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1. Constructing and Deconstructing Teen Pregnancy as a Social
ProblemDocument 1 of 1
Constructing and Deconstructing Teen Pregnancy as a Social
Problem
Author: Neiterman, Elena
ProQuest document link
Abstract: The purpose of this paper is to examine teenage
pregnancy as a social problem using social constructionist
perspective. Analyzing qualitative interviews with 11 young
mothers and relying on the media analysis of popular North
American newspapers and magazines, I examine claims-making
activity around the denition of teenage pregnancy as a social
problem. I start this paper, situating my arguments in the social
constructionist literature on social problems. In the second part
of this paper I review the literature on teen pregnancy and

identify three major themes that dominate academic and public
discourse on pregnancy as a social problem. After describing
the methodological approach I took to conduct this study, I
move on to present my ndings. I demonstrate that in negotiating
their mothering skills, young teenage mothers construct their
claims about pregnancy, parenthood and their future vis--vis the
dominant public discourse on teen pregnancy. They reconstruct
their pregnancy and mothering as non-deviant, claim their status
as mature and responsible mothers and challenge the importance
of biological age as a predictor of successful mothering. I
summarize this paper suggesting that these young womens
narratives should be considered the claims-making activity of a
marginalized population of young mothers who are rarely heard
in public, yet they do challenge our assumptions about teen
mothering and nd their own way to resist the dominant
discourse on teen pregnancy.
Links: Check Document Availability
Subject: Pregnancy; Social psychology;
Publication title: Qualitative Sociology Review
Volume: 8
Issue: 3
Pages: n/a
Publication year: 2012
Publication date: Dec 2012
Year: 2012
Publisher: Uniwersytet Lodzki, Wydzial Ekonomiczno-
Socjologiczny, Instytut Socjol
Place of publication: Lodz
Country of publication: Poland
Publication subject: Sociology
ISSN: 17338077
Source type: Scholarly Journals
Language of publication: English
Document type: Journal Article
ProQuest document ID: 1288233716

Document URL:
http://search.proquest.com/docview/1288233716?accountid=458
Copyright: Copyright Uniwersytet Lodzki, Wydzial
Ekonomiczno-Socjologiczny, Instytut Socjol Dec 2012
Last updated: 2013-03-21
Database: ProQuest Central
BibliographyBibliography
Citation style: APA 6th - American Psychological Association,
6th Edition
Neiterman, E. (2012). Constructing and deconstructing teen
pregnancy as a social problem. Qualitative Sociology Review,
8(3) Retrieved from
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and Conditions
- Part 1 (175 Points)
For this assignment, you will complete two tax returns
(Corporation Return and Partnership Return), for 175 points
each. You may use the tax software
found at http://accountants.intuit.com/tax/proseries/
Please note there is a limit of 5 returns per session.
PART I – Tax Return #1, Corporate Return

Background
Jane Collier, James Taye, and Steve Allwine each own one-third
of the common stock of Tasty Treats and Beverages. The
corporation was incorporated on
April 3, 2004. It has only one class of stock outstanding and
operates as a C corporation for tax purposes. Tasty Treats and
Beverages caters kid-friendly
social events.
34.
-34567890.
is 722300.
follows:
o Jane is the chief executive officer and president (Social
Security number 242-62-5786).
o James is the executive vice president and chief operating
officer (Social Security number 563-58-8923).
o Steve is the vice president of finance (Social Security number
575-58-1572).
100% of their time to the business

year-end.
Its tax liability last year was $85,000.
has overpaid its federal tax liability, the corporation
would like to receive a refund.
The Corporation had ample earnings and profits (E&P) to
absorb the distribution.
Financial Statements
Tasty Treats and Beverages, Inc.
Income Statement
For year ended December 31, 2013
Revenue from sales 1,500,000
Sales returns and allowances (25,000)
Cost of goods sold (325,000)
Gross profit from operations 1,150,000
Other Income:
Capital loss (7,500)
Dividend income 15,000

http://accountants.intuit.com/tax/proseries/
Interest income 12,000
Gross income 1,169,500
Expenses:
Compensation (750,000)
Depreciation (12,000)
Bad debt expense (7,800)
Meals and entertainment (3,000)
Maintenance (2,500)
Property taxes (10,000)
State income taxes (30,000)
Other taxes (11,000)
Rent (28,000)
Interest (7,300)
Advertising (6,200)
Professional services (5,000)
Employee benefits (8,000)

Supplies (2,500)
Other expenses (1,750)
Total expenses (885,050)
Income before taxes 284,450
Federal income tax expense 96,713
Net income after taxes 187,737
Tasty Treats and Beverages, Inc.
Balance Sheet
December 31, 2013
ASSETS January 2013 December 2013
Cash 175,000
190,000
Accounts Receivable
63,000 54,000
Allowance for doubtful accounts
(8,000) (7,000)
Inventory 225,000

275,000
US government bonds
30,000 25,000
State and local bonds
50,000 50,000
Investments in stock
325,000 335,000
Fixed assets 475,000
485,000
Accumulated depreciation
(198,000) (215,000)
Other assets 11,000
12,000
Total assets 1,148,000
1,204,000
Liabilities and Stockholder's Equity
Accounts payable
225,000 200,000
Other current liabilities
135,000 55,000

