Throughout this course, you have completed components of your Fina.docx

Throughout this course, you have completed components of
your Final Project. Initiating research to address a health issue
as well as considering how to design, plan, and implement a
health education program to address this health issue are
important skills for a health educator. While in practice many of
the considerations central to the needs of addressing a health
issue in a population will not be so straightforward, your
practical application of the concepts as they relate to health
education will help prepare you for your current or future role
as a health educator.
The Assignment: (5–6 pages)
· Briefly describe the health issue that you selected(An increase
in Chlamydia infections among teens in the community).
Include statistics and a detailed description of the problem your
strategy/methodology will address.
· Explain how you would revise proposed health education
strategies/methodologies based on Instructor feedback. Include
evidence-based strategies/methodologies that can show the
community you will be integrating a program that has been
tested and implemented in other areas.
· Include revised implementation considerations and additional
perspectives based on the data presented in the case study.
Expand upon the statistics from the data provided in the case
study to show you are setting up your program to meet the needs
of the community.
· Describe how the areas of responsibility for health education
practice will influence the strategies/methodologies that you
would choose to implement. Include at least 2 areas of
responsibility with examples.

Developmental Readiness Template
Developmental Stage
Developmental Area Milestones
Birth to 12 months
13-24 months
25-36 months
37-48 months
Cognitive
Typical
Atypical
Atypical

Developmental Strategy: Typical
Developmental Strategy: Atypical
Linguistic
Typical
Atypical
Atypical

Physical
Typical
Atypical
Atypical

Social
Typical
Atypical
Atypical

Emotional
Typical
Atypical
Atypical

References:
© 2018. Grand Canyon University. All Rights Reserved.
4/15/2020 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric
?mode=grid&isPopup=true&rubricCount=1&prefix=_21261949_
1&course_id=undefin… 1/2
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate
student work. Your instructor
linked a rubric to this item and made it available to you. Select
Grid View or List View to
change the rubric's layout.
Excellent Above
Average
Average Fair Poo

Writing
Quality
10 (20.00%) -
10 (20.00%)
Demonstrated
correct
spelling,
proper
grammar, and
sentence
structure
AND
Statements
normally
requiring
references or
citations were
always
validated with
the source
8 (16.00%) - 9
(18.00%)
Occasional
minor
spelling,
grammar, or
sentence
structure
errors
BUT
Statements
normally
requiring

references
or citations
were always
validated
with the
source
7 (14.00%) -
7 (14.00%)
Occasional
minor
spelling,
grammar,
or sentence
structure
errors
AND
Most, but
not all,
statements
normally
requiring
references
or citations
were
validated
with the
source
6 (12.00%) -
6 (12.00%)
Frequent
spelling,
grammar,
or sentence
structure

errors
AND/OR
Statements
normally
requiring
references
or citations
were not
always
validated
with the
source
0 (0
(10
Reg
of s
gra
or
str
err
sta
nor
req
ref
or
we
val
wit
sou
Content
Completeness
and
Relevance

20 (40.00%) -
20 (40.00%)
Content
included all of
16 (32.00%) -
19 (38.00%)
Content
included all
14 (28.00%) -
15 (30.00%)
Some minor
content was
12 (24.00%) -
13 (26.00%)
Some major
content
0 (0
11
Mu
con
Name: HLTH_6110_Week2_Final_Project_Component1_Rubric
EXIT
Grid View List View

Excellent Above
Average
Average Fair Poo
the required
components
as per the
assignment
instructions
and was very
relevant to the
topic
of the
required
components
as per the
assignment
instructions
and was
usually
relevant to
the topic
missing
OR
Content was
not always
fully
relevant to
the topic
items were

missing
OR
Content was
often
irrelevant to
the topic or
too vague
item
mis
OR
Co
wa
top
ver
Critical
Application
20 (40.00%) -
20 (40.00%)
Explanations
were
analytical, and
insightful
AND
Connections
were clearly
made
between ideas
and how they
were or could
be applied
16 (32.00%) -
19 (38.00%)

