Teen Pregnancy Prevention Program Boosts Self-Esteem

Teenage Pregnancy Prevention
Through
Opportunities for Individual Change
Hagen Center for Civic & Urban Engagement: Summer 2014 Internship
Research and Program Proposal prepared by:
Nicole Waers, Wittenberg University ‘15
Margaret K. Kramer, Wittenberg University ‘15
In partnership with:

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Table of Contents
Section #1
Introduction…………………………………………………………………………………...… 3
Building on Research………………………………………………………………………….... 3
Meeting with Mentors…………………………………………………………………………... 4
Viable Avenues………………………………………………………………………………….. 6
Section #2
Research: Identifying Needs of At-Risk Youth Attending LOC..…………………………… 8
Considering Current OIC/LOC Resources………………………………………………..… 12
Further Research……………………………………………………………………………… 13
Section #3
The Final Phase………………………………………………………………………………... 16
Conclusion…………………………………………………………………………………...… 20
Section #4
Appendix……………………………………………………………………………………….. 22
1. Research………………………………………………………………………………... 22
1.1 Interview Questions……………………………………………………………..… 22
1.2 Interview Profiles………………………………………………………………….. 25
2. Program Planning…………………………………………………………………...… 36
2.1 Structure…………………………………………………………………………… 36
2.2 Speaker Biographies…………………………………………………………….… 38
2.3 Self-Esteem Series Flyers……………………………………………………….… 40
3. Conclusion
3.1 Reflection Results…………………………………………………………..……… 41
Section #5
Bibliography……………………………………………………………………………...……. 44

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Introduction
Interns of the Summer 2014 Hagen Center for Civic and Urban Engagement Program
worked with the local non-profit Opportunities for Individual Change (OIC) in an effort to
combat teenage pregnancy in the Clark County community. OIC serves as the Community
Action Agency of Clark County and is multi-faceted in its offerings to community locals. From
home energy assistance to job readiness to high-school level education, OIC provides many ways
to enhance one’s life. In connection with teenage pregnancy, OIC can offer access to
communication and collaboration with at-risk youth, as well as those passionate about serving
those in at-risk situations. Therefore, the goals of the Summer 2014 interns were to gather further
information about teenage pregnancy from OIC connections, to design and propose a teenage
pregnancy prevention program for OIC to implement, and help current teenage parents in the
Clark County community through means the interns deem acceptable. These goals were
accomplished by initiating and executing research with OIC alumni and students who are also
teenage parents, developing a program that will combat teenage pregnancy based on research
results, called the Self-Esteem Series, and conducting a post-research reflection survey for
participants to gauge the positive-impact of discussing one’s experiences.
Building on Research
Before going forward in executing goals, the interns of Summer 2014 reviewed previous
reports of interns. The interns from the Summer 2013 program suggested three main
improvements after researching the current circumstance concerning teenage pregnancy in the
Clark County community. The three core-suggested improvements were: incorporation of a
comprehensive plan, implementation of a consistent sexual education curriculum based on both
abstinence and comprehensive sexual education, and improvement to local data collection and
evaluations. The comprehensive plan, described by the Summer 2013 interns, would include
youth development, male targeted programing, family involvement, community collaboration,
improved college preparation and employment opportunities. These five elements stuck out to
the Summer 2014 interns as feasible issues to address. And, by strengthening these five

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elements, lower rates of teenage pregnancy would be expected (therefore, accomplishing set
goals).
Reviewing previous research also shed light on other aspects of teenage pregnancy
prevention in the Clark County community. To note, middle school students are required by
federal mandating to attend a week of sexual education in 8th grade. Yet, Clark County has
suffered in the past from politics getting in the way of providing sexual health education to
community students. In the early 2000’s, there was no consistent sexual education being taught
in the schools since administrators could not come to agreement on content of the classes. In the
past years, a new approach to sexual education choices now involves parental permission to
allow different types of sexual education for their children. As interns, we hope that this new
system grants greater efficiency and efficacy of sexual education to Springfield youth.
Meeting with Mentors
To begin brainstorming, interns from the Summer 2014 Program met with Dr. Mary Jo
Zembar, Dr. Warren Copeland, and Stephanie McCuistion.
Dr. Mary Jo Zembar
Dr. Mary Jo Zembar, a child psychology professor at Wittenberg University, became
involved in teenage pregnancy prevention in the Clark County community by first becoming
involved in molding sexual education classes to the preferences of the community. This was
done by researching the various attitudes of Clark County community parents towards their
children’s sexual education. Dr. Mary Jo Zembar was able to propose a system that allows the
parents to choose how their child is educated in sexual health- an effort seen as a compromise
between the Ohio law, community leaders, and community parents. Today, parents of students
are asked to choose between: education at home, abstinence-based education, or comprehensive
sexual education for their children.
When we met with Dr. Mary Jo Zembar, we discussed concepts of debut as a predictor of
teenage pregnancy, future-planning as an intervention method, financial implications of having a
child as a teenager as a prevention method, social norms as a predictor, community involvement
as a preventer, and self-esteem as a preventer. We concluded that preliminary research could be