Other liabilities 75,000
68,263
Capital stock 250,000
250,000
Retained earnings
463,000 630,737
Total liabilities and stockholder's equity
1,148,000 1,204,000
o Inventory-related purchases during 2013 were $175,000. It
values its inventory based on cost using the FIFO inventory cost
flow method. Assume the rules
of §263A do not apply.
o Of the $12,000 interest income, $1,500 was from a City of
Dees bond that was used to fund public activities (issued in
2011), $1,750 was from an Border
city bond used to fund private activities (issued in 2004),
$2,500 was from a U.S. Treasury bond, and the remaining
$6,250 was from a money market
account.
o Dividend income came from ABC Inc. Owned 10,000 shares
of the stock in ABC Inc. at the beginning of the year. This
represented 10 percent of
outstanding stock.

o On September 1, 2013, the corporation sold 1,000 shares of its
ABC stock for $15,000. It had originally purchased these shares
on June 13, 2006, for $7,500.
After the sale, the Corporation owned 9 percent of ABC.
o compensation is as follows:
o The Corporation wrote off $10,000 in accounts receivable as
uncollectible during the year.
o Regular tax depreciation was $28,000. None of the
depreciation should be claimed on Form 1125A.
o The $7,300 interest expense was from a business loan.
o Other expenses include $3,000 for premiums paid on term life
insurance policies for which Tasty Treats and Beverages, Inc. is
the beneficiary. The policies
cover the lives of Jane, James, and Steve.
Portfolio Project: Trust and Estates - Part 2 (175 Points)

PART II – Tax Return #2, Partnership Return (Form 1065, only
Page 1 and Schedule K required)
Background
The Rowdy Fun is a limited partnership and was formed on June
1, 2005, by Thomas Kyle, its general partner, and two other
limited partners when they
each contributed an equal amount of cash to start the new
enterprise. Rowdy Fun is an outdoor equipment retailer focused
on selling outdoor activities gear.
Thomas has a 33.33% profits and capital interest and the limited
partners hold the remaining 66.66% of the profits and capital
interests. Their profits and
capital interests have remained unchanged since the partnership
was formed. Thomas is actively involved in managing the
business while the limited partners
are simply investors.
34592.
https://csuglobal.blackboard.com/webapps/blackboard/content/c
ontentWrapper.jsp?content_id=_1388915_1&course_id=_12985
56_1&navItem=content&displayName=Mod+8%3A+Portfolio+P
roject+Part+2&href=%2Fwebapps%2Fwpo-WaypointConnector-
bb_bb60%2FAssignmentAction%3Fcourse_id%3D_1298556_1%
26content_id%3D_1388915_1
-
8593563.

calendar year end.
2.
Additional Information
of $550,000 at the beginning of the year and total assets of
$2,300,00 and total liabilities of
$725,000 at the end of the year.
nsist of accounts payable, and
Thomas, as general partner, is legally responsible for paying
these liabilities if the partnership does
not.
statue with the intent for display in the store. In 2013, the statue
was sold. The $15,000 recognized
gain from the sale is reflected in the income statement.
Section 179 to expense any furniture or fixtures purchased
every year since it was formed. There
is no tax basis in any of its depreciable assets. This year,
Rowdy Fun expensed $23,000 of signs and display cases for tax
purposes.
per partner) to the partners.

xpenses include a $1200 fine for violating a
local ordinance.
accounting principles.
Financial Statements
Rowdy Fun
Income Statement
For year ended December 31, 2013
Sales
975,000
Sales returns and allowances
(25,000)
Cost of goods sold
(300,000)
Gross profit from operations
650,000

Other Income:
Interest from Money Market
3,500
Gain for sale of statue
15,000
Gross income
668,500
Expenses:
Employee wages
(125,000)
Interest on accounts payable
(2,000)
Payroll and property taxes
(45,000)

Supplies
(26,000)
Rent on retail building
(20,000)
Depreciation on furniture and fixtures
(15,400)
Advertising
(4,000)
Guaranteed payments to Thomas Kyle
(40,000)
Utilities
(16,000)
Accounting and legal services
(5,000)

Meals and entertainment
(500)
Charitable Contributions
(375)
Miscellaneous expense
(425)
Total expenses
(299,700)
Net Income for Books
368,800
01 June 2014
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1. Who Will Listen? Rural Teen Pregnancy
ReflectionsDocument 1 of 1
Who Will Listen? Rural Teen Pregnancy Reflections
Author: Weiss, Josie A
ProQuest document link
Abstract: Nurse practitioners, especially those who work with
adolescents in rural communities, are often frustrated in their
efforts to discourage teen pregnancy. Though the rates of teen
pregnancy rates are higher in rural communities, barriers often
inhibit open conversations about prevention. Rural high school
students were asked to discuss the question, "Is teen pregnancy
a problem in our community?" The participants acknowledged
pregnancy and sexual activity prevalence and discussed
consequences, causes, and prevention strategies. These findings
could help decrease the resistance that providers often face
when initiating conversations with teens and their parents about
sexual issues, especially pregnancy consequences and
prevention methods.
Links: Check Document Availability
Full text: Approximately 750,000 US teens become pregnant
annually, and many do not finish high school, are single

