This workshop will engage practitioners, educators, and researchers in exploring regional differences in adolescent romantic relationship characteristics, youth reflections on what they would like from programs including instruction on romantic relationships, and developmental neuroscience principles that can be used to help strengthen the application of relationships content in sexual health programming. Addressing romantic relationships embodies an adolescent development approach that is more holistic than focusing only on preventing sexually transmitted disease or pregnancy. Participants will have an opportunity for practical application by designing innovative strategies that can be incorporated into their programs.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
These slides help parents learn what adolescents and teens need to know about sex and how to start the conversations. Based on my eManual, Sexuality Talking Points.
Based on ‘The Good New Habits’ resource originally written by Ian G. Vickers, Assistant Principal, Sancta Maria College, Flat Bush, Auckland, New Zealand - for Resilience eTwinning course
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
At the root of all abuse is the fact that someone else knows. One out of every three adolescents in the United States is a victim of physical, sexual, emotional, or verbal abuse from a dating partner. That means that everyone knows someone who has or will be abused in some way. This workshop introduces participants to the topics of teen dating and sexual violence. Participants will explore their awareness of abusive behaviors and warning signs common to teen dating relationships, with an emphasis on healthy relationships as well. Learn about power and control, the cycle of violence, characteristics of healthy relationships, and facts about technology abuse.
ABOUT THE PRESENTER
Samantha Collier founded and created TeamTeal365, a small grassroots organization established in 2009 that is dedicated to empowering, educating, advocating, and supporting ALL survivors of sexual assault.
In 2012, TeamTeal365 became an LLC. Abused as a child and raped as an adult, Samantha feels a
personal obligation to serve and be a visible witness to her community about what a sexually abused person looks like. The goal of the organization is to wrap each survivor in compassion and trust starting with the simple words, “I believe you”—words Samantha knows firsthand can help victims move from surviving to thriving. Samantha is a voice of powerful visible change. Because violence and sexual assault leaves victims living in fear, some never get the chance to realize their full potential because their pain outweighs their strengths. Samantha’s goal is to reach out to survivors of sexual violence, as well as their families, partners, and siblings, to move them from merely surviving to thriving.
How And When To Tell Your Kids About Sex Reviseddfwilliams1162
A presentation built on the text, "How and When to Tell Your Kids about Sex," by Stanton Jones. For use by church leaders who are looking for ways to train parents in providing sound biblical and developmental education in human sexuality.
These slides help parents learn what adolescents and teens need to know about sex and how to start the conversations. Based on my eManual, Sexuality Talking Points.
Based on ‘The Good New Habits’ resource originally written by Ian G. Vickers, Assistant Principal, Sancta Maria College, Flat Bush, Auckland, New Zealand - for Resilience eTwinning course
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
At the root of all abuse is the fact that someone else knows. One out of every three adolescents in the United States is a victim of physical, sexual, emotional, or verbal abuse from a dating partner. That means that everyone knows someone who has or will be abused in some way. This workshop introduces participants to the topics of teen dating and sexual violence. Participants will explore their awareness of abusive behaviors and warning signs common to teen dating relationships, with an emphasis on healthy relationships as well. Learn about power and control, the cycle of violence, characteristics of healthy relationships, and facts about technology abuse.
ABOUT THE PRESENTER
Samantha Collier founded and created TeamTeal365, a small grassroots organization established in 2009 that is dedicated to empowering, educating, advocating, and supporting ALL survivors of sexual assault.
In 2012, TeamTeal365 became an LLC. Abused as a child and raped as an adult, Samantha feels a
personal obligation to serve and be a visible witness to her community about what a sexually abused person looks like. The goal of the organization is to wrap each survivor in compassion and trust starting with the simple words, “I believe you”—words Samantha knows firsthand can help victims move from surviving to thriving. Samantha is a voice of powerful visible change. Because violence and sexual assault leaves victims living in fear, some never get the chance to realize their full potential because their pain outweighs their strengths. Samantha’s goal is to reach out to survivors of sexual violence, as well as their families, partners, and siblings, to move them from merely surviving to thriving.
How And When To Tell Your Kids About Sex Reviseddfwilliams1162
A presentation built on the text, "How and When to Tell Your Kids about Sex," by Stanton Jones. For use by church leaders who are looking for ways to train parents in providing sound biblical and developmental education in human sexuality.