All or most
explanations
were
analytical,
and
insightful
AND
Connections
were almost
always
made
between
ideas and
how they
were or
could be
applied
14 (28.00%) -
15 (30.00%)
Some
analysis or
some
insight of
the topic
was present
BUT
Connections
were not
always
made
between
ideas and
how they
were or
could be

applied
12 (24.00%) -
13 (26.00%)
Little
analysis or
limited
insight of
the topic
was present
AND/OR
Connections
were not
often made
between
content and
applicability
AND/OR
of goals and
motivations
0 (0
11
No
or
the
wa
AN
No
con
ma
app
wa
Feedback to Learner

Name:HLTH_6110_Week2_Final_Project_Component1_Rubric
EXIT
Point Mar Case Study
Walden University
Point Mar is a small, low-income population that is
struggling to combat life-threatening illnesses and diseases such
as Chlamydia. Due to the lack of funding Point Mar is
challenged to operate in hospitals and health departments with a
limited amount of staff. Though the Point Mar health
department has hired a new health educator assisting with
combatting chlamydia in teens has been a constant battle.
Chlamydia trachomatis is a sexually transmitted disease that is
prominent in teens and young adults that reside in low-income
areas (Hitti, 2005). This sexually transmitted disease is caused
by bacteria and can be contracted through unprotected sex with
an infected person (Centers for Disease Control and
Prevention, 2014). As a health educator, it is imperative to
educate teens on sexually transmitted diseases, ways to prevent
sexually transmitted diseases, and the available resources. The
reason is that it will decrease the number of teens contracting
the disease as well as preventing sterilization and other
complications that occur when chlamydia is left untreated.
In an attempt to decrease the number of infected teens, it is
vital to create an effective health education program. As a
health educator, it would be beneficial to collaborate with local
schools to set up programs such as the STD Community
Intervention Program (SCIP) (City of Santa Cruz, 2020). The
reason is that the program will educate teens on sexually
transmitted diseases such as chlamydia to identify the issue,
where the breakdown in information or resources occur and
reduce the number of teens suffering from the disease. Though
the SCIP program is currently only implemented in California,

it is ideal to begin a program such as this in other states to raise
awareness and prevent the spread of sexually transmitted
diseases.
When addressing the Point Mar Case study on chlamydia, it is
imperative to gather information from peer-reviewed literature.
The peer-reviewed literature and data-based resources that will
be utilized for this project are as follows:
Missed opportunities for early detection of chlamydia and
gonorrhea in school-based health centers. Nsuami, Malanda;
Taylor, Stephanie N.; Sanders, Ladatra S.; Martin, David H..
SEXUALLY TRANSMITTED DISEASES; DEC 2006; 33; 12;
p703-p70. Retrieved from
https://journals.lww.com/stdjournal/Fulltext/2006/12000/Missed
_Opportunities_for_Early_Detection_of.3.aspx
Health disparity by neighbourhood income. Lemstra M; Neudorf
C; Opondo J, Canadian Journal Of Public Health = Revue
Canadienne De Sante Publique [Can J Public Health], ISSN:
0008-4263, 2006 Nov-Dec; Vol. 97 (6), pp. 435-9; Publisher:
Springer Nature; PMID: 17203720. Retrieved from https://eds-
b-ebscohost-
com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=18&s
id=0c3f45e5-adc9-4e90-989c-ffaabc741070%40pdc-v-
sessmgr01
Chlamydia: A Major Health Threat to Adolescents and Young
Adults. Adderley-Kelly, Beatrice; Stephens, Eva M. ABNF
Journal. May/Jun2005, Vol. 16 Issue 3, p52-55. 4p. Retrieved
from https://eds-b-ebscohost-
sessmgr01
Geographic Mapping Demonstrates The Association Between
Social Inequality, Teen Births And STDS Among Youth.
Hardwick, Deborah; Patychuk, Dianne. Canadian Journal of
Human Sexuality. Summer99, Vol. 8 Issue 2, p77. 14p. 4.
Retrieved from https://eds-b-ebscohost-
com.ezp.waldenulibrary.org/eds/detail/detail?vid=14&sid=0c3f4