parents, and live in poverty.1,2 Teen pregnancy often results in
hardships for teen mothers, their children, and communities.1,3
Nurse practitioners who provide care to adolescents, especially
those in school-based clinics and rural communities, address
these realities almost daily. Although NPs are well aware of
evidence-based strategies to discourage early pregnancy, many
parents resist discussing and promoting them to their teens.
Knowing the perspectives of teens regarding pregnancy could
break down barriers that inhibit prevention strategies. The
purpose of this research was to analyze essays written by high
school students to gain insight about the high teen-pregnancy
rate in their rural community.
Significance
Teen pregnancies present increased infant and maternal risks of
complications and hardships, often at significant cost.
Adolescent mothers are less likely to graduate from high school
and attend college, less likely to marry and remain in stable
relationships, and more likely to live in poverty. 4,5 Teen
fathers have a persistently decreased income that results in US
tax revenue losses of $1.7 billion annually.6
Children often pay the greatest price for teen pregnancy. These
children are more likely to be premature and/or at low birth
weight, increasing their risks for hyperactivity, blindness,
deafness, chronic respiratory problems, infant death, and mental
retardation. 3 Rates of abuse and neglect are higher for children
of teen parents, and these children are 50% more likely to
repeat a grade in school, perform lower on standardized tests,
and drop out of school.3 Sons of teen mothers are 13% more
likely to go to prison than sons of older mothers.1
Florida ranks 6th in the nation for the highest rate of teen
births,2 and rural counties have the highest rates in the state.
The county where this research was conducted ranks 9th of 66
in teen births, nearly double the state rate.7 Teen pregnancy
contributes to lower educational and socioeconomic and higher
poverty levels of rural counties. Compared to state rates, this
county has lower average incomes ($18,375/state: $26,503),

educational levels (69% high school grads/state: 85%), and
higher poverty (22% below poverty level/state: 15%). 8
Social, cultural, and religious influences in many rural Southern
communities often discourage public education about safe
sexual practices. Appreciating the perspectives of teens could
help remove some of these barriers.
This research is based on the Theory of Adolescent Sexual
Decision Making (TASDM) (Figure 1 ), which evolved from 2
grounded theories.9-11 According to this theory, adolescents
live in risk-promoting environments. Some adolescents
normalize risky sexual behaviors, say "yes" to sexual
opportunities, and make high-risk choices. Other teens see
beyond the immediate appeal of their risk-promoting
environments, avoid exposure to risky situations, and make low-
risk choices. This research was conducted through the lens of
this theory to gain insight into rural risk-promoting
environments and adolescent sexual decision making.
Methods
Data Source and Analysis
The prevalence of teen pregnancy and lack of prevention
initiatives is a concern to many educators and health care
providers in the rural south Florida community where this
research was conducted. A timed writing exercise was given to
125 10th grade students (53 males, 72 females)--ages 15 (30
males, 42 females), 16 (16 males, 27 females), and 17 (3 males,
3 females) (4 males omitted their age)--to help them prepare for
state examinations. This assignment took place during English
classes with no prior intervention. The students were directed to
handwrite essays during class discussing whether teen
pregnancy was a problem in their community. The essays were
not graded and submitted to their teacher anonymously except
for gender and age. After teacher and administrative review and
approval and institutional review board approval, the essays
were analyzed by the researcher.
The handwritten essays were transcribed, then compared and
contrasted within each and among all essays, within each

gender, and among both genders. Using constant comparative
methods, the data were analyzed using the MAX Qualitative
Data Analysis©12 software. Guided by the TASDM, data were
initially color-coded to identify major themes relevant for
understanding rural teen pregnancy and then coded line by line
to identify categories within themes.
Results
Many students were fairly specific in their initial sentences,
writing that teenage pregnancy was good or bad, right or wrong,
followed by an explanation for this stance. Other students wrote
ambivalent statements, making contradictory remarks or stating
that teen pregnancy was good and bad. Some students said that
teen pregnancy "just happened" or it was not her/his concern.
These responses were labeled ambivalent. The numbers of these
responses are displayed in Table 1 .
After initial answers, most participants explained their views
about teen pregnancy. Six themes emerged: prevalence,
consequences, explanations, prevention suggestions, positive
perspectives, and sexual activity acknowledgment.
Subcategories further clarify each theme.
Prevalence
Many students (65.5%) supported their beliefs by discussing the
significant number of pregnant teens they knew or saw in
school. Females (86%) noted the prevalence of pregnant teens
more than males (37.7%). Some participants centered their
discussions about prevalence on the difficulties pregnant teens
experienced. Even some teens who were ambivalent or
supportive of teen pregnancy noted this prevalence. The
majority of prevalence statements were impersonal, such as,
"Everywhere I look in high school, either someone is pregnant
or has had a kid." Other participants wrote about peers, sisters,
or cousins who were pregnant or parenting, and one teen shared
that she was a parent. The teen-pregnancy prevalence was
emphasized for some by seeing infants at school, since daycare
is provided as a strategy to encourage teen parents to complete
high school.

Consequences
Many participants wrote about the consequences of teen
pregnancy. Consequences to teens were noted most often, but
effects on children, parents, and society were also mentioned.
These consequences were the primary reasons some teens
believed pregnancy was problematic.
Consequences to teens
Both females (34) and males (7) wrote that pregnancy could
"mess up" or "ruin" teens lives. Some participants wrote about
the kinds of consequences pregnant teens face. The most
important consequence noted by both females (32) and males
(12) was disruption of school. Many wrote that school
disruption would be a barrier to getting a good job, making
money, or being able to support a baby. One male explained,
"Usually the parents quit school because they have to get a job
to support the baby. Then they don't graduate, so they can't get
a good job."
The second most prevalent consequence cited by females (13)
was "compromise of future success." One female explained,
"People don't realize how a baby can ruin your plans for a
future." For males, the next most prevalent consequence was
financial constraints, "so your friends have all this money and
you're broke."
Both females and males noted the likely consequence of
desertion by the infant's father. One male wrote: "The girls are
in the house all day being boring, while guys are still having
fun and doing another girl." According to one female: "The girls
that get pregnant most likely will lose the baby's father because
the male is scared or is lazy and doesn't want to be tied down."
Consequences noted less frequently were related to other losses,
including parental rejection, social losses (social contacts,
position among peers), and rejection by peers.
Consequences to others
Consequences to infants were noted by 16 females and 14
males. "It's not fair to the child" or a similar sentiment was
expressed by many of the participants. In addition, 8 females