Helping teenage boys to become responsible adults.pptxCaroline Jarrett
Teenage boys use our services but many of us know little about them. In this session, Bukola (Kiki) Jolugbo and Caroline Jarrett shared some facts about teenage boys and some principles for helping them to become responsible adults.
Schools Essay Essay on Schools for Students and Children in English .... Expository essay: A short essay on my school. School Education Essay Telegraph. FREE 8 Essay Samples in MS Word PDF. 012 Essay Example My School Paragraphing Thatsnotus. 001 Essay About School Example Thatsnotus. College Essay: Write an essay about your school. 007 My School Essay Example Thatsnotus. 002 Essay Example My School Thatsnotus. Essay on your school - researchinstruments.web.fc2.com. School essay writing. Essay Writing Service Online.. Excellent Essay On School Thatsnotus. Essay on school - The Writing Center.. Write an essay about your school. Experts Essay: Write my school .... 011 Argumentative Essay On School Uniforms P1 Thatsnotus. Essay on school - The Oscillation Band. Writing a school essay. School essay - College Homework Help and Online Tutoring.. High School Essay - 10 Examples, Format, Pdf Examples. School essay. 24/7 College Homework Help.. What Is an Education Essay. 012 Essay Example High School Student 245100 Thatsnotus. School essay help. Middle School Essay Writing Help for Your Homeschool. Examples Of Informative Writing Lovely Free 9 High School Essay .... School essay. My School Essay in 2020 School essay, I school, Short essay. Essay On School - Why this school essay for dissertation hypothesis .... Admission Essay: Short essay on education. Essay writing for my school. essay Archives - 7sistershomeschool.com An Essay On School An Essay On School
Depression’s Impact on Relationships and Relationships’ Impact on DepressionUCSF Dept. of Psychiatry
Presentation by Beverly Lehr, PhD, and Katherine Straznickas, PhD, at the UCSF Depression Center's "Depression: Pathways to Resilience and Recovery" event on September 13, 2014.
How Trauma Impacts Youth and Their Communities- Dr. Flojaune Cofer, Public Health Advocates
Building Authentic Relationships, Building Resilient Youth- Dr. Sam Himelstein, Center for Adolescent Studies
Central Valley Youth Leadership Showcase
Six Tangible Steps to Take to Build Resilience- Dr. Flojaune Cofer, Public Health Advocates
Reflecting on Today, Planning for Tomorrow- Dr. Sam Himelstein, Center for Adolescent Studies
This workshop will introduce Fathers and Families of San Joaquin’s Trauma Recovery Center and their partnership with Stockton Unified School District and AmeriCorps to implement a comprehensive Transformative Healing Initiative in seven South Stockton schools. Participants will learn how the program is creating healthier school climates and reductions in student discipline while promoting student leadership and empowerment. This session will include an overview of the initiative and practical organizing strategies that provide the foundation for the partnership.
Without strong supports for self-care, adults who work with youth — especially those who have been impacted by trauma — can quickly burn out. This session will provide participants with examples of ways that organizations can build a culture of self-care that results in greater capacity to cultivate and maintain the important relationships required to overcome the impacts of trauma (this includes relationships with youth themselves and also among the partnerships that maintain a “web of support” for them to access). This session will also share strategies that participants can use on their own to take care of their physical, mental, and emotional health to optimize professional engagement and performance.
This session will begin by describing a typical experience for a student struggling with multiple health and mental health challenges as they navigate the Central Valley’s complex and siloed adolescent healthcare system. Drawing on their experiences working in integrated healthcare settings, the presenters will share their vision for a local system that incorporates psychosocial screenings with a referral network that includes medical providers, social workers, therapists, nutritionists, reproductive health services, and more. By facilitating relationships between clinical and non-clinical providers, and integrating physical and mental health services, an integrated system can shift providers’ thinking from a focus on health to a focus on overall well-being for Central Valley youth.
Join Central Valley researchers and practitioners from the Integral Community Solutions Institute to learn about the implementation and positive effects of culturally-based practices for Latinx students. This session will introduce participants to the student-centered strategies of Platicás (spiritual counseling), Atención Plena (mindfulness), and Hip-Hop Therapy and will share findings about the impacts of these approaches on student success indicators such as attendance, behavior, and self-awareness.