5e5-adc9-4e90-989c-ffaabc741070%40pdc-v-
sessmgr01&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0
ZQ%3d%3d#AN=2607715&db=a9h
CDC Fact Sheet: Information for Teens and Young Adults:
Staying Healthy and Preventing STDs. Retrieved from
https://www.cdc.gov/std/life-stages-populations/stdfact-
teens.htm
Conclusion
Eliminating chlamydia in teens will be a team effort between
health educators, medical professionals, schools, and persons
within the community. Though it will take much work
decreasing or eliminating sexually transmitted diseases is
imperative so that teens can live a happy, healthy life.
References
Centers for Disease Control and Prevention (2014). Chlamydia
CDC Fact Sheet. Retrieved from
https://www.cdc.gov/std/chlamydia/stdfact-chlamydia.htm
County of Santa Cruz (2020). STD Community Interventions
Program (SCIP). Retrieved from
http://www.santacruzhealth.org/HSAHome/HSADivisions/Publi
cHealth/CommunityHealthEducation/STDCommunityInterventio
nsProgram(SCIP).aspx
Hitti, Maranda (2005). Chlamydia Most Common in Teens,
Young Adults. Retrieved from https://www.webmd.com/sexual-
conditions/news/20050713/chlamydia-most-common-in-teens-
young-adults#1

TPB Worksheet
Directions: Apply your specific identified health issue from the
Point Mar Case Study to the constructs below. Fill in each
construct box as appropriate by typing in the text boxes. Then,
provide your written summary on the template.
*Persuasive communication about condoms
Condoms were recommended to teens to prevent the
transmission and spreading of chlamydia. Teens presented a
positive attitude towards condom usage in hopes of preventing
pregnancy and decrease the amount of teens contracting
sexually transmitted diseases.
A significant number of teens stated that the use of condoms
was a priority to them however, some teens had a different
opinion about the importance of condom use.
*Positive Intention to use condoms
Out of the teens that were educated on the importance of
condom usage 81% stated that they would use them as a
preventative measure.
*A small percentage of teens do not like condoms
Some of the teens admitted that they did not use condoms on a

regular basis.
*More teens are aware of the effort it takes to reduce the
transmission of chlamydia
Though there was a small percentage of teens who stated
condoms use was uncomfortable for them there were a large
number of teens that vowed to use condoms.
Summary:
After completing this activity, the importance of health
educators has become more evident. Chlamydia is a sexually
transmitted disease that does not receive the proper amount of
attention, which is the reason that more teens are contracting
the disease and encountering more severe health problems
(Adderly-Kelly, 2005). After starting various programs within
the community and analyzing the results, health educators
realize that there is still more work that needs to be done to
convince teens how important it is to practice safe sex. One of
the analyses from the program is that teens who are not
adequately educated or provided with the proper resources are
still unaware of the importance of condoms. On the other hand,
81% of teens who were educated on how to prevent the
transmission and spread of chlamydia and other sexually
transmitted diseases stated that they would use condoms as a
preventative measure (Asare, 2010). Though health educators
are making a positive impact on teens to help prevent teen
pregnancy as well as the spread of sexually transmitted
diseases, there are still teens who are suffering in silence.
Theoretical applications are critical as it applies to reduce or to
eliminate sexually transmitted diseases because it allows health
educators to analyze and exercise the various stages. The
contemplation stage is acknowledging that teens are contracting
sexually transmitted diseases, which causes health educators to
gather a plan that will eliminate the spread of sexually
transmitted diseases. In the preparation stage, health educators
need to find a program or method that will educate as many
teens as possible to reduce the percentage of teens who are

affected. The action stage is crucial because it gives teens and
health educators that opportunity to see how well the plan or
program is working so that they can address any issues that may
arise and make changes as necessary. Finally, the maintenance
stage gives health educators and students the statistics from
before and after the program started to give them an idea of how
successful the program is as it applies to keep teens free from
having children at a young age or contracting sexually
transmitted diseases. The ultimate goal is to ensure that health
educators are passionate about their job and ability to help
reduce the spread of sexually transmitted diseases as well as
ensuring teens can lead a healthy life.
Reference
Asare M, Sharma M. Using the theory of planned behavior to
predict of safer sexual behavior among Ghanaian immigrant in a
Midwestern city. International Quarterly of Community Health
Education. 2010;30(4):321–35.
Chlamydia: A Major Health Threat to Adolescents and Young
Adults. Adderley-Kelly, Beatrice; Stephens, Eva M. ABNF
Journal. May/Jun2005, Vol. 16 Issue 3, p52-55. 4p. Retrieved
from https://eds-b-ebscohost-
sessmgr01

