDC recommendation and supports essentially the same view, noting that the public health community has dealt with HIV/AIDS differently than other infectious diseases. Typically, standard public health measures have included routine testing for infection; reporting to local health authorities the names of those who test positive for infection; contact tracing to identify any people who may have been exposed to infection; and notification of the possibly infected people that they may have been exposed. In contrast, the author states, the "chaotic patchwork" of public-health steps against HIV/AIDS are inadequate to contain and eradicate the disease. Even limited routine testing (such as voluntary testing of certain hospital patients) would be of value in identifying previously unrecognized cases of HIV infection. The author argues that the reasons for "AIDS exceptionalism" presented in the mid-1980s--that the disease seems to constitute a marker for homosexuality, that the confidentiality of testing would inevitably be violated, that contact tracing would be ineffectual due to the large number of sex partners involved, and that reporting of HIV infection is pointless because of the lack of cure or treatment--are no longer valid. The article is well written and admits to flaws in the conservative position (such as an unwillingness to provide funds to help all of these newly identified people with HIV infection). The large-print lead-in to the article is of concern; the article later makes clear that "It's time to stop granting 'civil rights' to HIV" refers to the virus itself and not to people with the virus, but the statement is too easily misinterpreted. The article will primarily be of interest to those with a background in public health, who understand the difference between reporting test
The AIDS File
[Archived] The AIDS File is intended to wake up those who have not yet become aware of the AIDS/HIV situation. The book provides a well balanced discussion of the history of AIDS, the immune system, testing, prevention, fears, and other factual information. It also answers questions people may have as they become more informed about the issues associated with HIV and AIDS. In addition, the authors consistently point to the importance of parents talking to their children about AIDS, sex, and drugs.
The AIDS Memorial Quilt: Knitting Together the Fabric of Understanding
This article presents a teaching idea that uses the Names Project AIDS Memorial Quilt as a means by which students can learn to confront issues of mortality, grief, terminal illness and loss.
The Americans With Disabilities Act and Its Impact on Public Education
The ADA will affect public education in several respects, the main impact being in the area of employment. School districts, as well as all other education employers covered by the Act, will have to make reasonable accommodation for disabled individuals and appropriate modifications to nonessential functions of their programs. School districts will also be prohibited from making medical inquiries or requiring a medical examination prior to an offer of employment. It does not appear that the passage of the ADA will affect the requirements to provide elementary and secondary students with disabilities with a free, appropriate education under the Individuals with Disabilities Education Act (IDEA).
The Answer is Abstinence
This article argues that, in this sexually permissive society, it is the educator's responsibility to teach teens abstinence. As a part of this education, students must be taught the importance of a strong nuclear family and be encouraged to maintain lifelong support of that ideal. Further, the authors argue, the motives of those who fail to promote proper values among their students and who promote greater permissiveness through condom distribution must be called into question.
The ASHA National HIV Education Needs Assessment
[Archived] The Needs Assessment examines self-reported HIV education needs of teachers, PTA presidents, school administrators, school nurses, school board members, school nurses, school counselors, and physicians. Resources, policy, training, and knowledge needs were assessed.
The Asset Approach: Giving Kids What They Need to Succeed
This report discusses research on Search Institute's 40 developmental assets. The assets are grouped into four categories of external assets (support, empowerment, boundaries and expectations, and constructive use of time) and four categories of internal assets (commitment to learning, positive values, social competencies, and positive identity). Search Institute surveyed nearly 100,000 6th- to 12th-grade youth in 213 towns and cities across the U.S. during the 1996-97 school year. The survey indicated that only eight percent of the youth surveyed experience at least 31 of the 40 assets; 62% experience fewer than 20. At the same time, assets have tremendous power to protect youth from many different harmful choices and also to increase the chances that young people will have positive attitudes and behaviors. The most commonly experienced assets are family support, religious community, school engagement, and a positive view of personal future. The assets experienced by the least number of youth include a community that values youth, youth as resources, reading for pleasure, and creative activities. The data are presented attractively in charts and tables, and the report will serve as a helpful overview of research on developmental assets.
The Association Between Smoking and Unhealthy Behaviors Among a National Sample of Mexican-American Adolescents
This study examined the relationship between smoking and participation in unhealthy behaviors among Mexican-American adolescents through a secondary analysis of national data. Mexican-American adolescents (N=580), ages 10 through 18 years who were interviewed as part of the 1993 Teenage Attitudes and Practices Survey (TAPS II), were selected for analysis. Data collected included smoking status of the adolescent and participation in certain unhealthy behaviors. Among girls in the study, smokers were more likely to not wear a seat belt, be involved in physical fighting, not be involved in organized sports, perform poorly in school, say thy like to do more risky things, and ride in a car with a drunk or high driver. For boys, smoking was significantly associated with liking to do risky things, fighting, not attending church, and poor academic performance. These results suggest that Mexican-American adolescents who smoke may be at higher risk for engaging in behaviors that could compromise their health and safety, and for not being involved in activities that may exert a protective influence.
The Association of Consensual Sexual Intercourse During Childhood With Adolescent Health Risk and Behaviors
The association of childhood sexual intercourse, excluding sexual abuse, with adolescent health and risk behaviors was examined using the urban component of a statewide study on adolescent health, risky behaviors, and resiliency factors. A two-group sample was derived: index cases consisted of all adolescents who indicated that they had first intercourse at or before age 10 years, and controls were adolescents who either had not yet had intercourse or had done so at age 16 years or older. To avoid confounding with issues of sexual abuse, all adolescents who also indicated a history of sexual abuse on the survey were removed from the analysis. A significantly greater proportion of index cases than controls indicated problem substance use by parents, poor school performance, gang involvement, frequent and unprotected sexual intercourse, history of pregnancy involvement, desire to leave the home, history of mental health treatment, emotional distress, and suicidal involvement. The results underscore the importance of childhood sexual intercourse as an indicator of other health-compromising behaviors and risk factors. Clinicians and others should be alert to this clustering of risk behaviors in their psychosocial assessment of young people.
The Association of Foster Care or Kinship Care With Adolescent Sexual Behavior and First Pregnancy
Objective. Each year more than 500,000 children out-of-home placement. Few outcome studies of these children specifically address high-risk sexual behavior and adolescent pregnancy. Our study investigated the relationship between living in kinship or foster care and high-risk reproductive behaviors in a nationally representative sample of women.
Conclusions. A history of living in either foster of kinship care is a marker for high-risk sexual behaviors, and the risk is comparable in both out-of-home living arrangements. Recognition of these risks may enable health care providers to intervene with high-risk youth to prevent early initiation of sexual intercourse and early pregnancy. Pediatrics 2001; 108 (3)
The Association of School Environments With Youth Physical Activity
Objectives. This study assessed the association of school environmental characteristics with student physical activity on campus.
Methods. Physical activity areas (n=137) at 24 public middle schools were assessed for area type, size, and improvements (e.g. basketball courts). Student physical activity and the presence of equipment and supervision were directly observed before school, after lunch, and after school.
Conclusions. School environments with high levels of supervision and improvements stimulated girls and boys to be more physically active. (Am J Public Health. 2001; 91; 618-620).
The Association of Sexual Behaviors With Socioeconomic Status, Family Structured Race/Ethnicity Among US Adolescents
This study assessed the relation of socioeconomic status (SES), family structure, and race/ethnicity to adolescent sexual behaviors that are key determinants of pregnancy and sexually transmitted diseases (STDs). The results showed that among male and female adolescents, greater parental education, living in a 2-parent family, and White race were independently associated with never having had sexual intercourse. However, the differences in adolescent sexual behavior by race and SES were not large enough to fully explain differences in rates of pregnancy and STD infection. This suggests that other factors, including access to health services and community prevalence of STDs may be important in mediating variables between SES and STD transmissions and pregnancy among adolescents.
The At-Risk Kids Schools Ignore
Gay and lesbian students are a population in need, but they are largely overlooked by school officials, counselors and educators. They are involved in risk behaviors such as drug use and unprotected sex and are much more likely than their heterosexual peers to drop out of school or commit suicide. Because the topic of homosexuality is taboo, particularly in the school setting, the needs of this population are unmet. The author discusses the possible roles of school officials in addressing this topic, the likely obstacles to identification of gays and lesbians as a distinct at-risk population and the role of schools in keeping all students, including homosexuals, safe and educating them to the hazards of risk behaviors. This article also includes subsequent letters to the editor expressing opinions to both the article and the topic.
The Battle Creek (MI) Schools Healthy Lifestyles Program
This article describes how one area developed a comprehensive health promotion and education project with active community involvement despite severe fiscal restrictions. Published in a special edition of the Journal of School Health on comprehensive health education issues, the article first recounts how the participating districts collaborated with local community organizations, academic institutions and corporations to coordinate health promotion activities. Using a community task force, the project concentrated on various health risk factors, e.g. physical fitness, nutrition, substance abuse, and stress management. To determine a baseline at the beginning of the project, third, sixth, and ninth grade students were evaluated for knowledge, attitudes, behavior, and some aspects of wellness. The project stressed that educators and parents serve as healthy role models for students. Problems cited included the presence of too many substance abuse groups and expectations of rapid change.
The Best Intentions: Unintended Pregnancy and the Well-Being of Children and Families (Summary)
[ARCHIVED] The Committee on Unintended Pregnancy has concluded that the extent of unintended pregnancy and its consequences are poorly appreciated in the U.S. Although much attention is focused on teen pregnancy, nonmarital childbearing, and abortion, the common link among these issues--pregnancy that is unintended at the time of conception--is essentially invisible. Thus, most proposed remedies ignore the common underlying cause or address only one aspect of the problem, and a few vulnerable groups are singled out for criticism. The committee recommends that the nation adopt a new social norm that all pregnancies should be intended--that is, consciously and clearly desired at the time of conception. The goal is directed to all Americans and does not target only one group. It emphasizes personal choice and intent, and it speaks as much to planning for pregnancy as to avoiding unintended pregnancy. To begin building national consensus around this norm, the committee recommends a multifaceted, long-term campaign to educate the public about the major social and public health burdens of unintended pregnancy and stimulate a comprehensive set of activities at the national, state, and local levels to reduce such pregnancies. This publication explores goals of the proposed campaign, including such factors as contraception; feelings, attitudes, and motivation; local programs to reduce unintended pregnancy; and research in several areas.
The Brain Infection TOXO
[ARCHIVED] People with HIV, the virus that causes AIDS, are at risk for Toxoplasmosis, or Toxo for short, a serious infection that often affects the brain. This booklet explains what toxo is. It also lists steps you can take to prevent and fight toxo. Taking these steps can help you stay well longer.
The Bully Free Classroom
The Bully Free Classroom is a collection of tips, strategies, and activities designed to address and ameliorate the multifaceted problem of bullying in schools. This book may be used to complement or supplement a program already in place, to take purposeful action in the absence of a program, or to plan and develop a program that meets the unique needs of your classroom or school. This book spans a broad range of grades (k-8). Most activities and strategies are simple and take just a few moments to do; others take more time to introduce, present, and follow through. Most are easy to understand and implement, requiring little or no advance preparation and few or no special materials. The book has a dual emphasis: intervention and prevention.
The California HIV Prevention Education Technical Assistance Network
Supporting School Based HIV Prevention Education
This paper describes the California HIV Prevention Education Technical Assistance Network, a statewide system for supporting school based HIV prevention education in California. The network was developed to meet a critical need, arising from state-mandated requirements for HIV prevention education in middle and high schools, for training and supporting teachers and health coordinators. Key implementation challenges, successes, and lessons learned are shared, together with plans for a formal evaluation of the network and grant program.
The Call for Comprehensive School Health Programs
This issue brief focuses on the role of school leaders in helping children to recognize healthy versus unhealthy behaviors, avoid high-risk activities, and make informed decisions that promote healthy lifestyles and prevent disease. It notes that one way to meet this challenge is through comprehensive school health programs, including health education and health services that are promoted and supported by school and community leaders and made available in a healthy school environment. The issue brief outlines a school board’s philosophy, goals, and policy that would support comprehensive school health programs, and it addresses the interrelationships among school health education, school health services, and healthy school environment (both physical and social). This issue brief is a helpful introduction to comprehensive school health programs from a school board member’s perspective.
The Case for Elementary School Recess
This case discusses the belief that recess is vital to the child's overall healthy development. It offers parents, teachers, and school administrators information that supports the need for elementary school recess. Four points are made for recess. First, recess responds to a child's social and emotional needs. It reduces anxiety and helps manage stress. Second, recess contributes to a child's cognitive and intellectual needs. It reduces how much students fidget; unstructured play allows for wonder, exploration, and creativity; allows oxygen to nourish the brain; children learn about their environment and how to act socially and how to cooperate with one another. Third, recess is not an alien word in the adult vocabulary, nor an abnormal response to physical and mental needs. For example, judges call for a recess when courtroom participants become tired or unfocused and congressional sessions recesses. The final point - children need a school recess.
The Case for Peers
In this article, the author discusses the need for peer education programs to ensure quality education for all young people. Topics discussed include the rationale for peer resource programming and critical ingredients of peer programs.
The Centrality of Health Education to Developing Young Adolescents' Critical Thinking
This article argues that "critical thinking" is as much an attitude or disposition as it is a skill and discusses critical thinking in terms of health education for young adolescents. It notes that critical thinking matches the increasingly sophisticated cognitive development of young adolescents, that it can help them make decisions in ways that reduce the incidence of risky behaviors, and that it prepares them to be informed citizens and leaders. The article points out a lack of critical thinking in health curricula, inconsistent with broader educational reforms. The author wonders, "How can we say we want young people to be critical thinkers everywhere in the curriculum, except in health, where we want them to 'just say no'?" The article describes current policies in several states and looks to possible new directions for the future.
The Challenge of HIV/AIDS in Communities of Color
Since 12/90, the National Commission on AIDS has collected information and advice from hundreds of individuals within communities of color in forums that examined issues specific to African-American, Native American, Latino, Asian American/Pacific Islander communities. This report is a result of the Commission's finding that the HIV/AIDS epidemic presents unique challenges to communities of color and, in this context, to all public policymakers.
The Circles Concept: Social Competence in Special Education
This is a teaching exercise to help developmentally disabled students identify and classify different levels of social acquaintance. A simple floor mat of colored circles can help intellectually impaired students distinguish blue hug intimate friends from yellow handshake and orange wave acquaintances. This program could also be adapted for younger, grade school age children for child safety education.
The Coach Approach
This video contains two sections: one that portrays a boy and his HIV-positive uncle discussing sex, drugs and HIV; and another showing a boy whose coach helps him make decisions. In the first section, the uncle tells his nephew about the dangers of using and sharing needles for drugs. He also mentions that as the boy gets older sex will become an issue, and he needs to know about condoms. The uncle emphasizes that peer pressure will be a factor in the boy's decisions as he gets older, and that the boy will need to resist negative pressure and make good decisions for himself. In the second section, Bobby and his coach (who no one else can see) discuss pressure situations that Bobby needs to think hard about before making decisions. The coach appears to him at the ages of 10, 12 and 16 to run through imaginary situations before Bobby gets into trouble. The coach emphasizes a three-step method to making good decisions: 1. Find out what's going on, 2. Think of other things to do, 3. Leave the door open.
The College Campus Climate for Gay Students
This article, originally published in The Chronicle of Higher Education, is a first-hand account of a heterosexual graduate student's study of life for gays, lesbians, and bisexuals on college campuses. The author candidly discusses his own fears of being perceived as gay by other students when he began to socialize with gay students as part of his doctoral thesis. This is a very well written and compassionate article.
The Commonwealth Fund Survey of the Health of Adolescent Girls
During the 1996-97 school year, 6,748 girls and boys in grades 5-12 completed questionnaires on a range of topics, including abuse and violence, mental health, risky behaviors, access to health care, and communication with providers. Comparisons were drawn between girls and boys and between 'younger girls or boys' (grades 5-8) and 'older girls or boys' (grades 9-12). The survey found disturbingly high rates of reported abuse, depressive symptoms, and behaviors that can put health at risk and have potential lifelong consequences. More than one in five high school girls reported sexual or physical abuse; one in four girls exhibited depressive symptoms. A significant proportion of adolescent girls were putting their health at risk through frequent smoking and drinking, destructive eating patterns, and lack of exercise. In addition, a significant proportion of adolescent girls do not have access to health care when they need it, and when they do get care, physicians often do not address their concerns. Recommendations for improving the health of adolescent girls focus on such topic areas as health behaviors, mental health and depression, violence and abuse, health information and sources of support, access to health care, and research.
The Community as Lab for Service Learning
This brief, easy-to-read article provides a teacher’s perspective on the merits of service learning. It includes colorful examples of students engaged in service-learning projects, and it discusses benefits to students, teachers, and the community. Benefits for students can include enhanced self-esteem, social skills, and critical thinking skills. Teachers benefit from the change of pace service learning provides and from the opportunity to entice non-academically minded students into the educational process. The entire community benefits from students who learn to be active, caring citizens. Although the article does not offer systematic assistance in implementing service learning programs, it may be useful in garnering teacher support for service learning.
The Complexities of Sexual Consent
This article begins by noting the scarcity of literature on sexual consent. It examines the types of consent that are written about in the literature: sexual consent involving individuals with limited ability to give consent (such as people with developmental disabilities and relationships with unequal power) and nonsexual consent to participate in research studies. Two themes emerge from this discussion of consent: 1) Consent requires knowledge (information not only about the sexual act but about its social meanings, as well as honesty from the people involved); and 2) Consent is meaningless unless it is given freely ("a person must be free to say yes or no"). The article discusses the differences between consent and acquiescence, in light of factors such as: the possibility of jeopardizing a person's standard of living; the idea that a relationship and sexual behavior go hand in hand; cultural rewards for heterosexual relationships; and the effect of cultural discourses (such as women as passive and compliant and men as always ready for intercourse) on what is acceptable. Finally, the article considers the problem of consent as a mental act (where one can never be certain that another person has consented) or as a verbal act (where most sexual behavior does not involve explicit verbal statements of consent).
The Comprehensive School Health Challenge
The Comprehensive School Health Challenge is a one-stop resource for defining, developing, and implementing comprehensive health education programs for schools. In two volumes, thirty-nine of the nation's top health and education specialists address how schools can play a critical role in shaping the health of today's young people. Thirty-two chapters and six appendices help cover a broad continuum of health education issues, including: the state of health education--past, present, and future; curriculum content and implementation; guidelines for administrative planning; structuring a healthy school environment; integrating school counseling and health education programs; personal and social skills development; promoting multicultural sensitivity; the science base of comprehensive health education; involving students, the family, and the community; dealing with controversy; and funding for school health programs.
The Comprehensive School Health Education Network
This brochure describes the purposes and services of a network of health education training centers (list included) supported by Education Development Center (EDC) and the Centers for Disease Control (CDC). According to the brochure, the network has two purposes: to develop a national network of certified trainers who can provide teachers with the knowledge, attitudes, and skills they need to integrate HIV teaching into a comprehensive school health education program; and to support state departments of education and health, and local school districts in their efforts to provide effective school health education. The centers, based in state and local health and education agencies, universities, and private organizations, are available to assist schools and communities in developing appropriate, locally determined education policies and programs; suggest curricula; train teachers to use this material; provide technical assistance; and promote collaboration between schools and outside agencies.
The Comprehensive School Health Program
The article briefly reviews the 8 components of comprehensive school health education: health education program, school health service, school health environment, physical education, school counseling, school psychology, school food service, and work site health promotion.
The Comprehensive School Health Program (CSHP)-- Preparing for a healthy future
The Comprehensive School Health Program (CSHP) aims to provide a solid health education for all children, enabling them to make good health decisions; solve problems; resolve conflicts peacefully; avoid alcohol, tobacco, and other drugs; and take responsibility for their health and well-being. The brochure focuses on the 8 components of comprehensive school health (school health education, physical education, school health services, healthy school environment, school food services, parent/community partnership, school counseling and psychological services, and teacher and staff wellness), with a slight emphasis on the services provided in D.C. schools. One particularly strong aspect of this program is its commitment to family involvement--not only in the designated section describing that component of comprehensive school health but throughout the other 7 components as well. Throughout the brochure, the material on each topic is presented with a separate blue box entitled "How parents can help." The suggestions include such things as "Exercise with your child regularly" and "Talk to your child. Allow your child to express his or her feelings." These suggestions, along with the information presented on the CSHP, should be of interest to those who seek to develop a CSHP or improve upon an existing CSHP in their districts.
The Comprehensive School Health Program: Exploring an
This special issue of the Journal of School Health explores expansion of the traditional three-component comprehensive school health program model to eight, integrated components. The papers presented in this issue illustrate the complementary roles of school health professionals and how, as an interdisciplinary team, they can influence the health and well-being of school-age children. The eight components of the expanded school health model include: health services, health education, health environment, integrated school and community health promotion efforts, physical education, food service, counseling and psychology and programs to protect and improve the health of staff. Each component of the expanded model is presented as well as its role in relation to the comprehensive model. Articles abstracted separately.
The Concept of
[ARCHIVED] The efficacy of comprehensive health education to ameliorate the nation's health problems will be weakened without community and professional support, this author says. Previous efforts at comprehensive health education have failed because health and welfare of children, youth, and families was not a top community priority. The author incorporates these ideas into the following steps to achieving a successful program. First, links should be established to the community from the start. Next, a needs assessment should be conducted. The author stresses that only outcomes should be the same- programs will have to be tailored to the community's needs. Third, school health services should be revamped to include equal access to care (employing local health programs), the ability to handle crisis emergency situations, periodic health screening for all students, and encouragement to students in making independent health care decisions. Last, a good program should be specific and geared towards outcomes.
The Condom Conundrum: Should Schools Offer them to Students
This article discusses both the pro and con stances on the topic of school-based condom distribution. The two authors, one of whom is pro condom distribution and the other anti-distribution, provide strong arguments for their respective positions.
The Conflict Over Sexuality Education: Interviews with Participants on Both Sides of the Debate
This article studies interviews with 22 people involved in sexuality education conflicts from three school districts. Interviewers asked the respondents about the issues and ideologies behind their decisions to participate in the conflict and about their perceptions of sexuality education in relation to contemporary American society. Interviewers found that the advocates for comprehensive sexuality education are concerned that public education, individual freedom, and tolerance for social and sexual difference are under attack by a 'religio-political' movement. Conversely, they found the proponents of abstinence-only education feel parental authority is undermined by comprehensive health education and that open discussion of sexuality leads to greater promiscuity. The author concludes that for the opposing sides, the conflict over sexuality education is a symbol of a larger cultural struggle over divergent visions of morality, family, and gender.
The Consistency of Self-Reported HIV Risk Behavior among Injection Drug Users
Since most studies of risk factors for HIV rely on retrospective self-reports, the degree to which these reports provide reliable information has received little research attention. The purpose of this study was to assess the extent to which the reliability of retrospective self-report data is affected over time. Data were examined from a longitudinal study of risk behaviors among injection drug users. Structured interviews were administered to 366 injection drug users who were asked to recall behaviors that they had reported 6, 12, or 18 months earlier. Kappa coefficients showed moderate initial memory loss for injection and sexual risk behaviors. After 6 months, time had little effect on the ability of injection drug users to recall injection and sexual risk behaviors. For ordinal measures of risk, subjects who gave different reports over time were most likely to disagree by one response category. These findings support the use of retrospective self-reports in assessing HIV risk behaviors among injection drug users. Retrospective inquiry is likely to remain an important method for collecting data over time.
The Contemporary Health Series
[ARCHIVED] This folder provides an overview of The Contemporary Health Series for middle school and high school students. Included are a scope and sequence, a skills chart, a sample lesson and information on the three-day teacher training program. An ordering form with a price list is also included. The HIV education components of this series are called "Into Adolescence: Learning About AIDS" and "Entering Adulthood: Preventing Sexually Related Disease." These texts are abstracted independently.
The Crucial Ingredient in this AIDS Education Formula: Community Support
[Archived] The superintendent of schools in the city of York, Pennsylvania describes how his school board and staff developed and implemented an AIDS curriculum. The first step was to send letters about the proposed curriculum to every parent in the school system. Later, parents were given the opportunity to review the course outlines for all grade levels and to view the films selected for use in the courses. Parents were able to exclude their youngsters from the AIDS courses by signing a statement at the bottom of a letter and returning it to the school, but only 29 of the 4,000 children in grades affected by the new curriculum were withdrawn by their parents. The school system was assisted in implementing the curriculum by accurate, complete, and nonsensational coverage from the local newspaper. The curriculum adopted was designed to cover all grades, using information appropriate for the given age group.
The Decline and Fall of Chastity
This article explores the causes of the decline of the idea of chastity as a mainstream ideal in America and its implications. The chief culprit, this author argues, was the birth control pill, which allowed women a level of sexual freedom that was once almost exclusively the province of men. Other unwitting perpetrators included Henry Ford (no more parlor petting under threat of discovery) ; protestant evangelizers (their attack on the red light districts forced many men to sully the waiting pool of women of their class); sexologists such as Alfred Kinsey, who forced us to face the fact that everyone was doing it; the Supreme Court of the late 50's and 60's which so narrowly defined obscenity that the sex industry and advertisers were now free to use sex as package and packaging; and feminists who finally exploded the double standard about sex. The result: after millennia of male sexual turpitude, women are now nearly as free to be oblivious to procreation and emotional commitment.
The Demography of Sexual Behavior
The American Enterprise Institute has an ongoing project to for examining ways to improve the delivery of services to disadvantaged children and their families. This ongoing research has shown the centrality of sexual and reproductive issues to a host of social problems. However, sexuality and contraceptive practices are often taboo subjects in society. As a result, many policymakers and researchers as well as the general public are unaware of how these important factors shape our society. The goal of the book and lecture series Sexuality and American Social Policy is to generate public discussion on these controversial and timely issues. This report presents a summary of American sexual behavior based on examination of various studies.
The Early Use of Alcohol and Tobacco: Its Relation to Children's Competence and Parents' Behavior
The objective of this study is to see whether the use of tobacco and alcohol during childhood predicts heavy use of these substances and use of these illicit drugs during adolescence. The study aims to identify developmental correlates of tobacco and alcohol use among elementary-school children. Cross sectional surveys were used to measure tobacco and alcohol use, multiple indicators of child competence, parenting behaviors, and parental modeling of tobacco and alcohol use in a sample of 1470 third- and fifth-grade children. Both self-reported and teacher-rated assessments were obtained, which allowed collateral testing of study hypotheses. The results showed that children's tobacco and alcohol use was strongly related to low scores on several measures of child competence, both self-reported and teacher rated. Children's tobacco and alcohol use was also associated with less effective parenting behaviors and with parental use of tobacco. It was concluded that children's early experience with tobacco and alcohol is associated with weak competence development and exposure to socialization factors that promote risk taking. Interventions to prevent early use of tobacco and alcohol are needed.
The Effect of Tailoring A Model HIV Prevention Program for Local Adolescent Target Audiences
In five U.S. sites (Nashville, Newark, northern Virginia, Phoenix, Sacramento), HIV risk-reduction workshops were mounted as a part of the Prevention Marketing Initiative (PMI). In four of the five sites, the workshop curriculum was a version of Be Proud! Be Responsible!, that had been tailored to fit the needs of local target audiences. This article describes the evaluation of the PMI workshops. Protective effects on several behavioral determinants and behavioral outcome measures were observed 1 month after the workshops. Based on the overall pattern results, it was concluded that the PMI workshops reduced the likelihood of unprotected sex among participants. The intervention developed appears to have retained its effectiveness after it was tailored to meet perceived local needs.
The Effectiveness of a Tobacco Prevention Program With Adolescents Living in a Tobacco-Producing Region
This study investigated the efficacy of a social-influences tobacco prevention program conducted with adolescents living in a high tobacco production area. Students in ten experimental schools completed the tobacco prevention program and a booster intervention. Control students received health education as usual. After 2 years of treatment, smoking rates in the treatment group (vs. the control group) were lower for 30-day, 7-day, and 24-hour smoking. The intervention had more of an impact on those who were involved in raising tobacco than it did on those not involved in raising tobacco. Although modest, effects were achieved with minimal intervention time in a high-risk group, indicating that social-influences prevention programs may be effective in such groups. There is some optimism that long-term, consistent interventions will be helpful in preventing tobacco use among adolescents faced with multiple, intensive influences to use.
The Effectiveness of Tobacco Control in California Schools
This commentary reports the expenitures on tobacco control programs in California schools since 1989 and data from students interviewed by telephone as part of the California Tobacco Surveys (1990, n=4, 941; 1993, n=5, 402; 1996, n=6, 185). Did this infusion of money lead to achievement of the two main objectives outlined for tobacco control in schools?
The Effects of a 2-Year Physical Education Program (SPARK) on Physical Activity and Fitness in Elementary School Students
This study evaluates a health-related physical education program for fourth- and fifth- grade students designed to increase physical activity during physical education classes and outside of school. The program is titled Sports, Play, and Active Recreation for Kids (SPARK). Seven schools were assigned to three conditions in a quasi-experimental design. Health-related physical education was taught by physical education specialists or trained classroom teachers. Students from these classes were compared with those in control classes. Analyses were conducted on 955 students with complete data. The results showed that students spent more minutes per week being physically active in specialist-led and teacher-led physical education classes than in control classes. After two year, girls in the specialist-led condition were superior to girls in the control condition on abdominal strength and endurance. There were no effects on physical activity outside of school. It was concluded that a health-related physical education curriculum can provide students with substantially more physical activity during physical education classes. Improved physical education classes can potentially benefit 97% of elementary school students.
The Effects of Curriculum on Student Health Behaviors: A Case Study of The Growing Healthy Curriculum On Health Behaviors of Eighth Grade Students
The purpose of this study was to determine whether the comprehensive elementary health education curriculum Growing Healthy influenced health behaviors of students after they had reached the eighth grade. Youth from three schools were studied: youth from one school had participated in Growing Healthy during their elementary school years, another school had a district-level drug education coordinator and a comprehensive drug education program but no specific curriculum in the elementary school, and the third school had neither an identified health education program nor a drug prevention program coordinator. Using the Centers for Disease Control and Prevention's Youth Risk Behavior Survey, selected risk factors were identified and percentages for each school were compared with national data. Results indicated significant differences for 'age of first use' and 'days used alcohol and/or marijuana,' with the Growing Healthy group reporting more healthful behaviors; overall, though, the curriculum effects were not apparent on the majority of health behaviors. Nonetheless, the author observes that in the school offering salads in the lunch room, nutrition behaviors were significantly better; where the school required physical education for eighth graders, those students' physical activity behaviors were more positive; and the school with a strictly enforced drug policy had fewer reports of drug usage on campus. The author concludes that arguments for a comprehensive approach to student health, as well as yearly health education programs that consider cultural attitudes and beliefs, are therefore supported.
The Effects of Race/Ethnicity, Income, and Family Structure on Adolescent Risk Behaviors
The study examined the unique and combined contributions of race/ethnicity, income and family structure to adolescent cigarette smoking, alcohol use, involvement with violence, suicidal thoughts or attempts, and sexual intercourse. Analyses were based on the National Longitudinal Study of Adolescent Health. Results indicate that white adolescents were more likely to smoke cigarettes, drink alcohol, and attempt suicide in the younger years than were Black and Hispanic youths. Black youths were more likely than White teens to engage in violence. Controlling for gender, race/ ethnicity, income, and family structure together explained no more than 10% of the variance in each of the 5 risk behaviors among younger adolescents and no more than 7% among older youths. Findings suggest that when taken together, race/ethnicity, income, and family structure provide only limited understanding of adolescent risk behaviors.
The Emergence of Adolescents as a Risk Group for Human Immunodeficiency Virus Infection
Adolescents have only recently been identified as a risk group for HIV infection. Limited data suggest that the prevalence of HIV infection among selected adolescent populations is considerable. These data, however, are not generalizable because of the unrepresentative nature of the adolescent populations studied. Surrogate epidemiologic markers for projecting the potential spread of HIV in the adolescent population are identified. These markers include the prevalence of contraceptive behavior, rate of unintended pregnancy, and the prevalence of sexually transmitted diseases. Adolescents' knowledge, attitudes, and changers in AIDS-preventive behaviors are described. Psychosocial factors that may influence the adoption and maintenance of AIDS-preventive behaviors are identified and discussed. To increase the potential for developing effective HIV prevention programs, there is a need for greater understanding of the psychological determinants motivating behavior change among youth.
