Promoting Safe Sex practices In Revere High School Essay Example

students. The principal and faculty did not agree with this practice because they believed it would encourage students to engage in sexual activities. When discussing this issue with the principal, he stated that he was concerned the school would be held partly responsible if a student should become pregnant since the school was handing out condoms. To address this issue, I teamed up with an education specialist to develop a sex education plan with support and consent from the schools staff. The program was aimed at improving the practices of sexual associations, reducing sexually transmitted diseases as well as reducing accidental student pregnancies.

Aims

The new education plans was designed to present effective safe sex practices and provide accurate sexual health information. Additional information focused on promoting health relationships between sexual partners to better negotiate sexual encounters and to educate principally on abstinence. The central part of the education program consisted of a number of skill-based lessons to develop student’s sexual negotiation skills. Students were well educated on all risks of engaging in unsafe sex especially at their stage. They were additionally cautioned on safety measures in case they find themselves in situations that can lead them in unplanned sexual practices. The goal of this program was for students to exchange ideas related to the topic of sex. An essential part of the involvement was a one day teacher’s preparation for those who were interested in supporting the implementation.

Method

20 teachers volunteered to help in the survey. The teachers had before the survey been trained on how to effectively carry out the task as well as follow a number of steps carefully to achieve the intended goal of

the survey. The teachers were required to each carry out two sessions from a class of their choice. These teachers were requested to complete a form featuring each session they delivered to a class. The form included a section of two sessions asking how directly every session as offered was followed, the suitable timing, its efficiency, methods used as well as any comments on particular achievement or else difficulties. Teacher as a result organized their free time with corresponding students and carried out the sessions.

Limitations

The successful completion relied on teacher self-reports. This may have under-estimated the amount as well as range of modifications including occurrences closely associated in the training progress. Trying to prevail over this limitation, it was clearly explained to teachers that there was a vast need to take modifications into consideration in deducing the outcomes from the experiments and they were as well persuaded to be open in distinctions of delivery. Interviews as well sad lesson forms were made focusing on specifically modifications as well as reasons for failing to deliver particular sessions or exercises.

Implementation

The report of the survey was delivered in time however there were some problems with a number of teachers who had volunteered to carry out the survey. All the 20 teachers handed back lesson forms but only 12 reported carrying out the two agreed 2 sessions. Others carried out only one session while others did not even complete the planned lesson in time. Session teachers accounted adjusting the sessions and making substantial modifications. There were very different rates of accounted adjustments across lessons. In the greater part of the sessions, teachers who delivered sex teaching were completely involved

in negotiations about whether to take part in the study. What inspired them most was to take part was the potential owed to the involvement arm and receiving guidance as well as delivering fresh materials. On the other hand, the teachers participating were paying attention to the program even if there were individuals who had uncertainties regarding basics of the sessions. Among other teachers, enthusiasm to carry out the process was reduced by the difficulties of fitting it with several other topics that had to be accomplished. Preparation was offered for all teachers. On a hypothetical understanding where judgments were made to adjust the program, the hypothetical understanding of individual teachers became outstanding. While a number of teachers made modifications that retain the central idea in the program, others made adjustments in more essential ways not considering the fact that an individual has to presume the impact that this would have on the program as a behavioral involvement (Joshi, 2012). The significance of students themselves carrying out the proficiency with an aim of enhancing self-efficacy was ignored. Despite the fact that involvement was normally regarded as very valuable, a number of teachers were more dedicated to the mission than others.

Discussion

There were a number of reasons to put forward that promoting a safe sex practice program would be carefully implemented. It was extensively considered an enhancement to the previous practice that did not require any monetary resources. The plan was to identify the type of sex education involvement as abstinence-oriented with an open aim of encouraging self-discipline as the primary way of security against sexually transmitted infections and pregnancy either entirely eliminating units on contraceptive techniques

or if including contraception, depicting it as a less effective technique than abstinence. The involvement was defined as inclusive or safer-sex since it included a strong constituent on the advantages of use of contraceptives as a lawful alternative way to abstinence for avoiding pregnancy as well as sexually transmitted infections.

The decision to document information was based on hypothetical considerations and to a certain extent on the experiential evidence of significance of variables in explaining the success of educational involvements. A restriction to the system of these and other potentially pertinent and interesting mediator variables was the insufficiency of information from the students. A practical amount of time is required for sex learning if the need for school-based sex learning is to be accomplished. A majority of parents as well as adults generally support the execution of comprehensive-based curriculums in schools; this demonstrates that there is an acknowledged need for students to acquire awareness on sexually transmitted infections, contraceptives and how to handle peer relations when dealing with sex (Taylor, 2013). The main concern-affecting children as well as students in the current day are teen pregnancies, occurrences of STIs, existing management policies in place regarding sex teaching, as well as the where and how the students are receiving their information from the classroom. It is consequently extremely important for schools to make use of sex education model that offers students the knowledge necessary for them to apply safe sex practices (Banniink & Broeren, 2014). Additionally, the series need to be acknowledged by the general public as something that is compulsory so that parents do not demonstrate confrontation to the programs.

Reference

1. Bannink, R., Broeren, S.(2014). Effectiveness of
   

a Web-Based Tailored Intervention (E-health4Uth) and Consultation to Promote Safe Sex in Adolescents’: Randomized Controlled Trial.