© 2014 Laureate Education, Inc.
Page of
Congratulations! You have been hired by the Vista County
Health Department as their new health educator. This county
has never had a health educator and is only minimally staffed
with three public health nurses, a sanitarian, two community
health workers and a physician health officer who all occupy
the small public health department to which you are assigned.
Your resources are limited as this is a relatively poor county
economically. Your public health department is located along
the Pacific coast in the southern part of the state. The county
has an overall population of approximately 100,000 with the
main population center located in the port city of Point Mar.
Point Mar has a population of 37,500 while the other five towns
in the county have populations ranging from 2,000 to 9,300 and,
in addition, there are scattered pockets of people living in many
unincorporated areas of the county who are involved in a
variety of economic pursuits. The principle sources of income
for Vista County are derived from agriculture, commercial
shipping, fishing, tourism, and small to medium businesses. The
population of Vista County is 43% Caucasian, 33% Hispanic,
12% Asian/Pacific Islander, 10% African American, and 2%
American Indian. There has been a recent influx of Southeast
Asians into Point Mar and there is a regular Latino migrant farm
worker population employed in the County’s agricultural areas.
In general, the road systems are adequate to connect all the
towns in the county. The distances between towns range from
8–20 miles and all towns and most outlying areas have
telephone, electricity, sanitation, and water services. In
addition, there are two major newspapers, three radio stations,
and one cable television station serving the county. Of these,
one newspaper, one radio station, and the cable TV station are
located in Point Mar. There are three high schools, four middle
schools, and five elementary schools in the county with one-
third of the children in the county being bussed into these

schools. There are three hospitals in the county with two of
these (Vista County Hospital and San Sebastian Regional
Medical Center) located in Point Mar. There are also ambulance
services, fire and police services, and other governmental
agencies serving the entire county. Based on your needs
assessment you have identified five potential health issues in
the Point Mar community. These include: An increase in
Chlamydia infections among teens in the community
Personnel Worksheet
Directions: List the personnel required for the implementation
of your health education program. Create a brief job description
for each respective job role and identify the qualifications
needed to fill this job role. Note that volunteers, when
necessary, should also be included.
Note: Be sure to include the salary associated with these job
roles and then match the salaries identified in the budget
worksheet. Not all respective rows for each job role will need to
be completed. Only identify the personnel needed for your
specific health education program.
Job Role
Job Description
Qualifications
Salary
Public Health Nurse
The public health nurse is a professional whose main role is to

assess the health issues affecting the community. The nurse will
work with the community and the community education team to
plan and implement health promotion activities including the
community education program.
Associate’s Degree or Bachelor’s Degree in Nursing.
State accreditation as a public health nurse.
4,000
Community Health Worker
The role of the community health worker is linking the health
care team to the vulnerable members of the community that
would benefit from the education program. This role will enable
the program to be beneficial to the target audience.
Bachelor’s degree in social work
Good communication skills
Effective team working skills.
4,000
Physician Health Officer

The physician’s role in this program is to provide care for the
community members who may need it after attending the
education program.
Degree in Medicine
Good interpersonal skills
5,000
Administrator
To handle the administrative work of the education program
such as keeping records of the people who attend the program
and referring people who may need help after the program.

At least a high school diploma
Computer skills
$2,500
Volunteer (social media)
To handle the social media marketing of the program.
At least high school diploma
Must be technology savvy
Good interpersonal skills
$1,500
Volunteer (Usher)
To guide the attendants of the education program when they
visit the facility.

