Article 1
Hedman Amy, Larson Dawn, Bohnenblust Steve, Relationship between comprehensive sex education and teen pregnancy. American Journal of Health Studies; 2008, Vol. 23 Issue 4. 2010
1st. The author starts out by explaining his reason and idea for researching his topic. He explains the ways her went about doing his research.
2nd. This paragraph gives many facts and statistics on teen pregnancy. It show that over the past few decades teen pregnancy has been on the decrease.
3rd. In this paragraph it talks about how recently the pregnancy rates have increased a little. The author believes that this is happening because of insufficient fund for classes and programs that teach people about sex.
4th. The author states that the main goal of this study is to look at topics discussed in sex education classes and how that may have effects on teen pregnancy rates.
5th. They have a list of questions that they will be looking to answer by the end of their research.
6th. The six different concepts that they will be looking at in each country to determine which ones get more or less emphasis.
7th. This paragraph talks about the ways they will measure the topics of the sex education with 6 topics in each of the ten counties.
8th. The common topics that teachers taught were only about half of the topics recommended by CSE.
9th. This paragraph stated that other factors that could influence teen sexual activity, and giving them information about protecting their sexual health can become another big influence.
10th. The process of randomly selecting the counties and students that would be used in this study.
11th. They contacted all the public schools that had students 9-12 in each county, they collected the names of certain educators that would be teachers of sex education.
12th. Teen pregnancy rates were collected as well as data on the teachers about training and experience teaching students on sexuality.
13th. A 26 item survey was taken by the participants to see how they rated the emphasis of the topics covered in the class.
14th. This paragraph assessed the data and broke it down into two stages, developmental and judgement qualification.
15th. Information such as age, gender and ethnicity were taking from both teacher and student.
16th. Participants had to go through a questionnaire that asked which were the biggest barriers for teaching sex education.
17th. Analysis of data was done to see how the correlation of teen pregnancy and topics emphasised ended up.
18th. The results were 28 out of the 34 qualified since they were teaching a sex education class at the time of the study.
19th. Demographic results for the persons and areas studied.
20th. The averages for teaching experience in each of the counties were produced. It was around 15 years.
21st. The pregnancy rates from each of the counties was taken from the MN Department of health.
22nd. The correlations between total number of topics emphasised and teen pregnancy rate for the county.
23rd. Topics that received the lowest or none at all were listed.
24th. The entire list of topics and percent of each one was emphasised and some that were not.
25th. The teen pregnancy rate and sexuality topics emphasised during the sex education class.
26th. The time that was spent on sex education and teen pregnancy were discussed.
27th. The different barriers for sex education that teachers face was presented.
28th. Teachers beliefs in what makes a good sex education teacher.
29th. What teachers think about the different ways of teaching sex education.
30th. Which topics received major or minor emphasis and the mean of the total number of topics covered in the class.
31st. The statistics about the topics that have major emphasis.
32nd. The was sexual orientation is left out entirely in some schools.
33rd. Half of the educators thought that bringing up negative topics is a good way to promote abstinence.
34th. The results for time spent on sex education were finalized.
35th. Talking about how the barriers can be broken and this way children could learn what they need to about sex.
36th. Limits to the study. Only used ten counties, and teachers might not have understood the topics completely.
37th. The adversity of the time spent in each school made it difficult to see which schools covered which topics.
38th. This study explained the relationship between CSE and teen pregnancy rates.
39th. A need for standardized curriculum for all students in sex ed. programs.
40th. Conclusions. Study was aimed to find out how much time was spent on sex education for these ten counties.
41st. A list of the main emphasized topics talked about in the classes.
42nd. The inclusion of CSE was not correlated with lower teen pregnancy rates.
43rd. A larger study group in needed and more research on the topics that have been neglected in sex education.
Question 1. The difference for the introduction and the lit review is that in the intro the author included some opinions and the lit review were hard facts that were pretty much just stated.
a. The purpose of the study was to find if there was a correlation between Sex Education classes and the teen pregnancy rate in each of the counties.
b. The significance of this article is to inform teachers and students of the purpose of sex education and how much it is needed in school to educate everyone about the dangers and outcomes of decisions.
c. The main question is how topics discussed in class affects the teen pregnancy rate.
d. Methods for finding a lot of information were from surveys already taken and some that were preformed in this study, also interviews with teachers and students.
e. The conclusions and results can be found in the 40th to the 43rd paragraph of the article.
Article 2
Griffin, Katherine. “Sex education that works.” Health 9.3 (1995): 1-11. Web. 8 Feb. 2010.
1st. The article starts out with a presentation about how people can just say no when they are in a uncomfortable position. It was presented for middle school students.
2nd. Talks about a new style of teaching sex education. This program looks at using both sides of abstinence only and you make the choice.
3rd. The new program SNAPP that doesn’t just change what kids know, but what they do too.
4th. This new program might have a hard time getting funding just like all the other sex education programs before.
5th. Virginia has already had thoughts of eliminating some sex education programs
6th. Over 50% of girls and 75% of guys have had sex by the age of 18. The two big problems STDs and teen pregnancy.
7th. The response to this is abstinence only programs, that are used in over 15oo schools.
8th. Intro on how to protect yourself from pregnancy and STDs.
9th. This talks about how students can resist peer pressure. How not to get in situations so they don’t have to worry about being pressured.
10th. Students have classes where they actually talk to young adults and teen moms about how hard it is to have a child at such a young age. They also talk about how to persuade a partner to use a condom.
11th. Example of a family that has a history of teen pregnancy and how this next generation has been affected by the SNAPP program.
12th. Steps toward the right direction. The follow-up study showed that it had little effect on the students choice to have unprotected sex.
13th. Talking to students about waiting to have sex doesn’t make them more likely to have sex, but it doesn’t stop them from having sex either.
14th. Creating postponing sexual involvement, worked on middle school kids, but didn’t have much impact on high schoolers.
15th. This kind of sex education has shown to reduce the risk of unprotected sex of low-risk youth by 75%.
16th. A dual message could become a mixed message, so it’s very important to make sure your message is clear.
17th. This study could have a wider scale. It would be great for kids to wait to have sex, but if they don’t wait then at least they will know some skill to deal with it.
Question 1 The intro started with a few facts and an explanation about how the article was going to be about. The lit review contains mostly all facts and spells everything out with those facts.
a. This article’s purpose is to inform people or teachers about new programs that are out there that could help teach sex education to students.
b. This is very important because its a new program that could change how sex education is taught in many schools across the world.
c. The main thing they were looking for is the best way to teach sex education to students and decreasing pregnancy’s as well as the transmission of STDs.
d. They took surveys at schools where the program had been used and saw what the effects were after 18 months.
e. The last three paragraphs pretty much sum up that the findings were from the research.