The Experience of Children with Hemophilia and HIV Infection
Some 30% of adolescents identified to have HIV infection also have hemophilia. Important lessons can be learned from the experiences of children and adolescents with hemophilia and HIV infection. Early instances of acquired HIV infection in school-age children with hemophilia provided initial indications of the public's response to schoolchildren with HIV infection, and spurred policy development in school jurisdictions. Also, the hemophilia community expended considerable resources to document lack of transmissibility in casual settings, primarily to quell concerns about attendance of children with HIV infection in schools and day care centers.
The Face of HIV/AIDS: People with HIV/AIDS as Educators
This publication offers guidance for teachers on inviting speakers with HIV to give presentations in the classroom. The first section, "Why Use HIV Positive Individuals?" describes the benefits of such presentations, noting that "teens begin to understand that HIV can happen to real people with ordinary lives." Another section, "Comprehensive HIV Education," discusses the fact that a session featuring an educator with HIV should be part of a comprehensive HIV education program. It lists characteristics of effective programs, including the use of a variety of teaching methods and activities that address social pressures. A section called "Special Training for Educators with HIV" suggests working with a local program that provides speakers trained to work with adolescents in a classroom setting, and it mentions specific types of training to look for. "Preparing the Class" describes classroom discussions that should take place before the presentation. The section "How to Approach Your School" includes ideas for meeting with school administrators and gaining community support. This section does not, however, mention consulting relevant school district policies. The last section, "They're Gone, Now What?" provides suggestions for conducting a follow-up session after the presentation. A resource list includes contact information for the National Association of People with AIDS Speakers Bureau and the AIDS Memorial Quilt. Overall, the brochure helps to make a potentially intimidating topic more manageable, providing useful information and ideas in a helpful, easy-to-follow way.
The Facts: Adolescent Substance Use and Sexual Risk-taking
[ARCHIVED] This single page, condensed fact sheet contains statistical information regarding risk of HIV infection among adolescents due to substance use and sexual risk-taking behavior.
The Facts: Adolescents, AIDS and HIV
[ARCHIVED] This single page, condensed fact sheet contains statistical information regarding HIV/AIDS among adolescents. Information is gathered from a variety of sources and reviews the first decade of the epidemic.
The Facts: Adolescents, HIV and Other STDs
[ARCHIVED] This fact sheet offers data from a variety of sources on how rapidly HIV and other sexually transmitted diseases (STDs) are spreading among the adolescent population.
The Facts: Lesbian, Gay and Bisexual Youth: At Risk and Underserved
Lesbian, gay and bisexual adolescents face tremendous challenges to growing up physically and mentally healthy in a culture that is almost uniformly anti-homosexual. Often, these youth face an increased risk of medical and psychosocial problems, caused not by their sexual orientation, but by society's extremely negative reaction to it. Gay, lesbian and bisexual youth face rejection, isolation, verbal harassment and physical violence at home, in school and in religious institutions. Responding to these pressures, many lesbian, gay and bisexual young people engage in an array of risky behaviors. Research findings support the assertion that these young people are at higher risk for depression, suicide and HIV and other sexually transmitted disease infection. Anecdotal evidence suggests that gay, lesbian and bisexual youth are also at risk for alcohol and other substance abuse as well as pregnancies resulting from heterosexual experimentation. While interest in the experience of lesbian, gay and bisexual youth is growing, the body of research is small and virtually no research focuses on the specific experiences of young lesbians.
The Failure of AIDS-Prevention Education
[Archived] The article critiques the current HIV prevention education efforts. The authors argue that the education only approach is inadequate to prevent the further spread of the virus. They advocate for the use of confidential, identity-linked reporting of HIV positive test results to public health authorities, programs to alert sexual partners of those who test HIV positive, elimination of written consent requirements for HIV antibody testing, routine offering of testing to those who come into contact with the public health system in risk areas, and criminal penalties for those who knowingly expose others to the virus.
The Family Child Care Integration Project: Good Health Guidelines
[ARCHIVED] This packet contains universal precautions guidelines for preschools and day care centers. In clear, direct language, it provides a list of general good health guidelines regarding hand-washing, diapering, injuries, cleaning toys and surfaces, immunizations, and illnesses. It also provides step-by-step, easy-to-follow instructions for proper diapering and hand-washing techniques. Included are checklists for use in staff training programs, where one partner practices universal precautions skills and the other partner uses the checklist to ensure that proper procedures are followed. Checklists are provided for mixing and using bleach solution, diapering a baby, washing hands, and bandaging a bloody cut. Overall, these materials have a wide variety of useful applications for those working with infants and young children.
The Female Condom
This article provides medical facts and information on current trials of the female condom. Included is information on how it works, cost of use, reliability and social acceptability of use among different groups. Also included is a short article on the success of the female condom in Europe.
The Formulation of AIDS Policies: Legal Considerations for Schools
The AIDS policy paradigm presented in this monograph will facilitate the processes of policy formulation and evaluation at the district level. Recognizing the present level of confusion regarding AIDS and its impact on the public school environment, this policy paradigm will provide an important mechanism for structuring school district responses to the dilemma of AIDS throughout the country. This monograph contributes to the policy development literature of public school administration by filling part of the information void that exists within the field of education concerning pandemic diseases. Within the last few years, district policy response to epidemic disease has been complicated by public fear and misinformation. This circumstance has threatened to submerge the educational community in a sea of ignorance which advocates the use of irrational policy approaches in dealing with the dilemma created by the AIDS epidemic. The substantive and procedural due process direction provided by this monograph will enable district officials to effectively balance the health rights of the many against the personal rights of the few during the present health crisis.
The Front Lines of Sexuality Education: A Guide to Building and Maintaining Community Support
This report summarizes the results of a study conducted for the U.S. Centers for Disease Control, which examined the politics of sexuality education in 23 communities nationwide. Part 1 describes the study and its results. Part 2 offers guidelines to assist proponents of sexuality education programs by utilizing information gathered in the study. Part 3 consists of training exercises to teach how to manage controversy and build community support for sexuality education. The appendix contains a summary of the major national opinion polls on sexuality education conducted since 1943; results of a study of sexuality educators showing their perceptions about barriers to sexuality education; and a sample statement of values that can be useful in defining programs and in ongoing public relations. The opinions expressed are solely those of the author.
The Guiding Hand
[ARCHIVED] For Native American teens at the junior high school level, this comic book is comprised of two stories that present educational information about HIV and AIDS. The stories focus on presenting factual information about how HIV is and is not transmitted so that adolescents and preadolescents will not unnecessarily fear contracting HIV or fear being around infected persons or their loved ones. In the first story, two Native American doctors and their larger than life flying robotic educational device (FRED) allay the unnecessary fears of three teens by teaching them about how HIV infects the immune system, how the virus is and is not transmitted and the importance of taking care of themselves. In the second story, a group of boys alienate a schoolmate because his brother has AIDS. A fourth boy teaches the others about how the virus is transmitted and is not transmitted, addressing their misunderstanding about the safety of casual contact. Condom use is mentioned. Native American lingo used.
The Health and Well-Being of San Fransisco Unified School District Students K-12
This report is an assessment of the health status of the San Francisco Unified School District's (SFUSD)students, as of 1999. The report was developed under the auspices of the San Francisco Citywide School Health Planning Committee as part of a needs-assessment process in the planning for public school-linked/school-based health services. It has compiled available health status indicators for the K-12 population, in addition to economic and psychosocial measures that greatly influence a population's health. It highlights the recurrent themes found among the statistics gathered; namely, the poverty among the SFUSD students, a listing of the most immediate threats to the health and education of students, the disparities of African American students, and some positive notes. The report then presents the compiled statistics under the following headings:
demographics, poverty, school attendance, dropouts/suspensions, special education, health insurance, disabled children, teen pregnancy, immunizations, dental health, asthma, youth risk behaviors, and school-based health services. This report can serve as a baseline from which the SFUSD can establish goals and actions to ensure the health promotion of its students.
The Health Reporter Pool
This is a teaching exercise that uses role-playing and the simulation of a press conference to encourage student involvement and student-driven learning on health related issues.
The Healthy for Life Project: Sexual Risk Behavior Outcomes
This article presents sexual risk behavior outcome data from the Healthy for Life (HFL) project, which used a social influences model and attempted to positively affect the health behaviors of middle school students in a variety of areas, including sexuality. The in-school program was designed to be supplemented by parent, community, and peer components, although the authors indicate that they had difficulty implementing the parent and community components. The research used data on an initial sample of more than 2,400 middle school students followed from grade 6 to grade 10. Schools were assigned to three conditions: age appropriate (HFL program taught in grades 6, 7, and 8), intensive (HFL program taught in grade 7), and control. By ninth grade, the lifetime intercourse rate among both groups of HFL subjects was significantly higher than for controls. In tenth grade, the age-appropriate group reported higher adjusted rates of lifetime and past-month intercourse than did the controls. The expectation that this approach would be effective in reducing adolescent sexual risk behavior was therefore not supported. The authors conclude that the influence of social and community norms and contextual factors has a far greater influence on the behavior of students than this school-based program targeting only one grade cohort.
The Hidden Epidemic: Confronting Sexually Transmitted Diseases
In 1994, the Institute of Medicine convened the Committee on Prevention and Control of STDs to examine the epidemiological dimensions of STDs in the U.S. and factors that contribute to the epidemic; to assess the effectiveness of current public health strategies and programs to prevent and control STDs; and to provide direction for future public health programs, policy, and research in STD prevention and control. The committee recommended four major strategies to establish a national system for STD prevention: overcoming barriers to adoption of healthy sexual behaviors; developing strong leadership, strengthening investment, and improving information systems for STD prevention; designing and implementing essential STD-related services in innovative ways for adolescents and underserved populations; and ensuring access to and quality of essential clinical services for STDs. The committee noted that a major part of a national strategy to prevent STDs should focus on adolescents, and that interventions should begin before sexual activity is initiated, which may be before adolescence is reached. Moreover, the committee stated that all school districts in the U.S. should ensure that schools provide essential, age-appropriate STD-related services--including health education, access to condoms, and readily accessible and available clinical services, such as school-based clinical services, to prevent STDs.
The HIV Test: Who Should Take It? What Does It Show?
This program is designed to provide sound factual information about HIV antibody testing and to help people find resources in their own community. The video is designed for adolescents and young adults, but the issues and information it contains are relevant to all age groups. The program discusses what the test is and how it works. It also discusses some reasons why testing can be useful. Routes of transmission of HIV are also clearly laid out by a physician. Viewers are given tips on what questions to ask when calling a testing site. The difference between anonymous and confidential testing is defined. The importance of pre- and post-test counseling is also discussed.
The HIV/AIDS Book: Information for Workers
[ARCHIVED] This book was written for local union leaders, field representatives, stewards, and others who provide education and information about HIV and AIDS to union members. It attempts to address the concerns of a diverse membership which includes workers who may be occupationally exposed to HIV on the job as well as members who may be infected with HIV. Chapter One is a series of questions and answers explaining what HIV is, how it is diagnosed, ways in which it can and cannot be spread, how it can be prevented, the rights of workers with HIV. Chapter Two addresses what local unions can do to address HIV in the workplace, including model contract language and how to call in OSHA. Chapter Three gives occupation-specific precautions for preventing exposure to HIV at work. Finally, the appendices contain the U.S. Centers for Disease Control's Recommendations for Prevention of HIV Transmission in Health-Care Settings, a report on the drug AZT from the Centers for Disease Control, and a resource directory.
The HIV/AIDS Epidemic in Puerto Rico
[ARCHIVED] Members of the National Commission on AIDS visited Puerto Rico on November 27 and 28, 1990, as part of the Commission's overall and continuing strategy of meeting with communities throughout the United States to hear firsthand from persons affected by the epidemic of human immunodeficiency virus (HIV) infection. The visit to Puerto Rico also contributed to the Commission's ongoing efforts to build consensus for a national policy concerning the HIV epidemic by focusing attention on complex policy issues and identifying gaps in care and service delivery. This report is a result of the Commission's understanding that, from a federal policy perspective, the special status of the Commonwealth of Puerto Rico presents particular challenges. While its residents are US citizens, Puerto Rico is not a state, and because of the nature of commonwealth status, its residents are not included in many federal initiatives. This report contains the Commission's short- and medium-term recommendations on actions the US government should take to effectively include the people of Puerto Rico in the national response to the HIV epidemic.
The HIV/AIDS Project
The HIV/AIDS Project seeks to strengthen teacher preparation in school health education, including HIV/AIDS prevention education, for elementary, middle school and special education teachers. Specific goals include: advocating for policies to include health education in the professional preparation of teachers; facilitating the development of model programs for integrating health education into preservice education programs; refining the scope of knowledge, attitudes, and skills that should be addressed when training teachers; increasing the number of educational institutions integrating health education into preservice programs; establishing health education as one of the topics to be tested in national and state teacher examinations; and establishing a communication network which includes all institutions of higher education preparing elementary, middle school, and special education teachers.
The Hot New Word In Sex Ed
This article describes the heightened attention given recently to abstinence-only education programs. Factors including growth in the number of these programs, criticism from conservative Christians and others of more comprehensive sexuality education programs, serious problems linked to sexual activity, and related political and policy issues (such as welfare reform) have contributed to increased public debate on the role of abstinence in sexuality education. The article notes that abstinence-only programs are especially short on research, with no studies well documenting that abstinence-only approaches have an impact. Viewpoints on both sides of the debate are included, from the Institute for American Values and the conservative Hemet, CA school board to SIECUS and the Center for Early Adolescence at UNC, Chapel Hill. The article also includes interviews with teenagers who have chosen abstinence for reasons including health, self-esteem, and religious beliefs.
The Human Immunodeficiency Virus and Its Transmission
[ARCHIVED] This fact sheet provides accurate information about HIV/AIDS, and addresses some of the common misperceptions about HIV transmission. Modes of transmission addressed include: HIV in the environment, household and other settings; kissing, biting, saliva, tears and sweat; transmission by biting or bloodsucking insects; and condom use when engaging in sexual intercourse.
The Human Side: Bloodborne Pathogens in Schools
This video, which is designed to supplement more comprehensive training in universal precautions, provides true-life accounts from health care workers who were infected with bloodborne pathogens. The two individuals who were infected with the hepatitis B virus (HBV) are each recovering, although they discuss how their infections continue to affect their lives. The third health care worker, who contracted HIV, died shortly before the video was released. The video notes that HBV is actually a much greater threat than HIV, and it focuses on things individuals and schools can do to reduce the likelihood of infection. The video describes in some detail safe work practices, personal protective equipment, engineering controls (such as properly designed containers for waste disposal), housekeeping measures, and the HBV vaccine. Viewers are encouraged to familiarize themselves with their school’s policies on these issues. The video’s intentions "to personalize the information from other universal precautions training and emphasize the need for application" are good, although the ominous background music makes this point in a somewhat heavy-handed manner. Much of the same information is provided in "Protection in Educational Environments: Bloodborne Pathogens."
The Impact of AIDS on School Health Services
[Archived] The article discusses the impact AIDS can have on school health services. The school nurse plays a critical role in this area. The nurse may be called upon to recommend, review or write school policies, procedures, or guidelines; is responsible for delivering health services; may be responsible for teaching about HIV to staff and/or students; and is in the position to need to know about an HIV-infected student. The legal implications, public relations aspects, and moral issues are also addressed.
The Impact of Condom Distribution in Seattle Schools on Sexual Behavior and Condom Use
Ten high schools in Seattle, Washington, made condoms available through vending machines and/or baskets in school clinics. Students obtained an average of 4.6 condoms per year, the vast majority from baskets and very few from vending machines. Relative to the national samples, the percentage of students who had ever had sex remained stable after the program began, and current sexual activity decreased significantly; however, the percentage of sexually experienced students who used a condom the last time they had sex also decreased significantly, particularly in the schools with baskets of condoms in clinics. The authors offer several possible explanations for the paradoxical finding that schools where students obtained the most condoms are those where condom use declined the most. First, the health centers (where students obtained condoms from baskets) might have placed more emphasis on abstinence, fewer sex partners, and oral contraceptives. Second, students indicate that condoms were quite accessible before they were made available in school, so there seems to have been a substitution effect. Finally, the condom availability program may not have addressed students’ reasons for not using condoms. This article is helpful in shedding light on some of the complexities around condom availability programs.
The Impact of Parental Consent on the HIV Testing of Minors
This investigation assessed change in the use of HIV testing by minors after removal of the parental consent requirement in Connecticut. This requirement was removed in 1992 after a group of teens successfully mobilized a campaign to alter existing legislation and obtain the right to consent to testing. In this study, HIV counseling and testing records for 13- to 17-year-olds who accessed publicly funded testing sites were analyzed. The number of visits increased by 44% from the 12-month period before the statutory change to the 12-month period thereafter. The number of HIV tests increased twofold, and visits and tests of minors at high risk tripled. In contrast, over the same time period, the number of antibody tests conducted among 18- to 22-year-olds visiting publicly funded sites in Connecticut decreased. Minors identifying as White, non-Hispanic (as compared to non-Hispanic Black, Hispanic, and "other" categories) showed the greatest increase in visits to HIV test sites as well as in actual tests received. The results of this study support the idea that minors should have the right to consent to HIV testing.
The Importance of School Health Programs
[Archived] The article discusses school health education programs and the components of such a program. School health programs should include school health services, health education, a healthy environment, physical education, nutritional food service, counseling, health promotion for staff, and community support. The author also examines the importance of prevention and the health status of Arizona children.
The Influence of Teacher Training on Effective HIV/AIDS Prevention Program Delivery in Maine
This study, conducted in 1998, assessed the three components of school based HIV/AIDS prevention education in Maine: HIV Policies, staff development, and student status.
The study provides a listing of its research methods and accompanying tables displaying its empirical data. The results are broken down into two categories; Teacher Training (with a Programs That Work{PTW} curricula and Program Delivery, Supports and Barriers to PTW Training. The study stresses that PTW training can be an important tool used in efffective delivery of HIV/AIDS prevention education.
The Invisible Bridge: Child Sexual Abuse and the Risk of HIV Infection in Adulthood
This article explores the connection between child sexual abuse and HIV infection. An informative tool for counselors and nurses, this article discusses the close relationship between abuse-survivor characteristics and behaviors which increase the risk for HIV infection. Topics discussed include the defense mechanisms which may put an abuse-survivor at risk, how to negotiate the therapeutic relationship with an child who has experienced abuse, how to respond when a child disclosures sexual or emotional abuse, and the symptoms and warning signs of abuse. Specific attention is given to gay and lesbian children and the verbal and emotional abuse they may have endured. The article concludes with tips for counselors and suggested readings.
The Invisible Epidemic: Teenagers and AIDS
This article addresses the fact that the teenage HIV/AIDS epidemic is going unnoticed; it goes on to list what our society must do to educate and protect our youth. From outlining HIV risk behaviors engaged in by teens to discussing some of the reasons that adolescents do not see themselves at risk, the authors stress that more education, including peer counseling, needs to be implemented because there is a new generation of children coming along that has not acknowledged its risk for HIV. It is our duty to teach them.
The Journey Toward Increased and Improved Health and Social Services for Our Nation's Youth Begins with a Single Step: Collaboration
This issue brief states that schools may be a logical convener of collaborative efforts to reach goals that cannot be achieved by any agency acting alone. It identifies five elements common to collaboration: sharing information and ideas, setting a common goal, sharing responsibility, working together, and sharing resources. It identifies barriers that must be overcome for interagency collaboration and provides a helpful list of questions for policy-makers to ask before initiating an interagency collaboration. Examples of successful collaborations in New York, Missouri, Texas, New Mexico, and Pennsylvania are described. The issue brief encourages school districts to take the lead in working with others to address students’ needs through increased and improved coordinated services. It also describes the Link-Up For Learning Act, which was moving through Congress at the time the issue brief was published.
The Legal Cost of Challenging the Far Right
This article describes how school boards can use political activity by superintendents as grounds for termination and offers practical suggestions on how a superintendent may oppose far right encroachment on the local school board by working quietly behind the scenes without placing himself or herself at risk.
The Link Between School Readiness and Student Achievement . . . A Local Governance Issue
This article stems from the project, Healthy Children, Ready to Learn: The Role of Local School Governance. Staff from nine state school boards associations and a NSBA member met to discuss how school boards can assume a greater leadership role in becoming advocates for children, both in the classroom and in the community. The group addressed three goals using the NSBA governance framework (Vision, Structure, Accountability, Advocacy) as a guide to identify: the school board's role in enabling children come to school ready to learn, ways that it prepares the school(s) to meet diverse student learning needs, and types of assistance state school boards could provide to assist in the expanded leadership role. The group determined that school boards could benefit from self-reflection to identify the desired results of their expanded leadership role, a structure that will help facilitate these changes, and a plan to look at the progress of the changes; to identify strengths as well as the areas in need of greater support. The group found that boards could benefit from expanding their advocacy of children in supporting community events and in becoming a catalyst for positive change to benefit the health and well-being of children.
The Lung Infection PCP
[ARCHIVED] Many people with HIV, the virus that causes AIDS, get sick with a lung infection called Pneumocystis carinii pneumonia (PCP). This booklet explains what PCP is. It also talks about medicines that help prevent and treat PCP--and what you can do to help yourself.
The Many Faces of AIDS: A Gospel Response
[ARCHIVED] The booklet contains a position statement by the Administrative Board of the United States Catholic Conference with related articles on the Church's view on how to approach issues related to HIV/AIDS. The overarching theme in the booklet is the need to demonstrate compassion to those dealing with HIV/AIDS--including family and friends who are caring for someone with HIV/AIDS, to relate accurate information about HIV/AIDS, and to promote HIV prevention programs--even within Catholic schools. Although the Church states HIV prevention education is important, aspects of education programs are restricted to conform with the Church's biblical beliefs. The Board allows the use of condoms to be presented in HIV prevention programs, but the Board will not promote their use. In general the issues surrounding HIV/AIDS are presented in an honest, compassionate manner with special care taken to address issues of confidentiality, pastoral ministry, employment, education, and social services.
The Mayday Rampage
[ARCHIVED] It's never been easy to be a teenager but now AIDS is an unforgiving threat, and teens are experimenting with exactly those behaviors that put them at risk: sex and drugs. This novel tells the story of Molly and Jess, falling in love, reporting on the human face of an epidemic, and turning their high school upside down in the process. Despite the seriousness of its theme, this book is warm, funny, and wise. This is a book that should be read by high school students.
The Media and The Message: Lessons Learned From Past Public Service Campaigns
The National Campaign to Prevent Teen Pregnancy welcomes the interest in harnessing the great power of the media to change the behavior of teens and encourages others to take up the gauntlet. They realize that it takes more than energy to create a successful and effective media campaign; it requires the know-how of those who have come before. No group should have to start a media campaign from scratch. In an effort to support new media campaign activities and to encourage work that is research-based, the National Campaign commissioned Drs. William DeJong and Jay Winsten to complete a research review of past public service media campaigns from across the public health spectrum. This summary offers highlights only from the research found on the tenets of a well-designed and properly executed public service media campaign, the theory and understanding that should underpin any campaign, and the lessons offered by past campaigns. A more detailed, complete report is also available from the National Campaign.
The Moral Justification for School-Based Condom Availability Programs
In the field of health education the pursuit of health lifestyles often links scientific interest about reducing mortality and morbidity with philosophical interests about promoting morality. This article discusses such a symbiotic relationship contained within school-based condom availability programs in which health educators are confronted with the union of health and moral concerns. A major contention of this article is that health educators are obligated to address and resolve these ethical issues, such as whether a health educator's responsibility to promote health and prevent disease should morally obligate health educators to implement condom availability programs for teenagers. This article conducts a philosophical inquiry into the ethical issues involved in a school-based condom availability program. A principle-based approach to moral reasoning is used and argues that the ethical principles of autonomy, justice, benefience, and nonmalefience justify the existence of school-based condom availability programs. This article also argues that these principles should form the fundamental ethical foundation for health education programs. Finally, an additional purpose of this article is to address the need to increase the presence of moral deliberations and models in the health education professional literature.
The National Association of State School Nurse Consultants, Inc
This is a position statement from the National Association of State School Nurse Consultants. The NASSNC believes that all health information must be treated in a confidential manner, and in accordance with law and policy; and that the school nurse in collaboration with the student, parent and student's physician shall determine who has a need to know specific health information. NASSNC also endorses policy development at the state and local level that will provide for maintenance of confidentiality of health information in the schools.
The National Campaign to Prevent Teen Pregnancy
[ARCHIVED] This resource folder was designed for National Teen Pregnancy Prevention Month in May 1998 and the first anniversary of the National Campaign to Prevent Teen Pregnancy. With a focus on the role of parents, materials in the folder include: 'Snapshots from the Front Line II: Lessons from Programs that Involve Parents and Other Adults in Preventing Teen Pregnancy;' 'Ten Tips for Parents to Help Their Children Avoid Teen Pregnancy--Plus: A List of Resources for Parents;' 'Where Are the Adults?: The Attitudes of Parents, Teachers, Clergy, Coaches, and Youth Workers on Teen Pregnancy--A Focus Group Report;' 'Families Matter: A Research Synthesis of Family Influences on Adolescent Pregnancy;' and 'Parents of Teens and Teens Discuss Sex, Love, and Relationships.' The packet includes a summary of key statistics on teen pregnancy, information on the National Campaign to Prevent Teen Pregnancy (highlighting work in research and the media), and winning entries from teens in a public service campaign contest. The packet also contains a brief description and contact information for 1998 National Campaign honorees, organizations whose prevention efforts excel in building common ground, corporate leadership, effective programs, teen leadership, male involvement, media innovation, and state leadership.
The National Campaign to Prevent Teen Pregnancy Resource Folder
[ARCHIVED] The National Campaign to Prevent Teen Pregnancy is a nonprofit, nonpartisan initiative founded in 1996 with the goal of reducing the U.S. teenage pregnancy rate by one-third by the year 2005. This folder contains an informational brochure about the initiative, two 1997 newsletters, and a publications list with ordering information. In addition, two information packets provide statistics on teen pregnancy, birth, and abortion rates, including breakdowns by state and by racial/ethnic group. The resource folder contains a summary of Douglas Kirby's 'No Easy Answers: Research Findings on Programs to Reduce Teen Pregnancy,' which describes challenges in evaluating various types of teen pregnancy prevention programs. It also includes 'Whatever Happened to Childhood?: The Problem of Teen Pregnancy in the United States,' which provides a variety of statistics in text and graphic forms to illustrate the scope, context, and consequences of teenage pregnancy. Finally, it contains 'Snapshots from the Front Line: Lessons about Teen Pregnancy Prevention from States and Communities,' which describes ten principles learned from site visits to state and local teen pregnancy prevention programs. The campaign's web site is also a good source for updated information about teen pregnancy in the U.S.
The National Campaign to Prevent Teen Pregnancy: Examples of Activities Planned for National Teen Pregnancy Prevention Month, May, 1999
[ARCHIVED] This is a six page packet that briefly summarizes what 21 different states were planning for National Teen Pregnancy Prevention Month, May 1999. For example, in Arkansas, the Pulaski County Teen Pregnancy, Parenting and Prevention Coalition planned to run a public awareness contest using the theme "self respect is the ultimate contraceptive." California planned to organize Teen Mall Rallies throughout the state. The District of Columbia planned a collaborative effort of various community organizations to target areas where the teen pregnancy rates are the highest. Activities were planned in other states such as Florida, Idaho, Indiana, Illinois, New York, Mississippi, Pennsylvania, and many others.
The National Standards for School Counseling Programs
[ARCHIVED] his brochure summarizes the National Standards for School Counseling Programs, which are designed to facilitate students' academic, career, and personal/social development. Each of these areas contains three standards that provide guidance and a framework for states, school systems, and individual schools to develop effective school counseling programs. For instance, the standards related to personal/social development are: students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others; students will make decisions, set goals, and take necessary action to achieve goals; and students will understand safety and survival skills. The standards are followed by a list of student competencies or desired student learning outcomes that define the specific knowledge, attitudes, and skills students should obtain or demonstrate as a result of participating in a school counseling program. These competencies form a foundation on which to construct measurable indicators of student performance. Overall, it appears that the standards will meet the goal of helping counselors, administrators, faculty and staff, parents, counselor educators, state associations, businesses, communities, and policymakers to provide effective school counseling programs for all students.
The National Youth Summit on HIV Prevention and Education: Summary Report and Recommendations
From May 6-9, 1995, more than 160 young people from across the country gathered in Washington, DC to share their experiences, debate which HIV prevention education programs have shown promise and which programs have not, and finally, reach consensus on a series of recommendations for themselves and the nation. This report summarizes this landmark meeting and the recommendations that came from it. There is also a video that accompanies the report.
The Nature of School-Based Prevention Experiences for Middle School Students
A gap exists between the real and the ideal in school-based prevention programming. Research in this area tends to concentrate on determining program elements that yield a positive behavioral outcome, while less attention is given to what schools are actually doing and to what might be real-life constraints to 'ideal' prevention programming. This article reports on in-person interviews with 139 school personnel from 42 middle and elementary schools in Wisconsin. The purpose was 1) to determine the intensity of K-8 exposure to prevention topics and teaching strategies and 2) to describe the degree of support for prevention topics in the schools. Findings indicate that those topics and teaching strategies that teachers and administrators felt to be most needed for a successful prevention effort were those actually used the least. Support for the school prevention effort was mixed. To explain these findings, the authors discuss data from open-ended ethnographic interviews carried out as part of a larger study.
The Needs of Children and the Role of School Nurses
School nurses can form a significant part of the network that protects, guides, and participates in the growth of children. They secure this role through their observation and reflection; their teachings about the body and its care and protection; and their personal relationships with children, parents, teachers, school leaders, and helpers. This article identifies various needs of children and adolescents and points to ways that these needs may be met by school nurses. Because school nurses know children and their problems in special ways, they can advocate for them. Because school nurses understand the whole child and how all of the systems work together, along with the profound influences of the environment, they can share that knowledge with colleagues who may be focused more narrowly on the child as a learner. Because school nurses value life and learning, they can help students as they struggle to discover themselves and their gifts and to see themselves as persons of worth and value. Although little in this article will be factually new to most readers, its upbeat tone encourages readers to think about school nurses from a new perspective.
The New Sex Education
[ARCHIVED] Article about a Massachusetts sex education teacher who uses humor and honesty to reach kids. Teacher answers any questions by allowing students to place their questions anonymously in a sex education box.
The NIH Condom Report: The Glass is 90% Full
On July 20, 2001, the National Institutes of Health (NIH) released its report on condom effectiveness. This report summarized a workshop held more than 13 months previously, in June 2000, to evaluate the scientific evidence on condom effectiveness for preventing sexually transmitted infections (STIs). The workshop and the report were generally modeled on the NIH consensus conference approach. The effort originated as a result of a congressional request.
The Parent Guide to Our Whole Lives: Grades K-1 and Grades 4-6
[ARCHIVED] This guide accompanies the Our Whole Lives comprehensive sexuality education curriculum for grades K-1 and 4-6. It is designed to help parents respond to their children's questions and concerns about sexuality. This guide supports parents in their role as their children's primary sexuality educators and explains why sexuality education should be taught to children of young ages. It also explains why sexuality education should be taught in a religious setting. The first section of the book contains a list of goals for the Our Whole Lives curricula. It also contains information about additional materials that accompany the curricula for K-1 and 4-6 grades. The second section of the guide provides information about children's sexual development form birth to age twelve. In addition, a program guide to Our Whole Lives provides an overview of sessions contained in the K-1 and 4-6 grade curricula is included. For grades K-1, these sessions include information about gender, sexual orientation, sexual abuse, marriages, and families. For grades 4-6, these sessions include continued information about sexual orientation and value, as well as information about puberty, lovemaking and reproduction, health and safety, communication, and decision making. A glossary follows the program guides. It contains definitions of selected words used in each curriculum. A comprehensive list of resources is included at the end of the document. Parents of children participating in the Our Whole Lives curriculum are encouraged to use this guide. Some parents whose children aren't participating in the Our Whole Lives curriculum may wish to implement the Our Whole Lives curriculum at home.
The Parental Rights and Responsibilities Act: A Threat to Families and Children
This fact sheet outlines some of the changes that will occur if the Parental Rights and Responsibilities Act is passed. The questions examined include: what impact would the Parental Rights Act have on quality sexuality education, how would the Parental Rights Act affect access to contraception by sexually active adolescents, how would the Parental Rights Act affect access to treatment for sexually transmitted diseases by adolescents, what impact would the Parental Rights Act have on forced abortion and sterilization of adolescents, and what impact would the parental rights act have on family decision-making.