At least a high school diploma
Must have good communication skills.
$1,500
Volunteer
The role of the extra volunteer will be determined based on the
needs of the education program as it is being implemented.
At least a high school diploma is needed
Must have good communication skills
$1,500
Page of

Budget Worksheet
Directions: Complete the budget worksheet with an accounting
of the types of costs associated with the implementation of your
health education program. For example, if you are doing field
work, will you require the purchase of a laptop, or of external
data drives to store your data collection? Use realistic monetary
totals for each respective criterion that you will need in the
implementation of your health education program.
Note: Not all line items will be relevant to every health
education program and you are to complete this worksheet with
a maximum budget of $100,000.00 dollars as a cap for your
health education program.
Health Education Program:Start-Up CostsSubtotal Total Capital
Costs
Purchase of Land
3 acres @ $ 2500/acre
$7,500
Facility Construction
600 sq. ft. @ $ 40 /sq. ft.
$24,000
Facility Renovation
400 sq. ft. @ $ 10 /sq. ft.
$4000
Equipment (capital):
1. Two Desktop Computers
$1,000
2. Internet Infrastructure
$300

3. Speakers and Microphone
$650
4. Projector
$1,000
5. Teaching Resources
&500
6. Stationary
$100
Total Equipment
$3,550Other Start-Up Costs
Facility Design
$2,500
Furnishings:
1. Desks
$2,000
2. Office Chairs
$5,000
3. Shelves
$450
4. Reception counter
$500

5. Chairs for attendants
$3,000
Total Furnishings
$10,950
Needs Assessment
$2,500
Marketing Analysis
$3,000
Legal Assistance
$5,000
Licenses/Permits
$7,500
Materials Development
$1,500
Staff Training
$2,000
Other:
1. Salaries
$
20,000
2. Testing kits
$
10,000
3. Office Supplies
$
20,000

4.
$
5.
$
Total Other
$124,000
Operating Costs
Subtotal Total Staff Salaries and Wages:
1.
$
2.
$
3.
$
4.
$
5.
$
Total Staff Salaries and Wages
$
Fringe Benefits
% x Salaries & Wages
$
Consultants/External Contractors:

1.
$
2.
$
3.
$
4.
$
5.
$
Total Consultants/External Contractors
$
Facilities:
Facilities Leasing
$
Utilities
$
Facilities Maintenance
$
Total Facilities
$
Non-Capital Equipment — Purchased:

1.
$
2.
$
3.
$
4.
$
5.
$
Total Non-Capital Equipment — Purchased
$
Non-Capital Equipment — Rental:
1.
$
2.
$
3.
$
4.
$
5.
$

Total Non-Capital Equipment — Rental
$
Equipment Maintenance
$
SubtotalTotal
Office Supplies
$
Other Supplies
1.
$
2.
$
3.
$
4.
$
5.
$
Total Other Supplies

$
Communications (telephone, e-mail, website, etc.)
$
Printing/Copying
$
Advertising/Promotion
$
Program Materials/Resources
1.
$
2.
$
3.
$
4.
$
5.
$
Total Program Materials/Resources
$
Transportation
$
Travel

$
Staff Training/Development
$
Other:
1.
$
2.
$
3.
$
4.
$
5.
$
Total Other
$
Subtotal $Total $TOTAL COST (Start-Up + Operating)
$
INCOME:
Income Sources:

1.
$
2.
$
3.
$
4.
$
5.
$
TOTAL INCOME
$
Page of
Rubric Detail

Excellent Above Average Average Fair
Writing
Quality
10 (20.00%)
10 (20.00%) - 10
(20.00%)
Demonstrated
correct
spelling,
proper
grammar, and
sentence
structure
AND
Statements
normally
requiring
references or
citations were
always
validated with
the source
8 (16.00%) - 9
(18.00%)

Occasional
minor spelling,
grammar, or
sentence
structure errors
BUT
Statements
normally
requiring
references or
citations were
always validated
with the source
7 (14.00%) -
7 (14.00%)
Occasional
minor
spelling,
grammar,
or sentence
structure
errors
AND
Most, but
not all,
statements
normally
requiring
references
or citations
were
validated
with the
source

6 (12.00%) -
6 (12.00%)
Frequent
spelling,
grammar,
or sentence
structure
errors
AND/OR
Statements
normally
requiring
references
or citations
were not
always
validated
with the
source
Content
Completeness
and
Relevance
20 (40.00%) - 20
(40.00%)
Content included
all of the required
components as
19
(38.00%)
16 (32.00%) - 19