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
This session will provide a basic review of evaluation methodologies for SBHCs. The presenters, both experienced SBHC evaluators, will first provide participants with a brief overview of SBHC evaluation, including the importance of data collection and evaluation and indicators to consider to demonstrate the value of SBHCs. The presenters will then review several data collection methods, including service data collection, school-wide and targeted surveys (for students, clients, school staff and parents), focus groups, and academic data collection, such as classroom instruction time saved logs. Finally, the presenters will share strategies for dissemination, including a preview of a simple Excel template that SBHCs can tailor with their own information and use as a marketing tool. The workshop will be geared toward SBHC representatives who have little or no evaluation experience, but who have a dedication to collecting and disseminating data to highlight their SBHC efforts.
This workshop is designed for school districts, medical providers, and community agencies interested in providing services on school campuses or opening school-based health centers. The focus of this workshop will be planning stages, partnership building, needs assessments, SBHC principles, consent/confidentiality, establishing MOUs, and best practices of school integration and building a community of care.
Many of our low-income community members have healthcare coverage through the State’s Medi-Cal program, but how can we help them use these benefits to get the care they need? Often times our families tell us they need help getting dental care or seeing a mental health professional. Other times our families tell us they have had a horrible experience and don’t want to return to the doctor. How do we respond to these experiences?
Healthcare coverage can be difficult to manage for anyone. Among our low-income California residents it’s even more difficult to manage as Medi-Cal coverage can be different for each household member. In this workshop we will be discussing healthcare coverage eligibility for all members of the family that may include immigrant household members. We will be reviewing the benefits available to adults, children, and undocumented family members and the rights people have to request timely, accessible, and quality care. Our session will provide guidance to SBHC staff who work with community members with multiple healthcare needs. The goal is to help attendees identify what types of concerns families are having and how to appropriately guide and refer them to the healthcare resources they need.
In addition, during this session participants will explore existing laws, such as The California Values Act (SB 54) and Safe Schools for Immigrant Students (AB 699) that have the potential to safeguard children and their parents from immigration enforcement. Participants will also get to hear about and engage in a conversation about public charge and the potential changes that can affect immigrant families and access to key services such as health care. Lastly, through the findings of a recent report called Healthy Mind, Healthy Future the group will discuss how immigration related policy changes impact the mental health of children in immigrant families and highlight the important role that schools have on ensuring children can overcome barriers and secure the support they need to thrive.
This workshop will focus on different exemplary practices of substance use prevention and intervention, focused on e-cigarette & marijuana. Experts from TUPE programs and SBHCs will present examples of youth leadership in substance use prevention, screening, brief intervention, and referral to treatment (SBIRT) protocols, and school policies to address substance use from a restorative framework. We will review recent prevalence data from the California Healthy Kids Survey, discuss the risks of youth vaping and marijuana use according to the research literature, examine the current policies and regulations at the federal, state and school level, and share educational resources for parents, students and educators.
This workshop is designed to talk about the impact of STDs on youth under the age of 25. This workshop will discuss the importance of sexual health screenings, partner management, and current data around STD morbidity rates. We will also talk about current STD clinical recommendations for the treatment of gonorrhea, chlamydia, and syphilis. Participants will engage in an interactive activity where they will sharpen their skills on effective partner management strategies.
Developing a trauma responsive school requires successful leadership teams. In this robust workshop, participants will first learn how RISE: Resilience in School Environments initiative developed successful leadership teams and a holistic, systems-change approach to transform school culture and climate. Participants will hear from presenter, Lance McGee, who over the last three years, successfully developed an innovative trauma-informed school-based framework to provide wellness support specifically to teachers, school staff and administration. Participants will leave with useful tools to develop school leadership teams that drive trauma-responsive policy changes and gain practical self-care techniques by reducing the negative impact of vicarious trauma and compassion fatigue.
Beginning in 2014 and continuing through 2017, Native American Health Center’s SBHCs incorporated social determinants of health questions into screening tools used with students. This presentation will provide an update on implementing these screening questions, specifically the challenges and strategies to responding effectively when students identify a need. The importance of leveraging internal resources, partnering with community agencies and building connections with school staff will be addressed in relation to specific identified needs. Models of clinic staff role expansion and internal capacity building, along with other challenges and adaptations will be shared as tools for helping participants plan for and engage in incorporating screening and evaluations of these important health indicators into their practices.