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done through relaxed interviews with the teenage parent population. In this way, conversation
and common responses would help us identify the missing resources and risk-factors in teenage
parent situations of students specifically from OIC. Additionally, we would perhaps talk to
parents who had intentionally become pregnant in their teenage years. Dr. Mary Jo Zembar also
suggested sending a reflection survey to participants to gauge how honest, useful, effective, and
comfortable the interviews were.
Overall, Dr. Mary Jo Zembar was of great assistance in the development and execution of
both the interns’ research and program planning.
Dr. Warren Copeland
Although not familiar with teenage pregnancy prevention research, Dr. Warren Copeland
is the Springfield mayor and is therefore more familiar with the politics of sexual education, the
education system overall, and preventing risky behavior overall. Interns and Dr. Warren
Copeland discussed the prevention of all at-risk behavior in the Clark County community
through the simple lesson of hope: by showing students that they have a bright future to work
towards. And, once that bright future is set into place (realistically considered), the tendency to
participate in activities that decrease the possibility of (likelihood of achieving) that bright future
also decreases. Therefore, implementation of programs for future-planning, personal strength
building, and college and career readiness would be key.
Stephanie McCuistion
Stephanie McCuistion has seen the great progress made in teenage pregnancy research by
Wittenberg Summer interns. And, at this point, it’s clear that, as a University, we have
accomplished our goals of grasping an accurate picture of the current circumstance. Overall,
teenage pregnancy rates are decreasing in Clark County, consistent sexual education classes are
increasing, and the politics of sexual education in the Clark County community are still present
but have begun to simmer down in the past 10 years and (have become relatively more relaxed),
now opponents work together (with opponents now working together). Therefore, Stephanie
asked interns to go forward with developing the blueprint for a program run through OIC. There
were few restrictions given to the developing the blueprint besides having it satisfy the goals of
the internship topic.

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Viable Avenues
The purpose of the “Viable Avenues” section is present three possible program proposals
for the Summer 2014 Hagen Center internship. Although only one will be selected, this should
not undermine the enthusiasm for and potential of the programs not pursued.
Teen Parent Counseling Program
Since teenage pregnancy is a generational phenomenon, future teenage pregnancy can be
combatted by raising the child of a teenage parent in a healthier, happier, and more stable
household. Therefore, today’s teenage parents from the Learning Opportunities Center of OIC
(LOC) would be offered an at-school program held by the school counselor. Topics discussed
would include emotional coping, physical health, parenting lessons, and household planning.
Past programs similar to the one described have been successful according to former
LOC alternative high school counselor, Georgia Wilson, since teenage parents often lack
knowledge and resources necessary to raise a child. Yes, certain aspects are necessary to
guarantee success; these include consistency with students, accessibility of resources, and
genuine connection between counselor and parent.
In summary, a teenage parent counseling program would bring all of the resources in the
Springfield community under the roof of OIC. Also, this program would satisfy the male-
targeted programming and family involvement elements that were discussed by Summer 2013
interns. The immediacy of assistance and care is of greatest benefit to LOC alternative high
school teenage parents and generations to come.
Service Learning Initiative
Since teenage pregnancy prevention research has linked volunteering with a lowered risk
of teenage pregnancy, a program connecting at-risk youth with service projects in their
community could deter risky behavior while creating constructive experiences. Furthermore, by
adding a service-learning element, students would also learn to utilize the lessons of their
schoolwork.
Current Springfield High School students taking classes at the LOC alternative high
school are required to finish 60 hours of community service in order to graduate so there are

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already connections being made between OIC and the local community. The next steps would
mean strengthening this connection and providing paralleled lessons within the school.
Overall, a service learning initiative through OIC would satisfy the youth development,
male targeted programming, community collaboration, and improved college preparation and
employment opportunities elements that were discussed by Summer 2013 interns.
Self-Esteem Series
Since teenage pregnancies can result from poor decision making skills and low self-
esteem, teaching responsibility and self-empowerment practices to at-risk youth can provide
them with the personal tools to take control of their life. Therefore, LOC’s current students and
alumni would be offered a Self-Esteem Building Workshop Series that would last from October
2014 to April 2015.
The six identified elements of building self-esteem, according to Nathaniel Branden, are:
the practice of living consciously, self-acceptance, self-responsibility, self-assertiveness, living
purposefully, and personal integrity. Each identified element can be connected to a local role
model (who would speak on the topic), interactive activity (to promote processing), and
Springfield community resources (to promote continuation of lessons).
In conclusion, workshops would be publicized via social networks, school flyers, and
encouragement from LOC alternative high school staff members. Also, the Self-Esteem Series
through OIC would satisfy the youth development, male targeted programming, community
collaboration, family involvement, and improved college preparation and employment
opportunities elements that were discussed by Summer 2013 interns. Not only will teaching self-
esteem to at-risk youth prevent teenage pregnancy, but it will also enrich the community, overall.
Research: Identifying Needs of At-Risk Youth Attending LOC
The LOC alternative high school offers many resources for at-risk youth to assist them
towards graduation, college readiness, and career readiness. Yet, there is always room for
improvement- especially if improvement can mean decreasing the rate of teenage pregnancies
among current LOC alternative high school students. Therefore, Wittenberg interns began to

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research the needs of LOC alternative high school students and alumni that could prevent
teenage pregnancy.
Interview Research Series
Since the LOC alternative high school maintains an extensive alumni network that
includes teenage parents, Wittenberg interns chose to interview these LOC teenage parents to
further understand teenage pregnancy and discuss the relationship between alumni and LOC.
Research Methods
Interviews were conducted with an initial goal of collecting qualitative information
regarding personal lives of young parents in the Springfield area, as well as services that they
had found to be available to them through OIC. A list of questions was created in order to target
the areas of life skills competence, higher education experience or desire, and employment
readiness or future goals. Most often, the interviews evolved into much more candid discussion,
molded to the unique situations of the subject.
OIC staff from various programs also contributed helpful opinions on the needs of at-risk
youth and services in which OIC was lacking and/or needed consolidating.
Participants
Participants were selected from a pool of choices provided by Jenni Shaffer, head of the
LOC. Those willing to respond and whose schedules matched with interviewing times were then
invited to attend small group interviews. This resulted in a variety of interview types, ranging
from one-on-one to those with several people at once. And all subjects completed a consent form
prior to discussion.
A wide variety of demographics are represented by the data, including varying race,
gender, and age (18-24). Single males, single females, married males, married females, and
couples were all interviewed.
Apparatus and Materials
Interviews were recorded in writing, by laptop document, and on voice recorder.