(38 00%)
14 (28.00%) -
15 (30.00%)
Some minor
content was
missing
12 (24.00%) -
13 (26.00%)
Some major
content
items were
EXIT
Grid View List View
p
per the
assignment
instructions and
was very relevant
to the topic

(38.00%)
Content
included all
of the
required
components
as per the
assignment
instructions
and was
usually
relevant to
the topic
g
OR
Content was
not always
fully
relevant to
the topic
missing
OR
Content was
often
irrelevant to
the topic or
too vague
Critical
Application
20 (40.00%) - 20
(40.00%)

Explanations were
analytical, and
insightful
AND
Connections were
clearly made
between ideas
and how they
were or could be
applied
19
(38.00%)
16 (32.00%) - 19
(38.00%)
All or most
explanations
were
analytical,
and
insightful
AND
Connections
were almost
always
made
between
ideas and
how they
were or
could be
applied

14 (28.00%) -
15 (30.00%)
Some
analysis or
some
insight of
the topic
was present
BUT
Connections
were not
always
made
between
ideas and
how they
were or
could be
applied
12 (24.00%) -
13 (26.00%)
Little
analysis or
limited
insight of
the topic
was present
AND/OR
Connections
were not
often made
between
content and
applicability
AND/OR

of goals and
motivations
Raw Total: 48.00 (of 50)
EXIT
Rubric Detail
Writing
Quality
10 (20.00%)
10 (20.00%) - 10
(20.00%)
Demonstrated
correct

spelling,
proper
grammar, and
sentence
structure
AND
Statements
normally
requiring
references or
citations were
always
validated with
the source
8 (16.00%) - 9
(18.00%)
Occasional
minor spelling,
grammar, or
sentence
structure errors
BUT
Statements
normally
requiring
references or
citations were
always validated
with the source
7 (14.00%) -
7 (14.00%)
Occasional
minor

spelling,
grammar,
or sentence
structure
errors
AND
Most, but
not all,
statements
normally
requiring
references
or citations
were
validated
with the
source
6 (12.00%) -
6 (12.00%)
Frequent
spelling,
grammar,
or sentence
structure
errors
AND/OR
Statements
normally
requiring
references
or citations
were not
always
validated
with the

source
Content
Completeness
and
Relevance
20 (40.00%) - 20
(40.00%)
Content included
all of the required
components as
19
(38.00%)
16 (32.00%) - 19
(38 00%)
14 (28.00%) -
15 (30.00%)
Some minor
content was
missing
12 (24.00%) -
13 (26.00%)
Some major
content
items were
EXIT
Grid View List View

p
per the
assignment
instructions and
was very relevant
to the topic
(38.00%)
Content
included all
of the
required
components
as per the
assignment
instructions
and was
usually
relevant to
the topic
g
OR
Content was

not always
fully
relevant to
the topic
missing
OR
Content was
often
irrelevant to
the topic or
too vague
Critical
Application
20 (40.00%) - 20
(40.00%)
Explanations were
analytical, and
insightful
AND
Connections were
clearly made
between ideas
and how they
were or could be
applied
19
(38.00%)
16 (32.00%) - 19
(38.00%)

applied
12 (24.00%) -
13 (26.00%)
Little
analysis or
limited
insight of
the topic
was present
AND/OR
Connections
were not
often made
between
content and
applicability
AND/OR
of goals and
motivations
Raw Total: 48.00 (of 50)
EXIT
Running head: Chlamydia
School-Based Behavioral Intervention for Prevention of
Chlamydia
Danielle Curtis
Walden University