Contra Costa Health Services (CCHS) and The Los Angeles Trust for Children’s Health (L.A. Trust) have both implemented successful initiatives to expand access to oral health in school settings. This workshop will describe how CCHS established a network of school-based dental clinics and key considerations faced in this process, including defining scope of services, process for obtaining parental consent, how to work with patients without parents present, strategies for integrating dental services into existing medical clinics, key partnerships, and considerations for providing dental services in a mobile setting. Next, the L.A. Trust will share their Oral Health Initiative Model and best practices around coordinating with school district personnel, gathering data, providing health education, and increasing screening consent returns. They will also discuss oral health policy opportunities to ensure broader and more robust implementation of school-based oral health screenings and care.
This workshop will cover best practices for HIV prevention in adolescents with a focus on the implementation of Pre-Exposure Prophylaxis (PrEP) and Post Exposure Prophylaxis (PEP) in SBHCs. Join this workshop to hear an overview of the HIV epidemic among adolescents in California, best practices for determining eligibility for PrEP and PEP, instructions for labs and prescriptions, and suggestions for case management and training of all SBHC staff.
Navigating through adolescence can be a challenge for many teens. Trying to find a place where they belong, where they feel valued and heard is a challenge in itself; now imagine just how challenging it can then be trying to navigate through the health care system as a teen. During this workshop, participants will learn what it means to be teen-friendly, how to create a warm and welcoming environment, and how to engage with young people authentically and without judgment.
More from California School-Based Health Alliance (20)
Welcome to Secret Tantric, London’s finest VIP Massage agency. Since we first opened our doors, we have provided the ultimate erotic massage experience to innumerable clients, each one searching for the very best sensual massage in London. We come by this reputation honestly with a dynamic team of the city’s most beautiful masseuses.
CRISPR-Cas9, a revolutionary gene-editing tool, holds immense potential to reshape medicine, agriculture, and our understanding of life. But like any powerful tool, it comes with ethical considerations.
Unveiling CRISPR: This naturally occurring bacterial defense system (crRNA & Cas9 protein) fights viruses. Scientists repurposed it for precise gene editing (correction, deletion, insertion) by targeting specific DNA sequences.
The Promise: CRISPR offers exciting possibilities:
Gene Therapy: Correcting genetic diseases like cystic fibrosis.
Agriculture: Engineering crops resistant to pests and harsh environments.
Research: Studying gene function to unlock new knowledge.
The Peril: Ethical concerns demand attention:
Off-target Effects: Unintended DNA edits can have unforeseen consequences.
Eugenics: Misusing CRISPR for designer babies raises social and ethical questions.
Equity: High costs could limit access to this potentially life-saving technology.
The Path Forward: Responsible development is crucial:
International Collaboration: Clear guidelines are needed for research and human trials.
Public Education: Open discussions ensure informed decisions about CRISPR.
Prioritize Safety and Ethics: Safety and ethical principles must be paramount.
CRISPR offers a powerful tool for a better future, but responsible development and addressing ethical concerns are essential. By prioritizing safety, fostering open dialogue, and ensuring equitable access, we can harness CRISPR's power for the benefit of all. (2998 characters)
Navigating the Health Insurance Market_ Understanding Trends and Options.pdfEnterprise Wired
From navigating policy options to staying informed about industry trends, this comprehensive guide explores everything you need to know about the health insurance market.
Telehealth Psychology Building Trust with Clients.pptxThe Harvest Clinic
Telehealth psychology is a digital approach that offers psychological services and mental health care to clients remotely, using technologies like video conferencing, phone calls, text messaging, and mobile apps for communication.
Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
The Valsalva maneuver exerts pressure to expel faeces through a voluntary contraction of the abdominal muscles while maintaining forced expiration against a closed airway. Patients with cardiovascular disease, glaucoma, increased intracranial pressure, or a new surgical wound are at greater risk for cardiac dysrhythmias and elevated blood pressure with the Valsalva maneuver and need to avoid straining to pass the stool.
Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
Constipation is a symptom, not a disease. Improper diet, reduced fluid intake, lack of exercise, and certain medications can cause constipation. For example, patients receiving opiates for pain after surgery often require a stool softener or laxative to prevent constipation. The signs of constipation include infrequent bowel movements (less than every 3 days), difficulty passing stools, excessive straining, inability to defecate at will, and hard feaces
IMPACTION
Fecal impaction results from unrelieved constipation. It is a collection of hardened feces wedged in the rectum that a person cannot expel. In cases of severe impaction the mass extends up into the sigmoid colon.
DIARRHEA
Diarrhea is an increase in the number of stools and the passage of liquid, unformed feces. It is associated with disorders affecting digestion, absorption, and secretion in the GI tract. Intestinal contents pass through the small and large intestine too quickly to allow for the usual absorption of fluid and nutrients. Irritation within the colon results in increased mucus secretion. As a result, feces become watery, and the patient is unable to control the urge to defecate. Normally an anal bag is safe and effective in long-term treatment of patients with fecal incontinence at home, in hospice, or in the hospital. Fecal incontinence is expensive and a potentially dangerous condition in terms of contamination and risk of skin ulceration
HEMORRHOIDS
Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
As gas accumulates in the lumen of the intestines, the bowel wall stretches and distends (flatulence). It is a common cause of abdominal fullness, pain, and cramping. Normally intestinal gas escapes through the mouth (belching) or the anus (passing of flatus)
FECAL INCONTINENCE
Fecal incontinence is the inability to control passage of feces and gas from the anus. Incontinence harms a patient’s body image
PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
An enema is the instillation of a solution into the rectum and sig
Artificial Intelligence to Optimize Cardiovascular Therapy
Addressing Adolescent Romantic Relationships in Sexual Health Interventions
1. Addressing Adolescent
Romantic Relationships in
Sexual Health Interventions
California School-Based Health Conference
Leading the Movement for a Healthy California
May 18, 2018
Karin Coyle, PhD
Pam Anderson, PhD
2. Presenter Disclosures
Karin Coyle and Pamela Anderson
(1) The following personal financial
relationships with commercial interests
relevant to this presentation existed during
the past 12 months:
No relationships to disclose
4. ETR’s Vision and Mission
Vision:
ETR envisions a world
where all people have
the information,
skills, and
opportunities to lead
healthy lives.
Mission:
We are driven by our
mission to improve
health and increase
opportunities for
youth, families, and
communities.
26. Advancing science • Reducing risk • Improving lives www.etr.org
At your table: Pick 2 principles.
How might you apply them?
27. Highlights of What Youth
Want on Relationships
Data source: Focus group interviews; FYSB Grant # 90AP2682
28. Navigating Social Media & Relationships
• Dealing with and competing with what is
posted online
• “I don't know. It's true. I go on Instagram,
and I see a lot of people posting like, 'Oh,
#couplegoals', and it's the guy grabbing all
up on the girl. And it's just like, that's not
what it's all about. Of course you can do that
if you want, but I feel like everybody's just
sexualizing relationships now.”
29. Navigating Social Media and Relationships
•Navigating social media
•“Taking separate pictures with another
guy/girl” (knowing that the ex will see it)
•“Don’t take it out on the person through
social media; if you guys are fighting
(before or after break up) don’t put it out
for everyone to see.”
30. Navigating Social Media and Relationships
•Navigating social media
•“Sometimes they just like posting things
on social media, like being passive
aggressive. Posting pictures with another
guy or girl or something.”
31. Navigating Social Media and
Relationships
•Navigating social media pressures
•“Social media pressures…social media has
changed how we communicate and how we
perceive each other and everything. It changes so
fast. I can't keep up with it. They're using it
constantly, and I think that's a pressure, but it's
also how you navigate the social media aspect of
relationships. You get a girlfriend. The girl's
putting the pictures up. You don't want people
knowing. You're not there. How you navigate all
that stuff. She's testing you all day.”
- Parent Advisor
32. Navigating Internal or Social Pressures During
Early Phase
•Internal pressures
• “The first few months you've got a lot
of pressure but then after a while you
kind of just have your own momentum
and then you just know the other
person. I say when you're starting in a
relationship there's a lot of pressure.”
33. Navigating Internal or Social Pressures During
Early Phase
•Friend pressures
•“So some guys are all talking about how
they already did it and you're like, "Yeah, I
didn't do it yet." Everyone makes fun of
you so you're kind of forced to do it when
you're in that position because you don't
want to talk about it anymore.”
