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Promoting Health Among Teens! Abstinence Only curriculum, students learn about puberty, sexually transmitted diseases (STDs), including HIV, and pregnancy prevention through a lively, interactive and student- centric curriculum, that includes talking circles, brainstorming, roleplays, DVDs, exercises and games that make learning enjoyable. The intervention focuses entirely on knowledge, attitudes and skills that encourage and assist young people in implementing abstinence in their relationships, and does not include condom use instruction. Description. The Promoting Health Among Teens! Abstinence Only program consists of eight 1- hour modules that give adolescents the tools they need to reduce their risk of sexually transmitted infections, including HIV, and pregnancy, and to allow them to feel comfortable abstaining from sex completely. The fun and interactive learning experiences are designed to increase participation and help young adolescents understand the kind of faulty reasoning and decision making that can lead to HIV, other STDs and pregnancy. Activities are designed to help students feel comfortable practicing abstinence, address their concerns about practicing abstinence, and provide strategies for overcoming obstacles to this practice. The School Edition consists of twelve 4. Learning activities focus entirely on abstinence, and include viewing culturally sensitive DVDs, playing games, brainstorming, role- playing, engaging in skill- building exercises, and small group discussions that are designed to build group cohesion and enhance the learning experience. Each activity is brief, and most are active exercises that require the participants to get up out of their chairs and interact with one another. This maintains their interest and attention in a way that lectures or lengthy group discussions do not. Three overriding themes provide the Promoting Health Among Teens! Abstinence Only School Edition curriculum with a unique approach that has proven to be successful with young adolescents: There is a strong emphasis on family and community, including how HIV, other STDs and teenage pregnancy affect various communities in which young people live. The importance of protecting one’s family and community is used as a motive to change individual behavior. The importance of sexual responsibility and accountability is addressed through teaching participants to make responsible decisions regarding their sexual behavior, urging them to respect themselves and others, and stressing the importance of developing a positive self- image. Students learn that by being responsible and abstaining from sex they will be able to reach their goals and dreams. The role of pride is key. Because adolescence is a difficult period of development, in which young people are often faced with confusion, mixed emotions and uncertainty, it is extremely important that they learn to feel good about themselves and their decision to abstain from sex. Making making proud choices about abstaining from sex can actually lead teens to develop a sense of pride, self- confidence, and self- respect. The role- play exercises and other skill- building activities reinforce the many positive benefits, both psychological and physical, of practicing abstinence. After participating in the curriculum, students will. Recognize abstinence as the best way to avoid Pregnancy and HIV/STDs. View abstinence as a positive choice. Recognize teen pregnancy, HIV and other STDs as obstacles to their goals and dreams. Respond with confidence to pressures to have sex. The Promoting Health Among Teens! Abstinence Only curriculum has four major components. The first component focuses on goals and dreams and their relationship to adolescent sexual behavior. The second emphasizes knowledge, including the causes, transmission and prevention of HIV, STDs and teen pregnancy. The third focuses on beliefs and attitudes about abstinence, HIV, STDs and pregnancy. The fourth stresses skills and self- efficacy, including negotiation- refusal skills. The curriculum also provides time for practice, reinforcement and support. The original curriculum modules include: Module 1: Getting to Know You and Steps to Making Your Dreams Come True. Module 2: Puberty and Adolescent Sexuality. Module 3: Making Abstinence Work for Me. Module 4: The Consequences of Sex: HIV/AIDSModule 5: The Consequences of Sex: Sexually Transmitted Diseases. Module 6: The Consequences of Sex: Pregnancy. Module 7: Improving Sexual Choices and Negotiation. Module 8: Role- Plays: Refusal and Negotiation Skills. The School Edition curriculum modules include: Module 1: Getting to Know You and Steps to Making Your Dreams Come True. Module 2: Goals and Dreams. Module 3: Puberty and Adolescent Sexuality: Part 1. Module 4: Puberty and Adolescent Sexuality: Part 2. Module 5: Making Abstinence Work for Me. Module 6: Consequences of Sex: HIV Infection. Module 8: The Consequences of Sex: Sexually Transmitted Diseases. Module 8: The Consequences of Sex: Pregnancy: Part 1. Module 9: The Consequences of Sex: Pregnancy: Part 2. Module 1. 0: Improving Sexual Choices and Negotiation. Module 1. 1: Role- Plays: Refusal and Negotiation Skills. Module 1. 