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Interview questions focused on the areas of life skills, higher education, and career.
Discussion with participants also asked for suggestions for improvement and highlights of their
LOC experience.
Key Questions were those that led us to the most telling results. These included…
(1) Life skills
 “In school, did you ever take financial planning or home ec?”
 “How comfortable are you with the activities we’ve mentioned (i.e. paying
bills, budgeting for grocery shopping, etc.)”
 “What surprises in terms of raising a child have you experienced?”
 “What help do you wish you had in thinking about these surprises?”
(2) Higher education
 “What did you know about applying to schools? /What kind of help did you
have?”
 “What kinds of sex education information (abstinence, contraceptives, service
learning, etc.) were available to you, and at what age/grade?”
 “Did you plan to have a baby?”
 “Did you view having a baby as expensive?”
(3) Career
 “Before your pregnancy, what did you want to be after graduating from high
school (and/or college)?”
 “In school, were you given information about employment opportunities?”
 “Did you ever think about going to a Vocational School like CTC? What jobs
would you like to have known, or know, more about?”
 “What jobs do you currently feel qualified for?”
(For full list of questions, please see Appendix portion of Report Binder)
Procedure
Interviews were conducted over a period of two weeks, at varying times throughout the
day. Subjects participated at meetings either at the park or in a classroom at OIC. Each session
lasted anywhere from 15 minutes to about 1 hour in length.

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Research Results
Key Results were those that led us to the best suggestions. These included…
(1) Life skills
 “A parenting experience”
(i) Communication of the realities and challenges of parenting (at various
ages, for both parent and child)
(ii) Many subjects expressed a desire for youth to experience the realities of
parenting, in a babysitting-like format or candid discussion groups with
current young parents. Surprises and challenges that come with parenting
at any age should be communicated to those considering starting a family
and/or those participating in risky sexual activity with somewhat lower
regard for the consequence of resulting pregnancy (and child).
 Consideration of child’s health care and costs
(i) Many subjects suggested making ALL costs of both healthy and unhealthy
babies/children, before and after birth, available to youth (preferably in a
consolidated and easy to read format).
 Financial planning information--- an elective LOC class is available.
(i) Many subjects expressed personal need for, or the perception of a need
for, more information on the subject of financial planning activities, such
as budgeting, balancing accounts, etc. in order to increase family stability.
(ii) Zero: the number of single female subject interviewed received regular,
legal child support. Preparation for that, as well as statistics regarding that
reality, may be helpful.
 Resources related to basic responsibilities of living on your own; lessons in
practical skills
(i) A majority of subjects expressed the need for more knowledge and
training for the realities of living on your own, with or without the
consideration of a child as well.
(ii) Grocery shopping, cooking meals, apartment/house hunting, caring for a
family, etc. were mentioned.
 Support groups

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(i) Many of the young parents expressed appreciation for OIC as a whole, as
well as a continued desire for a safe place to go in order to exchange ideas
and struggles of being a young parent.
(2) Higher education
 Hands-on learning opportunities
(i) Many subjects said that their early education would have been more
successful (or was more successful because of) opportunities to do hands-
on, tangible work— as opposed to traditional teaching methods, like
lecturing.
 College prep and information
(i) It was concluded that college preparation such as financial aid,
applications, motivations, and information sharing was a very positively
received practice of OIC programs.
(3) Career
 Work program (WEA & TANUF) information distribution and
encouragement
(i) Those subjects that participated in OIC work programs communicated
very positive feedback regarding their experiences.
(ii) The concluded perception is that making rewarding employment more
available will result in youth taking greater advantage of more beneficial
career opportunities in the future, as an alternative to jobs with wages
lower than a “living wage” that create a necessity of dependence on state
and federal social programs, such as Cash Assistance.
 Daycare
(i) Many subjects felt that a free or low-cost OIC daycare program would
allow for young parents to achieve and retain better careers through better
educational experiences and freer scheduling possibilities.
 Increased foresight
(i) It has been concluded that providing at-risk youth with a better vision of a
positive future and opportunities, they are less likely to participate in

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unprotected sexual behavior that is more likely to result in
pregnancy/children.
(For full list of interview profiles, please see Appendix portion of Report Binder)
Considering Current OIC/LOC Resources
Since interview participants included LOC alumni, there were some suggestions to
implement programs that were now part of the OIC/LOC resource list. Therefore, we decided to
map out all current resources at the OIC and LOC Center as to not become repetitive when
constructing a program.
Elements at OIC for Living Enhancement
The alternative high school is called LOC (Learning Opportunities Center) and is headed
by Jenni Shaffer. There are 4 teachers staffed who teach English, Math, Social Studies, and
Science; a head of discipline; and school counselor. The school is geared towards students
struggling with truancy, behavioral issues, or adjusting to a typical public school schedule.
Students can also choose to enroll in the YouthBuild program that parallels classes with
on the job experience. Currently, YouthBuild offers job experience in the construction field and
hopes to expand into the nursing field.
OIC also administers:
 Opportunity for New Direction (OND) program for the reentry of ex-offenders
into civilian life
 The Ohio Department of Development’s Home Energy Assistance Program
(HEAP) that provides financial aid to Springfield residents who are having
trouble paying home energy bills.
 SureHire Employment Solutions program for assisting Springfield residents in
finding a career- not just a job.
OIC staff also maintains close contact with the Ohio Department of Job and Family
Services to ensure the provision of resources and opportunities for the people who they work
with.