34. Navigating Internal or Social Pressures
During Early Phase
•Parent expectations
• “Sometimes parents are like, "Oh, did you get
that girl? Did you get that girl?" And then
with girls it's like, "No you can't have a
boyfriend. Why are you trying to grow up so
fast?" So they learn that from their parents
too."
35. Ending Relationships
•Knowing when they are ending or it’s time to end them
•“I just feel like a break up is not just ... You know, it
just happens. I feel like it happens, well at least in
experience, over a period of time. You see a fall, and
then it kind of already starts ... I don't know how to
explain it.”
•“I think that it's when you realize that it's ... There's
not just one reason that it's not working. There was
just other reasons, but you've kind of blocked them,
because you wanted it to work really bad or
something.”
36. Ending Relationships
•Coping with loss
–“Those kind of things are so hard. When you've been in
a relationship with somebody for so long and you
actually felt something but when you break up the
other person decides to say that they didn't feel
anything for all that time. But it's like, "Really? How do
you act like you felt something towards me for that
long?" You know? I feel like when you lose somebody,
whether it's a boyfriend, girlfriend, friend, even like a
best friend, people tend to isolate themselves because
that person was what their world revolved around.”
37. Ending Relationships
•Reconnecting
– “I think that's what a lot of people end up going through
where they find themselves, and then that's when they
make themselves better. Some people start going to the
gym every day and start working out for themselves.
And some people might focus a lot on school and say,
‘You know what, I didn't need that person anymore. This
is my time to really evaluate what I need, evaluate
what's going to make me better and push me forward.’"
38. And So Much More
•How to build healthy relationships
•Sexual consent in relationships
•Navigating the double standard
•Communication
•Condom use over time in
relationships
39.
40. Early adolescence
• Late elementary school years; 10-12 years old
Middle adolescence
• Middle school/junior high; 12-14 years old
Late adolescence
• High school; 14-18 years old
Developmental Stages
44. Resources
Chein J, Albert D, O’Brien L, Uckert K, Steinberg L. Peers increase
adolescent risk taking by enhancing activity in the brain’s
reward circuitry. Dev Sci. 2011;14(2):F1-10.
Coyle KK, Anderson PM, Franks HM, Glassman J, Walker JD,
Charles VE. Romantic relationships: an important context for
HIV/STI and pregnancy prevention programmes with young
people. Sex Educ. 2014;14(5):582–96.
Furman W, Shaffer L. The role of romantic relationships in
adolescent development. In: Florsheim P, editor. Adolescent
romantic relations and sexual behavior: Theory, research,
and practical implications. New Jersey: Lawrence Erlbaum
Associates; 2003. p. 3–22.
45. Resources
Lenhart A, Anderson M, Smith A. Teens, Technology
and Romantic Relationships. Pew Research
Center; 2015.
Manning WD, Giordano PC, Longmore MA. Hooking
Up The Relationship Contexts of
“Nonrelationship” Sex. J Adolesc Res.
2006;21(5):459–83.
Peper JS, Dahl RE. The Teenage Brain: Surging
Hormones—Brain-Behavior Interactions
During Puberty. Curr Dir Psychol Sci.
2013;22(2):134–9.
46. K a r i n C o y l e
k a r i n c @ e t r. o r g
P a m A n d e r s o n
p a m e l a a @ e t r. o r g
46
Editor's Notes
Add disclaimer
Take a minute to say hello to your table group
The Health Equity Framework is a model that explains the ways health and education outcomes are influenced by complex interactions between people and their environment.
Interest in romantic and sexual relationships is a normal, natural part of adolescence.
Developmentally relevant and youth very motivated to discuss.
Daily lives.
An important focus of first 2 Kirby Summits.
Limited research on the costs and benefits of these early relationships but research indicates that there can be very positive outcomes and that positive experiences in early romantic relationships build experience (Wyndol Furman), and can shape future relationships.
Opportunity to have experiences while still in a more scaffolded environment at home.
Addressing relationships allows us to also address risk areas like unprotected sex, sexual violence, etc. in context.
Review topics to be covered.
Relationships are an important element of adolescence. Specific age at which young people develop first romantic relationship varies widely by individual, culture, and gender, but for the most part it will happen at some point during adolescence, and relationships play a critical role in preparing young people for adulthood.
VERY LITTLE NATIONAL DATA.