The Party
This HIV prevention education video is designed for use with youth, ages 13-15. It is 13 minutes in length and features a multicultural cast of teenagers trying to decide what to do after a basketball game. The video's ending is left open, allowing viewers to think about the decisions the characters might make. Because the video touches only briefly on HIV/AIDS facts, it is for use with young people who already know the basic facts about HIV and AIDS. The video is accompanied by a wonderful users guide that walks the facilitator through various formats of presenting the video and discussion to help participants enhance decision-making skills to prevent HIV infection.
The Pediatric HIV Epidemic
[ARCHIVED] This sheet provides quick facts and statistics concerning transmission of HIV among children. Infection of teens via risk behaviors and of babies perinatally are the most prevalent transmission modes. Statistics on the problems of HIV infection particular to children, as well information on the effect of HIV on minority children, is provided.
The Politics of School-Based Clinics: A Community-Level Analysis
This investigation used case studies of four selected school-based clinic (SBC) sites, and of one community in which an SBC was disputed, to investigate the existence of organized opposition, how proponents contended with opposition, and effects of organized opposition on SBC approval and implementation. Four sites experienced opposition affiliated with larger conservative organizations. Opponents' strategies and proponents' counterstrategies were identified. Effects ranged from limiting SBC services to preventing an SBC's establishment. Proponents, consisting largely of medical and school administrative professionals, overcame opposition through strategies to increase public awareness about youth health issues and to demonstrate public support in the face of expressed opposition. Implications for planning and implementing potentially controversial programs are offered.
The Prevention Marketing Initiative: Managing Issues
This guide aims to assist organizations with handling issues that may stir public debate around HIV/AIDS programs or services. The first section, 'Get Started,' provides information on how to recognize a potential issue and assess HIV/AIDS programs that may be sensitive or controversial to the public and media. 'How to be Prepared for Controversy' outlines four steps for developing an effective communications plan. 'How to Handle Controversy' provides information on what to do during the heat of an issue and includes tips for evaluating communications efforts. The fourth section, 'How to Work with the Media,' is particularly useful, specific, and clear, offering tips on effective media interviews and letters to the editor. The guide also includes an appendix of 3 worksheets designed to assist in the development of an issues management plan.
The Prevention of HIV Among Adolescents: A Leisure Education Intervention
This article examines leisure education as a method of HIV prevention among adolescents. Included is a description of leisure education (the acquisition and development of attitudes, knowledge, and skills related to personal leisure participation) and how leisure education is similar to health education (including the development of decision-making skills and identification of community resources). Leisure education revolves around the teaching of alternate activities for adolescents to engage in during non-school hours. This prevention strategy addresses elements such as choice, self-esteem, and decision making that go into a successful substitution of one set of activities for another. These skills will help the adolescent to substitute new leisure activities that can lead to less free and unsupervised time--the period of time when adolescents are most likely to engage in risky sexual behaviors. Additionally, the authors note that the increase in self-esteem that is often found during leisure activity participation can have a positive effect on sexual decision-making, but they also note that this conclusion is not well documented. Although the article is somewhat abstract and wordy, its emphasis on adolescent choice and skill-building may provide a useful theoretical basis for those considering incorporating 'leisure' into their prevention interventions.
The Prevention Researcher
This issue of the Prevention Researcher deals with adolescent dating and sexual violence. Research indicates that dating during this stage of life is often a time of conflict and abuse. The Researcher examined not only the rates of victimization offered in many in studies, but looked further to also highlight the physical and emotional effects these acts have, the victim's response, and the effect of the violence on the dating relationship. The goal was to gain a better understanding of how violence differentially affects girls and boys. Also discussed in this issue is The Safe Dates Project, a school and community activity, Adolescents Beliefs about Rape, and Sexual Victimization During Adolescence.
The Prevention Researcher: A Service Division of Integrated Research Services
Mentoring is a cost-effective program that is available to many communities. Mentoring has also been used by mental health professionals as an intervention to combat many problems that young people are experiencing. This report suggests that mentoring should also be used as prevention measure. It includes resources that are assumed to open doors in the prevention community. Articles are included that gives detailed information about setting up mentoring programs within schools, ways to determine the effectiveness of the program, the impact of mentors on adolescents development.
The Prevention Researcher: A Service Division of Integrated Research Services
This journal (April 2001, Vil. 8, No. 2) contains many articles regarding youth and tobacco use. The articles, listed below, cover issues of prevention programs and messages, evaluations, and studies of use.
Articles:
"Youth Smoking Prevention: What Works", an article that discusses the different approaches to tobacco use prevention (school and community based programs, public health/media messages and advertising restrictions) and what has been shown to be most effective.
"Social Influences on Adolescents' Smoking Progress", the study examined the social factors that may influence adolescent smoking acquisition over a three-year period.
"Spit (Smokeless) Tobacco Use by High School Baseball Athletes in Urban and Rural Areas of California", a study conducted to highlight the need for prevention and intervention within this population.
"Competence Skills Help Deter Smoking Among Inner-City Adolescents", the study investigated whether greater levels of general competence (decision-making skills and personal efficacy) are linked to subsequent refusal of cigarettes.
"Evaluation of School-Based Adolescent Tobacco Cessation Programs", an evaluation of the Tobacco Education Group (TEG) and Tobacco Awareness Program (TAP) Programs.
The Prevention Symbol
The prevention symbol is intended as a visual cue to teach risk identification and harm reduction. It consists of a circle, representing "your world;" a spot in the circle, representing "risks in your world;" and a line through the circle, representing someone "drawing the line" to protect himself or herself from risk. The symbol is easily drawn and recognized and can be used in prevention campaigns in schools, classes, and peer educator presentations. Three sample exercises are provided. In the first exercise, students draw the prevention symbol on paper plates. On the back, they write a commitment for how they can "draw the line" or they submit anonymous questions; after the questions are answered, the plates are displayed in school. In the second exercise, students form a circle and toss a beanbag to each other, answering questions and thinking of one-line responses to avoid risk behaviors. In the third exercise, students ask friends and family members to draw the prevention symbol, and they in turn ask more people to draw the prevention symbol, in a competition to encourage communication and see who can collect the most prevention symbols. For some students, the prevention symbol (with all of its creative uses) could be a fun addition to an existing, comprehensive HIV prevention program. However, it is not apparent how using the prevention symbol would influence students' knowledge, attitudes, or behaviors, or how using the prevention symbol is preferable to having students come up with their own symbol. The packet includes stickers, a project overview, and a sheet describing the sample exercises.
The Problematic Promotion of Abstinence: An Overview of Sex Respect
A content evaluation of the abstinence-based sexuality education curriculum Sex Respect was conducted, focusing on the curriculum's message and presentation. The four primary goals for a human sexuality education curriculum according to the SIECUS guidelines, as well as a methodology for designing, using and evaluating health education materials developed by the Pan American Health Organization provided the framework for the evaluation. Results indicate Sex Respect omits basic content and includes misinformation, especially in the areas of reproductive health and human sexual response. Authors conclude that Sex Respect fails to meet professional standards for a comprehensive sexuality education curriculum, and needs further evaluation and revision. Specific topics for future assessments are discussed.
The Professional School Counselor and AIDS
In this position statement the American School Counselor Association encourages school counselors to focus on AIDS and HIV as a disease and not as a moral issue. The primary role of the school counselor is to provide counseling, support, and educational programs for students, staff and parents.
The school counselor advocates the initiation of an AIDS Education program, with the curriculum developed in conjunction with groups associated with the school and officially approved by the Board of Education. Specific elements should include general information about AIDS, including knowledge of the behavior choices that put people at risk for AIDS, how AIDS transmission occurs, civil rights issues related to AIDS, universal health precautions, and accurate information dispelling myths about AIDS. The AIDS education program needs to include instruction for students, parents, and staff promoting concepts of healthy living and responsibility of self, family and society.
The Protective Effect of Condoms and Nonoxynol-9 against HIV Infection
[ARCHIVED] Whether or not spermicides can reduce the risk of HIV transmission remains an important question for the control of heterosexual HIV transmission. This study provides estimates from a reanalysis of one of the few observational studies on the efficacy of condoms and spermicides (used separately and together) per vaginal contact. In this reanalysis, three different models were used to assess the efficacy of spermicides and condoms: linear (Pearl index), exponential (maximum likelihood), and monotonic (marginal likelihood). Under all three models, the results indicate a strong protective effect for spermicidal suppositories. The authors conclude that data from this study suggest that spermicides may be efficacious in reducing the risk of HIV transmission. They note that because the design of randomized clinical trials to test spermicide efficacy is fraught with difficulties, these observational data represent some of the best evidence available regarding this question. Nonetheless, they point out, an observational study is not a definitive design, so the results must be interpreted with caution. Much of the article consists of detailed statistical analysis which will best be appreciated by readers with a strong background in statistics.
The Relationship Between "Share of Voice" and "Share of Market" and Implications for Youth Health Promotion
This article explores the relationship between "share of voice" and "share of market," terms that are used in marketing, and the implications of this relationship for youth health promotion. Recent research shows a strong and predictive relationship between the marketing activities of the tobacco industry and smoking by underage youth. The intensity of maketing, the "share of market," in terms of the potency and pervasiveness of cigarette advertising and promotional activities, is predictive of "share of voice" or youth smoking behavior. This can be seen in the brands that youth smoke, historical smoking patterns, greater sensitivity among adolescents to advertising, and that exposure and receptivity to advertising predict youth smoking behavior. In youth health promotion programs "share of voice" also appears to be related to "share of market." The intensity of a health promotion program, in terms of its behavioral potency and pervasiveness throughout the community, is associated with positive changes in health-related behaviors. Of concern to those interested in youth health promotion is our relatively small "share of voice," compared with the influences of the larger social environment, such as advertising, that support heatlh-comprimising behavior. The implications of these relationships for health educators are discussed.
The Relationship between Nutrition and Learning - A school Employee's Guide to Information and Action
This guide was developed to assist school employees - teachers, nurses, administrators - in understanding the relationship between nutrition and learning, and to help schools make an educational difference by solving students' nutritional problems. The guide is divided into two parts. Part I provides an introduction into the relationship between nutrition and learning. Topics include: early nutritional influence on a child before he/she reaches school, the widespread problem of poor nutrition among school-aged children, the impact of food programs on the nutritional status and learning ability of school-aged children, and how hunger, malnutrition, obesity, sugar, and food additives can affect learning and behavior. Part II focuses on putting schools' knowledge of these problems into action. The guide suggests: ensuring children have access to child nutrition programs, ensuring children receive both healthy food and comprehensive nutrition education, and developing a school nutrition policy. Also included are concrete examples of how to achieve each of these goals and highlights several federal child nutrition, food service programs. The conclusion stresses that with the information already available to us and the nutrition programs currently in place, with increased emphasis placed on these issues, schools can make a nutritional and educational difference.
Teenage Pregnancy
This fact sheet notes that although teenage pregnancy rates in the U.S. have declined in recent years, teenage pregnancy remains an endemic public health problem. Young women of color and young women of low income are disproportionately affected by teenage childbearing. The fact sheet offers statistics on pregnancy rates: for instance, one in every 15 men fathers a child while he is a teenager, and half of all adolescent pregnancies occur within the first six months following first intercourse. The fact sheet also provides information on unintended pregnancy, birth rates, and abortion. A section titled 'Pregnancy Risks and Outcomes' contrasts teens' expectations for pregnancy/parenting with the reality of other teens' experiences: for instance, 94% of teens believe that if they were involved in a pregnancy they would stay in school, but in actuality, only 70% eventually complete high school; 32% of teens say they would consider an abortion, but in actuality, 50% of pregnancies to unmarried teens end in abortion. The information presented in this fact sheet will be helpful to a wide variety of individuals concerned about teenage pregnancy.
The Relationship of Family Factors To Alcohol Use and Sexual Risk Behavior: Implications for HIV/AIDS Prevention
This survey of 135 college students examines the relationship of family variables at ages 10-12 to alcohol use and high-risk sexual behavior at two time points: first intercourse and first intercourse with most recent sexual partner. Family variables include the quality of general communication between parents and adolescents, the degree to which participants perceived their discussion with their parents about sexuality to be supportive, and the overall health/pathology of the family. The researchers found that these family variables did not predict alcohol use but did predict condom use. Also, the subjects' relationship with their same-sex parent at age 10-12 was a more powerful predictor of future condom use than their relationship with their opposite-sex parent. The authors highlight the importance of addressing parent-child communication in early HIV prevention programs and of including fathers in family interventions with sons and mothers in family interventions with daughters.
The Religious Right's March into Public School Governance
This article discusses the history of political activity of religious right groups. It offers detailed descriptions of how their tactics have focused and intensified in recent years, especially with regard to local school board elections. The author also offers suggestions for facing the challenges presented to a school district when it comes under attack by fundamentalists. The article also includes profiles of the most active far-right citizens' groups such as Focus on the Family, the Eagle Forum, and Citizens for Excellence in Education.
The Risk of Teen Mothers Having Low Birth Weight Babies: Implications of Recent Medical Research for School Health Personnel
This article reviews medical research on the relationship between young maternal age and the incidence of low birth weight infants. One line of research, 'nature,' emphasizes biological factors in early adolescence, such as immaturity of the female reproductive system and inadequate prenatal weight gain. 'Nurture,' another research focus, stresses sociocultural attributes of teen mothers, such as poverty and minority status. Young maternal age alone does not explain the higher rates of low birth weight infants born to adolescent females. Both biological and sociocultural factors, in addition to lifestyle choices made by adolescents, combine to raise or lower the risk of delivering a low birth weight infant. The authors recommend that school health personnel link their health promotion efforts to those of other community organizations serving adolescents and their families. In particular, they suggest three areas for collaboration: promoting healthy lifestyle choices, postponing first pregnancies, and reducing the number of unwanted pregnancies. Statistics are provided on the number and percentage of low birth weight infants based on the mother's age and racial background.
The Role of Academic Discipline and Gender in High School Teachers' AIDS-Related Knowledge and Attitudes
Adolescents represent the fastest growing segment of HIV+ individuals in the United States. Therefore, high school teachers should be both knowledgeable of and comfortable with issues related to HIV/AIDS. This study examined high school teachers' AIDS-related knowledge and attitudes. One hundred forth-one high school teachers from nine central Massachusetts high schools participated. Participants completed the "HIV/AIDS Knowledge and Attitudes Scales for Teachers," as well as questions regarding their teaching experience and academic disciplines. Results indicated a direct relationship between teachers' knowledge of HIV/AIDS and positive or supportive attitudes toward HIV/AIDS. Significant differences were found based on academic discipline, with allied health teachers scoring significantly higher on the knowledge scale than teachers in any other discipline. Specific examples are discussed, as is the need for increased teacher and comprehensive AIDS education. (J Sch Health. 2001; 71 (1):3-8)
The Role of Condoms in Preventing HIV Infection and Other Sexually Transmitted Diseases
[ARCHIVED] This fact sheet provides current information on condom efficacy, including information on proper use.
The Role of Family Therapy in Decreasing HIV High-Risk Behaviors Among Adolescents
Adolescence is a critical time for the prevention of HIV infection and both the prevention and treatment of high-risk-for-HIV behaviors such as drug abuse and unprotected sex. Family therapy appears to be a promising, yet neglected, source of influence in the prevention of HIV. In this paper, the authors identify HIV risk factors among adolescents and provide a rationale for the use of family therapy to prevent high-risk-for-HIV behaviors among adolescents. Also included are the components of one promising family therapy model for addressing risk reduction in adolescents. An illustrative case example is provided.
The Role of Parents in Adolescent HIV/STD Risk Prevention
This article highlights to the role of parents in HIV/STD risk prevention. Relative to other information sources, parents have an unique opportunity to engage their children in dialogues about HIV/STD prevention and sexuality-related issues because the discussions can be continuos and time sensitive. Research has identified factors such as parental monitoring, communication, and parental attitudes that are associated with a reduction in risky sexual behavior and drug use in adolescents. In preparing parents to communicate with their children, research suggest that the following are addressed: the importance of delivering a comprehensive message, parental skill and sensitivity in discussing HIV/STD prevention and sexuality, and timing the communication. Specific strategies to enhance communication about HIV/STD prevention and sexuality- related issues are addressed.
The Role of School Nurses
School Nursing, as described in this brochure, is a specialized practice of professional nursing that advances the well being, academic success, and life-long achievement of students. This brochure outlines the preparation requirements, services provided, and responsibilities nurses have in the school setting.
The Role of the Federal Government in Promoting Health Through the Schools: Opening Statement of Senator William S. Cohen
In this speech, Senator Cohen states that the health needs of today's children and adolescents are dramatically different from the needs of youth 30 years ago. He cites statistics on drug and alcohol use and abuse, lack of physical activity among youth, prevalence of sexually transmitted diseases, and increases in unintended pregnancies among adolescents as issues that need to be addressed nationally in order for our children to be healthy and ready to learn. He stresses that a direct link exists between health and academic performance. The Senator states, in terms of the role of the federal government, that in addition to examining whether or not the government is doing enough to promote child health education, we should examine how well the various [government] agencies coordinate their efforts to avoid fragmentation and duplication.
The Role of the Physician in School
School physicians are a key participant in establishing a comprehensive school health program. They should play a major role in ensuring that the school provides a safe, health-promoting, and valuable educational setting for children and their families. This policy statement outlines 12 roles that a pediatrician should have in the school setting.
The Role of the School Nurse: AIDS/HIV
The National Association of School Nurses has developed this document to assist school nurses in the education and care of students infected with HIV. Specific topics discussed include: 1) the etiology of AIDS; 2) transmission of HIV, the AIDS virus; 3) diagnosis of AIDS; 4) symptoms of AIDS in children and adults; 5) testing for HIV; 6) administrative guidelines for providing education for HIV-infected students, 7) the need for community involvement and education to support programs for students infected with HIV; 8) the role of the school nurse in developing and implementing an individualized health plan for students infected with HIV; 9) handling bodily fluids in the school environment; and 10) the role of the school nurse in developing and implementing an HIV prevention education program within the context of comprehensive school health education.
The Route to Safety: Bloodborne Pathogens for Bus Drivers
This video and accompanying training manual offer training in universal precautions and infectious disease control for a specialized target audience. School bus drivers are addressed professionally throughout, with great respect for the important work they do. Information is provided on what bloodborne pathogens are, how infection occurs, what preventive measures can be taken, and what to do in case of exposure. HIV, hepatitis B, and hepatitis C are discussed, and demonstrations of disposable glove use and bus clean-up procedures are given. The focus is on situations that bus drivers--including drivers of special needs students--might typically encounter. The video and training manual occasionally use the term "bloodbugs" to help trainees visualize bloodborne pathogens--a measure that seems unnecessary and confusing. Otherwise, this is a helpful training tool that would seem to serve its specialized target audience effectively.
The Safe Schools Program for Gay and Lesbian Students
This video describes the process of implementing the Safe Schools program in Massachusetts high schools. Stemming from the legislative change to include sexual orientation in the state's non-discrimination statute, the program was developed to combat the isolation that is often experienced by sexual minority youth and which can contribute to poor school performance and unhealthy decisions. The program provides grants to establish groups within schools where students of various sexual orientations can promote communication and take a firm stand against harassment. In addition to support groups, the program highlights policy development, training, and counseling as areas that can contribute to a more positive school environment for sexual minority youth. The video features discussions with teens and with their teachers and parents, focusing on their personal experiences in schools before and after the implementation of the Safe Schools program. While not a step-by-step guide for program development, the video will be of interest to individuals and groups (adults and high school students alike) looking for support and ideas in their program development efforts.
The Safer Choices Project: Methodological Issues in School-Based Health Promotion Intervention Research
Randomized trials of school-based health promotion programs present unique design and analytical issues not widely discussed in the research literature. This article describes a study of the Safer Choices program--a school-based program for prevention of HIV, other STDs, and teen pregnancy--to illustrate methodological issues involved in large-scale school-based intervention trials, particularly those evaluating interventions with a school-wide focus. The issues presented are: 1) comparability of the intervention and control groups even when few units are randomized; 2) factors that affect the decision to use a cohort or cross-sectional design; and 3) appropriate analysis strategy when the unit of randomization and intervention is at the school level but observations are at the student level. This article emerges at an important time, during a discussion of more rigorous evaluations of school health programs. Because of its technical nature, the article will primarily be of interest to those with a background in statistics.
The School Nurse As Health Educator
Contrary to common opinion, the number of nurses who provide services in the nation's preschool, elementary, and secondary schools is not declining and currently is about 30,000. These members of school health teams can play a variety of roles that have a positive impact on patterns of health behaviors established during school years. Contributions that school nurses can make to school health instruction could include teaching individual clients providing classroom instruction, being a member of curriculum planning committees, sharing resources with classroom teachers, and modeling health-promoting behavior. Although all school nurses should assume roles in health education, this article provides a framework to help nurses make decisions about which roles are appropriate in their practice setting, which tasks are within their area of expertise, and how health education fits into expectations of their employers. Specific roles in staff health promotion that use the unique experience, knowledge base, and skills of nurses are suggested, as well as ways that nurses can be advocates for comprehensive school health education. The article also poses four questions to assist nurses in evaluating their situation and their ability to be effective providers and advocates of health education in school.
The Science of HIV
Unlike other HIV/AIDS curricula, this package is geared towards the science classroom, to teach about HIV using biological principles. The curriculum is broken into six chapters: A Healthy Cell: Selected Topics in Cell Biology, The Virus: A Dangerous Piece of Information, The Immune System: Defending the Healthy Cell, Disease Transmission: HIV Infection and AIDS, In the Lab: HIV Diagnostics and Therapeutics, Outside the Lab: Communication and Prevention. This approach is science based and contains detailed information, graphics, and activities focusing on HIV from a biological perspective. As a result, the curriculum lacks information about building social skills and changing behavior to reduce exposure to HIV. The curriculum and/or video which accompanies the curriculum would be useful to reinforce HIV/AIDS prevention education lessons in the science classroom, but not in place of a more comprehensive HIV/AIDS prevention education program that incorporates skill building and role play activities designed to impact behavioral change to reduce risky behavior.
The Science, Spread, and Therapy of HIV Disease
This is an ambitious book that attempts to "comprehensively address and demystify HIV/AIDS" with "a full, up-to-date explanation of the disease, its outbreak, basic biology, viruses, HIV transmission, HIV disease, disease monitoring, therapies, and other delicate issues." Using a question and answer format, the book addresses HIV strictly from a scientific viewpoint. A press release accompanying the book indicates that it is "specially geared to adolescents" and that its audience is "general, young adults, health professionals, educators, parents, physicians, and counselors." However, the book faces challenges in meeting the varying needs of these diverse groups. Thus, the same book that asks on page 53, "What is semen?" asks on page 100, "What is the connection between HIV and toxoplasmic encephalitis?" Some middle and high school students with strong scientific backgrounds may find it interesting to learn about HIV/AIDS on the cellular level, the details of particular opportunistic infections, and the history of HIV/AIDS-related research. In reading the book with these goals, they could become valuable resources for peers who would ask "Is oral sex safe?" and "What does a dental dam look like?" However, many adolescents will lack the patience to find this information amid detailed scientific diagrams and text. The book's web site will contain updated information to ensure that materials remain current; it also features a mailbox where readers can submit questions about HIV/AIDS.
The Second 100,000 Cases of Acquired Immunodeficiency Syndro
[ARCHIVED] This one-page article outlines the demographics of the second 100,000 cases of AIDS as they relate to the first 100,000 cases.
The State of Hispanic Girls
In the following report, COSSMHO offers a series of recommendations formulated from the vantage point of communities to address the serious risks facing Hispanic girls. The focus group participants confirmed the need to develop culturally appropriate programs and messages, designed to educate Hispanic girls and their parents about the dangers of health risk behaviors which may trigger harmful consequences over the life span. There was consensus that such programs must be designed to teach Hispanic girls resiliency skills and to promote positive youth development. Focus group participants emphasized the need to strengthen families and support networks for Hispanic girls. They agreed about the importance of involving Hispanic community based organizations in the design, implementation and evaluation of any campaign or strategy to empower Hispanic girls. Moreover, they highlighted how imperative it is to provide bilingual and bicultural professionals and peers as role models and mentors for Hispanic girls.
The Status of AIDS/HIV Education in the Professional Preparation of Preservice Elementary Teachers
This article is the result of a survey of 197 institutions with professional education programs that examined to what extent pre-service elementary school teachers are prepared for providing adequate instruction about AIDS. The results revealed that the typical elementary education major receives no more than one course where AIDS/HIV instruction is provided and this most likely is in a health education class.
The Status of Middle Level HIV/STD Education as Assessed by State and Local Education Agencies
During spring 1998 RAD Educational Programs, in cooperation with the National Middle School Association conducted a needs assessment of middle level HIV/STD prevention programs from the perspective of representatives from state education agencies and local education agencies. Results suggest that a range of activities are occurring in school-based HIV/STD prevention for early adolescents in grade 5-8. However, a prevailing characteristic among states was the high degree to which local control and local decision making affects programming in schools. A concrete result was the multitude of requests for effective HIV/STD curricula for middle level students. In addition, administrators shared similar needs for an increase in time allotment for health instruction. Most believed that time for health education in the classroom would increase if a nation wide mandate existed resulting in appropriate standards and assessments for all middle level and high school students.
The Student Wellness Check: Conducting a Student Health Survey to Assess Needs
To help address the health needs of students, many schools are conducting student health surveys, which provide a comprehensive view of student needs and concerns based on feedback from the students themselves. The authors--a professor at the University of Pittsburgh and an assistant superintendent at an area school district--describe the process they undertook to administer a student health survey. Their steps were: 1) Build a health team of representatives from the school and community; 2) Determine the student concerns regarded as most pressing; 3) Gain support from the school and community; 4) Administer the Student Wellness Check; 5) Analyze data; 6) Disseminate results; 7) Develop action plans for specific areas; and 8) Expand the focus, such as to a community-based survey. The specific steps that are outlined, along with the focus on collaboration among staff members, students, community members, and parents, should make this article very helpful to those planning a student health survey.
The Surgeon General's Call to Action To Prevent Suicide
This Surgeon General's Call to Action introduces a blueprint for addressing suicide--Awareness, Intervention, and Methodology, or AIM. As a framework for suicide prevention, AIM includes 15 key recommendations that were refined from consensus and evidence based findings presented at the Reno conference. Recognizing that mental and substance abuse disorders confer the greatest risk for suicidal behavior, these recommendations suggest an important approach to preventing suicide and injuries from suicidal behavior by addressing the problems of undetected and undertreated mental and substance abuse disorders in conjunction with other public health approaches.
The Truth About Babies
This engaging, humorous brochure encourages young people to consider carefully the decision for early parenthood. It targets teens who want to have a baby--or don't mind if they have a baby--by providing straightforward facts about babies. Most of these facts are things that teens already know but may be overshadowed by the idea of babies as "cute, soft, cuddly, and warm." The facts include: 1) new babies almost never sleep through the night; 2) your home is the baby's home ("Babies don't 'go home' when you are tired or want to do something else. The baby is at home."); 3) babies don't talk ("They cry when they are sad, hungry, need attention or want their diapers changed. Sometimes they cry just to cry."); 4) babies can hurt themselves ("Pins, balloons, food, dirt, gum--it's all the same to a baby."); and 5) babies don't earn a living. The brochure provides sample exercises to help teens imagine life with a baby. Regarding sleep, for instance, the brochure suggests: "Set your alarm for 3 a.m. Get up and turn on your least favorite music full blast. Then go into the kitchen and heat up some milk....Do this thirty nights in a row." The brochure avoids condescension and encourages teens to make the best decision for themselves regarding parenthood. Overall, it is an excellent resource for family life classes and school health centers.
The Truth About Latex Condoms
This fact sheet includes information on the reliability and effective use of latex condoms. From a straightforward, scientific point of view, it provides reassurance that using a condom is more than 10,000 times safer than not using a condom during intercourse and that sperm, with a diameter of 0.003 mm, cannot penetrate an intact latex condom. The fact sheet cites studies on serodiscordant couples to indicate the effectiveness of consistent and correct use of condoms in reducing the risk of HIV transmission. A section on abstinence notes that it is the only 100 percent effective prevention against STDs--however, it must be practiced consistently and correctly. 'Of those who report abstinence as their contraception method,' notes the fact sheet, '26 percent become pregnant each year.' A section on consistent and correct condom use defines these terms and provides specific steps to help individuals gain the maximum benefit from using condoms.
The Tuskegee Syphilis Study, 1932 to 1972: Implications for HIV and AIDS Risk Education Programs in the Black Community
The Tuskegee study of untreated syphilis in the Negro male is the longest nontherapeutic experiment on human beings in medical history. The strategies used to recruit and retain participants were quite similar to those being advocated for HIV/AIDS prevention programs today. Almost 60 years after the study began, there remains a trail of distrust and suspicion that hampers HIV education efforts in Black communities. An open and honest discussion of the Tuskegee Syphilis Study can facilitate the process of rebuilding trust between the Black community and public health authorities. This dialogue can contribute to the development of HIV education programs that are scientifically sound, culturally sensitive, and ethnically acceptable.
The Use of Condoms with Other Contraceptive Methods Among Young Men and Women
In a nationally representative sample of sexually experienced youths aged 14-22, 37% of young women and 52% of young men said the condom was the primary method used to prevent pregnancy at last intercourse; an additional 8% and 7%, respectively, used a condom for noncontraceptive purposes. Condom use at last intercourse was reported by 25% of young men whose partner was using the pill. Significant independent predictors of condom use with the pill among men included younger age, black race, engaging in fewer nonsexual risk behaviors and having received instruction about HIV in school. Among young women, 21% of those relying on the pill reported also using a condom at last intercourse. For women, independent predictors of dual use included younger age, black race, older age at first sex, fewer nonsexual risk behaviors, having no partners in the previous three months and having talked to parents or other adult relatives about HIV.
The Value of Technology in Teaching Health Education
This article support the use of interactive video to teach health education. The article states that as interactive videos are being developed for use in health education classes it
The Wellness Project
This report highlights The Wellness Project, a comprehensive health education program created for the San Francisco Unified School District in 1995. After conducting surveys to assess the status of student health and health services, the dismal findings necessitated the creation of this program. What was created is a network of health programs and services focused on middle school youth, and involves the participation of school faculty, students, and parents to ensure its success. This report presents the results of the first phase of the project, from 1995-2000. Parts I and II present the background information of the program, design behind its services, and the methods for implementing the program. These sections will be especially useful to school districts looking to create a similar comprehensive school based health program. Part III provides an overview of the first five years of operation and the lessons learned while part IV looks at where the Wellness Project is today and where it is headed. Lastly, Part V details the impact of the Wellness Project on San Francisco's students, and highlights the effectiveness of the program in creating a healthier student body.
The Workplace Profiles Project
[Archived] Effective AIDS workplace programs and initiatives have been developed by employers to meet the needs of their organizations and communities. Because there have been many articles and reviews written about the AIDS workplace programs of major corporations, The Workplace Profiles Project looked for smaller, less widely known endeavors. Thirteen programs around the country were identified in a variety of organizations including small and medium sized businesses, labor organizations a minority-owned business, a trade association, a non-profit agency, a philanthropic organization, a municipal agency, a federal agency, a park district and an entertainment industry project.
There's No Place Like Home...For Sex Education
[Archived] This booklet provides information and advice to parents on how to address sexuality education and issues with their children. The author outlines the types of behavior children will show and the questions they will ask at different ages and developmental levels. She then offers suggestions on how to effectively answer the questions and use opportunities as teachable moments. The author stresses the importance of honesty and straightforwardness with children. She emphasizes the need to provide children with accurate knowledge and a comfortable feeling about their sexuality. The booklet is divided into sections by age and/or grade, starting with age three. In addition to the author's information, resources for further information are included within each section.
Thinking Ahead: Preparing for Controversy
This handbook provides guidelines to help school officials anticipate and manage controversy in the school setting. These guidelines are offered to schools to be adopted and modified for local needs. Issues covered include handling community controversy through policy development and review, recognizing and accepting different perspectives and addressing concerns; and controversy in the classroom as both a planned and unplanned teaching and learning experience.