and 4 males noted teens' lack of financial resources to provide
for their children. One male wrote: "It's not fair to the baby to
bring it into this world if you can't provide for it." Another
participant echoed the sentiments of many adults: "A child
being raised by another child is never a good thing."
A few teens wrote more abstractly about social consequences.
One female wrote that the high teen-pregnancy rate "makes the
whole town look bad." One male noted teenage pregnancy is a
"burden on the welfare system."
Explanations
Some participants offered explanations for the high rate.
According to the males, teen pregnancy occurs because
adolescents disregard the risks, are irresponsible, and are
having sex. Proportionally, females wrote fewer comments
about teen-pregnancy causes. Some cited irresponsibility: "I
find teen pregnancy to be irresponsible, stupid, and disgusting."
Both genders wrote about living in a small town with "nothing
else to do." According to 1 female, "Some students feel sex is
the only thing to do in this small town."
Several participants were less critical, noting that sometimes
pregnancy is desired or intentional. According to 1 female, "I
know some girls that want babies, just so they have somebody
to love them." One male wrote, "Kids are doing it on purpose."
Some participants cited "accidents" as the cause, "Accidents
happen, I understand that." Other explanations included lack of
parental oversight, partner pressure, and "protection" (condom)
failure.
Prevention Suggestions
Both male and female participants wrote that pregnancy
prevention is needed, and many offered suggestions. Some
suggestions were directed toward adults, but the majority were
directed toward teens, primarily that teens should be
responsible, use contraception or "protection," focus on school
and future success, and wait to have sex or children. One
student summed up many of the prevention comments:
Schools and other parts of the community should issue condoms

to teens from age 12. They should also have classes about teen
pregnancy to teach kids that it is not easy to be a young parent,
not having a job, not able to go to school, or not even enjoying
life like you would.
The suggestions directed toward adults include increased
parental influence, education, and communication about sexual
issues, and greater accessibility of protection (condoms,
contraceptives). Some participants thought more activities in
their small town would help prevent teen pregnancy.
A few students provided insight into why teens do not use
protection. One female wrote, "I think girls are scared to ask for
birth control." According to 1 male, "Almost every student I
know is sexually active, and half the time they don't use
protection because you're not going to stop the intimacy for
something and totally blow it off." Another male wrote, "Teens
don't really care or like to use protection."
Positive Pregnancy Reflections
Some teens provided more positive reflections about teen
pregnancy. One female wrote, "I know I'm not ready for kids
right now, but if it were to happen I wouldn't be completely
upset...I don't frown upon teenage mothers. I actually kind of
envy them." Several wrote that teen pregnancy might be good
because it could teach teens to be more responsible. Others
wrote that teen pregnancy was not a problem and gave both
positive and negative reasons. Several males and females wrote
that they either had no opinion or teen pregnancy was not their
concern. Some females noted that pregnant or parenting teens
need help, not criticism. Others noted that pregnancy itself is
good, but becoming pregnant as a teen is not--timing, not the
pregnancy, is problematic.
Sexual Activity Acknowledged
Even though not requested, some participants acknowledged
adolescent sexual activity. Both females and males wrote that
teens are having sex, some with multiple partners. One female
wrote, "Boys and girls are going to have sex regardless of the
consequences." Another wrote, "I'm not a virgin myself." A

male stated, "You can't stop kids from having sex. I mean that's
what they think about 90% of the time." Many of these
participants recommended using "protection." Explanations for
adolescent sexual activity include peer or partner pressure, fear
of partner loss if refused, and sex is expected in "long-term"
relationships: "After a lengthy period of time, that's what you're
supposed to do."
Some participants disagreed with adolescent sexual activity.
Ten females and one male wrote that teens should wait until
they are older to have sex. One male wrote, "It's really not that
hard to be celibate. I'm 16 and still a virgin. I've had plenty of
chances but still resisted." Three females and 2 males wrote that
sex before marriage is wrong.
Discussion
As indicated by these participants, and in current literature,
there are many reasons for the higher teen-pregnancy rates in
rural communities, some socioeconomically based. Rural
adolescents are more likely to have younger, less educated
parents and less likely to have health insurance. They are more
likely to live in mother-only families and in poverty, especially
in the rural South. 13,14 As suggested by some participants and
other researchers, limited activities and decreased parental
monitoring may contribute to increased risky behaviors.15
In rural communities or "small towns with nothing to do,"
where everyone "knows each other," some parents may feel a
false sense of security and less need to monitor their children.
Even if rural teens believe that becoming pregnant is wrong or
has negative consequences, without education about pregnancy
prevention or financial support to become involved in
afterschool activities, or health insurance to obtain birth
control, pregnancy may be more likely. NPs, especially those
who work in these environments, must be creative in helping
teens and parents overcome these barriers.
While 68% of the participants believed teen pregnancy is bad or
wrong, more than 32% believed teen pregnancy is good or OK
or were ambivalent. As indicated in the TASDM and identified