Note: Background on O’Sullivan and colleagues (2007): Analyzed Wave 2 (collected in 1996) Add Health data and note that 73 percent of the respondents reported one romantic relationship in the 18 months prior to the interview (MS-HS aged youth). As an aside: Wave 2 (collected in 1996) has the most comprehensive assessment of relationship development for adolescents; subsequent waves provide comprehensive assessment of relationship development for young adults.
Cross site study--describe
Data from 3 geographical regions – Bay Area, CA; Harris Co, TX, and South Carolina
Baseline data (7th grade) from 3 separate longitudinal group-randomized trials on HIV/STI/pregnancy prevention interventions
24 rural middle schools from South Carolina
20 urban middle schools from Texas
9 urban middle schools from Northern California
Self-report survey items used to answer study research questions were identical across the 3 studies
Separate multilevel logistic regression analyses were used to assess the association between dating, sexual behavior, and reasons for abstaining from sex while controlling for age, gender, race/ethnicity, language spoken in the home, household structure, and religiosity
Research Q: Are there differences in behavior by region?
Is there an effect of region on dating and sexual behaviors that is not explained by differences in sociodemographic factors that typically vary by region?
Are there differences in reasons for abstaining from sexual activity by region?
Is there an effect of region on reasons from abstaining from sexual activity…
Data from Cross site paper—CA, SC, TX
Total N for Current = 1578 (51% of total sample currently has relationship); equal for males/females
Bottom line = Relationships are normal.
For entire sample by region—You can see a few differences, but data continue to underscore normality of relationships (compared to ever had vaginal sex).
Highlight some of the differences, specifically, recent sex and ever boyfriend/girlfriend
Ever had a bf/gf and having had sex in the past 3 months (among those who have ever had sex) differed significantly p=.001 by geographic region even after controlling for sociodemographic factors that typically vary by region
Middle School Youth in CA (7th graders)
69% reported ever having a boy/girlfriend
38% had been on a date alone
In two recent HS studies we are collecting data on relationships. As supported by the literature, most adolescents report having ever had a boy/girlfriend.
CA High School Youth (9-12 graders)
85% reported ever having a boy/girlfriend
CA High School Youth (9-12 graders)
61% report a current partner
25% w/ partner for 1+ years
CA sample: Definition on survey if participants ask about how we define boy/girlfriend: The next questions ask about relationships and dating. By boyfriend or girlfriend, we mean having feelings for each other that are different from friendship. This can include sexual feelings.
9th grade sample: Ever dated one person exclusively (someone you thought of as your boyfriend, gf, main, or bae). This was in MN.
Discussion Points: Highlight these points as appropriate.One of fundamental “tasks” of adolescence is to prepare youth for adulthood. Relationship involvement provides an opportunity for such development.
Research has typically looked at peer and familial relationships, but in the last decade research has begun to emerge looking at the role romantic relationships play in adolescents’ day-to-day lives, their mental health, their sexual and physical health, and their future romantic relationships; studies suggest there can be very positive outcomes that build experience (Wyndol Furman).
Interest in romantic and sexual relationships is a normal, natural part of adolescence.
These relationships provide an opportunity for young people to have experiences while still in a more scaffolded environment at home.
Romantic relationship development provides adolescents the opportunity to experiment with key developmental tasks such as intimacy (e.g., sharing confidences, self disclosure); identity exploration (including sexual identity and romantic self-concept, i.e., how they see themselves within romantic relationships; and, increased autonomy and independence
Addressing context of relationships where majority of sexual behavior is happening.
The risks often serve as the impetus for relationship education programs that have been evaluated—most come from the dating violence realm and one was evaluated in context of pregnancy prevention.
Given how common adolescent relationships are, let’s consider both the risks as well as benefits of romantic relationships during adolescence. We tend to focus heavily on the risks, with an emphasis on risks such as STI and pregnancy. Other risks include early sexual activity (e.g., many younger youth we work with equate relationships with sex), and relationship violence or abuse. Given adolescent development, it is also important to focus on the social and emotional risks.
Focus on positive development vs. just stopping risks. We have opportunity to flip framing in teen pregnancy prevention with a relationships frame.
Image: Dreamstime.
Currently, no single agreed upon definition.
Discuss primary sources of elements (RWJ, Youth.gov, etc.)