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Elements at LOC for Living Enhancement
For working on Life Skills:
 Financial planning class with Angie Maroney
For working on Higher Education preparation:
 College selection process with former counselor, Georgia Wilson
 FAFSA form help with former counselor, Georgia Wilson
For working on Career readiness:
 Summer work program with Angie Maroney
 YouthBuild program with Vince Harshaw and Neal Browning
Further Research
The Six Pillars of Self-Esteem by Nathaniel Branden
Notes by Brian Johnson
I) The Practice of Living Consciously
 The practice of living consciously is the first pillar of self-esteem.
 If I bring 5 percent more awareness to my activities today
 If I pay more attention to how I deal with people today
 If I bring 5 percent more awareness to my insecurities then
 If I bring 5 percent more awareness to my priorities then
II) The Practice of Self-Acceptance
 “We can run not only from our dark side but also from our bright side — from anything
that threatens to make us stand out or stand alone, or that calls for the awakening of the
hero within us, or that asks that we break through to a higher level of consciousness and
reach a higher ground of integrity. The greatest crime we commit against ourselves is not
that we may deny or disown our shortcomings, but that we deny and disown our
greatness — because it frightens us.”
 In addition to the acceptance of our light, he advises us that “nothing does as much for an
individual’s self-esteem as becoming aware of and accepting disowned parts of the self.

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The first steps of healing and growth are awareness and acceptance — consciousness and
integration.”
III) The Practice of Self-Responsibility
 “I am responsible for my choices and actions,” Branden writes. “To be ‘responsible’ in
this context means responsible not as the recipient of moral blame or guilt, but
responsible as the chief causal agent in my life and behavior.”
 We’re responsible when we’re able to respond to life’s challenges as healthy,
autonomous human beings — not as victims, blaming this or that for our challenges, but
as individuals who own our abilities to manifest our desires as we engage in life.
IV) The Practice of Self-Assertiveness
 “To practice self-assertiveness is to live authentically, to speak and act from my
innermost convictions and feelings — as a way of life, as a rule,” Branden notes.
 The essence of this pillar is to be real. To drive this point home, remember the idea that
“authentic” and “author” come from the same root. To be authentic is literally to be the
author of your own story. Are you?
 Branden continues: “Warren Bennis [the founding chairman of the Leadership Institute at
the University of Southern California and a pioneer in the contemporary field of
leadership studies] tells us that the basic passion in the best leaders he has studied is for
self-expression. Their work is clearly a vehicle for self-actualization. Their desire is to
bring ‘who they are’ into the world, into reality, which I speak of as the practice of self-
assertiveness.”
V) The Practice of Living Purposefully
 “To live purposefully,” Branden explains, “is to use our powers for the attainment of
goals we have selected: the goal of studying, of raising a family, of starting a new
business, of solving a scientific problem, of building a vacation home, of sustaining a
happy romantic relationship. It is our goals that lead us forward, that call on the exercise
of our faculties, which energize our existence.”
 So, what are your goals? What deeply inspires you? These aren’t things that you think
would impress others, but the visions that deeply resonate with your highest values and
ideals.

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 Branden notes: “People rarely ask themselves, ‘If my goal is to have a successful
relationship, what must I do? What actions are needed to create and sustain trust,
intimacy, continuing self-disclosure, excitement, growth?’”
 First question: What do you want? Second question: What must you do? As Branden
reminds us: “Purposes unrelated to a plan of action do not get realized. They exist as
frustrated yearnings.”
VI) The Practice of Personal Integrity
 Without practicing personal integrity, the preceding practices disintegrate. “Integrity is
the integration of ideals, convictions, standards, beliefs — and behavior,” writes Branden.
“When our behavior is congruent with our professed values, when ideals and practice
match up, we have integrity.”
 Do your ideals, convictions, standards, beliefs and behavior all line up?
 And, perhaps even more important, do you have a sense of what your ideals, convictions,
standards and beliefs are to use as a basis for measuring how you’re doing?
The Final Phase
Developing the Program
As noted previously, past interns suggested the creation of a comprehensive plan for at-
risk Clark County youth to further prevent teenage pregnancy. From the Summer 2013 report,
interns said, “Through research, five programs have been found to satisfy the principles outlined
by advocates for youth for program implementation. These principles summarize key
components outlined for successful teen pregnancy prevention outside of sexual education. They
are as follows: (1) youth development; (2) male targeted programing; (3) family involvement;
(4) community collaboration; and, (5) improved college preparation and employment
opportunities.”
After evaluating the “Viable Avenues” of program development, results of LOC students
and alumni interviews, and current resources of LOC; we have found that the “Self-Esteem
Series” will satisfy all the elements of a comprehensive plan while also addressing the immediate
needs of LOC. When considering youth development, the six-part “Self-Esteem Series” is
modeled on the objective of developing greater longevity of a positive vision for the future and

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empowerment of self. When considering male targeted programming, the series is aimed at all
students and alumni desiring to attend, regardless of gender. When considering family
involvement, those that have already begun having children are also encouraged to attend. As
mentioned above, our work has taken into consideration that the issue of teen pregnancy is a
generational one; and therefore, young parents must also be targeted in our mission to empower
future youth. When considering community collaboration, session speakers and facilitators, as
well as OIC counselors, staff, and Wittenberg interns, will be working together with the
programs and resources of OIC and the greater Springfield community throughout the process of
designing and implementing each session. When considering improved college preparation and
employment opportunities, each of the six pillars will include information and motivation related
to personal empowerment and connections to useful information regarding job and education
attainment. Session four (The Practice of Self-Assertiveness) will focus on these items most
specifically.
Similar programs to the Self-Esteem Series have sprouted across the United States and
have flourished in mission and impact. In fact, a proven successful program, the Georgia
Campaign for Adolescent Power and Potential, shares many characteristics with our suggested
pilot program for LOC, including developing a healthier lifestyle and deeper relationships.
Governmental research and conversation also support constructing a program similar to
the Self-Esteem Series— one that empowers youth and involves the community. As noted by the
National Conference of State Legislature, “Recognizing that teen populations respond to
pregnancy prevention programs that are sensitive to their cultural backgrounds and varying
lifestyles is crucial to developing and implementing successful programs. Policymakers thus can
consider targeted interventions that focus on at-risk populations such as those described here.
Creative use of funding streams and innovative partnerships with local organizations can help
young people when they are most vulnerable, such as when they age out of foster care… At the
policy level, use of available funding for family planning services—and the necessary outreach
to ensure teens know that services are available—helps teens access the services they need to
prevent unintended pregnancies.” Also, the U.S. Department of Health and Human Services has
stated that, “Positive youth development may be a promising strategy for promoting adolescent
health. A systematic review of the published data was conducted to identify and describe PYD
programs that improve adolescent sexual and reproductive health. Researchers found that half of