This is just a test made by Cornelia
This is Your Lifejacket (Open in Case of Emergency)
[Archived] The Hawkeye Chapter (IA) of the American Red Cross has produced a resource list and a series of culturally specific AIDS prevention cartoons for teenagers. A resource list, providing information about free Red Cross materials and other organizations dealing with AIDS issues, serves as an envelope for five educational cartoons. The cartoons deal with drug use and AIDS, abstinence (two cartoons address this subject--one with African-American characters, the other with white characters), condom use (with street specific language), and the risks of heterosexual transmission. Facts about HIV transmission (To be straight up serious) are presented beneath each cartoon.
This school is brought to you by: Cola? Sneaker? and Business, schools both win
Eager to build brand loyalty, soft-drink companies are offering school districts big bucks for the exclusive right to advertise and sell their products at schools. This is the new form of fund-raising. The article discusses the mishap between a student in Georgia, that wore a Pepsi shirt during an official coke day. According to a survey conducted by the Center for Commercial-Free Public Education, at least 24 school districts have signed exclusive deals with companies selling soft drinks, sneakers, and telecommunications equipment. The most lucrative contract to date is Coke's 10-year contract with the Colorado Springs schools that pays $8 million. Corporations can support schools in many ways from mentoring programs to ads with no strings attached. It is necessary to be careful to not drown out the school's educational mission in the quest for corporate support. Opposing View: This article discusses corporate sponsorship in education. Both private and public schools have tremendous pressure to increase student performance and enhance educational quality while containing costs. Providing quality education requires adequate funding, but the simple fact is that funding often does not provide the necessary base to achieve high quality. Corporate support in education helps school officials overcome the interrelated issues of cost containment and quality enhancement. Not all corporations involved in education are motivated by the bottom line, some are genuinely concerned about contributing to educational quality. Partnership agreements, where companies share revenue from vending machines sales, ease the pressure on taxpayers and elected representatives to constantly increase funding. When companies are allowed to advertise in ways acceptable to parents, students, teachers, and administrators, there is no loss of academic integrity or compromise of principle. The key is to make the partnership a win-win si
This School Is Out
[ARCHIVED] At Harvey Milk, a high school for gay students, lessons are taught in grammar, algebra and survival. Harvey Milk is an open classroom school, run through the Alternative High Schools and Programs Division of the New York City Board of Education, that strives to create a safe environment for gay and lesbian youth while keeping them in an educational setting. This article describes how the school operates and provides insight into the types of students it educates.
Tips for Teens About AIDS
[ARCHIVED] This fact sheet presents basic information on HIV/AIDS as it relates to teenagers. The first section, "What is AIDS?," describes the disease briefly and cautions teens not to "assume that just because you can't 'see' [HIV] in a person that it isn't there." The next section, "Adolescents and AIDS," offers statistics relating to HIV/AIDS among young people. It notes that more than half of new HIV infections in 1994 were related to drug use, either through direct use or through sexual contact with someone who injects drugs. The fact sheet notes that despite knowledge of HIV is transmitted and how they can avoid infection, many teenagers are still engaging in high-risk behaviors. A section called "How Can You Prevent HIV/AIDS From Happening to You?" offers teens five ways to avoid infection. The section "Sex and Drug Use are Linked Among Teenagers" discusses the fact that alcohol and other drugs negatively affect good judgment regarding sexual behavior. Another section offers facts on HIV/AIDS specifically related to girls and women. The fact sheet concludes with a list of national organizations that can provide further information. Overall, the fact sheet is not as eye-catching in the printed version as it is on the web site, and statements such as "Educate yourself. Know the facts. Act smart." are unlikely to affect adolescents' risk behaviors. Nonetheless, teens may appreciate that this fact sheet is directed toward their age group, and they may find some of the statistics and other information of interest.
Tips for Trainers: Facilitation Skills, Discussion Tips
This one-page document clearly and succinctly presents strategies that peer educators and others can use to facilitate discussion after a role play or lecture. Tips include beginning with general observations, staying as neutral as possible in the beginning of the discussion, and letting group members disagree. The fact sheet notes that it can also be helpful to ask people to elaborate, to play "devil's advocate," to steer people toward the main discussion points, and to bring closure to the discussion. Examples are provided, and the tone throughout is friendly and respectful of the work of peer educators. Peer educators at the high school and college level, as well as others looking to improve their skills in facilitating discussion on sensitive topics, will benefit from considering these strategies.
TLC (Talk-Listen-Care) Kit
[Archived] This kit has been designed to help parents discuss sex and other sensitive topics with their children. The kit is comprised of 3 books, a drawing book for children ages 4-8, the TLC game for children 9 and up, and a package of pamphlets on a variety of sensitive issues. The first book presents an overview of the kit and contains a TLC Quiz, which has the parents examine their own values and feelings prior to using the kit. The second book, Straight Talk, is written especially for parents of children 4-8, and includes communication techniques and a section to encourage open conversation about parts of the body, family life, sex roles, and feelings. The third book, Let's Talk About Sex, encourages parents and children to read about and discuss sensitive topics together. The drawing book is designed to allow children ages 4-8 to talk with their parents about feelings and values in a relaxed environment. The TLC game employs situation cards to promote family discussions about sensitive topics.
Tobacco and the Health of Young People Fact Sheet
[ARCHIVED] This fact sheet highlights statistics on tobacco use by young people; health effects of tobacco use by young people; nicotine addiction among adolescents; and tobacco sales and promotion to youth.
Tobacco Control Policy
The purpose of this policy is to prohibit the use or distribution of tobacco products in school buildings, on school grounds, in school-leased or owned vehicles, and at all school affiliated functions in order to improve the health of Wood County students and school personnel. Application, implementation and enforcement of the policy are included. The policy applies at all times to any building, property or vehicle leased, owned, or operated by the Wood County board of education, and every school in the county school district must have a tobacco control policy that meets the stipulations of this policy and adheres to the guidelines. Violations of the policy, for either student or staff, are cumulative over time. A timeline for policy review is included.
Tobacco Free School System
This Board of Education Administrative Rule states that the previous practice of condoning tobacco use by employees and other adults on public school campuses, at off-campus events, and at district and state offices seriously undermines and contradicts instruction to students regarding the health hazards of tobacco use. This piece is a description of how the Board intends to implement the tobacco free school system policy. It discuses who shall be responsible for implementing the program, as well as how the polivy shall be enforced. In addition, this sets forth an offer to provide counseling and assistance to those who wish to stop smoking.
Tobacco Prevention Resources
The tobacco prevention resource list provides contact information for government agencies, professional associations, and voluntary organizations. Also provided are a description and contact information for the Campaign for Tobacco-Free Kids and the website link for the Centers for Disease Control and Prevention's (CDC's) Tobacco Information and Prevention Source (TIPS).
Tobacco Products - Policy and Procedures for Enforcement Secondary Schools
This policy prohibits the use or possession of tobacco products by students on school property, at school-sponsored events/activities, or on property adjacent to school premises. School premises is defined as all school district property, property adjacent to all school campuses, and property used on a temporary basis for specific school-sponsored activities. To enforce the tobacco products policy and procedures and provide students with rights, the following guidelines will be followed. The first violation is up to a three day in-school suspension. A packet of information about tobacco products will be distributed and students will complete a question/answer page. They will also receive a copy of the board policy and procedures to read, sign and take home for their parent/guardian to sign. The student will not be permitted to participate in extracurricular activities during the suspension, but is permitted to attend athletic practice, but not compete. A second violation includes two options: 1) a three to five day in-school suspension; attending a four hour class about tobacco products (this must be done within 10 days of the offense); a parent conference within five days; no participation in athletic practice, but is permitted to attend athletic practice, but not compete. Option 2: a ten day suspension. The third violation includes two options: 1) a three to five day in-school suspension; attending a district approved cessation class with the parent/guardian that is paid for by the family (evidence must be presented); no participation in athletics, but is permitted to attend athletic practice, but not compete. Option 2: a ninety day suspension. The fourth violation results in option 1: transfer or placement in another school or program for ninety days or until the end of the school year, whichever is greater; the student will be on district probation at the new site. Option 2: the student is placed on long-term suspension or is expelled. The rationale behind the p
Tobacco Smoking and Depressed Mood in Late Childhood and Early Adolescence
This study builds on previous observations about a suspected causal association linking tobacco smoking with depression. With prospective data, the study sheds new light on the temporal sequencing of tobacco smoking and depressed mood in late childhood and early adolescence. The study sample consisted of 1731 youths attending public schools in a mid-Atlantic metropolitan area, who were assessed at least twice from 1989 to 1994. Results suggest that tobacco smoking signaled a modestly increased risk for the subsequent onset of depressed mood, but antecedent depressed mood was not associated with a later risk of starting to smoke tobacco cigarettes. This evidence is consistent with a possible causal link from tobacco smoking to later depressed mood in late childhood and early adolescence, but not vice versa.
Tobacco Use Among High School Students - United States, 1997
[ARCHIVED] This report summarizes the prevalence rates of cigarette smoking among US high school students. Prevalence rates increased from 27.5% in 1991 to 36.4% in 1997. Tobacco use prevention activities should be designed to prevent the use of all tobacco products. Such activities include increasing tobacco prices, reducing access, reducing the appeal of tobacco products, conducting youth-oriented mass media campaigns, and establishing school-based tobacco use prevention programs.
Tobacco Use Among Middle and High School Students -- United States
The 1999 National Youth Tobacco Survey is the first survey to ever investigate the current use of tobacco among middle school students and to document the emergence of new tobacco product use among middle and high school students. The American Legacy Foundation in collaboration with the CDC Foundation conducted this study from September through October 1999. Findings from the study will be published in the Morbidity and Mortality Weekly Report on January 28, 2000. The study found that in the past month, about one in eight middle school students reported using some form of tobacco (cigarettes, smokeless, cigars, pipes, bidis, or kreteks). Among high school students, more than one third (34.8%)of high school students reported using some form of tobacco in the past month. Novel tobacco products such as bidis and kreteks are used by both middle school and high school students. Current use of bidis and kreteks was 2.4% and 1.9% respectively among middle school students. In high school students the use of these novel tobacco products equaled 5% and 5.8% respectively.
Tobacco Use Among School Adolescents: National Sociodemographic Risk Profiles
This article examines sociodemographic risk and smoking and smokeless tobacco use among a national sample of school-based adolescents who participated in the 1993 Teenage Attitudes and Practices Survey. Findings show that six sociodemographic factors (age, gender, ethnicity, income, type of urban area, and region) were significantly associated with cigarette smoking and smokeless tobacco use. The article showed that 30% of adolescents in school, aged 12 to 18, had initiated smoking and 12.6% had tried or were using smokeless tobacco products. Of all smokeless tobacco users, 71.5% were also regular smokers or experimental smokers. This article highlights the need to provide comprehensive tobacco use prevention programs that focus on both cigarette and smokeless tobacco use among school adolescents.
Tobacco Use Among Youth Living and Working In a Tobacco Producing Region
The two purposes of this study are 1) to describe the prevalence and patterns of smokeless tobacco and cigarette use among adolescents in a high tobacco-production area and 2) to explore the relationship between tobacco use and degree of household involvement in raising tobacco. There were 665 subjects from middle and high schools in a tobacco-producing region. Some of the results showed that usage rates in this rural county were comparable to or higher than rates reported in other rural areas and were higher than rates reported in suburban and urban areas; high school males from tobacco-raising households used tobacco significantly more than those from nonraising households; boys from tobacco-raising who personally raised tobacco had a greater tobacco usage rate than boys from tobacco-raising households who did not personally raise and boys who came from nonraising households. This study supports the idea that prevention efforts should be targeted toward rural youth, youth coming from tobacco-producing households, particularly high school males, and youth who personally raise tobacco. Suggestions are made for overcoming barriers to presenting tobacco prevention information in tobacco-raising areas.
Tobacco Use By Students (South Carolina School Boards Association)
The purpose of this policy is to establish a structure for prohibition of tobacco use by students. Student use or possession of tobacco products or tobacco paraphernalia are not allowed. This restriction applies while students are on school grounds, in school buildings, on buses or any time they are under the direct administrative jurisdiction of the school while on or off school grounds. To enforce this policy, school administrators will develop procedures consistent with discipline codes of the district. Professional personnel will provide programs of education designed to inform students about the hazards of smoking.
Tobacco Use in the School System
This policy states that smoking and the use of tobacco products is prohibited on school district property, including all school district buildings, grounds and school owned vehicles. All individuals on school premises share the responsibility for adhering to this policy. Any student violating this policy will be referred to the building administrator and subject to student discipline procedures. Staff violations of this policy will be referred to the building administrator. The individual will receive a documented verbal reminder for the first and second violation. For a third violation, the employee will receive a written warning, with a copy placed in the personnel file. Further violations will be dealt with according to established board policies and procedures dealing with insubordination. Citizens observed smoking or using tobacco products on school property will be asked to refrain from the activity while on school property. Failure to comply will result in referral to the personnel responsible for the area of program during which the violation occurred. The supervisor will decided about further action which may include a request to leave school property.
Tobacco Use on School Premises (Alexandria City Public Schools)
This policy prohibits smoking at all times and under all circumstances in all school areas. The principal will post "No Smoking" signs in each school building. The supervisor of transportation will post visible "No Smoking" signs on each school bus.
Tobacco Use on School Premises (Petersburg Public Schools)
This policy prohibits smoking at all times and under all circumstances in all school areas. The principal will post "No Smoking" signs in each school building. The supervisor of transportation will post visible "No Smoking" signs on each school bus.
Tobacco: Policy
The board recognizes that tobacco use presents health hazards and desires to discourage students' use of tobacco products. This sample policy prohibits students from smoking, chewing or possessing tobacco or nicotine products on school property, during school hours, at school-sponsored events, or while under the supervision of district employees. Students violating this prohibition will be subject to disciplinary procedures which may result in suspension. All students will receive instruction on the effects of smoking on the human body.
Tobacco-Free School
This policy prohibits smoking, chewing or any other use of any tobacco products by staff and students on school property. School property is defined as all property owned, leased, rented or otherwise used by a school. This includes all vehicles. Tobacco is defined as cigarettes, cigars, pipe tobacco, snuff, chewing tobacco, cloves and all other forms of tobacco prepared for chewing, smoking or both. Use is the lighting, chewing, inhaling or smoking of any tobacco product. The policy will be published in student handbooks, posted on bulletin boards and announced in meetings. Students violating this policy are subject to disciplinary action. Requests for exemptions from this policy will be considered for extraordinary circumstances and which do not violate federal or state law. The superintendent is directed to issue regulations designating smoking areas on school grounds outside buildings.
Tobacco-Free School Environment (Hartford County School District)
The board believes that smoking is harmful to the health of smokers and non-smokers. Beginning July 1, 1993, the sale or use of tobacco in any form is prohibited in school buildings, on school grounds, in all school system vehicles, and in all school buses (owned, contracted or leased) everyday, twenty-four hours a day for the entire calendar year. School buildings and tobacco are defined. Signs will be posted throughout the school facilities notifying students, employees, parents, and visitors about the policy. The board will develop and publish a pamphlet that contains the policy and will be available to employees, new hire's, etc. A smoking cessation workshop will be offered to employees during the 1993-94 year. Additional cessation programs will be made available as necessary. Employees in violation of the policy will receive progressive disciplinary actions that are consistent with personnel disciplinary policies. Organizations that use the school building or grounds will be contractually obligated to comply with the tobacco-free school policy. If a violation occurs the contract is voided. Visitors and guests that do not comply will be barred from school property and subject to civil/criminal action. As of September 1, 1993, the superintendent of schools will certify in writing to the State Superintendent of Schools that this policy has been implemented.
Tobacco-Free School Environment (Montgomery County School District)
These regulations require each local school system to maintain a tobacco-free school environment. The sale or use of tobacco in any form is prohibited in school buildings, on school grounds at all times during the official school day. The official school day, school buildings, school grounds, and tobacco have been defined. Each local school will post a notification to students, staff, and the general public that school buildings are tobacco-free. The State Department will develop guidelines to assist local schools in implementing a tobacco-free environment. Smoking cessation classes will be available to all employees. Each local superintendent of schools will certify in writing to the State Superintendent of Schools that Regulations .01--.07 are implemented by September 1, 1993.
Tobacco-Free School for Staff and Students (Alexandria City Public Schools)
This policy states that smoking, chewing or any other use of any tobacco products by staff and students is prohibited on school property. School property is all property owned, leased, rented, or otherwise used by the school. It also includes all interior portions of any building used for instruction, administration, support services, maintenance, or storage. Vehicles are also included. Tobacco is defined as cigarettes, cigars, pipe tobacco, snuff, chewing tobacco, cloves, and other forms of tobacco that are suitable for chewing, smoking or both. Use is defined as lighting, chewing, inhaling, or smoking any tobacco product. The policy will be placed in student handbooks, posted on bulletin boards and announced in meetings. Violators of this policy are subject to appropriate disciplinary action. The board will consider requests for exemptions from this policy that demonstrate extraordinary circumstances and which do not violate state or federal law. The superintendent, under direction of the board, may issue regulations designating smoking areas on school grounds outside buildings.
Tobacco-Free School for Staff and Students (Petersburg Public Schools)
This policy states that smoking, chewing or any other use of any tobacco products by staff and students is prohibited on school property; school property, tobacco, and use are defined. School property is all property owned, leased, rented, or otherwise used by the school. It also includes all interior portions of any building used for instruction, administration, support services, maintenance, or storage. Vehicles are also included. Tobacco is defined as cigarettes, cigars, pipe tobacco, snuff, chewing tobacco, cloves, and other forms of tobacco that are suitable for chewing, smoking or both. Use is defined as lighting, chewing, inhaling, or smoking any tobacco product. The policy will be placed in student handbooks, posted on bulletin boards and announced in meetings. Violators of this policy are subject to appropriate disciplinary action. The board will consider requests for exemptions from this policy that demonstrate extraordinary circumstances and which do not violate state or federal law. The superintendent, under direction of the board, may issue regulations designating smoking areas on school grounds outside buildings.
Tobacco-Free Schools
In this resolution ASHA exhorts all public and non-public schools, preschools, and child care programs to prohibit at all times the use of any tobacco products on school property, buildings, grounds, and vehicles, as well as at all school-sponsored and school-sanctioned events.
Tobacco-Free Schools
This sample policy states that tobacco smoke in the school and work environment is not conducive to good health. The school district will provide both effective educational programs and a positive example to students concerning the use of tobacco. The smoking, chewing or any other use of tobacco products by staff, students and the public is banned from all school property. Definitions are provided for school property, tobacco, and use. Signs will be posted in prominent locations on school property to notify the public that tobacco use is prohibited in accordance with state law and district policy. The policy will be published in all employee and student handbooks, posted on bulletin boards and announced in staff meetings. Members of the public violating this policy will be asked to leave district property. Employees violating this policy will be subject to disciplinary action. Disciplinary measures for students that violate this policy include in-house detention, revocation of privileges and exclusion from extracurricular activities. Repeated violations may result in suspension from school. In accordance with state law, no student will be expelled solely for tobacco use. Exemptions for this policy may be considered if extraordinary circumstances are warranted and do not violate federal law. Requests for exemptions from the public will be submitted to the individual responsible for control of the building or grounds. If applicable, the building level accountability committee will review the request and make a recommendation. No exemptions to this policy will be valid on or after July 1, 1999.
Tobacco-Free Schools (South Carolina School Boards Association)
This policy establishes the basic structure for tobacco-free schools. The district does not permit smoking in any indoor facility. There is an option to include the following language - nor on any part of the school campus, including but not limited to... (specifics can be listed here). The principal will ensure signs designating no-smoking areas. These will be prominently displayed. The district does not permit students to use or to possess tobacco products or tobacco paraphernalia. The restriction applies while students are on school grounds, in school buildings, on buses, or other times while under direct administrative jurisdiction of the school. A section pertaining to violations of the policy and disciplinary actions is optional.
Tobacco-Free Schools: Policy
The board recognizes the health hazards associated with tobacco products, including the breathing of second-hand smoke. The board desires to provide a healthy environment for students and staff. Employees are encouraged to serve as role models for good health practices and act in a manner that is consistent with the district's instructional program. This sample policy prohibits smoking in all district facilities and vehicles. Policy language is based upon two options: 1) districts receiving Tobacco Use Prevention Education (TUPE) funds and 2) districts that do not. Option 1: districts receiving TUPE funds prohibits the use of tobacco products at anytime, anywhere on district property. The district will establish enforcement procedures and inform staff, parents, students and the community about the policy and procedures. Signs will be displayed at all entrances to school property. The superintendent will have a list of clinics and referral programs. Option 2: districts not receiving TUPE funds are encouraged to use the language in option 1, but are permitted to use the following: District employees and visitors are permitted to smoke outside on district facilities or vehicles, except in areas designated as non-smoking. Smoking is permitted in district facilities for community or private events, provided children are not present in any part of the facility. An optional sentence may be provided on the superintendent ensuring that the air quality for students and staff will not be adversely affected by such use.
Tobacco-Free Schools: Regulation
This sample regulation addresses employee notification and enforcement procedures for visitors on tobacco-free school campuses. The superintendent will inform employees of the district's tobacco-free schools policy. Employees will be informed of the need to abide by district policy as a condition of employment; the dangers of tobacco use in the workplace; the availability of cessation resources; and the possible disciplinary actions that are in accordance with board policy. Visitors that smoke on district property will be informed of the tobacco-free schools policy and asked to refrain from smoking. If this request is denied, the superintendent will direct the person to leave school property. If necessary, the superintendent will request assistance from the local law to remove the person from the premises. If the person repeatedly violates the policy, the superintendent will prohibit them from entering district property for a specified period of time.
Today's Education Policy Environment: Integrating Health Into Education
Education reformers who are shaping new kinds of schools for the future and those promoting comprehensive school health education understand little about each other's ideas, although they share a desire to improve children's success and well-being. If those concerned with school health education take a lead in working with education reformers, they can help to shape schools into places where health is integral to education. The powerful national movement to change the way schools operate presents an unprecedented opportunity to put health front and center. This paper discusses how to utilize current reform trends to meet this end. Trends discussed include: setting goals for education; management through outcomes; strengthening teacher skills; promoting innovative schools; interagency collaboration; and parent/community involvement.
Too Close for Comfort
This video focuses on fear associated with HIV risks and homophobia. It's summer--just after high school graduation. David is working at the local video store with his friend Nick. Nick is fired from his job after it is discovered that he has HIV. Word spreads quickly in the small town. David and his friends are challenged by their fears of HIV transmission, and of gay people. Frank discussion about the friends' fears of homosexuality and a desire by some of them to overcome the fear and discrimination in their community encourage understanding and tolerance of diversity. An accompanying discussion book provides excellent pre- and post-video exercises on facts and myths about homosexuality and discrimination. The topics addressed in the video and discussion book are advanced; they are appropriate for upper high school and college students.
Too Small for AIDS?
Contrary to popular belief, HIV infection is as big a risk among small, rural populations as it is in large and urban areas. Teens in rural areas are just as sexually active as their urban counterparts, but exposure to HIV/AIDS education and sex education is less frequent and less extensive in rural areas. Using all available community members and organizations in a small community can be an effective way to promote HIV and AIDS education. Well-known community members, from places like the Cooperative Extension or the Bookmobile, are mentioned as people who will be well received as HIV/AIDS educators.
Toward a New Paradigm on Adolescent Sexual Health
[ARCHIVED] Adolescent sexuality is not by definition dangerous, harmful, sinful, or painful. Without question, unprotected intercourse can lead to negative consequences, which is why education programs need to concentrate on reducing the risk of unprotected intercourse - either through delaying the onset of coital experiences or increasing protected intercourse. For SIECUS, a new definition of adolescent sexual health, a new paradigm, is in order - one under which family planning and sexuality professionals more fully address healthy adolescent sexual development. This paper, in developing that framework, will review current information on adolescent sexual behavior, present definitions of adolescent sexual health, and conclude with recommendations for comprehensive sexuality education programs.
Toward a Public Mental Health Promotion and Intervention System for Youth
Substantial limitations exist at all levels of mental health care for youth in most communities in the United States. Particular gaps exist in the areas of prevention, mental health promotion, and early intervention programs. The national movement toward enhancing mental health programs for youth in schools offers and important opportunity to fill gaps in the prevention-services continuum toward the development of a Public Mental Health Promotion and Intervention System for Youth. A strategy - the Child and Adolescent Program Planning Schema (CAPPS) - is presented to analyze gaps in a community's system of mental health programs for youth, and to facilitate planning toward development of a full continuum of programs from broad, population-based prevention, and mental health promotion strategies to treatment of youth with more established problems. (J Sch Health. 2001; 71 (3):101-104.
Toward a Sexually Healthy America: Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth
This resource is a guide to help educators, parents, and community members understand the common characteristics of abstinence-only-until-marriage education programs. There has been a proliferation of such programs in recent years. The authors feel many of these programs are designed to instill fear, shame and guilt in order to control young people's sexual activity behavior. Omitted from many of these programs is important information such as reproductive health, body image, sexual identity, and finding additional help. Included in the report are examples of fear based abstinence only programs, in addition to examples of abstinence based programs SEICUS feels are appropriate and based on facts instead of fear.
Toward a Sexually Healthy America: Roadblocks Imposed by the Federal Government's Abstinence-Only-Until-Marriage Education Program
This report highlights the disconnect between the government's emphasis on abstinence-only-until marriage education, and the research that supports comprehensive sexuality education. The US Office of Population Affairs began administering the Adolescent Family Life Act in 1981 to promote chastity and self-discipline to prevent teen pregnancy. In 1996, the federal government established an entitlement program for abstinence only until marriage education within the welfare reform law. $50 million per year for five years is given to the states to use for education programs that adhere to a strict eight-point definition that includes abstinence only messages. The report dissects this and other abstinence only until marriage programs, highlighting the differences between educational programs that can be funded by these earmarked provisions and comprehensive sexuality education programs. Also included are research findings, popular opinion reports on what many Americans feel should be taught, and National and Professional organizations that promote comprehensive sexuality education programs. The piece concludes with advice for advocates who feel abstinence only until marriage programs are not right for their community.
Toward an Effective School Health Education Policy: A Call for Legislative and Educational Reform
[ARCHIVED] In this article, three analysts call for legislative and educational reforms to overcome barriers to the delivery of effective school health education. Barriers identified by the authors include: a serious shortage, or complete lack, of funding for health education; a lack of rigorous implementation and evaluation strategies where programs exist; questions as to the role and status of health within the educational agenda; and, questions as to who should teach health. The authors recommend that health educators should: define the role of health education in the education agenda; assign responsibility for a single state agency to coordinate the wide range of activities associated with effective health education; allocate sufficient funds (soliciting the private sector in these efforts); clarify teaching responsibilities and provide for adequate training; apply rigorous criteria for curriculum selection, with a focus on skill-based curricula, and assessments of student health; and, include communities
Tracking the Hidden Epidemics. Trends in STDs in the United States 1998
This report highlights the trends of STD infection within the American population. Millions of Americans contract an STD every year, and according to the CDC, at least 3 million of them are teenagers. However, with the exception of HIV and its well known status as an extreme health risk, STDs remain one of the most under recognized health threats in the country today. The reports looks at various "snapshots" of individual diseases and studies of how common specific STDs are in a particular population. Information is separated into the following categories:
Magnitude of Epidemics Overall - the incidence (estimated # of new cases every year) and the prevalence (estimated % of people currently infected) of the seven most common STDs (excluding HIV)
Answers to the Most Frequently Asked Questions - a question and answer piece
Trends By Disease - The report breaks down information by the following diseases: Chlamydia, HPV (Human PapillomaVirus), Herpes, Gonorrhea, Syphilis, Hepatitis B, Trichomoniasis and Bacterial Vaginosis, and Chancroid. When the data is available it is broken down into the following categories for each disease: general statistics, gender, race and regional statistics.
Status of STDs by City and State - city and state statistics collected for Gonorrhea and Syphilis.
Tracking Trends: Abstinence Education
This issue brief describes states’ responses to the 1996 federal welfare reform package, which includes $50 million per year over five years to implement education programs emphasizing sexual abstinence until marriage. There is great variability among states on use of the money; some are spreading the word through TV and billboard advertising, while others are developing comprehensive school or community-based education programs. The issue brief describes conflicts over strategies within California and New Hampshire, and it outlines recent mandates in Mississippi and South Carolina. In all, 19 states and the District of Columbia require that schools provide sexuality education. Regardless of whether sexuality education itself is mandated, 11 states require that sex education courses teach abstinence but do not require the inclusion of contraceptive information, while 13 states require that sex education courses teach both abstinence and contraceptive information. Thirty-four states and the District of Columbia require schools to provide HIV/AIDS/STD education. The issue brief is a concise, helpful overview of some approaches to the federal abstinence-education money.
Train the Trainer Manual for AIDS Educators
[Archived] The Train the Trainer is designed to teach AIDS educators about the biomedical aspects of HIV/AIDS. The manual provides in depth, clinical explanations of virology, immunology, the spectrum of HIV related disorders, laboratory assessment of the course of HIV infection, viral transmission, prevention and the infectious disease process. The Centers for Disease Control classification system, an exam and study guide are also included in the manual.
Training Educators in HIV Prevention: An Inservice Manual
[ARCHIVED] This CDC-approved training manual provides a full range of activities for conducting an educator training on HIV and AIDS. The manual is based on educator trainings that were funded by the Centers for Disease Control (CDC) and ETR training specialists throughout the United States. The manual presents information to help educators: 1) learn the facts about HIV transmission; 2) understand the factors that contribute to adolescents' decisions about sexual behaviors and drug use; 3) know how to influence these factors through classroom activities, involving parents and school-wide initiatives; 4) gain skills in discussing sensitive issues; and 5) recognize barriers to effective HIV instruction, such as fear, anger, and denial. Activities include ideas for lectures, guest speakers, videos, discussions and other learning experiences that convey information, model various teaching techniques and influence educators' attitudes about AIDS and persons with AIDS. Appendices with CDC guidelines, etc., are included.
Transmissibility of HIV Infection: What We Know in 1993
[ARCHIVED] When the HIV epidemic began just over a decade ago, it was a mystery where the virus had come from and how it was transmitted. Because HIV infection is a fatal illness, transmissibility remains an area of serious concern. Fortunately, it is not an easy disease to contract, and there are only certain, clearly identifiable ways in which it is transmitted. HIV infection is difficult to contract because of two factors. First, in only a limited number of ways can the virus be passed from one person to another: a) injection of infected blood directly into the bloodstream or through the integument, or b) passage of the virus by blood or other infected secretions through mucous membranes. Second, even with the defined mechanisms of transmission, the disease is not passed every time these events occur.
Transmission of HIV Possibly Associated with Exposure of Mucous Membrane to Contaminated Blood
This report describes an instance of a woman who became infected with HIV from her infected male partner. Although the exact route of transmission could not be determined, most likely the woman became infected through mucous membrane exposure to the man's saliva that was contaminated by blood from his bleeding gums or fluid from undetected oral lesions. Such exposure may have occurred during "deep kissing;" the woman's inflamed gingival mucosa (a dental condition) might have been a contributing factor. The report lists reasons that exposure to saliva uncontaminated with blood is considered to be a rare mode of HIV transmission. It also notes that while occasional instances of oral sex did not reportedly involve the exchange of semen or blood, these routes of transmission cannot be definitively excluded. Although sexual exposure through vaginal intercourse is plausible for the case described, other studies of couples in which only one partner is HIV-infected indicate that HIV transmission is rare when heterosexual couples use condoms consistently during vaginal intercourse. The findings of this investigation underscore the multiple routes by which exposure to infectious body fluids can occur among sexually intimate persons. The CDC recommends that persons choosing to have sex with HIV-infected persons or persons with unknown HIV serostatus should correctly use latex condoms (for men) during each act of intercourse and should avoid any other exposure to potentially infectious body fluids, including blood, semen, or any other body fluid visibly contaminated with blood.
Trends and Differentials in Adolescent and Young Adult Mortality in the United States, 1950 through 1993
Using data from the National Vital Statistics System and the National Longitudinal Mortality Study, this study examined mortality trends and differentials from 1950 to 1993 among US adolescents and young adults according to sex, race/ethnicity, education, family income, marital status, and cause of death. No appreciable reduction in youth mortality has occurred, especially among men. Declines in youth mortality from accidents have been nearly offset by increases in death rates from homicide, suicide, and firearm injuries. American Indians, Blacks, males, and those with least education and income were at increased risk of both overall and injury-specific youth mortality.