2: Building Negotiation Skills. Population Served & Setting. The target population is African- American, Hispanic and White adolescents, ages 1. Promoting Health Among Teens! Abstinence Only was designed to be used with small groups of adolescents in an urban area but can be adapted to be used with larger numbers of participants in rural areas as well. The curriculum can be implemented in various community settings, including schools or youth- serving agencies. The School Edition was designed to be used in school settings with small groups, but can be adapted for use in a myriad of settings, including after- school programs, and can be used with larger groups as well. About the Authors. Loretta Sweet Jemmott, Ph. Promoting Health Among Teens! Abstinence programs, therefore, which focus on developing loving and enduring relationships and preparation for successful marriages, are an essential first step in reducing future levels of out-of-wedlock births. The Silent Scandal: Promoting Teen Sex it is not. Abstinence-only education policies and programs: A position paper of the Society for Adolescent Medicine Summary. D, RN, FAAN, is one of the nation’s foremost researchers in the field of HIV/AIDS, STD and pregnancy prevention, with a consistent track record of developing evidence- based sexual risk- reduction interventions. As an expert in health promotion research, she has led the nation in understanding the psychological determinants for reducing risk- related behaviors and how best to facilitate and promote positive changes in health behaviors. Her research is devoted to designing and evaluating theory- driven, culturally competent sexual risk- reduction behavioral interventions with various populations across the globe. An outstanding translational researcher, Dr. Jemmott’s work has had global impact and changed public policy. After-school programs, and can be used with larger groups as well. About the Authors Loretta Sweet Jemmott. The participants who received the Promoting Health Among Teens! Abstinence Only intervention curriculum also reported: A reduction. And what is known about the effectiveness and potential 'side effects' of programs that promote abstinence? The law, however, does not define 'sexual activity.' As a result, it may have the unintended effect of promoting noncoital behaviors that leave young. She has partnered with community- based organizations, including churches, clinics, barbershops and schools, and transformed her NIH- funded evidence- based research outcomes for use in real- world settings. She has presented her research to the U. S. Congress and at the NIH Consensus Development Conference on Interventions to Reduce HIV Risk Behaviors. Jemmott has received numerous awards for her significant contributions to the field of HIV/STD and pregnancy prevention research, including the U. S. Congressional Merit Award, Sigma Theta Tau National Honor Society’s Episteme Award and Hall of Fame Award, and election to membership in the Institute of Medicine, an honor accorded to very few nurses. John B. Jemmott III, Ph. D, received his Ph. D in psychology from the Department of Psychology and Social Relations at Harvard University. He holds joint faculty appointments at the University of Pennsylvania as the Kenneth B. Clark Professor of Communication in the Annenberg School for Communication, and as Professor of Communication in Psychiatry in the Perelman School of Medicine. He is also the director of the Center for Health Behavior and Communication Research at the Annenberg School for Communication. Dr. Jemmott is a Fellow of the Association of Psychological Science, the American Psychological Association and the Society for Behavioral Medicine. He has published more than 1. National Institutes of Health to conduct research designed to develop and test theory- based, contextually appropriate HIV/STD risk- reduction interventions for a variety of populations in the United States and sub- Saharan Africa. Konstance A. Mc. Caffree, Ph. D, CSE is a certified sexuality educator and adjunct professor in the Center for Education Human Sexuality Program at Widener University in Chester, Pennsylvania. As a classroom teacher in the public schools, she has taught human sexuality to both elementary and secondary students for over 3. Her professional association work includes serving on the Board of Directors of the Sexuality Information and Education Council of the U. S. She conducts workshops nationwide to help educators improve their skills in teaching sexuality education. She also conducts programs for parents, churches and community organizations to enhance their knowledge and skills in dealing with the sexuality of children and teenagers. In recent years, Dr. Mc. Caffree has developed curricula and implemented training programs for educators and other health professionals in South Africa, Zambia, Nigeria and the Philippines. For the past 1. 