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the reviewed programs improved at least one adolescent sexual and reproductive health
outcomes.”
Staff Input
Staff members from each OIC program include Patricia Johnson (REENTRY), Renee
Hinkle, Neal Browning (YOUTHBUILD), Bowen Chaney (HEAP), Heather Baker (DJFS), and
Jennifer Shaffer (LOC). Throughout the initial week of work, introductory meetings with staff
members from the wide variety of programs offered by OIC allowed for a much better
understanding of the employee community at OIC, their attitudes and passions, and also the wide
variety of community members that take advantage of the program offerings.
After our Interview Series, we revisited with staff members with more focused concepts
and goals of proposed programming. Once we knew we wanted to move forward with the Self-
Esteem Series, staff members could give better insight into how the proposed program and
current LOC programs could mesh.
Various weekly meetings with Jenni helped to mold the program to the atmosphere and
needs of the LOC. A thorough meeting with the outgoing counselor, Georgia Wilson, shed much
light on past successful OIC program methodology. Work Program leaders include Vince
Harshaw and Angie Maroney. Vince Harshaw (a Wittenberg graduate and OIC’s newest
employee) is acting as a “caseworker in training,” as well as leading LOC’s summer work
program, TANUF. Vince shared details about his experiences and expressed willingness to
collaborate with interns in the future. Angie Maroney, an eight year employee of OIC, is heading
up the work program, WEA. Angie’s passion provided useful insight into those that take
advantage of the work program, as well as the financial planning elective that she teaches.
Organizing the Program
I Content
A) Based off of past interns’ reporting
B) Based off of our current research
C) Based off of meetings with OIC staff
D) Based off of interview findings and suggestions
E) Loosely based on Nathaniel Branden’s 6 Pillars of Self-Esteem

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II Mission
A) The goal of the Hagen Center “Teen Pregnancy Prevention” project and resulting “Self-
Esteem Series” OIC program proposal is to empower Clark County young adults to take
control of their individual futures in order to avoid the generational problem of becoming
a parent at a young age, before being emotionally and financially prepared to support a
family, without needing to rely on federally or state-funded social programming.
B) The Hagen Center and OIC aim to provide direction in the lives of at-risk young adults—
students, parents, etc. age 16-24
III Structure
A) For list of Series Structure, please see Appendix portion of Report Binder
IV Speakers
A) For list of Speaker Biographies, please see Appendix portion of Report Binder
Implementing the program
I How?
A) Partnering with OIC and the alternative high school, LOC, the “Self-Esteem Series” will
be administered with the help of minimal OIC help and funding for food, marketing
materials, and a site.
B) The program will be marketed by means of social media (Facebook), fliers throughout
OIC buildings/rooms, and word of mouth (communication of teachers to students in their
classrooms).
C) The series will be connected through the structure of the six pillars of self-esteem
progression; however, there will be enough separation of sessions and topics to allow for
audiences to fluctuate if need be.
D) Interns, OIC staff, and respective program leaders will work together to create speeches,
discussion points, interactive activities, and resource guides for each session topic.
II Where?
A) Springfield, Ohio
B) The program will be held at OIC of Clark County.
III When?

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A) Sessions will be held in October, November, January, February, March and April,
including a potential supplementary activity in conjunction with OIC’s annual Christmas
party in December.
B) The program will take place on the Third Thursday of each month, from approximately
2-4PM.
IV Who?
A) OIC and the LOC will sponsor and “host”.
B) The hope is that the newly-hired LOC counselor will be willing to be the single
consistent, trusted facilitator of each session.
C) A wide variety of speakers, including OIC staff, Wittenberg professors, health
professionals, and prominent community members have been extended an invitation to
volunteer in the effort to initiate the series by collaborating with our program.
D) When possible, Summer 2014 Wittenberg interns will attend.
Conclusion
The success of the internship can be measured by considering the fulfillment of three pre-
set goals that were noted in during the Introduction section of this report. Specifically, these
three pre-set goals were: to gather further information about teenage pregnancy, design a teenage
pregnancy prevention program, and help current teenage parents in the Clark County community.
These goals were to be accomplished by: research, program planning based on research results,
and post-research reflection questions for participants. Let us then evaluate the progress made in
each area.
Goal: Gather further information about teenage pregnancy in the Clark County community
Interns chose to gather qualitative information about teenage pregnancy in the Clark
County community by interviewing teenage parents who had attended the LOC alternative high
school. The interview process lasted 2 weeks and consisted of 15-45 minute casual interviews
with 20-25 year old adults. These adults represented demographics of parent type, gender, and
race. Overall, these interviews revealed the strengths and weaknesses of the LOC alternative