School-Based Behavioral Intervention for Prevention of
Chlamydia
Sexually transmitted infections are significant health
concerns in the United States, causing numerous health issues.
A large percentage of diseases reported by the Centers for
Disease Control and Prevention are sexually transmitted
diseases such as chlamydia and gonorrhea. Chlamydia infections
have been reported as the most common infections affecting
teens residing in the United States. The Centers for Diseases
Control and Prevention indicates that the country records about
4 million acute infections each year (Adderley-Kelly &
Stephens, 2005). Sexually transmitted diseases are common,
particularly among young individuals, with the United States
reporting nearly 20 million new infections each year. About 50
percent of sexually transmitted infections are in persons aged
between 15 years and 24 years (CDC, 2014). In light of this,
school-based behavioral intervention programs are suitable for
educating teenagers about the causes, implications, and
prevention of Chlamydia.
Reasons for Using School-Based Health Education
There is no doubt that several approaches have been used to
reduce teenagers' from contracting diseases from sexual
intercourse. They include services offered in youth centers such
as condom distribution, the establishment of teenage friendly
health centers that promote prevention methods, school-based
healthcare services, and preventive education in learning
institutions. School-based health education is the appropriate
approach for addressing the increasing rate of Chlamydia among
teenagers in Vista County because it is not only the most
inclusive but also comprehensive approach compared to the
other interventions. Sani, Abraham, Denford, and Ball (2016)
indicate that school-based health education programs are the
most effective amongst teens who are adequately educated and
provided with the appropriate resources. Mavedzenge, Luecke,
and Ross (2014) found substantial evidence for the

effectiveness of school-based health education programs
concerning various sexually transmitted infection-related
outcomes from assessments across the world and recommended
for full implementations of such interventions. Picot et al.
(2012) found that school-based health education programs for
the prevention of sexually transmitted infections in adolescents
and young adults can result in increased self-efficacy as well as
knowledge improvements. The decision has been arrived at
based on the fact Vista County has three high schools and four
middle schools that serve at least 33 percent of its school-aged
population. These institutions provide suitable avenues for
promoting Chlamydia awareness and prevention programs.
Role of School-Based Sexual Health Educators
School-based sexual health educators should work toward
ensuring that every high, middle, as well as elementary school
in Vista County, develops and maintains comprehensive and
well-coordinated sexual health programs. The Institute of
Medicine defines a comprehensive school health program as an
integrated set of planned, sequential, school-affiliated
strategies, activities, and services (Marya, 2011, p. 241) to
promote optimal physical, emotional, and educational, as well
as social development of learners. The local community needs
to determine the program, resources, requirements, plus
standards, and not only incorporate but also support family
requirements. Coordinated by a multi-disciplinary team, the
program must be accountable to the local community for quality
as well as effectiveness (2011).
School-based sexual health educators should, therefore, ensure
that schools develop health programs that focus on priority
behaviors affecting health and learning, act as a basis of support
for every teenager, and appraise, protect as well as promote
health. The program should also provide multiple interventions
for preventing Chlamydia, value coordinated approach and
oversight activities, and offer systematic program planning.
Moreover, a health educator should ensure that a school-based
program promotes ongoing staff development and active student

involvement.
References
Adderley-Kelly, B., & Stephens, E. M. (2005). Chlamydia: A
major health threat to adolescents and young adults. ABNF
Journal, 16(3), 52-55.Centers for Disease Control and
Prevention. (2014). CDC fact sheet: Information for teens and
young adults: Staying healthy and preventing STDs. Retrieved
from https://www.cdc.gov/std/life-stages-populations/stdfact-
teens.htmMarya, C. M. (2011). A textbook of public health
dentistry. New Delhi, India: JP Medical Ltd.
Mavedzenge, S. N., Luecke, E., & Ross, D. A. (2014). Effective
approaches for programming to reduce adolescent vulnerability
to HIV infection, HIV risk, and HIV-related morbidity and
mortality: A systematic review of systematic reviews. JAIDS
Journal of Acquired Immune Deficiency Syndromes, 66, 154-
169.
Picot, J., Shepherd, J., Kavanagh, J., Cooper, K., Harden, A.,
Barnett-Page, E., ... & Frampton, G. K. (2012). Behavioral
interventions for the prevention of sexually transmitted
infections in young people aged 13–19 years: A systematic
review. Health Education Research, 27(3), 495-512.
Sani, A. S., Abraham, C., Denford, S., & Ball, S. (2016).
School-based sexual health education interventions to prevent
STI/HIV in sub-Saharan Africa: a systematic review and meta-
analysis. BMC Public Health, 16(1069),1-26.

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