Running Head: SEXUALLY TRANSMITTED DISEASES SEXUALLY TRANSMITTED DISEASES 3 Sexually Transmitted Diseases  Summary of teaching plan Title: Sexually Transmitted Diseases  Overview Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013). Objectives 1. To help the teenagers understand what STDs are as well as ways one can contract them 2. To teach the teenagers some of the preventive measures of contracting STDs. 3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs 4. To help the teenagers differentiate the myths from the facts regarding STDs Materials Video clips featuring adults and teenage experts, Graphic power point presentations STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80 Directions The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one. The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers. The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...

1. Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted
from one person to another during oral, anal and vaginal sexual
activities. STDs are very common especially among sexually
active teenagers and a number of them don’t have the symptoms
making it hard to tell if one has contacted one. STDs are very
dangerous to one’s health however, it can be detected when one
is tested and majority of them have a cure (Bouchery, Harwood,
and Brewer, 2014). STDs are preventable with abstinence and
safe sexual practices; one is likely not to contract the disease.
Examples of the STDs are: chlamydia, genital warts, gonorrhea,
hepatitis B, herpes, HIV and AIDS, Human Papillomavirus,
scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry,
2013).

2. Objectives
1. To help the teenagers understand what STDs are as well as
ways one can contract them
2. To teach the teenagers some of the preventive measures of
contracting STDs.
3. To educate the teenagers on measures on should take incase
exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts
regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power
point presentations
STD pamphlets, Writing materials: Pens and Plain papers,
Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church,
additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions
lasting approximately 30 to 45 minutes. In the first session, it
was purely teaching session where I addressed all the objectives
in a classroom setting and the teenagers were allowed to take
notes. Teaching was enhanced with graphic power points to help
create a visual understanding of the different concepts put
across. The second session on the other hand was purely audio
visual where the teenagers were allowed to view different Video
clips featuring adults and teenage experts expounding on
sexually, transmitted disease. The audio-visual session also
addressed all the objectives just as the case was in the

3. classroom set up in session one.
The third session was an open forum where the teenagers were
allowed to ask questions, seek clarification on different issues
or add more insight on concept learned. This session was an
interactive one where all disturbing questions was addressed.
The end of this session was marked by satisfactory response to
all questions and insight brought forward by both the teacher
and the teenagers.
The fourth and final session was an examination setup where
each of the participants were given a quick test to test their
understanding for the concepts learnt. Those who performed
exemplary were awarded certificates and gifts and the whole
were issued pamphlets with information regarding STDs to take
home to their relatives. Additionally, they were encouraged to
spread the message to their families. The end of this program
was marked with refreshment and entertainment activities by the
teenagers.
Epidemiological rationale for topic
Teenagers who actively engage in sexual activities end up
suffering untoward health consequences in some case immediate
in others long-term. Statistics from the CDC indicate that:
46% of teenagers have ever engaged in sexual activities, out of
this 34% of the population had had sexual intercourse within the
past three months. Of the 34%, 14% had sex with either four or
more people. Approximately 8,300 teenagers between the ages
of 12-14 years are HIV infected (Centers for Disease Control
and Prevention, 2013). About half of the 20 million new STD
cases in the USA alone are among teenagers who represent only
25% of the sexually active population. The risk of contracting
STD is additionally high because approximately 54% of youths

4. have not received the necessary education regarding
transmission and prevention. 46% of American high school
students are sexually active risking contracting HIV or any
other STD.
In 2012, women between the ages of 15-19 reported the highest
rates of gonorrhea (521.2). On a yearly basis, the cases of new
infections among teenage boys is 49% with that of the teenage
girls being 51%. HPV is the most prevalent STD in the USA and
without abstinence and safe practices, many teenagers stand to
contract it. Four out of ten sexually active teenagers admitted to
not using condom in their most sexual encounters. One out of
every four teenagers’ contracts STD on a daily basis. finally,
less than half the population of adults between the ages of 18 to
44 years have ever taken an initiative to test for an STD apart
for HIV/AIDS. In a case where early detection is crucial for
successful treatment, many end up losing their lives over a
situation that could have medically been handled had it been
detected at the right time.
The above findings are alarming calling for the need of mass
awareness of the causes, prevention, and treatment of STDs
especially amongst the youths and young adults
Evaluation of teaching experience
To evaluate the teaching experience, I used questionnaires with
different questions based on the objectives to evaluate whether,
the teaching session was useful and what can be done in future
to make such a session, more interactive, fun and educative for
the teenagers to obtain maximum content.