Trends in Contraceptive Use in the United States: 1982-1995
Trends in contraceptive use have implications for shifts in pregnancy rates and birthrates and can inform clinical practice of changes in needs for contraceptive methods and services. Information on contraceptive use was collected from a representative sample of women of reproductive age in the 1995 National Survey of Family Growth. This information is compared with similar data from 1982 and 1988 to examine trends in use, both overall and in social and demographic subgroups. The proportion of U.S. women using a contraceptive method rose from 56% in 1982 to 60% in 1988 and 64% in 1995. As in 1982 and 1988, female sterilization, the pill, and the male condom were the most widely used methods in 1995. Between 1988 and 1995, the proportion of users relying on the pill decreased from 31% to 27%, while condom use rose from 15% to 20%. The largest decreases in pill use and the largest increases in condom use occurred among never-married women and among black women younger than 25. Reliance on the IUD dropped sharply among Hispanic women, while use of the diaphragm fell among college-educated white women. The authors conclude that the decline in pill and diaphragm use and the increase in reliance on condoms suggest that concerns about HIV and other STDs are changing patterns of method use among unmarried women.
Trends in Indian Health: 1997
This publication presents tables and charts that describe the Indian Health Service (IHS) program and the health status of American Indians and Alaskan Natives who live in the IHS service area (counties on and near Federal Indian reservations). The Indians residing in the service area comprise about 60% of all Indians residing in the U.S. The tables and charts are grouped into six major categories: IHS structure, population statistics, natality and infant/maternal mortality statistics, general mortality statistics, patient care statistics, and community health statistics. Current and trend information are presented, and comparisons with other population groups are made when appropriate. Although school health is not addressed specifically, information on such topics as HIV, heart disease, diabetes, and alcoholism among Native Americans will provide useful data for those planning prevention programs among these populations. Included with the publication is the 1998 Indian Health Service Directory.
Trends in Risk Behaviors for HIV Infection Among U.S. High School Students, 1989-1991
The objective of this study was to examine trends in rates of self-reported HIV-related instruction and behaviors among high school students in the US. Results of the study indicate that school-based HIV instruction, which is reaching greater numbers of students, may be contributing to the decline in reported risk behavior. However, because the current level of HIV-related behavior is still too high, risk-reduction efforts for adolescents should be maintained and strengthened.
Trends in Sexual Activity Among Adolescent American Women: 1982-1995
This article states that the formulation of policies and development of programs regarding adolescent sexual and reproductive health requires up-to-date informaiton on levels of and trends in teenage sexual activity. The authors performed an analysis of three National Survey of Family Growth surveys, carried out in 1982, 1988, and 1995 to examine the sexual behavior of teenage women over a 13 year time period. The results showed that the proportion of adolescent women who ever had sexual intercourse increased somewhat during the 1980's, but this upward trend stabilized between the late 1980's and the mid 1990's. Throughout the period, there was little change in the proportion currently sexually active: in each of the surveys, about 40% of all 15-19 year-olds had had sexual intercourse in the last three months. Differences in teenage sexual behavior across poverty and racial and enthnic subgroups were large in the early 1980's but narrowed over the 13-year period. The authors conclude that only continued monitoring will tell whether the patterns abserved during 1988-1995 signify a temporary leveling off in the trend toward increasing adolescent sexual activity, stability in behavior or the beginnings of a decline. Nevertheless, the sustained level of initiation of sexual activity during adolescence is by now a recognized pattern of behavior, and it an important characteristic of the transition to adulthood in the US.
Trends in Sexual Risk Behavior Among High School Students--US 1990, 1991, 1993
This report provides comparative data on sexual risk behaviors as reported in the 1990, 91 and 93 Youth Risk Behavior Survey. The data are broken down by risk behavior, age, ethnicity and grade level.
Trends in Sexual Risk Behaviors Among High School Students--United States, 1991-1997
This article summarizes results from the Youth Risk Behavior Survey in 1991, 1993, 1995, and 1997. The data indicate that, from 1991 to 1997, the percentage of U.S. high school students who had ever had sexual intercourse decreased, the prevalence of multiple sex partners decreased, and the prevalence of condom use among currently sexually active students increased. The decrease in sexual experience represents a reversal of the increasing trend in sexual intercourse rates among adolescents that occured during the 1970s and 1980s. However, decreases in sexual experience and multiple sex partners were not found among all subgroups of students, and the percentage of currently sexually active students remains stable. The article concludes that many adolescents remain at risk for HIV, other STDs, and unintended pregnancy and that expanded efforts are required of families, schools, and other social institutions to achieve continued reductions in risk.
Trends in the HIV & AIDS Epidemic
This document has four objectives. First, it summarizes the overall toll of the HIV/AIDS epidemic to date, based on total AIDS cases and deaths and the estimated number of HIV infections for the nation. Second, it presents recent trends in the number of people diagnosed with HIV, based on integrated HIV and AIDS reporting from the 25 states that have had HIV reporting for at least four years. Third, it analyzes historical trends in AIDS incidence through 1996 and summarizes what we know about where the epidemic was headed in the U.S. before treatment advances affected national trends. Finally, it discusses the implications of HIV/AIDS data and data from HIV seroprevalence studies for prevention. Estimates suggest that at the time of writing, 650,000 to 900,000 Americans were living with HIV, with at least 40,000 new infections occurring each year. An appendix provides a more detailed breakdown of risk factors contributing to the spread of the epidemic among African-American men, African-American women, Hispanic men, Hispanic women, white men, and white women. Throughout the document, charts and tables are used effectively to illustrate the data presented.
Trends in Tobacco Use Among High School Students in the United States, 1991 - 1995
This study examined demographic characteristics of tobacco-using high school students in the United States from 1991 through 1995. Data about cigarette smoking and smokeless tobacco use among adolescents were collected in 1991, 1993, and 1995 using the Youth Risk Behavior Survey, part of the Youth Risk Behavior Surveillance System implemented by the Centers for Disease Control and Prevention. Data indicated current smoking increased 26.5% from 1991 to 1995 with one-third (31.2%) of ninth grade students and 38.2% of 12th grade students reporting current smoking in 1995. Smokeless tobacco use remained stable with 11.4% of all students and one-fourth of White males reporting smokeless tobacco use in 1995. Many students already have begun using tobacco before reaching high school. Thus, interventions should begin well before high school to prevent adolescents from using and becoming addicted to tobacco.
Tres Hombres Sin Fronteras (Three Men Without Borders)
[Archived] Tres Hombres Sin Fronteras (Three Men Without Borders) is a prevention education guide for migrant workers presented in photo tabloid form. This photo-novella is organized by vignettes portraying workers involved in or contemplating high risk behaviors such as the use of a prostitute. In each case, prevention education--stressing abstinence from drugs and sex or condom use--is provided by one of the actors. Developed in conjunction with the photo-novella was a condom use instruction comic book titled Marco Aprende Como Protegerse (Marco Learns How to Protect Himself) designed along the lines of the photo-novella.
Trying to Maximize the Odds: Using What We Know to Prevent Teen Pregnancy
After three decades of effort to reduce teen pregnancy in the U.S., there are still only a few well evaluated and successful programs that seem to contribute to achieving this goal. It is not true, however, that nothing is known about how to affect teen pregnancy, teen births, and their antecedents. There is enough known that any new initiative can build on what is promising, can avoid what has been shown not to work, and can contribute to the knowledge in this area by including a competent evaluation of its efforts. This document describes teen pregnancy prevention strategies that have at least marginally credible evaluations and seem to postpone sexual intercourse, increase contraceptive use, lower pregnancy rates, or prevent early births. In addition, it considers how several individual approaches might be put together in a community to create a more comprehensive effort to prevent teen pregnancy. The report expresses a number of points in a straightforward (at times, blunt) manner--for example, 'no single intervention will last throughout the adolescent years (there is no vaccine).' An extensive bibliography lists the published evaluations of the programs described in this report.
Tuberculosis Awareness
This pamphlet, designed for an employee training session on tuberculosis (TB), can be used to provide anyone with basic information on the disease. An introductory section offers a brief history of TB, including the fact that TB infections have increased since 1985. The next sections describe TB and settings where it is most likely to spread, including homeless shelters, correctional facilities, and schools. The pamphlet clarifies the difference between latent TB infection and active TB, and it describes testing and diagnostic procedures. It also describes drug-resistant TB, which can occur when medications are not properly prescribed or are not taken regularly. While noting that anyone can contract TB if they are exposed, the brochure defines five groups of people who are more likely to be susceptible: immunocompromised individuals (including those with HIV), individuals in depressed socioeconomic circumstances, foreign-born people from countries where TB rates are still high, anyone living with someone who has active TB, and anyone who regularly comes into contact with someone in one of the first four groups. Overall, this brochure should be helpful to a wide variety of individuals interested in basic information about TB.
Turning It Around for All Youth: From Risk to Resilience
This uplifting article discusses the value of shifting away from a risk-based approach that views children and families in terms of deficits. Instead, a resilience approach begins with positive beliefs about all students--specifically, that all individuals have the capacity to transform and change. The article identifies three factors that enable teachers and schools to transform lives: caring relationships, positive and high expectations, and opportunities to participate and contribute. Strategies for building resilience include school-level approaches (such as teacher support and staff development), school-community collaborations, and classroom approaches (teaching to students’ strengths, teaching students that they have innate resilience, providing growth opportunities, and self-assessing). The article highlights the importance of educators’ working from their own innate resilience, thus strengthening the message that will be delivered to students. The article is research based and will be helpful to a wide variety of educators.
Turning Research into Policy: A Survey on Adolescent Condom Use
In 1991 and 1992, the author surveyed 373 inner-city high school students about their condom use beliefs, attitudes, and practices. In this well written article, the author addresses three themes relevant to prevention education. First, because research often focuses on the dangers of adolescent sexual intercourse, the issue of desire is often overlooked. The oversight is most noticeable where young women are concerned, since there is an assumption that young women are the gatekeepers of sexuality rather than sexual beings with sexual desire of their own. Second, the article addresses the idea of working within, rather than against, adolescent ambivalence toward mortality and risk-taking. Unprotected intercourse is not always a failure to respond to risk but rather a response to some other risk--for instance, the risk of offending a beloved partner by insisting on condom use. Third, the article notes that student attitudes were better predictors of condom use than were knowledge about HIV/AIDS, perceptions about the availability of condoms, or embarrassment over obtaining condoms--and that time might be well spent in exploring students' attitudes toward condoms and condom use. The author concludes that to maximize adolescent condom use, researchers, educators, and practitioners should work within the context of the adolescent mind and world, which appears to assess condom use as a strategy complicated by sexual desire, ambivalence about mortality, and possible negative trade-offs.
Una Enfermedad Llamada SIDA
[ARCHIVED] This is a Spanish language guidebook for younger students regarding HIV/AIDS Prevention
Una Guia para Ordenar Publicaciones sobre el SIDA
Esta es una guia para ordenar publicaciones sobre el SIDA del Centro Nacional de Informacion sobre el SIDA. Se incluye un formulario para ordenar las publicaciones y el numero de telefono para pedir para publicaciones en grandes cantidades (Por favor, pida por el especialista bilingue). This is a guide to ordering publications in Spanish about HIV/AIDS from the National AIDS Information Clearinghouse. Included is an order form for publications and a telephone number in cases where large quantities are requested (Please ask for the bilingual operator)
Uncommon Decency: Pacific Bell Responds to AIDS
The article discusses how Pacific Bell successfully and sensitively dealt with AIDS in the workplace. Not only did they institute policies that protected workers from discrimination and that allowed HIV-infected employees to continue working, but they implemented an education campaign and a support group system for people with AIDS.
Understanding AIDS
Understanding AIDS, an informational brochure prepared by the U.S. government, was distributed to every household in the nation. The easy to read brochure contains information about the transmission and prevention of AIDS, risky behaviors, testing, and misconceptions/ myths about the virus. The Surgeon General also emphasizes the importance of communicating with children about AIDS in order to alleviate their fears, answer their questions, and inform them about the risk of HIV infection. The English version of this brochure was archived because similar, more current information is available in English. However, the Braille, Chinese, and Cambodian versions of this brochure are still on file. [Archived]
Understanding AIDS: What Teens Need to Know
The 19-minute film, Understanding AIDS: What Teens Need to Know, is designed to address teenage concerns/needs regarding AIDS and related issues. Medical professionals answer questions about why teens are at risk of HIV infection, HIV transmission, prevention methods, and symptoms associated with HIV infection. In addition, the teenaged cast members explore their feelings about AIDS and the likelihood of preventing the further spread of the virus. With Teacher's Guide. Purchasers of Sunburst videos which address HIV and AIDS will receive quarterly newsletters with the latest findings and demographics on the disease.
Understanding Changes in Sexual Activity Among Young Metropolitan Men: 1979-1995
Data on the sexual behavior, sexual attitudes, educational experiences, and demographics of more than 2,000 never-married metropolitan males aged 17-19 from the 1979 National Survey of Young Men and the 1988 and 1995 waves of the National Survey of Adolescent Males were analyzed to examine factors that predict sexual behavior and attitudes. The percentage of males aged 17-19 who had ever had sex increased from 66% in 1979 to 76% in 1988 and then decreased to 68% in 1995. The frequency of sexual intercourse in the year prior to the survey increased significantly over time, although the lifetime number of sexual partners did not. Acceptance of premarital sex increased significantly from 1979 to 1988, then decreased significantly from 1988 to 1995. Over time, young men were increasingly likely to prefer having and supporting a baby to marriage, abortion, or adoption as the resolution to a non-marital pregnancy. Trends in attitudes were strongly associated with sexual behaviors, with more conservative attitudes predicting less sexual activity. AIDS education was associated with decreased sexual activity overall, but not among black youths. The authors conclude that more conservative sexual attitudes and increased exposure to AIDS education are key predictors of decreased sexual activity among adolescent males. However, broader societal factors, such as fear of AIDS and increased awareness of problems associated with teen pregnancy and STDs, might underlie both attitudinal and behavioral changes.
Understanding HIV U.S. Department of Health and Human Services
[ARCHIVED] This booklet is a guide to understanding HIV and getting the right care as soon as possible. The booklet will tell you about some of the problems you will probably have to face and suggests questions you may want to ask your doctor, nurse, or other health care provider. Asking these questions will help you get the information you need to make decisions about your own health care.
Understanding of AIDS by Elementary School Children: A Developmental Survey
The developmental process by which young children acquire an understanding of the concepts of causality, treatment, and prevention of illness as related to AIDS is poorly understood. Previous studies have focused on adolescent populations and have measured the facts that children seem to know rather than their understanding of relevant concepts. Such approaches are likely to overestimate the child's true level of understanding and obscure significant misconceptions. The aims of this project are to measure directly the level of understanding of the concepts of causality, treatment, and prevention of AIDS in healthy elementary school children and to assess the sociodemographic variables associated with their conceptual understanding.
Understanding Public Health Research: A Primer for Youth Workers
This issue brief is an excellent resource for youth-serving professionals seeking to advance their understanding and knowledge of some of the basic terms and tools of public health research. The goals of the issue brief are to define terms and measures commonly used in public health research and practice, and to introduce youth-serving professionals to some of the fundamental principles and methods of public health research. It introduces the concepts of hypotheses, variables, and measurement, using familiar, nonintimidating examples to differentiate between concepts such as validity and reliability. A discussion of epidemiology clearly defines and describes morbidity and mortality rates as well as incidence and prevalence rates. Similarly, different epidemiological study designs are examined, and such terms as "sampling error" (as opposed to "sample bias") are demystified. A discussion of biostatistics begins with calculating a mean and progresses to standard deviations and statistical significance. Youth-service professionals might use these concepts to explain the implications and limitations of available research, to identify potential study designs to evaluate new programs, or to describe the experiences of the youth served by their agencies. This brief publication is highly recommended as a refresher course or as a desktop reference for youth-service professionals.
Understanding the Female Athlete Triad: Eating Disorders, Amenorrhea, and Osteoporosis
Female athletes experience many problems due to maintaining a certain body weight. Some of these problems include medical disorders such as eating disorder, amenorrhea, and osteoporosis. In this commentary, these three disorders are described as the common female athlete Triad. These three disorders are discussed in relation to female athletes health and their athletic performance. Also, prevention and treatment of these disorders are discussed.
Understanding the Impact of New Treatments on HIV Testing: Summary of a Forum Held on January 28-30, 1998
In January 1998, participants from community agencies, advocacy groups, national associations, and government, as well as researchers and legal experts, met to review current understanding of and new research on HIV testing; identify key concerns; and discuss how to enhance HIV testing programs and policies in an era of more effective treatments. Their primary conclusion was that knowledge of HIV status is desirable because it allows individuals to make informed treatment and prevention decisions. Three themes that should guide current HIV testing activities are: 1) HIV testing is a tool that should be linked to both prevention and care; 2) testing should be expanded in a variety of settings, guided by public health principles; and 3) testing strategies must address issues of stigma and social risk. The report addresses a number of testing issues in light of treatment advances and will be helpful to a variety of individuals.
Understanding the World of AIDS Through Interactive Computer-Assisted Training (ICAT)
[ARCHIVED] This multimedia software on HIV/AIDS risk reduction enables users to understand and assess their risk for contracting HIV and to learn ways to reduce their chances of becoming infected. It includes four teaching modules: what is HIV/AIDS, how do I get HIV, what puts me at risk, and reducing my risk. Also included is a pre and post test, a glossary of terms and a list of resources. Program requires sound card and other compatible computer software to run effectively. This fact based program is weak in some respects, including: facts/terminology (fails to mention use of "latex condoms" just "condoms"), reproductive/anatomy diagram is incomplete, statistical data could be misleading, the user cannot control segments or manipulate the program s to a high degree, no teachers guide or materials developed yet (may be coming in the future). Future enhancements to the program may be available, as will future teaching modules.
Unfinished Business: A SIECUS Assessment of State Sexuality Education Curricula and Guidelines
This report uses the Guidelines for Comprehensive Sexuality Education to assess state sexuality education curricula and guidelines. This study was designed to answer these questions: Do state education agencies encourage sexuality education at all grade levels?; Do state requirements or recommendations for sexuality education cover the majority of the topics recommended in the Guidelines?; How do states deal with the more controversial but nonetheless critical issues in sexuality education?; and How close do the states come in covering those topics recommended by the National Guidelines Task Force?
Unintended Pregnancy in the United States
Data from the 1982, 1988, and 1995 cycles of the National Survey of Family Growth, supplemented by data from other sources, are used to estimate 1994 rates and percentages of unintended birth and pregnancy and the proportion of women who have experienced an unintended birth, an abortion, or both. Rates of unintended pregnancy have declined, probably as a result of higher contraceptive prevalence and use of more effective methods. The authors conclude that efforts to achieve further decreases should focus on reducing risky behavior, promoting the use of effective contraceptive methods, and improving the effectiveness with which all methods are used. The pattern among teenagers is different from that among women aged 20 and older: between 1987 and 1994, the abortion rate increased among women aged 20 and older but decreased among women aged 15-19, while the rate of unplanned birth did not decline among teenagers and may have increased slightly. The authors note that in the absence of data, any explanation of the differences between teenagers and other age groups is speculative. The article contains a great deal of information and could possibly be overwhelming to some readers; however, it should be helpful in providing insights about the relationship between unintended pregnancy and abortion.
Universal Precautions for School Staff
This 16-minute video provides comprehensive information on effective universal precautions in the school setting. The video contains good demonstrations and repetition of procedures for proper cleanup of all bodily fluids. Situations in the classroom, on the playing field, on carpeted surfaces, in the lavatory, and on the school bus are presented. Adherence to local regulations is emphasized several times during the video.
Unrecognized Human Immunodeficiency Virus Type 1 Infection in a Cohort of Transfused Neonates: A Retrospective Investigation
[ARCHIVED] The objective of this study was to retrospectively identify unrecognized HIV type-1 infection among a cohort of children transfused as neonates before donated blood was routinely screened for HIV-1antibody.
Until There is Acceptance
This article describes the initiatives of the Hetrick-Martin Institute (HMI) in New York City, which provides services for lesbian, gay, and bisexual youth. Its goals are to help youth understand their feelings, enhance self-esteem, diminish isolation, develop social and leisure skills, build peer friendships, prevent HIV infection, and prepare for jobs and careers. The author notes that until there is acceptance of sexual minority youth by mainstream institutions, there is the need for special services. At HMI, program planning and development revolve around the processes of assessment, planning, implementation, and evaluation. HMI's direct services include an after-school drop-in/recreation center; the Harvey Milk School, an alternative high school; Project First Step, an outreach program for runaway, "throwaway," and homeless youth; individual, group, family, and leisure counseling; training programs for youth and professionals; a job skills internship program; and a national advocacy coalition. These services help youth to successfully negotiate the turbulent period of adolescence, to overcome the shame and self-hatred society places on them, and to enable them to hope for rich and satisfying lives.
Up Front About AIDS
[Archived] This HIV/AIDS Prevention Curriculum for youth in correctional facilities and others of high risk was a collaborative effort of educators and health professionals in Washington State. The curriculum is centered around four lessons covering: basic facts about HIV/AIDS; the human dimension of HIV/AIDS (this lesson calls for a person with AIDS to address the group); general health issues and the need for self-examination on the part of youth; a review of previous lessons with an emphasis on resources available to youth. Certain teacher and student resources are provided and appropriate supplemental material cited. Included in the teacher resources is a helpful student post-assessment survey with a test of factual knowledge and room for creative responses from participants.
Update Policy Service - NCSBA
Included in this publication are: model policies on comprehensive health education (including abstinence until marriage), parental involvement, and public records; a copy of the ratified bill from the 1995 Session of the General Assembly of North Carolina requiring abstinence until marriage education, authorization for comprehensive sex education after certain requirements are met, and provisions for parental review; and Guidelines for Instruction Regarding Abstinence Until Marriage and Sexually-Transmitted Diseases, Including HIV/AIDS for grades 6 through 12.
Update: Acquired Immunodeficiency Syndrome--US 1994
[ARCHIVED] This update provides the breakdown of reported AIDS cases for 1994 by various groups: gender, ethnicity, age, transmission mode.
Update: HIV-2 Infection Among Blood and Plasma Donors - United States, June 1992-June, 1995
Human immunodeficiency virus type 1 (HIV-1) and type 2 (HIV-2) both cause AIDS. Following the licensure of combination HIV-1/HIV-2 screening enzyme immunoassays (EIA), the Food and Drug Administration (FDA) recommended that beginning in June 1992 all donated whole blood, blood components, and source plasma be screened for antibody to HIV-2 because not all persons infected with HIV-2 can be detected by HIV-1 testing. This report describes the first two cases of HIV-2 infection detected among potential blood donors since the implementation of recommended HIV-2 screening and summarizes national data about persons known to be infected with HIV-2 during December 1987 - June 1995.
Update: Trends in AIDS Among Men Who Have Sex with Men - United States, 1989-1994
During 1994, local, state, and territorial health departments reported to CDC 34,974 cases of AIDS among men whose only reported HIV exposure was sexual contact with other men. Although previous reports indicated progressively smaller annual increases in cases of AIDS among men who have sex with men (MSM) male-to-male sexual contact continues to represent the most frequently reported mode of HIV transmission among persons with AIDS. This report summarizes trends during January 1989--June 1994 in the occurrence of AIDS among MSM aged 13 years and over.
Update: Acquired Immune Deficiency Syndrome- U.S., 1981-1990
This report summarizes trends in the epidemiology of AIDS cases from 1981 through 1990 in the United States and updates AIDS cases in 1990. In 1981, 189 cases of AIDS, a newly recognized condition, were reported to CDC from 15 states and the District of Columbia; 76% of cases reported were from New York and California. Ninety-seven percent of cases were among men, 79% of whom reported being homosexual /bisexual (i.e., having had sex with other men); no cases were reported among children. In contrast, in 1990, more than 43,000 cases were reported, representing all states, the District of Columbia, and the U.S. territories; nearly two-thirds were reported from outside New York and California; more than 11% of adolescent and adult cases were in women; and nearly 800 cases were in children <13 years of age. These differences between 1981 and 1990 highlight the dramatic growth and increasing complexity of the AIDS epidemic. Figures showing progression of the disease by year and by subpopulation included.
Update: Acquired Immunodeficiency Syndrome - U.S., 1989
[ARCHIVED] Although AIDS spread at its slowest rate in 1989, CDC figures reveal that AIDS is spreading faster among heterosexuals, newborn babies, women, and Southerners. The 9% increase in cases between 1988 and 1989 is easily the slowest since 1981. CDC reported 35,238 new cases in 1989. However, heterosexual contact cases, while only 4% of the overall number of those with AIDS, were up 27% over the year before. The number of perinatal AIDS cases (547 in 1989) represented a 17% increase from 1988. And while females made up just 3,931 of the 35,238 reported cases last year, that was an increase of 11% over 1988; the number of AIDS cases among males last year was up 9% from the preceding year. Among the national regions, the South, with 31%, accounted for the largest proportion of AIDS cases reported. New cases among hemophiliacs and those infected from transfusions dropped 5% and 14% respectively. The number of IV drug users with AIDS rose 5% from 1988. Since 1981,117,781 cases have been reported;70,000 dead
Update: Acquired Immunodeficiency Syndrome--US, 1991 Vol. 41, No. 26
[ARCHIVED] During 1991, state and territorial health departments reported 45,506 cases of AIDS to CDC. This report provides a breakdown of those cases by various demographic and behavioral categories.
Update: Acquired Immunodeficiency Syndrome--US, 1992
During 1992, state and territorial health departments reported 47,095 cases of AIDS to CDC, an increase of 3.5% over the 45,499 cases reported in 1991. As in previous years, most (50.8%) cases were attributable to transmission of HIV among homosexual/bisexual men. This report summarizes the characteristics of persons reported with AIDS in 1992, compares them with data from 1991, and describes selected trends since 1988.
Update: Barrier Protection Against HIV Infection and Other
This update provides background information on the effectiveness of condoms in preventing HIV transmission during sexual intercourse. Included are overviews of studies on transmission among discordant couples (couples where one is infected with HIV and the other is not) and the strength and reliability of condoms when used correctly. This paper is part of the CDC packet Background Information on Morbidity and Mortality Weekly Report: The Effectiveness of Condoms. This packet is available from the National AIDS Clearinghouse, 800-458-5231.
Update: Heterosexual Transmission of AIDS and HIV - U.S.
[Archived] The Centers for Disease Control (CDC) reports on heterosexually transmitted HIV infections based on national AIDS surveillance, HIV seroprevalence surveys, and studies of populations at risk for heterosexual transmission. By March 31, 1989, 4 percent of 89,501 AIDS cases in persons 13 years or older were attributed to heterosexual transmission. The CDC reports that the number of heterosexually acquired AIDS has increased each year, with a 97 percent increase in reports of persons with an at-risk partner. Most reports of person with at-risk partners were women, 74 percent of 2625 people. Blacks and Hispanics had the highest incidence of hetersexually acquired AIDS per 100,000 population in the 12 months before March 31, 1989. Nearly 30 percent of children with AIDS came from mothers infected with heterosexual contact. The CDC stresses the need to educate prostitutes, drug users, and their sexual contacts to take steps to stop HIV transmission.
Update: HIV Counseling and Testing Using Rapid Tests--United States, 1995
In 1995, 25% of persons testing HIV-positive and 33% of persons testing HIV-negative at publicly funded clinics did not return for their test results. Rapid tests to detect HIV antibody can be performed in an average of 10 minutes, enabling health-care providers to supply definitive negative and preliminary positive results to patients at the time of testing. To quantify the potential advantages and disadvantages of using rapid tests, CDC estimated the potential impact on the number of persons who would learn their HIV test results, using the 1995 client record counseling and testing database. Using the rapid test, during 1995 a total of 697,495 more persons would have learned their HIV status, an increase of 29% for HIV-positive persons and 50% for HIV-negative persons. Of those who would have received an initial reactive result using the rapid test, 18% (8301 individuals) would have received preliminary false-positive results. The report concludes that decisions about whether to use rapid tests should be based on a combination of the prevalence of HIV in a community and return rates for test results. For example, in settings of high prevalence where a low percentage of persons return for their results, use of rapid tests will be most beneficial. However, rapid tests may be less beneficial in settings of low prevalence where return can be ensured. On the basis of these results, the Public Health Service recommends that health-care providers should provide preliminary positive test results before confirmatory results are available in situations where tested persons benefit.
Update: Impact of the Expanded AIDS Surveillance Case Definition for Adolescents and Adults on Case Reporting--United States, 1993
During 1993, local, state, and territorial health departments reported 103,500 AIDS cases among persons at least 13 years of age in the U.S., an increase of 111% over the number reported in 1992. This increase resulted from the expansion of the AIDS surveillance case definition in 1993 to include all HIV-infected persons with severe immunosuppression, pulmonary TB, recurrent pneumonia, or invasive cervical cancer. In comparison, the number of cases based on the preexisting case definition decreased slightly. This report summarizes characteristics of persons reported with AIDS in 1993, compares these data with findings from 1992, and describes the impact of the change in the AIDS surveillance definition on AIDS case reporting. The dramatic increase in the number of cases reported probably represents a one-time effect of the expanded reporting criteria that primarily results from reporting of persons who had newly added conditions diagnosed before 1993.
Update: Investigations of Patients Who Have Been Treated by
[ARCHIVED] This report summarizes information from other published studies of patients who were treated by HIV-infected health-care workers, as well as from completed and ongoing unpublished investigations that have been reported to CDC.
Update: Mortality Attributable to HIV Infection/AIDS Among
[ARCHIVED] Data presented here represent HIV-related deaths among people aged 25-44 as obtained from death certificates filed in all 50 states and the District of Columbia.
Update: Transmission of HIV Infection ... Dental Procedure
[ARCHIVED] Possible transmission of human immunodeficiency virus (HIV) infection during an invasive dental procedure was previously reported in a young woman (patient A) with AIDS. Patient A had no identified risk factor for HIV infection and was infected with a strain of HIV closely related to that of her dentist as determined by viral DNA sequencing. A follow-up investigation has identified four additional patients of the dentist who are infected with HIV. Laboratory and epidemiologic investigation has been completed on three of these patients (Table 1); two are infected with strains closely related to those of the dentist and patient A but not to strains from other persons residing in the same geographic area as the dental practice. The follow-up investigation included review of medical records of the dentist and interviews of former staff on the infection control procedures of the dental practice. The CDC held a meeting in February 1991 to discuss the risk of HIV transmission to patients during invasive procedures.
Update: Transmission of HIV Infection During Invasive Dental
[ARCHIVED] This report describes findings which strongly suggest a now deceased HIV-infected dentist in Florida infected a total of five of his patients. Previous reports from epidemiological investigations strongly suggested that three patients (described here as patients A, B, and C) became infected with HIV while receiving dental care from a dentist with AIDS. This report describes findings that suggest that HIV was transmitted to two additional patients (E and G). These two patients had no other confirmed exposures to HIV, had invasive procedures performed by the dentist, and are infected with HIV strains that are closely related genetically to the strains form the three previously reported patients and from the dentist. In addition, the report describes the epidemiologic and laboratory investigation of another HIV-infected patient of the dentist, who appears to have been infected elsewhere. Another HIV-infected patient of the dentist (patient D) is believed to have contracted the virus from IV drug use.
Update: Trends in AIDS Incidence, Deaths, and Prevalence--United States, 1996
This report presents trends in AIDS incidence during 1996 and describes recent declines in deaths among persons reported with AIDS and increases in AIDS prevalence. From 1994 through 1995, estimated AIDS-opportunistic illnesses incidence was approximately constant among men who have sex with men and among heterosexual injecting-drug users but increased substantially among persons infected through heterosexual contact. During January-June 1996, the estimated number of AIDS deaths was 13% less than that estimated during January-June 1995, and the number of deaths declined in each of the four regions of the U.S. and among all racial/ethnic groups. As of June 1996, the estimated prevalence of AIDS was 223,000 U.S. residents at least 13 years of age, representing a 10% increase since mid-1995. This increase reflects declines in AIDS deaths and stable AIDS incidence. Because the clinical status of most HIV-infected persons has not yet progressed to AIDS, AIDS prevalence underestimates the total number of HIV-infected persons, and the Council of State and Territorial Epidemiologists recommends that all states consider implementing surveillance for both HIV infection and AIDS. Future trends in the HIV/AIDS epidemic in the U.S. will reflect the effectiveness of programs to prevent new HIV infections, to promote timely diagnosis, and to continue improving clinical management.