by other researchers, positive or ambivalent teen pregnancy
attitudes promote risk taking. 16,17 This ambivalence was not
explained but could be related to living in environments where
many adults were teen parents and did not complete high school
or education beyond high school. The most important
consequence noted by these participants was the disruption of
school but without parental examples of educational success,
pregnancy might seem equally desirable. As health promotion
experts, nurse practitioners (NPs) could enquire about future
plans and promote success in the context of their usual teen-
pregnancy prevention strategies.
Nearly 66% of participants commented about the prevalence of
pregnancy among their peers. Without being asked, many also
noted that teens are sexually active. This, too, could contribute
to high teen-pregnancy rates since sexually active adolescents
influence non-sexually active peers to engage in risky
behaviors. 18 Recognizing the prevalence of teen pregnancy and
sexual activity could lead some teens to view pregnancy as
normal or even desirable.10 Limited activities and resources in
rural communities, the high prevalence, and the pregnancy
ambivalence of some teens are identified problems that NPs
may recognize and could address with teens.
Many participants noted the importance of using "protection" if
engaging in sexual activity. Some desired more information
about sexual matters, and researchers have shown that providing
information in schools about sexually transmitted infections and
pregnancy risks can decrease risky behaviors. 19 However,
many rural community leaders and educators prefer abstinence-
only education, which restricts this desired instruction.
Abstinence is an essential component of sexuality education as
postponement of sexual debut is clearly associated with
decreased risky behaviors. 20 However, abstinence-only
education is often ineffective in preventing teen pregnancy21
because it often results in minimal or no sexuality education.
NPs, unlike other educators, have opportunities for open
conversations about sexual issues and must use these

opportunities as much as possible.
This research indicates that many rural adolescents are very
aware of teen pregnancy, understand the causes, consequences,
and means of prevention, which correlates with evidence-based
recommendations. However, limited activities and resources of
many rural teens, combined with high teen-pregnancy
prevalence (suggesting normalcy) and the ambivalence of some,
may be overriding forces. These findings, which are helpful in
understanding high teen pregnancy rates, resonate with many
NPs and provide guidance for care strategies.
Limitations
These data were obtained from a timed writing exercise to help
students prepare for state testing. Since this was an in-class
assignment, students did not have the opportunity to opt out of
the exercise. The pressure of a writing assignment to prepare for
state testing and being asked to write about a "problem" could
have biased the participants to write negatively about teen
pregnancy. However, because the essays were written
anonymously, students might have shared their feelings more
candidly. While the essays provide a snapshot of insight from
rural high school students, individual interviews or focus groups
using probing questions could have generated more
comprehensive qualitative information. While data were
collected in a nontraditional manner, insightful information
resulted that would have been difficult to obtain any other way
in this population.
While difficult to ensure in qualitative research, several
measures were used to determine the validity and significance
of this project. The data were analyzed separately and jointly
and relevant themes identified with a research assistant. The
findings were shared and clarified with other adolescents,
educators, and researchers during and after data analysis to
ensure significance.
Conclusions
These results indicate that teens have significant insight about
teen pregnancy, including explanations, consequences, and

prevention suggestions. The recognized prevalence of pregnant
or parenting teens and ambivalence of some suggests that teen
pregnancy could be seen as a rural norm. Based on the insight
and recommendations of these teens, NPs could be bolder in
initiating conversations about the consequences of pregnancy
and need for safe sexual practices. Hearing this "cry" from the
teens themselves could be persuasive to community and school
leaders who prefer abstinence-only education.
These findings could improve efforts to decrease rural teen
pregnancy. The greatest need cited by these participants is for
more sexual information, while the greatest teen-pregnancy
consequence they noted is school disruption and decreased
future success. NPs are on the front line in their efforts to
promote safe sexual practices while parents and educators focus
on school success. It's time to join forces in these efforts!
Boys (n)
Boys %
Girls (n)
Girls %
Total (N)
Total %
Bad, wrong, stupid
39
73.58%
46
63.89%
85
68%
Ambivalent
13
24.52%
23
31.94%
36

28.8%
Good, right, OK
1
1.89%
3
4.16%
4
3.2%
Total
53
100%
72
100%
125
100%
References
1 SD Hoffman, By the numbers: The public costs of teen
childbearing, 2006, The National Campaign to Prevent Teen
Pregnancy, Washington, DC
2 K Kost, S Henshaw, L Carlin, U.S. teenage pregnancies, births
and abortions: national and state trends and trends by race and
ethnicity, Accessed September 10, 2012.
3 E Terry-Humen, J Manlove, KA Moore, Playing catch-up:
how children born to teen mothers fare, Accessed September 10,
2012.
4 VJ Hotz, SW McElroy, SG Sanders, Consequences of teen
childbearing for mothers, SD Hoffman, RA Maynard, Kids
Having Kids: Economic Costs and Social Consequences of Teen
Pregnancy, 2008, Urban Institute Press, Washington, DC, 51-
118
5 B Wolfe, EM Rivers, Children's health and healthcare, SD
Hoffman, RA Maynard, Kids Having Kids: Economic Costs and
Social Consequences of Teen Pregnancy, 2008, Urban Institute
Press, Washington, DC, 221-247
6 MJ Brien, RJ Willis, Costs and consequences for the fathers,
SD Hoffman, RA Maynard, Kids Having Kids: Economic Costs