20
high school program in preventing teenage pregnancy. Therefore, showing interns where
programs could be implemented to promote safe behavior and future planning.
Result: Qualitative Profiles of 18 Teenage Parents of the Clark County community
Goal: Design a teenage pregnancy prevention program for OIC
With the insight gained from interviewing teenage parents and meeting with OIC staff,
interns drafted a blueprint for a Self-Esteem Series aimed at promoting youth and young adult
development in the OIC community. These Series sessions would be taught by local community
members with specialization in sexual education, counseling, philosophy, etc. and each focus on
one of the six pillars of self-esteem as tailored by Nathaniel Branden. The purpose of the
program is to encourage at-risk youth and young adults to self-reflect while connecting them
with the proper resources to build a healthier and brighter future.
When LOC alternative high school staff were presented with the blueprint, the feedback
was incredibly positive and enthusiastic. Therefore, interns went forward with the program and
started to reach out to Springfield. Community advocates and leaders were asked to be potential
speakers and, thus far, five out of six sessions have been taken on by a community member.
Now, as the session schedule is being put together, official dates are being crystallized and plans
to begin the series are set for October. The series will then last until late April. Wittenberg
interns, also, plan to still be a liaison between the LOC alternative high school and contacted
speakers as to continue participation in the programming.
Result: Blueprint for a Self-Esteem Series taught at OIC from October 2014 - April 2015
Goal: Help current teenage parents in the Clark County community
Finally, Wittenberg interns had wished to make the interviews successful in that the
conversation would help teenage parents reflect on their experiences and feel a sense of
empowerment. Therefore, research participants were sent an anonymous reflective survey a few
weeks after the interviews were completed. Of the 18 participants, 9 (or 50%) responded to the
survey. The results of the survey revealed that participants were comfortable talking with the
interviewees and the conversation led them to think differently about their futures. In this way,

21
interns hope that the Self-Esteem series will also give at-risk youth and young adults the
opportunity to reflect and think differently about their futures.
Result: Reflection survey that reveals personal impact of participating in research

22
Appendix
Appendix 1: Research
1.1 Interview Questions
Research Project: Understanding Predictors of Teenage Pregnancy
Teenage Pregnancy Interview Questions
Focus: Life skills, higher education, employment
This list is intended as a set of prompts for an unstructured conversation among researchers and teen parents…
 Basic
 Age
 Gender
 Number of children
 Hometown (or area of Springfield)
 School (some, or graduate of: middle, high, OIC, etc.)
 Tell us a little more about yourself…
 Life skills [20 minutes]
 Where are you living right now?
 Are you paying rent? /house payment?
 Do you buy groceries?
 Who looks after your children?--- parenting style
 In school, did you ever take financial planning or home ec?
 How comfortable are you with the activities we’ve mentioned (i.e. paying bills,
budgeting for grocery shopping, etc.)
 What surprises in terms of raising a child have you experienced?
 What help do you wish you had?
 What kinds of classes in middle school or high school do you think would
have helped with “real life” (outside of a classroom)?

23
 Higher education [20 minutes]
 Throughout your childhood/education, was going on to college discussed often?
 Did you consider education important?
 What did you know about applying to schools? /What kind of help did you
have?
 Did you go on to higher education? Or do you plan to?
 Yes  where? And how is it going?
 No  did you plan to do so before you had your baby?
 After you became pregnant and/or had the baby, would you say you had less time
for school work?
 What kinds of sacrifices do you have to make?
 What kinds of sex education information (abstinence, contraceptives, service
learning, etc.) were available to you, and at what age/grade?
 Did you view continuing your education as expensive?
 Did you view having a baby as expensive?
 Career [20 minutes]
 Right now, do you have a job?
 How long have you been working there?
 Why did you choose to apply?
 Before your pregnancy, what did you want to be after graduating from high
school (and/or college)?
 Did those goals change after having your baby?
 In school, were you given information about employment opportunities?
 Were there opportunities to go to any kinds of vocational schools? (Schools that
are like jumpstart programs to gain experience and get employed right out of high
school)
 What jobs would you like to have known, or know, more about?
 What jobs do you think you can do with a high school degree?

24
 What do you see happening in your life in the next few years?
Thank you!

25
1.2 Interview Profiles
Teenage Parent Interview Profiles
Participant #1 (F)
Age: 21
Number of children: 1
Education: OIC Graduate, wants to return to finish school for nursing
Employment: Stanley Electric (full benefits)
Living situation: Childhood home, with parents
Other: Medical costs are insured through the state (child has aspergers, asthma, and seizures at
6mo.)
What helped: Career readiness class
Suggestions: Real life experience watching children of different ages, consideration of the health
of children upon birth (extra costs), week long course for fathers (or mothers) about being a
parent
Participant #2 (F)
Age: 22
Education: Some high school, OIC credits, no OGT to graduate

26
Employment: Unemployed
Living situation: “State” housing
Other: State-dependent on medical, food, and housing
What helped: Help with finding jobs and clothes donations
Suggestions: Real life experience watching children of different ages, consideration of the health
of children upon birth (extra costs), week long course for fathers (or mothers) about being a
parent
Participant #3 (F)
Age: 21
Education: Started OIC when pregnant with first child, dropped out and then returned to graduate
Employment: Texas Roadhouse server
Living situation: Has a home in Springfield
Other: Depends on WIC (but it is still not enough); never took a sex ed class
What helped: N/A
Suggestions: Communicate the realities, the responsibilities of pregnancy and lack of support
from the other parent; OIC daycare type program to allow teen parents to finish school
Participant #4 (F)

27
Age: 24
Education: High school graduate (limited time spent at OIC) and two years of college for EMS
Employment: Floors Homes (MRDD) for two years—not working in EMS because of lack of
jobs in the area
Other: N/A
What helped: Help with finding jobs and clothes donations
Suggestions: Communicate the realities, the responsibilities of pregnancy and lack of support
from the other parent; OIC daycare type program to allow teen parents to finish school
Participant #5 (F)
Age: 18
Education: ?
Employment: ?
Living situation: ?
Other: N/A
What helped: Wittenberg financial class