Update: Trends in AIDS Incidence--United States, 1996
This report documents the first overall decline in the annual incidence of AIDS-opportunistic illnesses (AIDS-OIs) in the U.S. Concurrently, annual deaths among persons aged 13 years and older reported with AIDS have also decreased. These trends are the result of changes in the rate of new HIV infections, AIDS diagnoses resulting from progression of HIV disease to AIDS, and deaths of HIV-infected persons. The declines in AIDS-OI incidence and deaths reflect the impact of both HIV prevention efforts and the use of antiretroviral therapies and AIDS-OI prophylaxis. During 1996, AIDS-OI incidence declined in all regions of the country; in all 5-year age groups; and in men, non-Hispanic whites and Hispanics, men who have sex with men, injecting-drug users, and men who reported both of these exposures. AIDS-OIs leveled among non-Hispanic blacks and increased in women and among those with heterosexual risk/exposures. From 1995 to 1996, the prevalence of AIDS increased 11%, so that approximately 235,470 persons in whom AIDS has been diagnosed are still living. CDC urges timely access to HIV-care services for HIV-infected persons, continued emphasis on behavioral risk-reduction and other prevention strategies, and HIV case surveillance as an extension of the AIDS Surveillance programs in all states and territories.
Update: Universal Precautions for Prevention of Transmission Public Health Service, Dept of Health and Human Services
The purpose of this publication is to clarify and supplement the CDC publication entitled Recommendations for Prevention of HIV Transmission in Health-Care Settings. This supplement includes guidelines on fluids which do and do not apply to the precautions, use of protective barriers, glove use for phlebotomy, selection of gloves, and waste management. There is also a reference to danger of HIV transmission through infected breast milk.
Urban African-American and Hispanic Adolescents and Young...
[ARCHIVED] This paper reports on the first qualitative part of a study designed to investigate factors related to the use of condoms among African-American and Hispanic adolescents and young adults in Detroit. This paper describes who young, urban, African-American and Hispanic persons talk to about AIDS and condoms and what they are learning. The paper provides data on attitudes and beliefs about AIDS and condoms that are needed for further research and for prevention programs. The study found that African-American and Hispanic youth do talk with adults and peers about AIDS and condoms. However, the information retained from these interactions is not necessarily specific enough to guide these youth in the performance of effective AIDS prevention actions. Health educators may want to explore how to improve the quality of these informal channels for communicating AIDS knowledge and prevention strategies.
US Childhood Mortality, 1950 through 1993: Trends and Socioeconomic Differentials
This study examined trends and differentials in US childhood mortality from 1950 through 1993 according to sex, race/ethnicity, education, family income, and cause of death. Increasing trends in mortality from violence, firearm injuries, and HIV/AIDS pose a major obstacle to continued declines in US childhood mortality. Reducing socioeconomic disparities and improving access to and use of health care may bring about further declines in overall and injury-related childhood mortality.
Use of District Facilities
This policy addresses the use of food service facilities. If major kitchen equipment or storage facilities are used, an approved district food service employee must be on duty. The facility use permit holder will be charged for salaries, fringe benefits, and any other out-of-pocket expenses. No food or other items are to be stored in the kitchen except during the hours stated on the facilities use permit. The facility administrator will assume responsibility for supervision of the kitchen for school functions not involving use of major equipment or storage facilities (no food service employee is required). The facility administrator will make appropriate arrangements for the use of the kitchen with the district's food service office.
Use of District Facilities (Fairbanks North Star Borough School District)
This policy addresses the use of school playgrounds. School playgrounds may be used at times other than regular school hours. The following conditions apply to its use: the use cannot interfere in any way with school activities; no use will damage or wear the grounds and the user will remove litter from the activity area; no use will be permitted that creates a hazard or unreasonable restriction of use by others; it will be open for casual play at all times; no person or group will physically change the outside grounds without prior approval and supervision by the district's physical plant maintenance department and the facility administrator; and any substances used to mark school grounds must be approved by the district. Signs will be posted warning the public that the grounds are not supervised for non-district activities. Groups will be using the facilities at their own risk.
Use of Kitchen and Dining Facilities
This policy permits school or community groups to use kitchen and dining facilities at Campbell County High School and Wright Junior-Senior High. The intent is not to be in competition with local establishments. If the community groups request is granted, the following conditions will apply: use of central kitchen facilities are to be approved by the food service director and will be submitted well in advance; the school district will require that at least one member of the food service staff be on duty; if full services are required, the menu is to be submitted to the food service director to calculate the costs per meal; summer use is discouraged and will be subject to personnel availability; if table settings are used, the user must agree to pay for replacement of all lost or stolen pieces and must wash and properly store the pieces; payment is to be made to Campbell County School District on or before the day of use; if district personnel are required to do unanticipated clean-up, the user may be billed for the additional time; and food items belonging to the school lunch program cannot be used by outside food groups.
Use of School Property
This policy addresses the use of school food service facilities. When school-food service facilities are being used, the user must comply with public health regulations and must have a food service employee in charge of the kitchen and equipment when food is prepared or served. School-related organizations that use the cafeteria and facilities for fund-raising projects will pay for food and labor costs. Included in the costs are: the food service employee, custodial services, and/or other expenses incurred by the project. Dinners may be served to school-related groups after school hours and the cost will be determined by the Supervisor of Food Services. School cafeterias and kitchens may be used by outside groups when not in competition with established local businesses, and are in accordance with all guidelines and fees. School, school-related, and community-sponsored organizations that are recognized as official organized groups include: Elkhart Community Schools students, groups of Elkhart Community Schools employees, parent-teacher groups, other school-sponsored groups, 4-H Club, Future Farmers, YMCA, YWCA, Boy and Girl Scouts, and similar non-sectarian groups.
Use of Tobacco
The board and medical authorities consider tobacco use to be a health hazard and discourage the use of tobacco, tobacco products, or tobacco substitutes. This policy defines the use of tobacco as, but not limited to, smoking cigarettes, chewing tobacco, and dipping snuff. Beginning July 1, 1993, tobacco use is prohibited by students, staff, visitors and/or contractors. Tobacco use is prohibited in schools, educational facilities, educational plants and school-owned vehicles. No smoking signs will be posted at the main entrances to all buildings. Educational plants without designated student stations may designate outside smoking areas provided they are removed from flammable or volatile materials and are not located in common areas. No contract or agreement will be entered into until the vendor/contractors comply with this policy. Employees will not use tobacco in the presence of non-adult students while supervising school-sponsored activities at locations other than school board property. The district will offer an Employee Assistance Program for smoking cessation.
Use of Tobacco (Version 1)
Version 1 of this sample policy provides guidelines that govern possession of tobacco products by students. Students are prohibited from smoking or possessing tobacco products. Penalties for senior high school, elementary and middle school students are provided. The first offense is a conference with parents; the second offense requires a class on smoking and use of other tobacco products; a third offense is an in-school suspension (four days for high school students and three days for middle and elementary students); the fourth offense is a five day out-of-school suspension; and the fifth offense is the possibility of exclusion from school. Programs will be planned in the schools to help students understand the dangers of using tobacco products. Other associations will be asked to participate in these programs. Failure for high school, middle school, or elementary student's not attending the tobacco program or request by the parent not to attend the program will result in the second offense being omitted and the third administered. An alternative for the fourth offense is the option of the student and parent(s) participating in the Freedom from Smoking Clinic sponsored by the American Lung Association.
Use of Tobacco (Version 2)
Version 2 of this sample policy provides procedures for dealing with students who violate the district's policy regarding tobacco. The first offense is a one day detention and conference with the student's parent(s). During the detention the student will be provided with information concerning the harmful effects of smoking and will be required to do further research on the effects of smoking. The second offense is a one day, out of school suspension and performance of service to the school or community. The third offense is a three day, out of school suspension and suspension from extracurricular activities for the remainder of the semester. Consistent refusal or neglect of the rules may lead to expulsion. Due process procedures will be followed.
Use of Tobacco and Tobacco Products
This regulation prohibits students from smoking and using tobacco products at all times while on school board owned property and in school board owned vehicles and any vehicle parked on school board property. Students violating this policy will be disciplined according to the Virginia Beach City Public Schools Code of Conduct. When a student 18 years of age or younger is suspended for a tobacco-related offense, the Virginia Beach Police Department will be notified.
Use of Tobacco by Students - Regulation
The purpose of this regulation is to establish guidance procedures for the enforcement and administration of tobacco use by all students. No person is allowed to smoke or use tobacco products in any school district building that is used for school attendance. No person is allowed to smoke or use tobacco products outside on school-owned or operated grounds. Beginning August 16, 1996, no student may smoke or use tobacco products in school buses, in buildings or on any school grounds-owned or operated by the district, including parking lots. Students under age 18 may not possess tobacco products while students 18 years of age or older may possess tobacco products. Administrators will not designate an outside smoking area for students. Cessation training on smoking and the adverse health effects will be available and provided by the American Lung Association or other such agencies.
Use of Tobacco by Students (Topeka Unified School District #501)
This policy prohibits elementary, middle, or high school students under the age of 18 to possess, use, or smoke tobacco products in school buses, in buildings, in school parking lots or on school district grounds. High school students 18 years of age or older and postsecondary students are forbidden to use or smoke tobacco products in school buses, in buildings, in school parking lots or on any grounds owned or operated by the district. All students will be informed of the policy and the start date of August 16, 1996. The superintendent will begin implementing education programs, including cessation support and information on the adverse effects to health caused by smoking and other use of tobacco products.
Use of Tobacco, Alcohol or Unlawful Drugs
This sample policy addresses student possession or use of tobacco, alcohol or unlawful drugs on or near school grounds or while participating in school-sponsored activities is prohibited and will result in disciplinary action. If appropriate, referrals to law enforcement officials will be made. Any person under age 18 possessing a tobacco product is subject to a fine up to $100. Any person who distributes, sells or causes to be sold, tobacco in any form or tobacco burning device, to a person under 18 years of age is subject to a fine (not less than $100 and up to $500). An unlawful drug is any drug not prescribed by a licensed medical practitioner. Unlawful delivery of a controlled substance to a student or minor within 1,000 feet of school property is a Class A felony. Punishment is a maximum of 20 years of imprisonment, $100,000 fine or both.
The Relationship between Students' Sense of Their School as a Community and Their Involvement in Problem Behaviors
There has been relatively little research on the contributions of school context to developmental outcomes. This study examined relationships between students' sense of the school as a community and their involvement in problem behaviors. Participants were an ethnically and socioeconomically diverse sample of 1,434 fifth and sixth grade students from 24 elementary schools around the U.S. The major finding was that, with several relevant student- and school-level characteristics controlled, schools with higher average sense-of-community scores (measured by caring and supportive interpersonal relationships and student autonomy and influence) had significantly lower average student drug use and delinquency. Caution is warranted in inferring causality, however, because of the cross-sectional study design; the authors note that they cannot rule out reciprocal influences of problem behaviors on the school sense of community. An intervention designed to increase school sense of community in half of the participating schools, if effective, will provide clearer evidence of causal influence. The findings from the present study suggest that school context may moderate relationships between individual risk and protective factors and developmental outcomes, and that schools that are experienced as communities may enhance students' resiliency.
Using a Computer Model to Design AIDS, STD and Pregnancy Prevention Programs
[ARCHIVE] This innovative curriculum uses the principles of Rational Emotive Therapy to help students understand "what people are thinking" when they do dangerous or risky things. The goal is to effectively change one's thinking in order to influence or change one's behavior. This approach stresses awareness and examination of one's thoughts, thinking/coping strategies to counter one's potentially harmful thoughts in a risky situation, assertiveness how-tos, skill development and role playing, information on thinking/communicating about dating issues, HIV, birth control, reproduction, drug resistance, violence prevention, and sexual harassment.
Using Accurate HIV-Related Terminology
This is a list of commonly misused terminology and phrases associated with the HIV epidemic and their correct terms. This list should assist in the accurate delivery of HIV prevention messages.
Using Community-Wide Collaboration to Foster Resiliency in Kids: A Conceptual Framework
A growing body of research suggests that development of particular attributes in kids by promoting and enhancing protective factors in their environments is as important, necessary, and effective for their healthy development as reducing the risk factors threatening their futures. This document summarizes some of the key conclusions from the vast and growing literature on collaboration, and shows how collaborators are being challenged not just to improve service delivery, but also to engage youth as resources, strengthen families and empower communities through the collaborative process. Also included is a discussion of the resiliency framework and how resiliency-based collaborations help communities meet the challenges and better protect children and youth from succumbing to high-risk behaviors.
Using Cooperative Learning to Integrate Math Concepts into Health Instruction on Sexuality and HIV Education
[ARCHIVED] Cooperative learning methods, as used in this article, require students to work together as equals to analyze national data on HIV/AIDS and sexuality education. The students learn the correlation between states' positions on sexuality education (whether it is mandated, encouraged or there is no position) and the number and percent of HIV/AIDS cases in particular states and among the three types of states. This project's aims are to integrate health education into math classes and to promote cooperative learning among students. This learning approach can improve student achievement and improve cooperation and mutual respect among different groups of students.
Using Focus Groups to Develop a Nutrition Education Video for High School Students
[ARCHIVED] Focus group interviews were used to develop a nutrition education video and a teacher's guide for use in Florida high schools. Authors conducted a pilot and four focus group interviews with ninth grade students in five geographically distinct regions of Florida. Most students agreed that a video with scenarios or success stories would work well. Teens expressed interest in 10 topics: eating disorders; consequences of unhealthy eating; preparing quick, healthy meals; what constitutes a balanced diet; nutrition and fitness; weight control; food and the environment; the food guide pyramid; nutrition facts and fallacies; and food labels. Students suggested no more than three or four topics should be covered in the video, and the video cast should consist mainly of teen-agers with different body sizes, who were average, attractive, and from different ethnic backgrounds. Music was recommended only for transitions between scenes, as background, or during the credits.
Using Research in Policymaking
This fact sheet provides a clear, concise overview of strategies for using research to strengthen policymaking. It begins by listing benefits of research to board members, including such areas as identifying problems, comparing solutions, supporting or opposing a particular program or policy, justifying a decision, making incremental improvements, and making good decisions about strategies for teaching and learning. The fact sheet discusses challenges in determining whether research findings are sound and outlines characteristics of good policy research (including strengths in objectivity, study design, review, and plausibility). The fact sheet offers tips for presenting research findings in a user-friendly format and concludes with a section on commissioning research (noting the importance of consulting with technical experts). Overall, the fact sheet does a particularly good job of explaining complicated research issues in an easy-to-follow but not condescending way for people with various levels of experience in using research.
Using Students' Salient Beliefs to Design an Instructional Intervention to Promote AIDS Compassion and Understanding in the Middle School
This article documents the construction and validation of a videotaped message to persuade middle school students to volunteer as the laboratory partner of a classmate who has AIDS. Based on well-established social-psychological models of persuasion, message arguments are designed either to reinforce or to downplay the modal salient beliefs held by message recipients about the intended behavior. The end-product of this precisely tailored, six-step process is instruction which not only promotes the adoption of tolerant and compassionate attitudes, but also provides an opportunity for the practice of essential life skills such as decision making and problem solving. The process itself is offered as a model for designing any instructional material which addresses today's growing list of AIDS-related issues having both moral and ethical implications.
Variation in Youthful Risks of Progression From Alcohol ad Tobacco to Marijuana and to Hard Drugs Across Generations
Objectives. Much research has documented that youthful substance use typically follows a sequence starting with use of alcohol or tobacco or both and potentially proceeding to marijuana and then hard drug use. This study explicitly examined the probabilities of progression through each stage and their covariates.
Methods. A secondary analysis of data from the National Household Survey on Drug Abuse (1979-1997) was conducted with particular sensitivity to the nature of substance use progression, sampling procedures, and reliability of self-report data.
Results. Progression to marijuana and hard drug use was uncommon among persons born before World War II. The stages phenomenon essentially emerged with the baby boom and rose to a peak among persons born around 1960. Subsequently, progression risks at each stage declined. Progression risks were also higher among younger initiators of alcohol, tobacco, or marijuna use.
Conclusions. The recent incresas in youthful marijuana use has been offset by lower rates of progression to hard drug use among youths born in the 1970s. Dire predictions of future hard drug abuse by youths who came of age in the 1990s may be greatly overstated. (Am J Public Health. 2001;91:225-232).
Vending Machines
This policy permits vending machines that dispense nutritious food or beverages to students. Vending machine use is permitted under the discretion of the school principal, provided the vending programs are operated by the school food service. The vending program management, including financial management and product selection, is the responsibility of the coordinator of food services. Beverage vending machines are permitted in school after school hours at athletic events and are authorized at the discretion of the school principal provided there is no competition with an established food service program. Beverage vending machines will not be used during or before school hours. Vending machines are authorized in teachers' lounges and their management is under the direction of the school principal. No food or beverage vending machines other than those authorized above are permitted in the school building.
Vending Machines (Eagle County School District)
This policy permits high schools to have vending machines that dispense nutritious food and/or beverages, at the discretion of the principal. The principal also has the responsibility of the vending program management, including financial management and product selection. Vending machines will only be operated in the building 1/2 hour prior to the first lunch/breakfast period to 1/2 hour after the last scheduled lunch/breakfast period. Beverage vending machines for use after school hours, at athletic events, or special events, are authorized at the discretion of the principal. Vending machines in teachers' lounges are subject to the approval and management of the principal.
Vending Machines (Milford Exempted Village School District)
This policy permits vending machines that dispense nutritious food or beverages to students. This is at the discretion of the school principal and will be in cooperation with the school food service program. The food service division is responsible for the vending program management, financial management, and product selection. Vending machines that dispense beverages and other food and related items as a revenue-producing source for school activity, athletic, band or other board-approved school group/organization are permitted after school hours and at athletic or special events. This is also at the discretion of the school principal, provided the machines are not in competition with an established food service program and will not be used during designated lunch periods. The principal or designee is responsible for the operation and financial management of the vending machines. No other food or beverage vending machines, other than those authorized, are permitted in school buildings.
Violence Prevention and Young Adolescents' Participation in Community Youth Service
This study examined whether participation in a school sponsored community youth service program reduces self-reported violent behaviors among young urban adolescents. A total of 972 seventh and eighth grade students at two large, urban, public middle schools were surveyed at baseline and 6-month follow-up. One school was assigned interventions and the other served as a control. All students at the intervention school received the classroom curriculum that included a 10-lesson unit focusing on violence prevention. In addition, approximately half the students were randomly assigned by classroom to participate in the youth service program. Results comparing students in the curriculum only and curriculum plus service interventions to the control group show that eighth grade students in the curriculum plus service program reported significantly less violence at follow-up than students in the control school. This study suggest that school programs which couple community service with classroom health instruction can have a measurable impact on violent behaviors of a population of young adolescents.
Voices Carry: Teens Speak Out on Sex and Teen Pregnancy
Voices Carry is the third in a series of reports from the National Campaign to Prevent Teen Pregnancy
that offers real-life observations on important perspectives in preventing teen pregnancy. This report gathers the insights of a broad cross-section of teens, including: Teen People magazine's trendspotters, a network of more than 7,000 readers aged 13 to 21; the National Campaign's online weekly survey for teens; the National Campaign's Youth Leadership Team; and formal and informal focus groups. The bulk of the publication contains direct quotes from teens answering questions which include defining sex, media messages, parental communication, youth involvement, premarital sex, birth control, and pregnancy. The publication also includes information about how youth can get involved in preventing teen pregnancy. This question and answer format provides those engaged in working for youth causes an idea of what teens are saying about these issues.
Voices from the Field--A Qualitative Analysis of Classroom, School, District, and State Health Education Policies and Programs
This study provides a qualitative analysis of responses from classroom-schools, district, and state-level educators and administrators to open-ended questions about school health education. These questions were posed as part of the School Health Policies and Programs Study, conducted by the CDC in 1994, and elicited a range of responses about the status of health education programs and factors that facilitated and hindered the delivery of such programs. To improve school health education in the United States, respondents cited the need to increase the value and priority of health education in the school curriculum and advocated for 1) professional preparation in health education for persons teaching health-related courses, 2) health education course curricula to address important and timely issues, 3) student testing in health education, 4)improved resources and support for health education, and 5) increased communication and collaboration within their schools and communities related to health education.
Voluntary HIV Counseling: Facts, Issues, and Answers
[ARCHIVED] The Centers for Disease Control (CDC) has developed this brochure to answer questions regarding the benefits of seeking HIV testing and counseling. The following topics and questions are addressed: New Choices; Medical Care Offers Benefits to People with HIV Infection and AIDS; What is HIV, and How Could I Become Infected?; What Happens If I Become Infected with HIV?; The Way to Know Whether You Are Infected: HIV-Antibody Counseling and Testing; Should I Seek HIV Counseling and Testing?; Risk Checklist; Reasons for Seeking Counseling and Testing; Reasons for Not Seeking Counseling and Testing; Understanding the HIV Counseling and Testing Process; Deciding Where to Go for Counseling and Testing; The Process of Counseling and Testing; The Meaning of Your Test Result; How a Positive Test Result Might Affect Your Life; and, Answers to Your Questions.
Voluntary HIV/AIDS Screening & Counseling Program
This booklet documents a controversy over HIV testing that occurred in Lee County, FL, in 1992-1993. The Lee County Public Schools had offered health fairs in its high schools for several years, providing information and screenings. In 1992, it was proposed that HIV/AIDS testing be made available at the fairs, and it was included on a pilot basis at one high school. Following the pilot program, a study committee issued a majority report indicating recommendations for expanding the program (i.e., participants, legal issues, scheduling, feedback). The minority report, on the other hand, expressed concern with these recommendations, focusing on issues of parental consent, personnel qualifications, liability of Board members and employees, and potential harm to students. The majority and minority reports are followed by 14 pages of legal advice and the results of the school board's vote in March 1993 to adopt optional HIV/AIDS testing and counseling at high school health fairs. Because the story unfolds through a variety of primary sources--memos, letters to parents, committee reports, attorneys' recommendations, request for proposals from providers of HIV/AIDS testing and counseling--it is both engaging to read and potentially useful to other school districts grappling with similarly controversial topics. Throughout the report and on all sides of the issue, students' confidentiality rights are emphasized.
Waiting . . .
This video stands as one of the most unique educational videos available today because it was written, produced, and performed entirely by middle and high school students. Even the musicians commissioned to compose the score and the caterer were under 17 years old. The film, a TV movie quality drama, tells the story of Michelle, a teenager who becomes sexually involved with her first boyfriend, Frankie. After they have had unprotected sex, and Frankie has moved back to New York with his family, Michelle learns that Frankie has AIDS. She now must explain things to her current boyfriend, whom she told she was a virgin, and her best friend, as she waits for the results of her HIV antibody blood test. The film is very engaging, presented with the highest quality acting and production, and offers concrete, usable information to the audience. An exceptional film for young people.
Waiver of Physical Education Requirement
The purpose of this regulation on graduation requirements is to provide definitions and procedures for allowing students to waive part of the physical education requirement. The policy states that one-quarter of the physical education requirement may be waived for each full season of participation in approved interscholastic or intramural athletic competition, retroactive to the beginning of time. Total credit waived will not exceed one full credit. Elective credit must be earned to replace the physical education requirement that is waived. A waiver of credit under this section does not affect the overall minimum requirement of 22 credits. An approved list of interscholastic and intramural activities is provided. Other activities must be approved by the superintendent. The definition of a 'full season of participation' is provided. The procedure for waiving the physical education requirement states that the student must complete an application form, submit it to the student's counselor, and have it approved by the principal. This waiver will then be noted on the student's transcript and be part of the permanent record. The application to waive one-quarter credit of the physical education graduation requirement is provided.
Wanted: AIDS Education That Works
Large numbers of our adolescent students have already been infected with HIV and are now unknowingly infecting others. If the education community fails to address the HIV epidemic with unprecedented energy, the author warns, we are surely sentencing thousands of our students to premature deaths. This article describes the major barriers to effective HIV education and provides an overview of what the author feels needs to be done to overcome these barriers and provide effective HIV prevention education.
Wayne County School Health Manual
This manual is a helpful resource on a wide variety of school health topics. Each chapter discusses the rationale or theory behind a topic and then lists the standards and procedures for the delivery of a specific health service. Particularly helpful are the 'Ideas to Consider' sections, which lists questions to keep in mind when forming individual school or district policy (such as 'Is periodic instruction being given to educate staff about confidentiality laws?' and 'Who in your building is certified in first aid and CPR?') . Topics under 'Health Services' include: communicable disease control; immunizations; universal precautions; confidentiality of student and staff health information and records; health physicals; emergency care; administration of medications; vision, hearing, and spinal screening; student referrals; crisis teams; suicide prevention; students with special health care needs; child abuse and neglect reporting; rape counseling and reporting; and Wayne County resources. The manual also contains brief sections on health education, health environment, integrated school and community health promotion (with a useful discussion of advisory committees), physical education, food service, counseling, and health promotion for faculty and staff. Overall, the manual will be helpful to those developing policies in these areas and those looking for a good example of a local school health manual.
Ways To Go: Directions for HIV Prevention on our Nation's Campuses
[ARCHIVED] These recommendations were formulated by participants at the HIV/AIDS and Higher Education Leadership Forum at Rutgers University in 1995. The recommendations may be useful for individuals developing programs for students, as they have some applicability for K-12. The general goals (which are broken down into specific recommendations) include: increase the effectiveness of HIV/AIDS education; strengthen the campus and community connection to improve health; prepare the future workforce to deal effectively with issues raised by HIV/AIDS; increase student involvement in HIV/AIDS prevention; and increase institutional support for HIV/AIDS prevention. In the report, each recommendation is substantiated with a section of 'Why?' (rationale for the recommendation) and 'How?' (strategies for achieving the recommendation).
We Can Protect Ourselves: A Rhyming Puppet Show About HIV Prevention
[ARCHIVED] This article describes how to develop a puppet show to teach primary school students about HIV prevention. As creation of the puppets is part of the program, it can be used in arts education classes. Guidelines for teachers and rhyming scripts for puppets are included in the article.
We know what works in HIV prevention--why aren't we doing more of it?
This fact sheet asks why, if we know what intervention programs are successful, aren't we implementing more programs to reduce the numbers of new HIV transmission. It provides examples of four programs or strategies that have proven to be effective in dramatically reducing HIV transmission rates and four 'case study' examples of how the programs have been successfully utilized. The fact sheet then gives three examples of how prevention programs are being held back; one focussing on bans on the use of federal funds for needle exchange programs, one focussing on state laws limiting sex education in schools, and one on how a lack of health care insurance forces many HIV positive pregnant women to forgo treatment and prenatal care because of the costs involved. Then, the fact sheet suggests changes to be made at the federal, state, and local levels.
Welfare Law and the Drive to Reduce "Illegitimacy"
This Issue Brief discusses the provisions of the 1996 welfare overhaul directed at reducing out-of-wedlock childbearing and promoting abstinence-only education. One of the provisions, the Temporary Assistance to Needy Families (TANF) main goal is to "prevent and reduce the incidence of out-of-wedlock pregnancies". In addition, there is general language within the law about restoring "traditional family norms" that is directed at Americans as a whole, not just those on welfare. The issue brief looks at the lack of information on the status of the program, and on sound evaluation of the efficacy of abstinence-only sex education, one of the main tenets of the law. It discusses in some detail the many additional provisions of the program, and the scant amount of evaluative information that is available. The provisions highlighted are as follows:
Illegitimacy bonus provision, Family Cap, Minor Parent provisions, and Abstinence-Only Education.
Welfare Reform and Abstinence Education: An Issue Brief
This issue brief begins by describing recent trends in adolescent sexuality, pregnancy, and parenting. It then provides information to policymakers and service providers to encourage best-practice models focusing on teens at the highest risk of adolescent pregnancy. The publication defines abstinence education and list the abstinence-education provisions of the 1996 federal welfare reform legislation. One section of the issue brief focuses on the effectiveness of abstinence education, noting the lack of sufficient research on abstinence education programs, the important role of parental communication, and agreed-on components of effective abstinence education. Other sections of the issue brief focus on evaluation (including appropriate objective-setting and evaluation methodology) and on state and local action regarding abstinence education. At times, the issue brief is really describing abstinence-based as opposed to abstinence-only education, such as when it notes that risk-reduction strategies other than abstinence should be included to meet the needs of all learners. The information is generally clear and easy to understand (despite typographical errors) and will be of interest to those exploring abstinence education.
Welfare Reform and States' Efforts to Prevent Births Outside of Marriage
[ARCHIVED] In 1996, Congress enacted the Personal Responsibility and Work Opportunity Reconciliation Act, a law that is designed to shift welfare recipients away from cash assistance toward work and which contains provisions to encourage two-parent families and to reduce the incidence of out-of-wedlock births. This publication examines some implications of the law. The report looks at why teen pregnancy is an issue, noting that by some estimates, teen parents under age 17 cost the U.S. $6.9 billion per year. The report also discusses the following provisions of the law: bonus money from the federal government for the five states showing the highest reduction in abortions and births to unmarried mothers; enforcement of statutory rape laws; and abstinence education programs. The roles of Title X (a discretionary grant program for family planning and reproductive health services) and school-based health centers also are examined. The report is concise and informative and does a particularly good job of explaining the welfare reform law in terms that are easy to understand. Appendices list unmarried birth rates and teen birth rates for each state, as well as allotments for abstinence education and Title X.
What About AIDS?
[ARCHIVED] This brief article provides statistics about AIDS in the adolescent population and information on resources for educating youth. The author provides information from the 1991 National Youth Risk Behavior Survey about the current risks teens are taking that put them at high risk for contracting HIV.
What Are African-Americans' HIV Prevention Needs?
This fact sheet addresses the special prevention needs of African-American communities. Issues specific to African-Americans such as lack of funding for research targeting African-Americans and community distrust of the white public health world in the wake of the Tuskegee Syphilis Study are outlined. Topics covered include: Are African-American populations at risk? Who are African-Americans at risk? What puts African-Americans at risk? What are obstacles to prevention? What's being done? What needs to be done?
What Are Asian and Pacific Islander HIV Prevention Needs?
This fact sheet begins by estimating that by the year 2020, more than 12 million Asians and Pacific Islanders (A&PIs) will live in the U.S. Although the number of reported AIDS cases among A&PIs remains small, underreporting and a lack of detailed HIV surveillance about A&PIs may mask the true nature of the epidemic. A&PIs are extremely diverse, comprising more than 40 different nationalities. Because of the rapidly increasing size and differences within A&PI communities, there is still little data on health status and behavioral risks. In addition, there are cultural, linguistic, economic, and legal barriers to HIV prevention among A&PIs. The fact sheet advises that HIV prevention among A&PIs be prioritized in areas with higher incidence of HIV/AIDS cases among A&PIs, such as Los Angeles, San Francisco, New York City, and Hawaii. However, in other areas, it is still important for community planning groups and health departments to collect data about the unmet needs of A&PI communities for HIV prevention. Rapidly growing and diverse A&PI communities need comprehensive HIV/AIDS-related surveillance data, including data disaggregated by A&PI national origin and ethnicity. More research on the cultural protective factors and cultural barriers to effective HIV prevention among A&PIs is also needed.
What are Heterosexual Men's HIV Prevention Needs?
(Formerly entitled, "How are heterosexual men reached in HIV prevention?")
This fact sheet (available in English and Spanish) focuses on the special risks and intervention programs associated with heterosexual men and HIV infection. The sheet states that as the rates of heterosexual HIV transmission increase, so does the need to focus attention on prevention efforts for this audience...especially taking into account gender and power imbalances and in encouraging men to take responsibility for their health and the health of partners and loved ones. Heterosexual men are at greater risk for HIV infection if they inject drugs and if they use other substances which affect their sexual risk taking behavior. Although few HIV prevention programs address heterosexual male sex behavior especially in the U.S., some programs have been effective in changing male cultural and socialization patterns in other countries and social situations. These interventions include: a program that counsels both men and women when one partner is HIV positive which led to an increased consistent condom use, programs that address male gender role beliefs and help men embrace the notion of intimacy, deal with violence and coercion, programs that teach men how to communicate with other men and with women partners, and programs that socially market condoms in a culturally sensitive manner.
What Are Homeless People's HIV Prevention Needs?