and Social Consequences of Teen Pregnancy y, 2008, Urban
Institute Press, Washington, DC, 119-160
7 Florida Charts, Florida Department of Health Office of Health
Statistics &Assessment. 2011. Florida Birth Query System,
Accessed September 10, 2012.
8 US Census Bureau, State &County QuickFacts, Accessed
October 27, 2010.
9 Weiss JA. Decreasing teen pregnancy in vulnerable
adolescents. Poster presentation, National Academies of
Practice Forum 2011, Washington, DC, March 2011.
10 JA Weiss, ML Jampol, JA Lievano, SM Smith, JL Wurster,
Normalizing risky sexual behaviors: a grounded theory study,
Pediatr Nurs, Vol. 34, 2008, 163-169
11 JA Weiss, Preventing teen pregnancy by avoiding risk
exposure, American J Health Studies, Vol. 25, 2010, 202-210
12 MAXQDA, VERBI Software. Consult. Sozialforschung,
2007, GmbH, Marburg Germany
13 US Department Health &Human Services, Health Resources
&Services Administration, Maternal &Child Health Bureau.
2011, The Health and Well-Being of Children in Rural Areas: A
Portrait of the Nation 2007, 2007, The Department, Rockville,
MD
14 C Rogers, Rural children at a glance, Accessed September
10, 2012.
15 BE Molnar, AL Roberts, A Browne, H Gardener, SL Buka,
What girls need: recommendations for preventing violence
among urban girls in the US, Soc Sci Med, Vol. 60, 2005, 2191-
2204
16 JC Abma, GM Martinez, CE Copen, Teenagers in the United
States: Sexual activity, contraceptive use, and childbearing,
National Survey of Family Growth 2006-2008. National Center
for Health Statistics, Vital Health Stats, Vol. 23, Iss. 30, 2010
17 C Stevens-Simon, J Sheeder, S Harter, Teen contraceptive
decisions: childbearing intentions are the tip of the iceberg,
Women Health, Vol. 42, 2005, 55-73
18 R Sieving, ME Eisenberg, S Pettingell, C Skay, Friends'

influence on adolescents' first sexual intercourse, Perspect Sex
Reproduct Health, Vol. 38, 2006, 13-19
19 D Kirby, BA Laris, L Rolleri, Sex and HIV education
programs for youth: their impact and important characteristics,
Accessed February 16, 2008.
20 TG Sandfort, M Orr, JS Hirsch, J Santelli, Long-term health
correlates of timing of sexual debut: results from a national US
study, Am J Public Health, Vol. 98, Iss. 1, 2008, 155-161
21 KF Stanger-Hall, DW Hall, Abstinence-only education and
teen pregnancy rates: why we need comprehensive sex
education in the U.S., PLoS ONE, Vol. 6, Iss. 10, 2011, e24658
Subject: Teenage pregnancy; Teenagers; Writing; Pregnancy;
Teachers; Qualitative research; Secondary schools; Secondary
school students; Decision making; Mothers; Data analysis;
Teenage parents; Community; Rural areas;
Publication title: The Journal for Nurse Practitioners
Volume: 8
Issue: 10
Pages: 804-809
Publication year: 2012
Publication date: Nov 2012
Year: 2012
Publisher: Elsevier Limited
Place of publication: Philadelphia
Country of publication: United States
Publication subject: Medical Sciences--Nurses And Nursing
ISSN: 15554155
Source type: Scholarly Journals
Language of publication: English
Document type: Journal Article
DOI: http://dx.doi.org/10.1016/j.nurpra.2012.02.028
ProQuest document ID: 1507211795
Document URL:
Copyright: Copyright Elsevier Limited Nov 2012

Last updated: 2014-03-21
Database: ProQuest Central
BibliographyBibliography
Citation style: APA 6th - American Psychological Association,
6th Edition
Josie, A. W. (2012). Who will listen? rural teen pregnancy
reflections. The Journal for Nurse Practitioners, 8(10), 804-809.
doi:http://dx.doi.org/10.1016/j.nurpra.2012.02.028
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and Conditions
Teen Pregnancy Prevention: A
New Paradigm
Kristen A. Plastino, MD
Despite common myths, teen pregnancy and teen birth ratesare
decreasing in the United States.1 The two most ob-
vious reasons for this decline are that more teens are abstaining
from intercourse and sexually active teens are increasingly
using contraception. Despite this decrease, teen childbearing in
the United States remains a public health issue. The cost for
local, state, and federal taxpayers was at least $10.9 billion in
2008, with most of the costs being associated with negative
consequences for the children of teen mothers.2 An increase in
healthcare costs, increased rates of incarceration, and lost tax
revenue caused by unemployment adversely affect the children
of teen mothers, in addition to the high likelihood of the child’s

placement in foster care.3
When the lay public and media discuss solutions to this
problem, often, highly politicized terms such as abstinence
only, abstinence plus, or comprehensive sex education are used.
These terms do not reflect whether a program is effective and
these labels often do not truly describe the content of the
program. As medical professionals, we often discuss evidence-
based medicine and best practices; therefore, we should con-
sider a similar paradigm with regard to sex education. There are
more than 30 curricula found on the Web site of the Office of
Adolescent Health (www.hhs.gov/ash/oah) that are considered
evidence-based programs (EBPs). These programs have
strongly influenced the behaviors and/or sexual health out-
comes of youth exposed to a specific program. In addition,
these programs have been shown to influence one or more of
the following behaviors: delayed sexual debut, increased use of
condoms and/or contraception, reduced frequency of sexual
intercourse, and reduction of the number of sexual partners.4
That said, being labeled as an EBP does not define whether the
program discusses contraception. It is behavioral change that is
recognized as the most important point.
Instituting an EBP in a school can be difficult because of
the subject matter (sex) and the time constraints of the school
day. It is important to begin the process with a thorough needs
assessment to gather data with regard to social norms and at-
titudes about teen pregnancy within that community. The as-
sessments can be as simple as scheduling informal meetings
with key stakeholders, organizing focus groups, or assessing
a process or program that has already been initiated. When
conducting a needs assessment, it is important to engage the
various stakeholders such as teens, parents, school adminis-
trators, teachers, and other organizational staff. Once the as-