28
Suggestions: ?
Participant # 6 (F)
Age: 22
Education: OIC early graduate(?); Clark State STNA program
Employment: Good Shepard Village (nursing home)
Living situation: ?
Other: N/A
What helped: OIC credit and scheduling flexibility and more attention/communication
Suggestions: N/A
Participant #7 (F)
Age: 20
Number of children: 1 and 1 on the way
Education: OIC
Employment: McDonald’s
Living situation: ?
Other: N/A

29
What helped: Work program, community resource
Suggestions: Daycare resources
Participant #8 (F)
Age: 23
Education: Some high school and OIC, graduated at age 21
Employment: Unemployed
Living situation: Has a home with her girlfriend
Other: Oldest son has severe psychological issues
What helped: N/A
Suggestions: Program to put themselves into the position with the responsibility to care for
others
Participant #9 (F)
Age: 19
Number of children: 1 [Intentional]
Education: Springfield High School and OIC for a year and a half
Employment: Now works in home health care
Living situation: Has a home with her husband and child

30
Other: N/A
What helped: Felt prepared for financial planning and living on her own
Suggestions: A class at OIC for “real life” financing and living
Participant #10 (F)
Age: 21
Education: Some Springfield High school, OGTs and a credit short of graduating—will begin
GED program in September
Employment: N/A
Living situation: Lives in an apartment with her children
Other: N/A
What helped: Schooling and scholarship information from OIC; boyfriend’s job through the OIC
work program
Suggestions: “Pseudo parenting class” for real life child care experience/ parenting classes and
resources related to basic responsibilities of living on your own
Participant #11 (M)
Age: 23

31
Education: Graduated from OIC (on time)
Employment: Was in the military for four years; now works at CitiBank in Columbus
Living situation: Has a home in Springfield (?)
Other: In the middle of divorcing the mother of his child
What helped: One on one learning and time to help prepare for after graduating
Suggestions: Lessons in practical life skills like buying groceries, balancing bank accounts,
budgeting, etc.; more opportunities for hands-on learning
Participant #12 (F)
Age: 18
Education: Will be graduating from OIC
Employment: Little Caesar’s part time, will soon be placed by OIC work program; aspires to
become a nurse (has a two year scholarship to Clark State, goes to CTC this year for STNA)
Living situation: Lives with parents
Other: N/A
What helped: Career readiness and college readiness at OIC, as well as a personal finance class
Suggestions: LOC alternative high school students could use a bigger support group
Participant #13 (M)

32
Age: 18
Education: Will be graduating from OIC
Employment: Will soon be placed by OIC work program; looking to join a branch of the military
and have higher education paid for
Living situation: Lives with parents
Other: N/A
What helped: N/A
Suggestions: LOC alternative high school students could use a bigger support group
Participant #14 (M)
Age: 22
Number of children: 1 (not biological), 1 on the way
Education: Graduated from LOC in 2012
Employment: Works through a temp service
Other: N/A
What helped: Class size and individualized pace of the LOC; financial planning classes and
“shop” class

33
Suggestions: Readiness for searching for apartments/houses, paying bills, etc.
Participant #15 (F)
Age: 21
Number of children: 1 and 1 on the way
Education: Graduated from Northwestern high school in 2011, taking all college prep classes;
has taken some college classes to start a nursing degree just out of high school
Employment: Works through a temp service, currently on medical leave
Other: N/A
What helped: N/A
Suggestions: Readiness for searching for apartments/houses, paying bills, etc.
Participant #16 (F)
Age: 22
Education: Graduated from OIC; went to Clark State (but dropped out during a custody battle)
Employment: Receptionist at Vector marketing
Living situation: Now lives in her own “double”
Other: Receives government food stamps and medical assistance

34
What helped: N/A
Suggestions: Make them realize that getting jobs and houses aren’t as easy as they think it is (just
out of high school and especially with children)
Participant #17 (F)
Age: 24
Education: Graduated from OIC; went to Clark State for about a year for RN, but dropped
classes after pregnancy
Employment: (Has STNA license, but it’s lapsed); Works at Frickers
Living situation: Now has a house in Springfield
Other: N/A
What helped: N/A
Suggestions: Teach how to be financially stable
Participant #18 (M)
Age: 18
Education: Has delayed graduation for 3 years

35
Employment: Got into Springfield Career Technology Center and will now train to be an
electrician
Living situation: Whole family (baby and girlfriend) lives with his parents
Other: Wants to join a union for the apprenticeship school
What helped: LOC finance class; CTC teaching responsibility and how to handle challenges
Suggestions: Home Ec/Ed classes, early graduation options for early college entrance

36
Appendix 2: Program Planning
2.1 Structure
Self-Esteem Series Schedule
1. October 16th, 2014: Introduction and The Practice of Living Consciously
a. Speaker: Dr. Bailey
b. Focus:
c. Activity:
d. Contact:
2. November 20th, 2014: The Practice of Self-Acceptance
a. Speaker: Counselor of Oesterlen
b. Focus: Identifying Strengths and Weaknesses
c. Activity:
d. Contact:
3. January 15th, 2015: The Practice of Self-Responsibility
a. Speaker: Health Educator of Community Health Foundation
b. Focus: Being Responsible for Personal Sexual Health
c. Activity:
d. Contact:
4. February 19th, 2015: The Practice of Self-Assertiveness
a. Speakers: Vince Harshaw and Angie Maroney
b. Focus: Bringing who you are into the workforce, representing yourself well
c. Activity:
d. Contact:
5. March 19th, 2015: The Practice of Living Purposefully
a. Speaker:
b. Focus: First question: What do you want? Second question: What must you do?
c. Activity:
d. Contact:
6. April 16th, 2015: The Practice of Personal Integrity

37
a. Speaker: Pamela Cone
b. Focus: Behavior matching your ideals and convictions
c. Activity:
d. Contact:

38
2.2 Biographies of Proposed Speakers
Dr. Julius Bailey
As an assistant professor of Philosophy at Wittenberg University, Bailey works to “challenge
folk to be true to oneself” by weaving lessons of pop-culture and ancient philosophy. Also,
Bailey serves as an advocate for community engagement and youth development- often speaking
at colleges, prisons, and community organizations across the United States. Therefore, it is fitting
for Baily to speak to students and alumni of LOC alternative high school in an effort to promote
living consciously.
Terra Crable
As the sexual health educator of the Community Health Foundation, Crable has great experience
communicating about sexual choices and implications. She often speaks at local middle schools,
high schools, and universities in the area about sexual health- recently leading a successful
lecture called “Sexploration” at Wittenberg University. Furthermore, Crable has a sexual health
curriculum that focuses on sexual responsibility and, therefore, is well fit for teaching a seminar
on self-responsibility and taking control of sexual health.
Counselor
As the Director of Clinical and Community Services at Oesterlen services for Youth, Inc.,
Kate LeVesconte has many years of experience and passion for youth health- especially
pertaining to psychological health. Furthermore, LeVesconte participates in teenage pregnancy
prevention programs within the Clark County Community, including the Combined Health
District CHIP program and PREP program headed by Jessica Owens. Therefore, LeVesconte or
a fellow counselor of Oesterlen would be fit to discuss the process of self-acceptance through
methods of counseling.
Vince Harshaw & Angie Maroney
As a “caseworker in training” and leader of LOC’s TANIF program, Harshaw works closely
with motivated LOC alternative high school and Youthbuild students. He is a fresh and
enthusiastic graduate of Wittenberg University and also a graduate of Springfield High School.

39
And, as the director of the summer work program, WEA, and teacher at LOC alternative high
school, Angie Maroney has a passion for preparing youth for the next step in their professional
lives. Furthermore, Harshaw and Maroney are employees of OIC and are familiar with the many
resources available to students and alumni. Therefore, Harshaw and Maroney will be well-
prepared to lead a session on being self-assertive while entering the workforce.
Pamela Cone
As a current Interior Designer and Communication Consultant for Design House & Associates
LLC, as well as an ordained minister at the Church of the Living God International, Inc., public
speaker, and Sinclair Community College student in pursuit of her third degree, with both prior
chiropractic and writing experience, Pamela Cone has no shortage of interests, passions, and
skills. Currently residing in Dayton, Pamela is passionate about youth and women's issues, and
hopes to connect her passions in order to benefit struggling at-risk populations, such as some
located in Springfield, where she currently attends church.

40
2.3 Self-Esteem Series Flyers
“THIRD THURSDAYS”
at OIC room TBD at
2:00 PM on
JANUARY 15th
Session name TBD

41
Appendix 3: Conclusion
3.1 Reflection Results
Of 18 participants of the initial Interview Series research, 9 participants (50%) responded to
the reflection survey. These are the results…
The meeting place was comfortable and easy to get to.
Completely
Disagree
Somewhat
Disagree
Neither
Agree nor
Disagree
Somewhat
Agree
Completely
Agree
Total Average
Rating
Response 0.00%
0
0.00%
0
0.00%
0
0.00%
0
100.00%
9 9 5.00
Q2
Talking about my experiences was easy to do.
Completely
Disagree
Somewhat
Disagree
Neither
Agree nor
Disagree
Somewhat
Agree
Completely
Agree
Total Average
Rating
Response 0.00%
0
0.00%
0
11.11%
1
22.22%
2
66.67%
6 9 4.56

42
Q3
Talking about my experiences helped me better understand
what I was going through.
Completely
Disagree
Somewhat
Disagree
Neither
Agree nor
Disagree
Somewhat
Agree
Completely
Agree
Total Average
Rating
Response 0.00%
0
0.00%
0
62.50%
5
37.50%
3
0.00%
0 8 3.38
Q4
Talking about my experiences has changed the way I think
about my past.
Completely
Disagree
Somewhat
Disagree
Neither
Agree nor
Disagree
Somewhat
Agree
Completely
Agree
Total Average
Rating
Response 0.00%
0
0.00%
0
77.78%
7
11.11%
1
11.11%
1 9 3.33

43
Q5
Talking about my experiences has changed the way I think
about my future.
Completely
Disagree
Somewhat
Disagree
Neither
Agree nor
Disagree
Somewhat
Agree
Completely
Agree
Total Average
Rating
Response 0.00%
0
11.11%
1
33.33%
3
33.33%
3
22.22%
2 9 3.67
Q6
I would want to attend an OIC program that was built off of my
suggestions.
Completely
Disagree
Somewhat
Disagree
Neither
Agree nor
Disagree
Somewhat
Agree
Completely
Agree
Total Average
Rating
Response 0.00%
0
0.00%
0
22.22%
2
11.11%
1
66.67%
6 9 4.44

44
Bibliography
Johnson, Brian. "The Six Pillars of Self-Esteem." Experience Life. Experience Life Magazine,
Apr. 2011. Web. 22 July 2014.
"Make the Connection: How Positive Youth Development Offers Promise for Teen Health and
Pregnancy Prevention." U.S. Department of Health and Human Services 07th ser. May
(2014): 1-4. Web. 21 July 2014.
<http://www.hhs.gov/ash/oah/news/assets/May%202014%20TPP%20Event/pyd-
resourcelist.pdf>.
"NEW NAME, EXPANDED FOCUS! GCAPP." NEW NAME, EXPANDED FOCUS! |
GCAPP. Georgia Campaign for Adolescent Power and Potential, 2013. Web. 21 July
2014.
"Teen Pregnancy Prevention." National Conference of State Legislature (2009): 1-7. Web. 21
July 2014. <http://www.ncsl.org/documents/health/teenpregnancy09.pdf>.

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