Homeless people suffer higher rates of many diseases, including HIV, than the general population. A survey of 16 US cities showed a median HIV seroprevalence of 3.4% for homeless adults, compared to less than 1% for the general population. In other studies, homeless, mentally ill men in New York City had a 19.4% prevalence and in San Francisco, homeless adults had an 8.5% rate of HIV infection. For homeless youth across the nation, median HIV seroprevalence was 2.3%.
What Are Latinos' HIV Prevention Needs?
HIV has become a major threat in Latino communities, many of which were disadvantaged even prior to HIV due to minority status, economic disparities and language barriers. Latinos in the US are disproportionately affected by HIV, accounting for 17% of total AIDS cases while comprising only 9% of the population. Latino children account for 12% of the population under 13, but 24% of pediatric AIDS cases. This fact sheet outlines the barriers that exist in prevention among Latino communities and how they may be overcome.
What are substance abusers' HIV prevention needs?
This fact sheet discusses the increased risks of HIV infection associated with substance abusers' behavior. This includes people who do not inject drugs but are still at a higher risk due to their sexual risk behaviors and the social network to which they belong. For example, people who abuse substances are more likely to choose sexual partners from a similar social network. This network might include people who also abuse substances, inject drugs, have traded sex for money or drugs, and have a greater probability of having been incarcerated, which are all risk factors increasing the chance of HIV transmission. Gay male substance abusers are at a higher risk due to a pattern of association between substance abuse and unprotected sex and the prevalence of lower self-esteem, lack of assertiveness and perceived powerlessness. Similarly, women who use crack cocaine are at a higher risk as they are more likely to exchange sex for drugs, use condoms inconsistently, and have other physical ailments associated with crack pipe use which could lead to higher instances of HIV transmission. The authors suggest encouraging substance abuse centers to integrate HIV education in their programs and creating gender-specific and gay-specific treatment to reach those at especially high risk.
What are the HIV Prevention Needs of Men Who Have Sex With Men (MSM)?
(Formerly "Can HIV Prevention Make a Difference for Men Who Have Sex With Men?")
This fact sheet presents several arguments from a variety of sources to support HIV prevention targeting men who have sex with men (whether or not they identify themselves as gay or bisexual). Men who have sex with men (MSM) are still the predominant group affected by AIDS nationally.
The updated version is now entitled "What are the HIV Prevention Needs of Men Who Have Sex With Men (MSM)?"
'What Are They Thinking When They Do Something Like That?': Using the ABC System of Emotional and Behavioral Self-Management to Teach Health Education
Many people behave in unhealthy ways despite receiving the necessary information and despite past or impending negative consequences. At McHenry High School in Illinois, the theories and practices of rational emotive behavioral therapy and education, based on the ABC theory of emotions by Dr. Albert Ellis, have been adapted for use in the classroom to address this problem. The primary focus of the class is to teach students a way to better self-manage their thoughts--and thereby their emotions and behavior--in situations that are typically troublesome for teens (e.g., pressure to become sexually active or to use alcohol). The process involves identifying problematic thoughts (e.g., "I 'd just die if he went out with someone else") and writing and verbalizing responses ("Why would you die just because someone broke up with you? I wouldn't die just because he broke up with me."). The teaching technique is rooted in psychological theory and uses role plays to attempt to make lessons in the health classroom relevant to teenagers' world outside the classroom. However, the article does not mention any type of evaluation, formal or informal, that has been undertaken or is planned, and the reader might wonder whether the system does, in fact, lead to behavior change among high school students.
What Are Women Who Have Sex with Women's HIV Prevention Needs?
This fact sheet begins by discussing the HIV risk for women who have sex with women (WSW). It is noted that some WSW may also shoot drugs, have sex with men, trade sex for money or drugs, be victims of rape or abuse, have sex with many partners, or have artificial insemination. From all we know, there is a small but still unspecified risk of HIV transmission associated with female-to-female sexual practices. Barriers to prevention in this group include social, environmental, and economic factors, along with expectations of heterosexuality and negative social or cultural attitudes toward homosexuality. At-risk WSW are often not recognized within other groups such as crack-smokers and injection drug users, the homeless, commercial sex workers, and prisoners. The fact sheet describes several prevention projects that have made a difference in this group and notes that definitive research on sexual practices, sexual risks, partnering choices, and demographic characteristics of WSW are still needed.
What Are Women's HIV Prevention Needs?
This fact sheet (available in English and Spanish) addresses the specific concerns facing women regarding HIV prevention. Emphasis is placed on the fact that women make up one of the fastest-growing populations being affected by HIV. Questions addressed include: Are women at risk? What places women at risk? How can women protect themselves? What are the methods of protection? What can be done now? What needs to be done? All references to other articles/studies are carefully footnoted for further research.
What Are Young Gay Men's HIV Prevention Needs?
This fact sheet (available in English and Spanish) discusses reasons why young gay men are at higher risk for HIV infection and what has been done to target this population. Results of several studies are summarized. Topics discussed include: Are young gay men at risk? What places young gay men at risk? What contributes to risk taking? What works for young gay men? What needs to be done?
What Do Master Teachers Consider Important in Professional Preparation for School Health Education
The purpose of the two studies presented in this article was for master health education teachers at the middle school and high school levels to identify content, skills, and experiences that are important for professional preparation in school health education. Teachers were identified by health education directors in state departments of education. The Delphi technique was used for data collection and analysis for both studies. Teachers completed three rounds of questionnaires gradually coming to consensus on content, skills, and learning experiences in nine areas related to professional preparation. Fifty high school teachers representing 29 states and 46 middle school teachers representing 32 states provided input. Professional preparation priorities were identified for both middle school and high school levels. Four responses - awareness/use of a variety of instructional techniques; skill in working with parents; knowledge of health content; and awareness of, and ability to work with community agencies/ organizations - were ranked as priorities at both levels. Recommendations for future research and practice activities are presented (J Sch Health. 2001; 71 (2): 56-60)
What Does the Research Say about Sexuality Education
This article examines the effects of abstinence-only and abstinence-plus programs, and lists common characteristics of effective curriculums. At the present time, we do not know whether abstinence-only programs delay sexual activity, nor do we know which particular programs are effective. In contrast, a large number of studies during the past two decades have focused on abstinence-plus programs for sexuality and HIV education. Some of these studies have been very rigorous and provide solid evidence for the success of their respective programs. Educators and policymakers who want to implement programs with strong evidence for delaying sex or reducing unprotected sex should implement effective abstinence plus-plus programs that emphasize both abstinence and condoms or other contraceptives.
What Everyone Can Do To Fight AIDS
This book is an excellent resource for individuals who would like to learn more about HIV and AIDS. 'What Everyone Can Do To Fight AIDS' provides information to the reader about educating families and communities, caring for people with AIDS, what can be done in the community and schools to raise AIDS awareness and advocate for people with AIDS, finding resources and HIV/AIDS organizations, teaching children and adolescents about HIV/AIDS, getting young people involved, the disease process, and mourning those lost to AIDS. This book is written in simple language and presents a straight-forward, yet compassionate view about the ways everyone can get involved in the HIV/AIDS cause. This is a good starting point for family or classroom discussions.
What Everyone Should Know About AIDS (Lo Que Todos Deben Saber Sobre el SIDA)
[Archived] This brochure, available in both English and Spanish, briefly addresses several commonly asked questions about AIDS. These include: (1) What is AIDS? (2) Why persons should know about AIDS (3) What causes AIDS? (4) How a healthy immune system works, (5) How the AIDS virus is transmitted from one person to another, (6) Who gets AIDS, (7) effects of AIDS on the body, (8) steps to prevent the spread of AIDS and the HIV virus, (9) is there a cure for AIDS, (10) hope for prevention and cure for AIDS in the future, (11) questions and answers about AIDS, and (12) dispelling myths and fears about AIDS. The brochure states that the AIDS virus can be transmitted by sexual contact, sharing and infected needle, or, less often, through contact with blood and blood products. The brochure emphasizes that AIDS is not transmitted via casual contact. Readers are urged to avoid having sex with multiple or anonymous partners, partners at risk of AIDS, and partners who have sex with people at risk of AIDS.
What is a School Psychologist?
This brochure explains the roles and expertise of school psychologists. It lists 30 services provided by school psychologists in such areas as consultation, assessment, intervention, prevention, education, research and planning, and health care provision. The brochure describes the training school psychologists receive (including at least 60 graduate semester hours), as well as some of the settings where they may be employed. School psychologists understand how schools work and how children learn; they provide easily accessible, cost-effective mental health services to children; and they promote positive mental health and a safe and effective learning environment. The brochure includes case studies of three situations in which school psychologists helped students and their families find solutions to problems. It will be helpful to those seeking to expand the psychological services available in or through their schools, or to explain to others the value of school psychologists.
What Is Post-Exposure Prevention (PEP)?
This fact sheet discusses the possibility that for HIV-uninfected persons who are exposed to HIV, there may be a window of opportunity in the first few hours or days after exposure in which protease inhibitors, given in combination with other HIV drugs, may prevent HIV infection. In a study of health care workers with needlestick exposure to HIV-infected blood, this post-exposure prophylaxis (PEP) reduced the odds of HIV infection by 81%. However, some people believe this study is not definitive, and there have been no studies on PEP for sexual or injection exposure. The fact sheet examines the components of PEP, whether PEP works, some disadvantages (such as the fear that people will return to unsafe sexual and drug-using practices, the fear that people may develop a resistant strain of HIV, and the fact that PEP regimens can be both complicated and prohibitively expensive to follow), and what programs currently exist.
What is Safer Sex?
[Archived] This pamphlet outlines safer sex guidelines in terms of what you can do versus what you can do (no risk/low risk to high risk).
What Is Testing's Role In HIV Prevention?
This stand-alone fact sheet discusses, clearly and distinctly, important aspects of the HIV antibody test. What the test involves and how it is conducted is clearly laid out; however, the distinction between confidential and anonymous testing should be more emphatic. Questions answered in this fact sheet include: Why test for HIV? What do tests tell? Who gets tested? Who should be tested? What are obstacles to getting tested? Does knowing HIV test results change behavior? Is testing enough? All references to other articles/studies are clearly footnoted for further research.
What Is the Role of the School Leader in Student Health Care?
This issue brief emphasizes the idea that school health services support the educational process. Therefore, school policy-makers can take the lead in planning for and promoting improved health and health care for children and adolescents. A "School Health Services Continuum" chart contains three categories of services that can be provided in schools. The chart begins with foundation services, generally agreed on as beneficial and "doable" in most school settings. Next are expanded services, which include foundation services along with additional assessment, referral, and counseling services. Finally, the comprehensive and integrated services grouping comprises both foundation and expanded services and also provides students with access to treatment and preventive services through school-based or school-linked delivery systems. The chart may be an effective tool in helping school leaders improve school health services.
What Makes a Good AIDS Curriculum?
[Archived] The most important task at the elementary school level is to alleviate children's excessive fears about the AIDS epidemic and contracting the virus. Young children should be told that AIDS is difficult to get and that you cannot become infected simply by being near someone who has the virus. Basic information about AIDS transmission and prevention should be provided at grades four or five, where children develop a greater interest and understanding of human sexuality. This article lists some of the vital components of a comprehensive AIDS education program.
What Public School Teachers Teach About Preventing Pregnancy
[ARCHIVED] The article examines the results of a survey of sex education teachers. The article discusses the number of schools providing sex education, curricular content, classroom hours devoted to sex education, the needs of teachers, teacher training and experience, parental involvement, supports and problems, and teacher control over the curriculum.
What Ramon Did
In the 31-minute film, IV-drug user Ramon returns from jail to his old neighborhood. His neighbors and friends are afraid that he may be a carrier of HIV for they know that Ramon shares needles. The community's fears of the deadly virus are brought into focus as Ramon's high risk behavior becomes a catalyst for examination and change of lifestyles. The film features several statements by the Surgeon General, C. Everett Koop.
What Science Knows About AIDS
[Archived] The October 1988 issue of Scientific American is devoted to the medical and scientific aspects of AIDS. The titles of the articles are AIDS in 1988, The Molecular Biology of the AIDS Virus, The Origins of the AIDS Virus, the Epidemiology of AIDS in the U.S., The International Epidemiology of AIDS, HIV Infection: The Clinical Picture, HIV Infection: The Cellular Picture, AIDS Therapies, AIDS Vaccines, and The Social Dimensions of AIDS.
What Should Be the Scope of Privacy Protections for Student Health Records? A Look at Massachusetts and Federal Law
The article discusses in length the issues of student health record confidentiality within a school setting. There are legal implications depending on whether or not student health records are considered educational records or medical records. When the school board or district is involved in managing health care, student health records are considered 'educational,' and as such parents and other third parties have access to these records. When another agency runs the health center for a school, health records are considered 'medical' and protected by confidentiality laws. There is a federal loophole for situations with school-run health centers when confidentiality is extremely important. The loophole allows nurses and other health care providers to keep personal notes for their own use and for use only by a person who will substitute for them which are protected as confidential and not made part of the temporary school record. This article examines the possibility of providing subfolders for issues such as abuse, contraception, STDs, HIV, drug use, alcohol use, psychological counseling, pregnancy and abortion, and others for which personal notes could be used in order to keep this information confidential and separate from students' temporary files.
What Teens Know and Don't (But Should) About Sexually Transmitted Diseases [STD]: A National Survey of 15-17 Year-olds
This report highlights a National survey of 15-17 year olds regarding their knowledge and awareness of STD's. National estimates state that approximately four million teens get a sexually transmitted disease every year. The survey conducted by the Kaiser Family Foundation, MTV, and Teen People found that despite these estimates, 67% of 15-17 year olds say they consider themselves "not at much" or "not at all" at risk of getting and STD, and 55% have not discussed STD's with their partners. This Report discusses why it is that teens do not see themselves at risk, and what they can do to protect themselves from the growing STD epidemic. Categories such as "Awareness and Knowledge", "Attitudes Toward STDs", "Talking About Sexual Issues", and "Sexual Behavior" are all covered in the report.
What to Do in a Violent Crisis
This document provides guidelines to assist schools in creating a plan to handle a violent situation. It emphasizes that empathy is a good defuser of volatile situations and that the most honorable role in intervening is one of consideration for the safety and well-being of all. Following a discussion of findings about violence and the responsibilities of people who work with youth, the publication offers suggestions for creating a crisis management plan. Suggestions relate to community involvement, identification of potential crises and the tasks involved in responding, considerations for whether a plan is workable, crisis training for staff, and publicizing the plan. Finally, the fact sheet offers specific suggestions for stopping a fight and for responding to a violent incident. A list of resource organizations and reference materials is also included. The publication will be a helpful discussion-starter for those who are creating or revising a crisis management plan for schools.
What to Do When You're Under Attack
When under attack, it's sometimes hard to keep things in perspective. It is important to have policies and answers to questions readily available. The experiences of many schools around the country show that it is a mistake to dig in their heels and expend all resources and energy simply responding to accusations. Rather, this is the time to think clearly, sort out what the issues really are, and illuminate them publicly so more people can take part in discussion, debate, and decision-making.
What We Know about Nonoxynol-9 for HIV and STD Prevention
In April 1997, the National Institutes of Health released preliminary results of a clinical trial studying the potential impact of the spermicide nonoxynol-9 (N-9) on the risk of male-to-female sexual transmission of HIV. The study, conducted among sex workers in Cameroon, found that the N-9 film offered no additional protection against HIV, gonorrhea, and chlamydia for the study participants when provided as part of an overall HIV/STD prevention program including counseling, condom promotion, and STD treatment. Although N-9 is still considered safe to use, the researchers did find a slight increase in genital ulcers among study participants who used the N-9 film over those who used film containing a placebo--this is important because researchers believe that genital irritation, inflammation, and ulcers can increase a woman's susceptibility to becoming infected with HIV. CDC's recommendation for those who are sexually active with a partner of unknown HIV and STD status remains the same: consistent and correct use of male latex condoms, with or without the use of additional spermicide. If it is not possible to use male latex condoms, CDC recommends using female condoms. CDC does not recommend using spermicide alone to prevent HIV. In addition to the fact sheet and a letter describing the study in Cameroon, this packet contains the fact sheet "Questions and Answers about Male Latex Condoms to Prevent Sexual Transmission of HIV" and a research summary entitled 'Condom Effectiveness Against Sexually Transmitted HIV in Serodiscordant Couples.'
What Works: Preventing Teen Pregnancy in Your Community
[ARCHIVED] This booklet is one of a series produced by the Planning Division of the Vermont Agency of Human Services to assist the work of it regional and local partners in achieving positive outcomes for Vermont's citizens. In this volume of the series teen pregnancy prevention strategies are discussed.
It includes detailed information on the components of a coordinated community effort in teen pregnancy reduction, and statistics on vermont teens sex behaviors. A description of effective and promising programs in sexual risk behavior reduction is included. The booklet also provides information about common characteristics of successful teen pregnancy prevention programs.
What Works: Promoting Positive Youth Development in Your Community
This booklet is one of a series produced by the Planning Division of the Vermont Agency of Human Services to assist the work of its regional and local partners in achieving positive outcomes for Vermont's citizens. The State Team for Children, Families, and Individuals has identified ten outcomes, or conditions of well-being, that form the basis for these efforts. These outcomes include hope that youth will choose healthy behaviors. The What Works series offers brief overviews of programs that research has shown to be effective in achieving the outcomes developed by the State Team. The booklet includes rationale for youth development. It also provides information on notable studies in positive youth development. Important tips are included as to what schools, youth, and communities around youth development.
What Works? HIV/AIDS Education in Rural America
[ARCHIVED] This manual contains descriptions of 50 model rural HIV/AIDS education programs, including their strategies and suggestions for implementing successful programs. Chosen as exemplary programs on the basis of a 1989 survey, the 32 schools and districts are presented as chapters in alphabetical order by state. Community and school demographics are described for ease of comparison. The state context and the local context of HIV/AIDS education are summarized to provide background information. Specific strategies that have been effective for each school are then listed. Finally, each chapter describes features of that HIV/AIDS education program that are specifically rural, and offers specific suggestions for implementing effective educational strategies. Quite helpful are the appended Strategy Guide and Suggestion catalogue which organize successful strategies of a particular kind with references to specific programs and offer lists of subject specific suggestions given by the model programs. The updated volume of this book (1992) is available.
What You Can Do To Avoid AIDS
This book factually presents detailed information regarding HIV and AIDS in a way that shows respect as well as concern for its readers. It provides frank information. By far the most honest, straightforward, and explicit HIV prevention guide written for teens. Magic Johnson doesn't preach or patronize--he uses everyday language and a straightforward approach to share the lessons of his own experience.
What You Should Know about Teenage Pregnancy
[ARCHIVED] This brochure provides teens with information about adolescent pregnancy. It describes some of the challenges of teen pregnancy, including challenges in physical health, emotional health, social life, and financial matters. It also describes how pregnancy occurs (including diagrams of male and female anatomy) and various contraceptive options. The role of assistance from family members, health care providers, and other adults is emphasized throughout the brochure. The section on birth control could place more emphasis on STD prevention, and the information on "natural family planning" as a method is overly optimistic ("It can be effective, if used properly," the brochure states, without clarifying just how difficult it is to use properly). The target audience for the brochure is not entirely clear, as it provides basic information on how reproduction occurs as well as sections entitled "How can I tell if I'm pregnant?" and "If you are pregnant, don't panic!" In addition to the different developmental stages targeted, the focus shifts from teens of both genders to an audience of girls only. The brochure provides some helpful information but lacks a clear, unified message.
What’s Happening in School-to-Work Programs?
The School-to-Work Opportunities Act authorized the allocation of resources for initiatives that would help young people make the transition from school to work. This article summarizes the characteristics, principles, and practices of successful school-to-work efforts as synthesized from the literature. School-to-work initiatives are an identifiable formal part of a secondary and/or postsecondary curriculum, involve active participation of employers, involve actual or simulated on-the-job experience, and result in formal or informal certification of skills. The article describes characteristics of successful programs, examples of effective practices, barriers to successful initiatives, and recommendations for program improvement. Overall, the article will serve as a helpful introduction to issues surrounding school-to-work programs.
What’s Health Got to Do with It?
This report identifies the unique risks facing young adolescents and points out the pressing need for school reform at the middle level. Although fostering health and fitness was one of eight areas identified for improvement by the Carnegie Council on Adolescent Development in 1989, progress in this area has lagged behind the others. With the emergence of violence and HIV infection as life-threatening public health concerns for young adolescents and with the persistence of teenage pregnancy and substance abuse, the need is greater than ever for middle level schools to implement comprehensive health programs. The report addresses the connection between health problems and risk of school failure, as well as barriers to complete health programs and the role of health programs within school reform. In addition, the importance of school structures and policies, health instruction, and community linkages are discussed. The report concludes that integrating health programs with other restructuring efforts can maximize efforts and resources toward common outcomes.
Whatever Happened to Childhood?: The Problem of Teen Pregnancy in the United States
This report provides facts on teen pregnancy and describes what program evaluations reveal about the effectiveness of various community-level prevention programs. Through text and graphics, the report explores such questions as 'How big is the problem?' (approximately four in ten girls become pregnant at least once before age 20) and 'Who are the pregnant teens?' (about 40% are age 17 or younger; about half of pregnant teens ages 15-19 are white). The report describes trends in rates of teen pregnancy, teen births, and out-of-wedlock births, and it examines factors behind these trends, such as teen sexual activity and marriage rates, teen abortion rates, contraceptive use, size of the teenage population, and birth rates by race and ethnicity. A section on the consequences of teen pregnancy describes educational, financial, and health consequences for the teenage mothers and their children. The report concludes with recommendations for community and national efforts to prevent teen pregnancy. It describes important basic messages, research findings on approaches currently being taken, insights on community innovation, thoughts on managing conflict, and objectives for national leadership.
What's a Virus, Anyway? The Kids' Book About AIDS
[ARCHIVED] "What's a Virus, Anyway?" is designed as a first introduction to the subject to help parents and teachers begin to talk to children between the ages of four and ten. The book was written with the help of children from five to twelve years of age. It includes their drawings and questions and provides basic information about AIDS in a manner appropriate for this age group. The book is designed to be consistent with current AIDS education curricula for children in grades 1-5. For this reason, the book contains minimal information regarding the sexual transmission of the disease. The authors defer to parents and teachers on this matter by providing references on sexuality, sex education, and other HIV/AIDS resources at the end of the book. The book also provides useful suggestions for parents and teachers on how to introduce the subject matter in the text to children.
What's In It For Me?
Designed as a companion piece to "I Ain't Down for Being Called Daddy," this photo-tabloid focuses on sexually active young women in delivering the facts about using condoms to avoid STDs, AIDS and unplanned pregnancy. Couple communication and condom use are stressed.
What's Real in Health Education
Student focus groups were conducted at four middle schools to determine students' concerns about health issues and health instruction. The study aimed to determine which health topic areas are of most concern to young adolescents, to gain a better understanding of the interrelationships students see among health issues, and to obtain opinions on how classroom health instruction could be improved. Students identified sex, drugs, and violence as their main health concerns, and they also discussed other health issues such as stress and relationships. Students had numerous suggestions for how classroom health instruction could be improved. For instance, the students almost universally expressed a desire to learn 'what's real,' and they felt that teachers weren't always able to give them 'real' information about drugs or sexuality. The authors note that community members and cross-age teaching can provide students with perspectives that may seem more real to young adolescents. Teachers can also capitalize on stories in the media to make health issues real and current, personalize information and make issues relevant to the lives of young adolescents, and listen to what students really want to know and where they are in relation to different health issues. Other teaching strategies include using small groups, helping students develop and practice skills, modeling healthy behavior, valuing diversity, and creating a climate of trust. Teachers and those who work with teachers may benefit particularly from the insights provided in this article.
When a Co-Worker Has AIDS
[Archived] This pamphlet is designed to help alleviate the needless fear that some people have about catching AIDS from a co-worker. It presents the facts about how AIDS is and is not spread and offers suggestions on how to maintain a good working relationship with an employee in your organization who has AIDS.
When a Kiss is Not Just a Kiss: Sex Without Consent
Taped before a live audience of first year college students, this video includes pertinent sexual assault information, a live "issue based drama" depicting a non-consensual encounter, and an interactive exercise with the participation from the student audience. Based upon a highly successful program created by Toby Simon, Associate Dean of Student Life at Brown University, the video provides the impetus for discussion, awareness and understanding and offers a direct and effective means of addressing this complex and controversial issue. The video is accompanied by a study guide with discussion questions and workshop exercises.
When AIDS Comes to My School
This comprehensive reference manual was provided as part of an Alabama conference designed to help local boards of education deal with issues related to HIV and AIDS, with particular emphasis on policy development. The manual includes: a monograph on policy issues related to the HIV epidemic (UAB School of Public Health), a legal overview from an Auburn law professor; a sample communicable disease policy modeled after the Michigan Department of Education model policy; a legal brief on applicable Alabama law (provided by a Birmingham law firm); a suggested policy excerpted from Someone at School Has AIDS (NASBE); Advice to School Superintendents: Planning for the Admission of Students with AIDS and Managing Potentially Adverse Community Reaction (Community Relations Service, U.S. Department of Justice); Coping with a Crisis: AIDS and other communicable diseases (Earl D. Gabriel, Michigan Association of School Boards); National PTA Resolution on AIDS and AIDS education; and MMWR guidelines for AIDS education. A conference agenda is included.
When Food Is a Foe
When a student has food allergies and sensitivities, lunchtime can be the most dangerous hour of the day. As a school administrator, when you have a student with food allergies, you are responsible for meeting with the district's school foodservice director and the school's cafeteria manager as soon as possible. Type I food allergies are defined. The only proven treatment of food allergies is to avoid the food, however, food allergy education for the patient, the family, and school personnel is essential to prevent accidental exposure. All school officials must become experts on food allergies, learning to minimize risks, and to administer prompt treatment. To reduce the risks, the first step is to partner with the school foodservice directors to have a written plan on how to manage nutrition services for children with special needs. School business officials and school food service directors need to team with parents to obtain the specific needs of the children. An emergency plan should also be developed to deal with accidental food exposures. The school foodservice personnel should also be trained in proper food preparation techniques. A list of food preparation considerations is provided. In 1994, the American Academy of Pediatrics Ad Hoc Committee on Anaphylaxis in the school recommended allowing a child with a history of anaphylaxis to carry epinephrine (adrenaline) with them at all times if a reaction occurs. If not possible, then epinephrine needs to be available in the classroom or cafeteria. The call for a ban of certain foods (peanuts) is an extreme reaction. A ban could establish a dangerous precedent (i.e., milk, eggs). It is also harmful to segregate children with allergies for two reasons: 1) by creating a stigma, and 2) the needs for children to learn how to eat safely while surrounded by foods that can harm them. Education is the best medicine when it comes to food allergies and intolerances. A list of additional resources are provided.
When I'm Grown
[ARCHIVED] This curriculum, divided into three volumes for grades K-2, 3-4, and 5-6, uses role playing and a variety of other age-appropriate approaches to develop young people's self-esteem and help them define their goals and values and make informed, healthy decisions. Advocates for Youth's (AFY's) aim is to help prevent the consequences of risky behavior: too-early childbearing, sexually transmitted diseases, chemical dependency, and violence. The curriculum uses over 180 exercises, worksheets, games, and projects to hone elementary-age children's skills for making decisions, clarifying values, achieving goals, and managing family and peer relationships.
When Students must take medications at school, school leaders need to be aware of legal issues
This article highlights the information school districts should know when students must take medications at school. There is still much confusion about the responsibilities of school clinicians and administrators concerning medication administration. This piece focuses on the need for school districts to develop a medication policy to address this confusion, and gives the basic elements that should be included in such a policy.
When the Family Gets AIDS
When the Family Gets AIDS follows a family of four for 15 months and examines their feelings about their HIV infection and the community's reaction to their condition. The mother was exposed to the virus through a blood transfusion and then transmitted the virus to her husband via sexual intercourse. The source of the younger son's infection is not addressed. While the film documents the emotional impact of AIDS, it sends mixed messages and leaves many questions unanswered.
Whenever You Sleep with Someone
This video and facilitator's guide are designed to help young people protect themselves from contracting HIV and/or STDs via sexual intercourse. This part of the program stresses the possibility of HIV transmission via unprotected sexual intercourse. The video is designed to make young people aware that they are vulnerable to HIV and AIDS. The facilitator's guide provides information, background materials, resources and activities for use with adolescents. In addition, it highlights important teaching points within the video. This program is appropriate for use with older adolescents.
Where Are the Adults?: The Attitudes of Parents, Teachers, Clergy, Coaches, and Youth Workers on Teen Pregnancy--A Focus Group Report
In 1997, the National Campaign to Prevent Teen Pregnancy commissioned focus group research among parents of teens and other adults who work with teens in various capacities. Nine focus groups (held in Baltimore, Phoenix, and Indianapolis) elicited participants' perceptions and beliefs about teen pregnancy and their reactions to creative message concepts about preventing teen pregnancy. According to focus group participants, teen pregnancy is inextricably intertwined with other issues teens face. Participants feel that teens and their parents have the primary responsibility to prevent teen pregnancy but that schools, religious institutions, and community organizations have important roles in supporting parents in their efforts and filling in when parents fail to teach appropriate values and pay adequate attention to their children. Perceived barriers to prevention include lack of strong values among teens and their parents; teens' knowledge and skill deficiencies; teens' lack of understanding of the real-life complexities of conception and pregnancy; parental lack of skills; social acceptability of teen pregnancy; low self-esteem among teens; teens' immaturity, irresponsibility, and impulsiveness; lack of parental attention, adult supervision, and appropriate activities; negative influence of 'the media;' and inconsistent messages about teen pregnancy.
Where Is The HIV Epidemic Headed?
This fact sheet describes trends in the HIV/AIDS epidemic, based on cases reported to the Centers for Disease Control and Prevention (CDC). It notes that as of 1995, more than half a million people in the U.S. had been diagnosed with AIDS, of whom more than 300,000 had died. An estimated 650,000 to 900,000 Americans were living with HIV. It notes that looking at only the 'big picture' may mask the impact of the epidemic on certain groups of individuals. Geographically, the epidemic is shifting from urban areas in the Northeast and West to more rural areas in the South and Midwest. The prevalence of AIDS is six times higher among blacks and three times higher among Hispanics than among whites, and the proportion of new cases continues to rise among women. In every group, by race and gender, there is a substantial increase in the rate of infection as young people enter their late teens and early twenties. The fact sheet concludes by describing briefly two prevention initiatives by the CDC: community planning and behavioral epidemiology. Overall, the information is useful, although it should be noted that breast-feeding has been confirmed as a route of HIV transmission.
While We Stood By . . . The Limiting of Sexual Information to Our Youth
This is a transcript of a speech given by William Yarber at the April 9, 1992 AAHPERD Convention in Indianapolis, Indiana. Dr. Yarber discusses the debate concerning the value of knowledge about human sexuality. Much of the present confusion (and controversy) around this subject results from an ideological conflict of the traditional Victorian sexual dogma with its narrow, restrictive stance about sexuality, and newer sexual ethics that support individual growth and determination of moral behavior.
Who Are the Primary Caretakers of Children Born to HIV-Infected Mothers? Results from a Multistate Surveillance Project
This study shows that mothers with HIV, often alone, are the primary caretakers of their children. Increased provisions for child care assistance and planning for future permanent placement of orphaned children are urgently needed.
Who Dispenses Pharmaceuticals to Children at School?
Use of both prescription and nonprescription pharmaceuticals has increased among children. Many of these drugs are taken during school hours and dispensed by school personnel who are not health professionals and know little or nothing about the drugs themselves or the medical conditions requiring their use. This survey examined the extent to which pharmaceuticals are dispensed in schools in one Florida county. Elementary, middle, and high schools were surveyed for one week, and all medications dispensed by school personnel during that time were recorded. Of 28,134 children surveyed, 1,016 children received 5,411 doses of medication. Thirty-one categories of drugs were dispensed, including controlled substances. Methylphenidate (Ritalin) was the most widely dispensed drug, comprising about half of all the medications given in school. The authors note that the Office of School Health Programs at the University of Colorado Health Sciences Center developed a set of recommendations for establishing policies and procedures for medicine administration in schools. If every state or school district--assisted by parent groups, health professionals, and school administrators--used these recommendations to formulate medication policies and procedures, the resulting standard of practice would ensure the best possible environment for the delivery of medications to all children in schools.
Who Should Be Teaching Values to Children? Stakeholders in Moral Education
This article discusses the perspectives of the various stakeholders in values education: the state, teachers, parents, and children.