sessment has been completed, it is imperative that the data be
shared with the involved groups so that a program can be
chosen that best fit the community’s needs.
EBPs are only one component of a community saturation
or community-wide initiative to combat teen pregnancy. Com-
munity mobilization, stakeholder education, linking teens to
preventive services, sustainability, and cultural competency are
also required togain success from a program. Engagement teams
should be constructed to include youth, community members,
and involved stakeholders. The terms youth leadership team,
community action team, and core partner leadership team have
been used to delineate their focus. These teams are used to
mobilize the community and provide a grassroots component to
ensure sustainability of the project. The stakeholders in a com-
munity effort could include superintendents, other teen preg-
nancy prevention groups, clinical providers, health departments,
Women,Infants,andChildrenprograms,probationoffices,foster
care systems, medical societies, and medical alliances.
Implementation of EBPs and mobilization of the com-
munity work best when there are both formal and informal
linkages of teens to clinical services. Teens, in general, do not
seek preventive services. Often, they are seen by a healthcare
provider only if they need an immunization, need a sports
physical, or have an acute illness/injury such as strep throat or a
broken bone. It is important to advocate that all visit types with
all providers include time alone to ask sensitive questions and
to complete a sexual health history. More important, we must
ensure that physicians and physician extenders are not com-
pletely responsible for all of this additional questioning. It is
acceptable to ‘‘task-shift’’ the questions to a medical assistant
or nurse, who can then alert a physician to key or trigger re-
sponses to the questions.5 Organizations such as the American
Congress of Obstetricians and Gynecologists and the American
Academy of Pediatrics have specific best practices for teen-

friendly care. They include same-day appointments, stream-
lined clinic visits, and no Pap smear or pelvic exam for females
younger than 21 years unless there are pelvic complaints. The
Centers for Disease Control and Prevention’s guidelines indi-
cate chlamydia testing for all sexually active females younger
than 25 years.6
Empowering parentsVmaking sure parents know that they
should be talking early and often to their teens, monitoring their
teen’s behavior and friends, and discouraging early datingVis
an important component of any adolescent’s care. Teens need
to be counseled so they can begin to think ahead, value
themselves, and know their emotional and physical limits. In
Editorial
Southern Medical Journal & Volume 106, Number 9, September
2013 493
From the Department of Obstetrics & Gynecology, University of
Texas Health
Science Center at San Antonio.
Reprint requests to Dr Kristen A. Plastino, Department of
Obstetrics & Gy-
necology, University of Texas Health Science Center, 7703
Floyd Curl Dr,
San Antonio, TX 78229. E-mail: [email protected]
The author has no financial relationships to disclose and no
conflicts of interest
to report.
Accepted June 14, 2013.
Copyright * 2013 by The Southern Medical Association

0038-4348/0Y2000/106-493
DOI: 10.1097/SMJ.0b013e3182a5f005
Copyright © 2013 The Southern Medical Association.
Unauthorized reproduction of this article is prohibited.
www.hhs.gov/ash/oah
many of the EBPs, role-playing is an integral part of the pro-
gram, allowing teens to practice being in risky situations and
handling them successfully. One can compare this to learning
a surgical skill so that it becomes second nature, no matter
where or when it happens. Parents should incorporate this
role-playing into their daily conversations with their children.
Teen pregnancy prevention is no longer a one-time pre-
sentation advising teens to ‘‘just say no.’’ It needs to be a
community effort to find common ground in providing the
best evidence-based practices in schools, faith-based organi-
zations, youth-serving organizations, and clinics. It is ensuring
that parents are supported with knowledge and skills, and that
teens are provided safe places to engage in healthy activities
that allow them to take safe risks, which is part of normal
adolescent development. It is a package that includes total teen
health, which requires an entire community to embrace its
philosophy and implementation.
References
1. Centers for Disease Control and Prevention. National Vital
Statistics System:
birth data. http://www.cdc.gov/nchs/births.htm. Accessed July
14, 2013.
2. The National Campaign to Prevent Teen and Unplanned

Pregnancy.
Counting it up: the public costs of teen childbearing: key data.
http://
www.thenationalcampaign.org/costs/pdf/counting-it-up/key-
data.pdf.
Published June 2011. Accessed August 6, 2013.
3. The National Campaign to Prevent Teen and Unplanned
Pregnancy. Teen
pregnancy, birth, and sexual activity data.
http://www.thenationalcampaign.
org/national-data/teen-pregnancy-birth-rates.aspx. Accessed
May 20, 2013.
4. Department of Health and Human Services, Office of
Adolescent Health.
TPP Resource Center: evidence-based programs.
http://www.hhs.gov/ash/
oah/oah-initiatives/teen_pregnancy/db/index.html#cite-4.
Published October
2012. Accessed August 6, 2013.
5. Walker I, McManus MA, Fox HB. Medical home innovations:
where do
adolescents fit? Report no. 7.
http://www.thenationalalliance.org/pdfs/
Report7.%20Medical%20Home%20Innovations.pdf. Published
December
2011. Accessed August 7, 2013.
6. Centers for Disease Control and Prevention. Sexually
transmitted diseases
(STDs): chlamydia. http://www.cdc.gov/std/chlamydia.
Accessed July 14, 2013.
The SMJ is pleased to offer a special interview with Dr