5. Some of the questions in the questionnaire was:
1. Did the learning session meet your expectation? 5 for
strongly agree and 1 for strongly disagree
2. How effective was the presentation?
3. How would you rate he presentation incorporated by the
different demonstrations?
4. How would you rate the usefulness and relevance of the
information learnt?
5. How can this presentation be improved?
Finally, I left room for feedback and comments.
I will additionally, visit the church leaders especially those
allocated to the youths at the end of the month to find out
whether the topic raised concerns amongst the teenagers and
whether they came forward to seek help and guidance on the
issue. I will also enquire to know the type of concerns they had
so as to know which areas to address in future.
Community response to teaching
Both the teenagers and their parents appreciated the awareness
of STD. STD is a sensitive topic that most parents and care
givers shy from talking about to their teenagers primarily
because a number of them also lack the necessary information
and additionally do not know their status. Most parents fear that
bringing up the topic is a way for encouraging the teenagers to
engage more in sexual activities. Sex education has been left to
be addressed by teachers in schools as parents feel they have the
best angle of talking about it. the teenagers on the other hand
had shallow knowledge of the different STDs but feared asking

6. for clarifications due to the awkwardness associated with
having such a discussion with their parents or even elder
person. STD is real and the alarming rates based on the
indicated statistics calls for the need of awareness not only as
the case is with HIV/AIDS but all on all the other STDs.
Awareness is key to prevention and a reduction in its rates.
Areas of strengths and areas of improvement
Areas of strength were the visual aids that readily help the
teenagers visualize the seriousness of contracting the different
STDs. Additionally, creating a free environment that
encouraged open communication readily helped the teenagers to
open up and ask questions regarding different new learnt
concepts and initial ideas they had regarding the topic.
An area of improvement is Incorporating the lessons taught with
my digital platform such as social media platforms for enquiries
and feedbacks. Teenagers today are known to be well vast with
the different social media platforms making it important to have
this information there for easy reference and any enquiries
(Renz, Foster, Vaughan, Califano, and Robert, 2016). Giving
the teenagers my different social media platform will help the
reach me whenever they want and I will be able to assist them
on different areas they may be interested in. Additionally, a lot
of information regarding STD amongst teenager in available
online, using different you tube channels and videos as a
teaching aid will help. Therefore, taking advantage of the media
and social media platforms being the current trend will readily
help the youths understand all the relevant information
regarding, prevention, and treatment of different STDs. The
keyway of preventing contacting any of the STD is abstinence
additionally, safe sex practices goes a long way.
Reference
Centers for Disease Control and Prevention (2013) “Sexually

7. Transmitted Diseases
Surveillance” Centers for Disease Control
http://www.cdc.gov/std/stats/sti-estimates-fact-sheet-feb-
2013.pdf accessed August 5,
2017
Bouchery, E; Harwood, J and Brewer, D (2014) “Prevention of
the Different STDs” American
Journal of Preventive Medicine 41(5): 516-524
Renz, D; Foster, L; Vaughan, D; Califano, J and Robert
(2016). “Consequences of STDs”
John Wiley & Sons.
Nahavandi, A. (2016). “Prevention Interventions of STDs
Amongst Young Adults”
American Journal of Preventive Medicine 41(5): 516-524
Stingler, H; Neusel, E and Perry, C (2016) “School Based
Programs to Prevent and Reduce
STD Among Young Adults” Alcohol Research and Health 34(2):
157-162