Why Do Effective Smoking Prevention Programs Work? Student Changes in Social Cognitive Theory Constructs
Psychosocial smoking prevention programs can decrease adolescent smoking initiation. This study determined if the theoretical variables targeted in a psychosocial smoking prevention program can be improved significantly by participation in a smoking prevention program. The Social Cognitive Theory constructs examined included behavioral capability to resist positive images of smoking, refusal skill-efficacy, total positive refusal expectations and importance, and total negative refusal expectations and importance. The smoking prevention program had a significant impact on student refusal skill efficacy and total positive refusal expectations and importance. However, the program did not affect behavioral capability to resist positive images of smoking and total negative refusal expectations and importance. Results from the study can be used to improve the impact of psychosocial prevention programs on targeted Social Cognitive Theory constructs and support the continued practice of cigarette refusal strategy role-plays addressing various types of pressure and emphasizing positive outcomes from cigarette refusals.
Why Don't Young Adults Protect Themselves Against Sexual Transmission of HIV? Possible Answers to a Complex Question
Using theories of health behavior, this study aimed to advance the understanding of risk-taking regarding HIV infection among young adults by describing: (a) their representation (i.e., schema) about HIV infection, (b) their problems with use of condoms and comfort with safe sex practices, and (c) situations associated with risky sexual behavior and reported reasons for risk-taking. Implications for health education programs are discussed.
Why School Health
Why School Health discusses the need for and importance of school-based comprehensive health education. The necessary components of such a program and the importance of community health service support are addressed. The report also examines the roles of parents, teachers, and the community in the health education process. A number of case studies are used to illustrate the effectiveness of health education in the schools.
Why Theater?
[ARCHIVED] This is an outline of a peer-based AIDS education program that uses theater to teach. It contains several role-playing type exercises that teach a wide range of topics including: resisting peer pressure; awareness of issues associated with STDs; empathy; sex versus sexuality; substance abuse; and values exploration.
Will Idaho Kids Become Healthy Adults?
[ARCHIVED] Many of the health problems experienced by youth are caused by a few preventable behaviors, such as drinking and driving and sexual intercourse. In addition, tobacco use, excessive consumption of fats, and insufficient physical activity--habits formed during adolescence--are known to lead to diseases which are manifest later in life. According to the 1991 Idaho Youth Risk Behavior Survey of 4,218 9th through 12th grade students, many will not become healthy adults.
Will Kids Buy Abstinence?
This article includes the views of several sexuality education specialists when it comes to helping young people postpone sexual intercourse. The overall message is that kids need accurate information coming from a community of people--including parents, teachers, peers, and the media--that builds their knowledge base as well as their self-esteem, thereby empowering them to make healthy decisions about sexuality and all aspects of their lives.
Winning the Battle: Developing Support for Sexuality and HIV/AIDS Education
This report presents guidelines for building and maintaining support for sexuality and HIV/AIDS education and responding to opposition to such programs. Part 1 addresses building community support for sexuality education through community advisory committees (including subcommittees for curriculum, community education, and media), parental and teacher involvement, and participation of community leaders. It is suggested that these linkages be maintained once the program is in place. Part 2 offers guidance for responding to the opponents of these programs, the majority of which are usually misinformed about the goals, content, and educational process of these programs, according to the authors. Part 3 offers twenty frequently asked questions and answers about sexuality and HIV/AIDS education. Appendices include a list of the members of the National Coalition to Support Sexuality Education and sample statements supporting sexuality and HIV/AIDS education from leading U.S. organizations. ADDED: September, 1993 - Supplement to original publication that offers more suggestions for confronting opposition and advice on building and maintaining community support for comprehensive sexuality education.
Wisconsin Court Strikes Down School Policy on AIDS Patients
A Racine, WI, school board violated the state fair employment law by adopting a policy banning teachers, students and staff with AIDS from school and printing the policy in its official policy book. This article outlines the court opinion surrounding the decision.
Wisconsin's Framework for Comprehensive School Health Programs
Formulated with the help of experienced educators and researchers, this framework attempts to build on and enhance the state's current school health and prevention programs. Healthy, resilient, and successful learners are its primary goal. The framework can help schools organize multiple programs and strategies that promote positive youth development into six components. These are: healthy school environment; pupil services; student programs; adult programs; and family-community connections. These components are most effective when implemented in a comprehensive and integrated manner.
Women and AIDS : A Growing Problem
This video alerts women and teens to their increasing risk of AIDS as the epidemic continues, supplies a working knowledge of HIV transmission and prevention, including the effectiveness of abstinence and the use of condoms, and empowers the viewer to evaluate risk factors (including use of drugs and unprotected sex) both for themselves and their partner. The video is in a news show type format with a female host combining stories about HIV-infected women with those of community health professionals to discuss: the growing risk of heterosexual AIDS transmission to women and teens; prevention of infection through sexual abstinence and avoidance of drugs and alcohol; minimizing risk through condom use; HIV manifestations specific to women; the importance of HIV testing and counseling; and the importance of taking responsibility for one's own behavior and its consequences to health.
Women at a STD Clinic Who Reported Same-Sex Contact: Their HIV Seroprevalence and Risk Behaviors
This study compares characteristics, behaviors, and HIV infection in women who reported same-sex contact and women who had sex only with men. In this study, women who reported same-sex contact were predominantly bisexual. They had more HIV risk behaviors and were more often HIV seropositive than women who had sex only with men. Among these bisexual women, heterosexual contact and injection drug use were the most likely sources of HIV. There was no evidence of female-to-female transmission.
Women with AIDS and HIV Infection
In this article, the author discusses the increasing risk of HIV infection for women and why many still do not perceive themselves as at risk. Effective HIV prevention strategies for women are also discussed, and a list of resources is presented.
Working Across Difference To Promote Male Involvement: One Community's Response
This article tells the story of Bucks County, PA. Here, 13 years ago, a coalition of agencies, schools, organizations and individuals began working to raise community awareness of adolescent pregnancy and its costs. While originally focused on assuring the availability of prenatal care for teens opting to continue their pregnancies, and on ensuring access to daycare for teen parents who needed it to stay in school, the mission of Bucks County Ten Pregnancy Task Force has gradually shifted to a prevention focus.
Working Beyond Fear
"Working Beyond Fear" touches on many of the issues associated with HIV and AIDS. The film contains interviews with public health officials, persons with AIDS and their families, researchers, and health care providers. The film discusses the safety of the blood supply, how HIV is and is not transmitted, prevention methods, workplace issues, community services, school attendance by HIV-infected students, and other important information about HIV/AIDS. The film is a condensed version of the Red Cross film Beyond Fear.
Working Together: Comprehensive Communicable Disease Policy and Procedure Guide
This guide is designed to help school corporations be prepared for the AIDS-related issues that may occur. It includes information that should be helpful in dealing with other communicable diseases. This manual deals with AIDS but it also deals with precautions and considerations which will help create a safe environment in schools.
World AIDS Day 1998, Young People as a Force for Change: An Update on Youth and HIV
This fact sheet begins by reporting on a 1998 Kaiser Family Foundation survey of 517 teens between the ages of 12 and 17. In this survey, 38% of teens 12-14 years old and 27% of teens 15-17 years old say they are 'very concerned' about becoming infected with HIV, as compared to 24% of adults. School and teachers provide 'a lot' of HIV/AIDS information for 59% of teens, as compared with teens who say they receive 'a lot' of HIV/AIDS information from parents (36%), news (29%), entertainment media (26%), and peers (7%). The fact sheet includes a brief list of facts related to HIV and youth, such as the fact that every hour, two Americans under age 20 become infected with HIV. Statistics are also provided for sexual activity and protective behaviors among high school students. The fact sheet lists ideas (including assumptions, perceived knowledge, and social dynamics) that induce young people to put themselves at risk for HIV, and it concludes by listing positive HIV/AIDS-related activities in which young people participate in their communities, schools, and families. One item should be corrected: the percentages of students who used alcohol or drugs at their last sexual intercourse refers only to students who are sexually active, not to all high school students. Otherwise, the data are presented clearly and in a useful format.
Worth Waiting
This photo-pamphlet models a couple talking about sex and deciding to postpone sexual intercourse. It offers good responses to pressure tactics and uses humor to relay its message.
Ya Like Totally Hafta Talk About It (Sex)
In this 21-minute video, high school and college students discuss the difficulty and necessity of talking about sex. Students discuss the influence the media has on sex; there are no role models for dealing with sex in a realistic manner--talking about sex or using protection. The students talk about their fears of getting AIDS and their fear of people with AIDS. They also speak of having difficulty talking about condom use with their friends and partners. The students emphasize that they don not like to be preached at. They want to be respected for their ability to make good decisions. The video is fast moving and has a rap background. It includes comments from a person with AIDS. The focus is on heterosexual relationships, and, although there is a mix of ethnicity, the issues are mainstream.
You Believe in AIDS Education, But Board Policies Lag Behind
[Archived] The article examines the results of a school board member survey about AIDS policies and AIDS education. The board members were asked about their personal feelings about AIDS as well as their board's position on certain issues. The results reflect a gap between personal opinion and board policy. For example, while the overwhelming majority of respondents believe AIDS instruction should be part of the regular school curriculum, less than half of the districts have formal policies on AIDS education. The survey also addresses in-service instruction for employees, school attendance and employment policies, HIV antibody testing, and what board members believe should be included in an AIDS education curriculum.
Young Adolescent Attitudes Toward Sex and Substance Use: Implications for AIDS Prevention
This paper explores differences in adolescents' attitudes, beliefs, and resistance skills regarding sexual behaviors and use of substances in the context of AIDS prevention. A total of 553 7th and 8th grade students completed a self-administered questionnaire as a baseline data collection for an HIV prevention project. Students attitudes about sexual behavior and substance use differed markedly. Teens in this sample reported feeling significantly more comfortable discussing substance use with their parents than discussing sex; they also reported that it is easier to say 'no' to alcohol or marijuana than to resist pressures to have sex. Furthermore, these young adolescents believed that their parents would be less upset to discover that they were sexually active than to find out they were using drugs. Implications of the findings for HIV/AIDS prevention efforts are discussed.
Young Children's Awareness, Knowledge and Beliefs About AIDS
[ARCHIVED] This report assesses preadolescent's awareness, knowledge and attitudes about AIDS and persons with AIDS. Basic data are presented for each of three dimensions broken down by race, gender and grade. The data suggests that, although many students are aware of AIDS by the first grade, it is not until the fifth grade that nearly all students are aware of the existence of the disease. Overall, nearly 44% of the students who know about the disease believe that they or someone they know will get it. Students in the fifth grade have a higher level of AIDS knowledge than those in the first grade, but even the former are relatively uninformed and have a number of misconceptions about the disease and persons with it. Children's attitudes reflect confusion and some anxiety over AIDS and the treatment of persons with it. Some significant race and gender differentials are noted.
Young Fathers Program - A Project of the Better Beginnings Coalition Administered by Arlington Public Schools
This pamphlet offers a brief overview of the Young Fathers Program in Arlington, VA. The Young Fathers Program seeks to support young fathers in becoming "connected, committed and responsible" parents by fostering positive parenting, educational and vocational advancement, and personal growth through outreach, education, mentoring and referrals. The Young Fathers Program serves the partners of teenage mothers enrolled in Arlington Public Schools Parenting Teens Program. The Young Fathers Program seeks to address educational and employment needs; provide parenting education, information and resources; offer positive recreational alternatives; and provide counseling and mentoring. One of their mottoes is "Good dads make a difference!"
Young People at Risk--Epidemic Shifts Further Toward Young Women and Minorities
This document begins by describing trends of HIV infection and AIDS among young people ages 13 to 24. In the 25 states that had integrated HIV and AIDS reporting systems between January 1994 and June 1997, young people accounted for a much greater proportion of HIV than AIDS cases (14% versus 3%); 44% of the HIV infections in that age group were reported among young females, and 63% were among African Americans. The paper then analyzes ways to improve prevention programs for young people. It emphasizes that comprehensive, ongoing prevention efforts are needed for each group entering adolescence and young adulthood. In discussing school-based programs, it notes that the specific scope and content should be locally determined and be consistent with parental and community values. It points out that the most effective programs include a focus on delaying sexual behavior and also provide information on how sexually active young people can protect themselves. The paper also discusses community-based programs, the need to sustain prevention efforts for young gay and bisexual men, the need to address both sexual and drug-related risks, the role of STD treatment, and the importance of ongoing evaluation of factors influencing risk behavior. This paper is a clear and concise summary of issues affecting HIV prevention programs for young people.
Young Women and AIDS: A Worldwide Perspective
[ARCHIVED] This fact sheet contains information on the rates of HIV/AIDS and behavioral risk factors among young women in the US and in developing nations.
Young Women's Degree of Control over First Intercourse: An Exploratory Analysis
Although many believe that young women's decision to initiate sexual intercourse is conscious and free of ambiguity, the actual degree of control that young women exert over first intercourse has rarely been explicitly examined. The 1995 National Survey of Family Growth asked all women who had experienced intercourse to rate, on a 1-10 scale, the wantedness of their first intercourse; they were then asked whether the experience was voluntary. Of women aged 13 or younger at first premarital intercourse, 24% report the experience to have been nonvoluntary, compared with 10% of those aged 19-24 at first premarital intercourse. In addition, about one-quarter of respondents who reported their first intercourse as voluntary nonetheless chose a low value on the wantedness scale. Women whose first partner was seven or more years older than themselves were more than twice as likely to choose a low value as those whose first partner was the same age or younger. Women whose first partner had been seven or more years older were also less likely than other women to have used contraceptives at first intercourse. The authors conclude that characterizing women's first intercourse as simply voluntary or nonvoluntary is inadequate. Measures that take into account degrees of wantedness may help to elucidate relationships between sexual initiation, contraceptive use, and teenage pregnancy. Moreover, they note, the fact that substantial numbers of young women voluntarily participated in a first sexual experience about which they felt ambivalent or negative deserves the attention of program planners and service providers.
Your Child & AIDS
[Archived] The brochure provides information to parents of school aged children about HIV transmission. Parents are advised that children with HIV are not a threat to anyone. The brochure explains how HIV is transmitted and dispels myths about the casual transmission of HIV. A brief discussion about the Centers for Disease Control guidelines on school attendance by HIV-infected students is included.
Your Child & the School
[Archived] The purpose of Your Child & the School is to inform parents about HIV/AIDS and its impact on the schools. The guide explains how HIV/AIDS affects the body and provides statistical and demographic information about HIV-infected persons. Excerpts from the CDC guidelines on admitting HIV-infected students and answers to frequently asked questions are also included. A four page, tear-out guide containing basic information about personal hygiene is provided.
Your Healthy School Environment: Balancing Your District's Ecosystems
This issue brief defines school environment as the physical place, emotional atmosphere, and social climate in which vital learning takes place. Examples of physical issues (proper ventilation, well-lit buildings, safe playground areas), emotional issues (employee wellness programs, supportive teachers, parental involvement), and social issues (policies and practices respecting diversity, inclusionary after-school activities, community activities at school sites) relating to school environment are provided. Then, educators are given a tool with which they can map school environment issues as they relate to their own district, illustrating the interconnections among the three categories and providing insights about which issues are most crucial for a particular district. This is a concise, helpful way to help school leaders begin to explore issues of school environment.
Your hotel conf. # is 7203. Don't forget they
provide free shuttle service to/from the airport
This video was written and performed by Heart of Glass Foundation teens who all have a personal connection with HIV/AIDS...either they are HIV positive or are close to someone who is HIV positive. The video is a fictional story about an HIV positive high-school student and the reaction of school friends when they learn of her HIV positive status. It explores the feelings of isolation and everyday issues HIV positive teens deal with. The video was developed to give the group a creative means of sharing their feelings and experiences and to create an educational tool. This would be an effective peer education tool and a tool to spark discussion on HIV and compassion for people with HIV/AIDS.
Youth 97
"Youth 97" is a multimedia CD-ROM application that provides access to five years of national, state, and local data from the Youth Risk Behavior Surveillance System (YRBSS). The YRBSS monitors the prevalence of six categories of behaviors that contribute substantially to the leading causes of death, illness, and social problems among young people and adults in the U.S. These categories are: behaviors that contribute to unintentional and intentional injuries; tobacco use; alcohol and other drug use; sexual behaviors; unhealthy dietary behaviors; and physical inactivity. Users of the CD-ROM can access data on 80 questions in these categories, as reflected by the national survey or by a particular state or city. Through a graphing program that is both easy and enjoyable to use, the data can be broken down by the particular response to the survey question and by characteristics of the respondent (sex, grade, and race/ethnicity). The CD-ROM also features video clips of interviews about how state and local agencies are using the data as a decision making tool in: collaborating with state, local, and national agencies; funding programs; community involvement; and curriculum and program development. Overall (particularly with regard to the graphing program), this is a valuable tool that should be useful to a wide variety of educators and policymakers. The format of "Youth 97" is nearly identical to the previous YRBSS CD-ROM "Youth 95". Two new features include listing state and local data by race/ethnicity and results are reported as tables or graphs.
Youth and HIV/AIDS: A Guide to Training and Technical Assistance Resources
This publication lists HIV/AIDS materials and organizations as identified by the Safe Choices Project. This guide is not a comprehensive listing but cites those resources and organizations used by the Safe Choices Project for its national HIV/STD prevention trainings and when responding to requests for technical assistance. Organizations included herein should be contacted directly to determine availability, cost and/or permission for reproduction of listed resources. In addition, since changes in address, telephone and fax number information occur frequently, please contact the Safe Choices Project for the most current information. Inclusion in this listing does not imply endorsement by the Safe Choices Project or the Centers for Disease Control and Prevention, Division of Adolescent and School Health (CDC/DASH).
Youth and HIV/AIDS: An American Agenda - A Report to the President
This report was requested by President Clinton and written after numerous interviews were conducted with young people who are affected by this epidemic as well as professionals who are engaged in HIV research, prevention, and care. What they said, and what is outlined in this report, is that even though progress has been made, this nation must increase its commitment to greater understanding, education, communication, research, and care to bring an end to this tragic disease among America's youth. Until then, adolescents across America will continue to be infected and affected by HIV and AIDS at troubling rates.
Youth and Violence. Medicine, Nursing, and Public Health: Connecting the Dots to Prevent Violence
The Commission for the Prevention of Youth Violence has concluded that there is a way to prevent violence in the United States. There are many causes to youth violence, therefore they propose solutions across seven priorities, along with strategic recommendations. This article discusses the approaches that can be made regarding the prevention of youth violence.
Youth at Risk: Sex, Drugs, and HIV
Adolescents and young adults are at risk for HIV-1 infection due to unprotected sexual intercourse and drug use. In 1988 and 1989, blinded surveys were conducted in 84 STD clinics, 115 women's health clinics, and 19 drug treatment centers in 38 metropolitan areas. Blood specimens from 153,242 clients, aged 15 to 24 years, were tested for HIV-1 antibodies after all client identifiers were removed. The high rates of infection in certain groups of adolescents and young adults indicate the need for improved care, education, and outreach targeted toward those at high risk.
Youth Behavior: Subcultural Effect or Mirror of Adult Behavior
The author, through a review of national statistics about adult and youth behaviors, has found that youth risk behaviors mirror the behaviors of the adult population. The article provides the results of the analysis of four measurable behaviors and their consequences: violent crime arrests, violent deaths, total births, and nighttime fatal traffic crashes (which is a measure of drunken driving). By charting the occurrences of these behaviors, the author shows that the types and frequencies of particular behaviors in adults are mirrored by youth populations. The author concludes that current efforts to study and portray teen behavior separately from adults are misleading, and efforts to reform youth behavior without addressing corresponding changes in adult behavior are likely to be fruitless.
Youth Development in the Context of Isolation: Challenges and Opportunities
[ARCHIVED] This document provides those involved in youth development efforts an account of what is known about youth that are isolated by barriers to social growth. It decribes, in detail, how cultural, societal, community, and natural factors can create an isolated or connected environment for an adolescent. This guide provides rationale behind youth connectedness and the importance of helping young people build linkages to resources for positive growth and development. A brief description of several youth organziations is included. The Council lists several principles that seem to undergrid the future development of efforts to address the specific needs of youth in isolation.
Youth Indicators 1996: Trends in the Well-Being of American Youth
This statistical data is grouped by subject (home, school, health, citizenship and future) and by sub-groupings (i.e., AIDS Knowledge and Attitudes, Tobacco, Alcohol, and Drug Use, Illness, etc.). The data spans years of compilation (1950's to 1995) and is shown in both graph form and in charts on a wide variety of topics. The information is user friendly and easy to locate.
Youth Leadership for Development: Civic Activism as a Component of Youth Development Programming
The purpose of this report is to explore civic activism as a viable programmatic intervention for involving disengaged and marginalized young people in the process of community youth development. Theoretical, historical, and practice-based perspectives on youth development, youth leadership, and civic activism are presented with the aid of developing an integrated framework for exploring areas where they interface. The report outlines the current disconnection between youth development and civic activism, some of the challenges faced by each field, and potential links between them. The reports findings indicate that civic activism incorporates many of the conditions necessary for youth development, as long as the appropriate supporting structures are in place.
Youth Ministry in the Age of AIDS
[Archived] This package of resources has been developed to support the provision of HIV/AIDS prevention education for youth in all Episcopal congregations, as mandated by the Episcopal Church. The package consists of four publications: 1) You(th) and AIDS: A Curriculum (for youth ministers); 2) Advising Young People about AIDS (for significant adults, not parents); 3) Talking With Your Family about AIDS; and 4) What Young People Should Know about AIDS (for youth). The curriculum involves three components: basic information (including the video, The Subject is AIDS); Role Plays and Bible Study (the latter emphasizing compassion for all who are ill); and action plans for using the curriculum as a starting point for a supportive ministry to those people living with AIDS. The next two publications were developed especially by the Episcopal Church to provide guidance for parents and other adults in instructing youth about HIV and AIDS. The information book for youth has been adapted.
Youth Risk Behavior Surveillance - National Alternative High School Youth Risk Behavior Survery, United States, 1998
Alternative high schools serve approximately 280,000 students nationwide who are at high risk for failing or dropping out of regular high school or who have been expelled from regular high school because of illegal activity or behavioral problems. Such settings provide important opportunities for delivering health promotion education and services to these youth and young adults. However, before this survey, the prevalence of health-risk behaviors among students attending alternative high schools nationwide was unknown.
The Youth Risk Behavior Surveillance (YRBSS) monitors the following six categories of priority health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries: tobacco use: alcohol and othe drug use: sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases (STDs) (including human immunodeficiency virus (HIV) infection); unhealthy dietary behaviors; and physical inactivity. The national Alternative High School Youth Risk Behavior Survey (ALT-YRBS) is one component of the YRBSS; it was conducted in 1998 to measure priority health-risk behaviors among students at alternative hgih schools. The 1998 ALT-YRBS used a three-stage cluster sample design to produce a nationally representative sample of students in grade 9-12 in the United States who attend alternative high schools. The school response rate was 81.0%, and the student response rate was 81.9%, resulting in an overall response rate of 66.3%. This report summarizes results from the 1998 ALT-YRBS. The reporting period is February-May 1998.
In the United States, 73.6% of all deaths among youth and young adults aged 10-24 years results from only four causes - motor vehicle crashes, other unintentional injuries, homicide, and suicide. Results from the 1998 ALT-YRBS demonstrate that many students at alternative high schools engage in behaviors that increase their likelihood of death from these four c
Youth Risk Behavior Surveillance -- United States, 1995, Dietary Behaviors Summary
[ARCHIVED] The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC and state and local school-based surveys conducted by state and local education agencies. The report summarizes results from the national survey, 35 state surveys, and 16 local surveys conducted among high school students from February through May 1995. According to the survey, 27.7% of students had eaten five or more servings of fruits and vegetables during the day preceding the survey, while 60.5% of students had eaten two or fewer servings of food typically high in fat content during the day preceding the survey. 27.6% of students thought they were overweight and 41.4% attempted weight loss during the 30 days preceding the survey. Students attempting weight loss, 4.8% had taken laxatives or vomited and 5.2% had taken diet pills to lose or keep from gaining weight. Of the students trying to lose weight, 31.2% dieted to lose weight or keep it off and 51.0% exercised to lose weight or keep it off.
Youth Risk Behavior Surveillance -- United States, 1995, Physical Activity Summary
[ARCHIVED] The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC and state and local school-based surveys conducted by state and local education agencies. The report summarizes results from the national survey, 35 state surveys, and 16 local surveys conducted among high school students from February through May 1995. This is a summary of the results for physical activity/physical education. 63.7 % of students participated in vigorous physical activities that made the sweat and breathe hard for at least 20 minutes, while 21.1% of students participated in moderate physical activity. Students that stretched accounted for 53% and students that performed strengthening exercises accounted for 50.3%. Only 53.6% of students were enrolled in physical education and only 25.4% attended physical education daily. During physical education, only 69.7% of students reported exercising for 20 minutes or more. Students participating in a team sport sponsored by the school accounted for 50.3% while 36.9% of students participated on a team sport not sponsored by the school.
Youth Risk Behavior Surveillance -- United States, 1995, Tobacco Use Summary
[ARCHIVED] The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC and state and local school-based surveys conducted by state and local education agencies. The report summarizes results from the national survey, 35 state surveys, and 16 local surveys conducted among high school students from February through May 1995. According to the survey, 71.3% of students (lifetime) had tried cigarette smoking, 34.8% of students (current cigarette users) had smoked cigarettes at least once 30 days preceding the survey, and 16.1% of students (frequent cigarette users) had smoked cigarettes on 20 of the 30 days preceding the survey. 11.4% of students had used smokeless tobacco at least once in 30 days preceding the survey. Of the students reporting cigarette use, 38.7% reported purchasing their cigarettes in a store or gas station and 77.5% were not asked to show proof of age.
Youth Risk Behavior Surveillance -- United States, 1997, Dietary Behaviors Summary
[ARCHIVED] The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC and state and local school-based surveys conducted by state and local education agencies. According to the survey, 29.3% of students had eaten five or more servings of fruits and vegetables during the day preceding the survey, while 62.3% of students had eaten two or fewer servings of food typically high in fat content during the day preceding the survey. 27.3% of students thought they were overweight and 39.7% attempted weight loss during the 30 days preceding the survey. Of students attempting weight loss, 4.5% had taken laxatives or vomited and 4.9% had taken diet pills to lose or keep from gaining weight. Of the students trying to lose weight, 30.4% dieted to lose weight or keep it off and 51.5% exercised to lose weight or keep it off.
Youth Risk Behavior Surveillance -- United States, 1997, Physical Activity Summary
[ARCHIVED] The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC and state and local school-based surveys conducted by state and local education agencies. 63.8% of students participated in vigorous physical activity that made them sweat and breathe hard for at least 20 minutes, while 20.4% participated in moderate physical activity. Students that stretched accounted for 51.3% and students that performed strengthening exercises accounted for 51.4%. Only 48.8% of students were enrolled in a physical education class and only 27.4% of students attended physical education daily. During physical education, only 73.9% of students reported exercising for 20 minutes or more. Students participating in a team sport sponsored by the school accounted for 49.5%, while 38.3% of students participated in a team sport not sponsored by the school.
Youth Risk Behavior Surveillance -- United States, 1997, Tobacco Use Summary
[ARCHIVED] The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-risk behaviors among youth and young adults - behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC, and state and local school-based surveys conducted by state and local education agencies. This article summarizes the findings from the YRBSS about tobacco use among youth.
Youth Risk Behavior Surveillance -- United States, 1997, Tobacco, Alcohol, and Other Drug Use on School Property Summary
[ARCHIVED] The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-risk behaviors among youth and young adults - behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC and state and local school-based surveys conducted by state and local education agencies. This article summarizes the findings from the YRBSS about youth who use tobacco, alcohol, and other drugs on school property.
Youth Risk Behavior Surveillance - United States, 1999
The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries; tobacco use; alcohol and other drug use; sexual behaviors that contribute to unintended pregnancy and STDs, unhealthy dietary behaviors, and physical inactivity. This report summarizes results from a national school-based survey, 33 state surveys, and 16 local surveys conducted among high school students during February-May 1999. Two thirds of all deaths among persons aged 25 and older result from only two causes - cardiovascular disease and cancer, and the majority of risk behaviors associated with these two causes of death - tobacco use, unhealthy heating, physical inactivity - are initiated during adolescence.
Youth Risk Behavior Surveillance--United States, 1993
This report contains the results of the 1993 Youth Risk Behavior Survey conducted by the Centers for Disease Control and Prevention (CDC).
Youth Risk Behavior Surveillance--United States, 1995
The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC and state and local school-based surveys conducted by state and local education agencies. This report summarizes results from the national survey, 35 state surveys, and 16 local surveys conducted among high school students from February through May 1995. In the U.S., 72% of all deaths among school-age youth; and young adults result from four causes: motor vehicle crashes, other unintentional injuries, homicide, and suicide. Results suggest that many high school students practice behaviors that may increase their likelihood of death from these four causes: 21.7% had rarely or never used a safety belt, 38.8% had ridden with a driver who had been drinking alcohol during the 30 days preceding the survey, 51.6% had drunk alcohol during the 30 days preceding the survey, 25.3% had used marijuana during the 30 days preceding the survey, and 8.7% had attempted suicide during the 12 months preceding the survey. Substantial morbidity and social problems also result from unintended pregnancies and sexually transmitted diseases, including HIV infection.
Youth Risk Behavior Surveillance--United States, 1997
The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-risk behaviors among youth and young adults: behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, unhealthy dietary behaviors, and physical inactivity. The YRBSS includes both a national school-based survey conducted by CDC and state and local school-based surveys conducted by state and local education agencies. In the U.S., 73% of all deaths among school-age youth and young adults result from four causes: motor vehicle crashes, other unintentional injuries, homicide, and suicide; many high school students practice behaviors that may increase their likelihood of death from these four causes. For instance, 7.7% of students had attempted suicide in the 12 months preceding the survey. Substantial morbidity also results from unintended pregnancies and STDs, including HIV infection; data indicate that 48.4% of high school students had ever had sexual intercourse and that 43.2% of sexually active students had not used a condom at last sexual intercourse. Of deaths and substantial morbidity among adults, 67% result from two causes--cardiovascular disease and cancer. Data indicate that 36.4% of high school students had smoked cigarettes during the 30 days preceding the survey, 70.7% had not eaten five or more servings of fruits and vegetables the previous day, and 72.6% did not attend physical education class daily. Data are presented by location, race/ethnicity, and grade level. YRBSS data are used by health and education officials to improve policies and programs to reduce risks associated with the leading causes of morbidity and mortality.
Youth Risk Behavior Survey Results
[ARCHIVED] The results of the YRBS are reported in a series of individual articles that address specific topics. The topics include: Selected Behaviors that Increase Risk for HIV Infection among High School Students; Attempted Suicide among High School Students; Sexual Behavior among High School Students; Alcohol, Drug, and Tobacco Use among High School Students; and Physical Activity among High School Students. Also included is a speech by Lloyd Kolbe, Director of the Division of Adolescent and School Health, Centers for Disease Control. A bound copy of all articles published in MMWR about the YRBS data is available from the Centers for Disease Control. Call 404-488-5372. The articles Selected Behaviors that Increase Risk for HIV Infection among High School Students and Sexual Behavior among High School Students are abstracted separately under their own entries in the Database.
Youth Risk Behavior Survey: 1993 Report
As part of its HIV prevention education efforts, the California Department of Education monitors high-risk activity related to HIV through the Youth Risk Behavior Survey. This is a nationally recognized survey developed by the CDC that is designed to document behaviors that put students at risk of injury or illness. Results from the California survey are presented in chart format on subjects including: instruction in HIV/AIDS prevention; discussion of HIV/AIDS with parents; effects of alcohol and other drugs; use of condoms; sexual activity; use of birth-control pills; and teenage pregnancy.
Use, Possession and/or Distribution of Tobacco
This district policy prohibits the possession, use, and/or distribution of tobacco in any form and/or possession of matches or lighters on school grounds, on school buses, or during school activities on or off school property. Penalties for these offenses include: A student's first offense will result in a one day suspension by the principal and the principal will notify the parent. The second offense of a student will result in a three day suspension by the principal and the principal will notify the parent. The third offense of a student will result in a five day suspension by the principal and the principal will notify the parent. All subsequent offenses will be referred to the Discipline Committee.