Plastino.
CME credit pertaining to the webinar is available.
Visit http://sma.inreachce.com.
Plastino & Editorial
494 * 2013 Southern Medical Association
Copyright © 2013 The Southern Medical Association.
Unauthorized reproduction of this article is prohibited.
http://www.cdc.gov/nchs/births.htm
http://www.thenationalcampaign.org/costs/pdf/counting-it-
up/key-data.pdf
http://www.thenationalcampaign.org/costs/pdf/counting-it-
up/key-data.pdf
http://www.thenationalcampaign.org/national-data/teen-
pregnancy-birth-rates.aspx
http://www.thenationalcampaign.org/national-data/teen-
pregnancy-birth-rates.aspx
http://www.hhs.gov/ash/oah/oah-
initiatives/teen_pregnancy/db/index.html#cite-4
http://www.hhs.gov/ash/oah/oah-
initiatives/teen_pregnancy/db/index.html#cite-4
http://www.thenationalalliance.org/pdfs/Report7.%20Medical%
20Home%20Innovations.pdf
http://www.thenationalalliance.org/pdfs/Report7.%20Medical%
20Home%20Innovations.pdf
http://www.cdc.gov/std/chlamydia
Center for Writing Excellence
© 2009 Apollo Group, Inc. All rights reserved

Annotated Bibliography
What is an annotated bibliography?
An annotated bibliography is a list of citations to books,
articles, web pages, and other
documents. The reference citation is listed first and is followed
by a brief description. The
annotation informs the reader of the relevance and quality of the
sources cited.
What is the purpose of the annotated bibliography?
In certain classes, you will be asked to write an annotated
bibliography, which sounds quite
intimidating, but is simply a brief summary of something you
have read or consulted during the
course of your research on a given subject. The annotated
bibliography has a structured format,
and the purpose for this is to provide the organizational tool
you need to keep track of your
research and references. The bibliography may serve a number
of purposes: illustrate the quality
of research, provide examples, review literature on a particular
subject, or provide further
exploration of the subject.
Provided below is a sample annotated bibliography. Doctoral
students should follow the
sample annotated bibliography provided in courses. This sample
annotated bibliography may
differ in appearance from formatting required in the School of
Advanced Studies.

Annotated Bibliography
Adult education. (2003). In Encyclopaedia Britannica online.
Retrieved from
http://britannica.com
This is a good overview article from a well-known, non-
specialized encyclopedia that
focuses on the various definitions of adult education. A brief
history of adult education
worldwide is provided, as well as a discussion on the different
modalities and delivery
methods of adult education. An in-depth discussion of Britain’s
Open University is
included.
Aslanian, C. B. (2001). Adult students today. New York, NY:
The College Board.
This is an exceptional resource for statistics about adult
learners and their motivation
for returning to school. The author presents a study spanning 20
years that illustrates

extensive demographics, including average age, income, travel
distance, cost, ethnicity,
gender, religion, and field of study.
Brookfield, S. (n.d.). Adult learning: An overview. Retrieved
from
http://www.nl.edu/ace/Resources/Documents/AdultLearning.htm
l
This is an excellent and thorough article covering four major
research areas: self-
directed learning, critical reflection, experiential learning, and
learning to learn. The
author refutes current definitions of adult learning and
motivation and proposes instead
that culture, ethnicity, and personality have greater significance
than are espoused in
the current myths that describe adult learners. This article is
interesting to consider in
that it diametrically opposes the existing and widely accepted
views on the subject.
Donaldson, J. F., Graham, S.W., Martindill, W., & Bradley, S.
(2000, Spring). Adult
undergraduate students: How do they define their experiences
and their success? Journal

of Continuing Higher Education, 48(2) 2-11. Retrieved from
http://www.informaworld.com/ujch
The small study confirms current thinking that adults return to
school for primarily
external reasons, e.g., a major life event or career advancement.
The research further
illustrates that actual success in learning comes from an internal
locus of control that
includes life experience, maturity, motivation, and self-
monitoring.
Marienau, C. (1999, Spring). Self-assessment at work: Outcome
of adult learners’ reflections on
practice. American Association for Adult & Continuing
Education, 49(3), 135. Retrieved
from http://www.aaace.org/
As a qualitative study of adults in graduate programs, the study
reviews adults’ use of
self-assessment and experiential learning from the perspectives
of performance at work
and personal development. This article is enlightening in that it
explores the benefits to

the adult learner of self-assessment and introspection. The
concept of purposefulness
and the need for the adult learner to connect learning with
concrete experience are
discussed.
Merriam, S. B., & Caffarella, R. S. (2001). Adult learning
theories, principles and applications.
San Francisco, CA: Wiley & Sons.
This is a textbook used for the training of instructors of adult
students. Several excellent
and pertinent chapters are devoted to the self-determination of
the adult student and the
need for programs to be designed that allow adults to use their
problem-solving skills.
Moore, B. L. (1999). Adult student learners. Penn State Pulse
Website. Retrieved from
http://www.sa.psu.edu/sara/pulse/adults_65shtml
This website contained a survey of adult learners’ perceptions
of their education
experience at Penn State. The study contained a large survey
sample and generally
confirmed the findings of other studies at major universities.

The important information
gleaned is that the emphasis on adult learner programs at
historically traditional
universities is a much higher priority due to the increasing
population of adult students.
Sheldon, K. M., & Houser, M. L. (2001). General motivation for
college measure. Journal of
Personality and Social Psychology, 80, 152-165. Retrieved from
http://www.apa.org/journals/psp/
This source is a psychosocial instrument designed to measure
adult students’ general
motivation for attending college. This instrument is appropriate
to my research topic
because it profiles adult students and rates motivation in terms
of both intrinsic and
extrinsic factors. It supports the findings in my other sources
and adds another
component: the pursuit of happiness.

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