0 years she has trained teachers and professors to implement a curriculum she developed in coordination with local educators throughout the country of Nigeria. She has used her expertise to develop training for curricula to prevent HIV/AIDS, unplanned pregnancy, and other health and social issues among children, teenagers and adults. Length . The School Edition has 9 hours of content divided into twelve 4. Program Elements. Core intervention materials include: Facilitator Curriculum. Activity Set (handouts, cards, posters)Curriculum DVDs. Tanisha and Shay. The Subject Is: HIV (Abstinence Version)The Subject Is: STDs (Abstinence Version)The Subject Is: Puberty (Abstinence Version)Classroom set of 3. Student Workbooks. The Promoting Health Among Teens! Promoting abstinence, fidelity for HIV prevention is ineffective . Bush with a five- year, $1. AIDS treatment and prevention in 1. The program has had some demonstrated success: A 2. Bendavid showed that it had reduced mortality rates and saved 7. However, the program’s initial requirement that one- third of the prevention funds be dedicated to abstinence and “be faithful” programs has been highly controversial. Critics questioned whether this approach could work and argued that focusing only on these methods would deprive people of information on other potentially lifesaving options, such as condom use, male circumcision and ways to prevent mother- to- child transmission, and divert resources from these and other proven prevention measures. Abstinence, faithfulness funding continues. In 2. 00. 8, the one- third requirement was eliminated, but U. S. In 2. 00. 8, $2. Spending money and having no effect is a pretty costly thing because the money could be used elsewhere to save lives. Although PEPFAR continues to fund abstinence and faithfulness programs as part of its broader behavior- based prevention efforts, there is no routine evaluation of the success of these programs. When he presented the results of the study in February at the Conference on Retroviruses and Opportunistic Infection, he received rousing applause from the scientists in the audience, some of whom came to the microphone to congratulate him on the work. To measure the program’s effectiveness, Lo and his colleagues used data from the Demographic and Health Surveys, a detailed database with individual and household statistics related to population, health, HIV and nutrition. The scientists reviewed the records of nearly 5. PEPFAR- targeted countries in sub- Saharan Africa that received funds for abstinence- fidelity programs and eight non- PEPFAR nations in the region. They compared changes in risk behaviors between individuals who were living in countries with U. S.- funded programs and those who were not. The scientists included data from 1. They also controlled for country differences, including gross domestic product, HIV prevalence and contraceptive prevalence, and for individuals’ ages, education, whether they lived in an urban or rural environment, and wealth. All of the individuals in the study were younger than 3. Number of sexual partners. In one measure, the scientists looked at the number of sexual partners reported by individuals in the previous year. Among the 3. 45,0. PEPFAR- supported countries compared with those living in areas not reached by PEPFAR programs. The same was true for the more than 1. Changing sexual behavior is not an easy thing. These are very personal decisions. The researchers also looked at the age of first sexual intercourse among 1. Among women, they found a slightly later age of intercourse among women living in PEPFAR countries versus those in non- PEPFAR countries, but the difference was slight — fewer than four months — and not statistically significant. Again, no difference was found among the men. Finally, they examined teenage pregnancy rates among a total of 2. PEPFAR- funded and nonfunded countries and found no difference in rates between the two. Bendavid noted that, in any setting, it is difficult to change sexual behavior. For instance, a 2. Centers for Disease Control analysis of U. S.- based abstinence programs found they had little impact in altering high- risk sexual practices in this country.“Changing sexual behavior is not an easy thing,” Bendavid said. When individuals make decisions about sex, they are not typically thinking about the billboard they may have seen or the guy who came by the village and said they should wait until marriage. Behavioral change is much more complicated than that.”Level of education. The one factor that the researchers found to be clearly related to sexual behavior, particularly in women, was education level. 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Noriko Iwasaki completed her MA TESOL at Portland State University. 61 reviews of Portland State University 'Urban serving university smack dab in the middle of the cultural. Class sizes at least in my program were no more than 30. Teaching English to Speakers of Other Languages (MA TESOL) M.A. Teaching English to Speakers of Other. Portland State University requires all MA degree. Home > PORTLAND STATE UNIVERSITY. PORTLAND STATE UNIVERSITY Intensive English Language Program Program Type: College/University Affiliated PO Box 751 Portland.
Department of Modern Languages and Literatures. Upcoming Events: Event Archive: THE TESOL CLUB AND THE DEPARTMENT OF MODERN LANGUAGES & LITERATURES PROUDLY PRESENTS: The Teaching English to Speakers of Other Languages (TESOL) Club at CSU and the Department of Modern Languages and Literatures proudly welcome Dr. Stanford University; Ph. D. Rockefeller University) as keynote speaker to their symposium on the Politics of Adult Literacy Education in the United States. Reder has served as a member of the Literacy Language and Technology research group at Portland State University and has been the Principal Investigator for numerous major projects in adult education, including the Longitudinal Study of Adult Learning and the National Labsite for Adult ESOL. TESOL students and alumni, and keynote speaker, Dr. Stephen Reder. Date: Thursday, April 2. EVENT IS OPEN TO THE PUBLIC Time: 1: 3. Place: O’Brien Center, Room 3. Seattle Pacific University’s.Mihaylo Hall, CSU Fullerton. Event schedule (condensed): 1: 3. Stephen Reder, Professor Emeritus, Portland State University. Click here for a list of the full event schedule: EVENT parking: For parking information at the CSUF Eastside Parking Structure and map, go to http: //parking. To RSVP for the event and dinner, contact: Marissa Danielsen, at mdanielsen@csu. For more information on the event, please contact: tesol. EVENT SCHEDULE (FULL): 1: 0. Check- in. TESOL Club. Welcome from the TESOL Program, Department of Modern Languages & Literatures. Welcome from the TESOL Club. Dr. Juan Carlos Gallego, Professor and TESOL Program Coordinator, Department of Modern Languages & Literatures, CSUFMarissa Danielsen, Student, M. S. TESOL Program; Teaching Associate, CSUF English Writing Programs. Renata Vasquez Trajano , Student, M. S. TESOL Program; Special Education Credential Student, Long Beach Unified School District. Overview of Symposium. Dr. Janet Eyring, Professor, Department of Modern Languages & Literatures, CSUF2: 0. Educating Adult Immigrants in Orange County: From literacy to citizenship. North Orange County Community College District NOCCCD), Continuing Education Administrators, Faculty, and Partners. Jorge Gamboa, ESL Director Dennis Sauers , ESL Professional Expert. Olivia Sanchez- Silva, ESL Department Special Projects Manager. Doreen Doherty, ESL Instructor Natalya Dollar, ESL Instructor Luis Vega, Citizenship Program Coordinator, Orange County Communities Organized for Responsible Development OCCORD. Q & A Session – Moderator: Marissa Danielsen Student, M. S. TESOL Program. LITERACY PERSPECTIVES3: 0. The Decision- Making Process of Adult Noncredit ESL Learners. Dr. Futoshi Nakagawa, M. S. TESOL, Academic Counselor, CSUF3: 1. Solving Today’s Crisis: Creating the Adult Refugee Assistance Program (ARAP)Nicole Kassis, M. S. TESOL, One. World Language Solutions. Harvesting Hope: Community- based Education with Farmworker Families. Dr. Pablo Jasis, Associate Professor, Elementary and Bilingual Education Department, CSUF3: 1. Q & A Session - Moderator: Tara Offenberger, Student, M. S. TESOLBUILDING FOR THE FUTURE 4: 0. Linking Lawyers and Volunteers for Naturalization Instruction. Aileen Murphy, Student, M. S. TESOL Program, CSUF4: 1. Adult ESL and the Crisis in the Workforce. Chris De. Sandro, Student, M. S. TESOL Program, CSUFQ & A Session – Moderator: Bentley Cavazzi, Student, M. S. TESOL4: 4. 5Refreshment and Dinner Break – O’Brien Center Patio. Poster Display - Experiences with Syrian Refugees in Germany: What’s next for the U. S. A.? Krystal Suh, Student, M. S. TESOL Program. Poster Display: Government Funding in Adult Education and the Importance of Advocacy Allan Curry, M. S. TESOL Program. CURRENT ISSUES 6: 0. Empowering LGBT Immigrants Through Language. Todd Windisch, ESL Instructor, CSUF American Language Program, Saddleback College, and Mt. San Antonio College. Disability as a Factor in Family Immigration Decisions. Benjamin Bangs, M. S. TESOL Alumnus and Student, MA Linguistics Program, CSUF6: 3. Meeting the Needs of Refugees from the Middle East. Michael Ng, ESL Instructor, CSUF American Language Program and NOCCCD Continuing Education. Q & A Session – Moderator: Dr. Nathan Carr, Professor, Department of Modern Languages and Literatures KEYNOTE SPEAKER7: 0. Introduction of Speaker Marissa Danielsen, Student, M. S. TESOL Program; Teaching Associate, CSUF English Writing Programs. The Politics of Adult Literacy Education in the United States. Dr. Stephen Reder, Emeritus Professor, Department of Applied Linguistics, Portland State University. Q & A Session – Moderator: Marissa Danielsen Student, M. S. TESOL Program. THE TESOL CLUB AND ICC PROUDLY PRESENTS AN EVENING WITH: Dr. Cheryl Boyd Zimmerman(April 1. MANAGING THE DYNAMICS OF WORD TEACHING AND LEARNINGWord knowledge is more than definitions, and word learning is more than repetition and memorization. Examples and techniques will be provided in this interactive session. Join us for an evening to honor Dr. Cheryl Boyd Zimmerman for her 1. CSUF . We celebrate her many contributions to the field and thank her for all that she has done for the students who were guided by her dedication, love and leadership. Cheryl Boyd Zimmerman is Professor of TESOL at California State University, Fullerton. Her subsequent research and grant interests include English for academic purposes and various aspects of academic word learning. Our library can be accessed from certain countries only. Please, see if you are eligible to read or download our Kpc. Kustom Owners Manual content by creating an account. You must create a free account in order to read or download this book. 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