General agreement that trying to come up with a single definition is not productive.
Youth generally can identify many elements of healthy relationships. They want more focus on the HOW.
Importance of grounding characteristics in skill or behaviorally driven language so we know what it looks like and how to get their.
Image: Dreamstime.
Key message: Ensure characteristics are framed using actionable language.
For the HOW: Allow time for young people to dive into what each element means in action. Transition to next slide (action=look, feel, sound).
Key messages:
We can benefit from moving beyond the cognitive (what’s healthy or not).
We can strengthen our work by taking the content we teach in sexual health/pregnancy prevention to a deeper level.
One way is to allow young people to explore how healthy relationships look, feel and sound for them.
May vary by person.
Researchers find that in more controlled classroom settings, adolescents are actually quite good about reasoning through risky situations. Yet, this doesn’t exactly doesn’t match up to their actual behaviors in the real world, especially when they are around peers.
These differences have been referred to as “hot” and “cold” cognitions.
Cold cognition refers to decision-making that occurs during very calm and unemotional states. Adolescents demonstrate excellent rational decision-making when thinking calmly and logically about risks.
Hot cognition, on the other hand, refers to more emotionally charged situations (for example, the excitement of being around friends, or in situations of peer pressure), rational decision making may be suppressed, increasing the likelihood that adolescents will engage in risky behaviors.
As adults, this is something that most of us can relate to. Yet as we age/mature, we get better at managing more difficult decisions under hot cognition conditions.
Explain the concept of behavioral willingness and how it differs from intentions and why it’s important for us to explore (there are times when you would be willing to cross boundaries or engage in sex and it’s important for them to identify and prepare for those to the extent possible).
We need to help youth explore behavioral willingness, which may be implicit, but will trump intentions when faced with new experiences or decisions, particularly sexual decisions. Discuss ways to do this and solicit input from participants as well.
Discuss principle of peer presence and driving behavior study (young people take more risks in presence of peers).
While we sometimes cover peer norms and “peer pressure,” we can do more to help youth explore the influence of peer presence on affective arousal. Discuss ways to do this and engage participants in offering other avenues.
Photo credit: dreamstime stock image.
Discuss Bryan, Yeager et al., article and Truth Campaign and how they tapped into youth values to promote positive behavior change. Then talk about how we are applying these principles in About Us.
Note: Plan to replace photos on this page.
Put chart paper with principles in room. Give large sticky notes. Have them pick 2 principles and write one idea for applying each, then put on chart paper. Do gallery walk after done. Have volunteer read out a few ideas from each poster. Elaborate as needed and time allows.
Touch on theme and discuss examples of what theme addresses. For example: Perceived norms: What people post on social media is fantasy – not real life (people can craft an image that they want to portray on social media)
Data source: Focus group interviews; FYSB Grant # 90AP2682
Touch on theme and discuss examples of what theme addresses.
Data source: Focus group interviews; FYSB Grant # 90AP2682
Touch on theme and discuss examples of what theme addresses. For example: Desire for more focus on recognizing and addressing internal pressures.
Data source: Focus group interviews; FYSB Grant # 90AP2682
Touch on theme and discuss examples of what theme addresses.
Data source: Focus group interviews; FYSB Grant # 90AP2682
Touch on theme and discuss examples of what theme addresses.
Data source: Focus group interviews; FYSB Grant # 90AP2682
Touch on theme and discuss examples of what theme addresses.
Data source: Focus group interviews; FYSB Grant # 90AP2682
Touch on theme and discuss examples of what theme addresses.
Data source: Focus group interviews; FYSB Grant # 90AP2682
Touch on theme and discuss examples of what theme addresses.
Data source: Focus group interviews; FYSB Grant # 90AP2682
Describe examples of other relationship content we have heard students request through past studies, interviews, etc.
Data source: Focus group interviews; FYSB Grant # 90AP2682
Turn to a neighbor at your table and discuss what each of you hear from young people on what they want to know about relationships.
Debrief by asking pairs to share thoughts. Transition to closing.
Early Adolescence (late elementary school years; 10-12 years old)
Closer connections with peer groups;
More time spent in mixed gender friendships (Connolly & Goldberg, 1999)
Mid Adolescence - (Middle school/junior high; 12-14 years old)
Opposite sex friendships
Group dating
Beginning of shorter romantic relationships that are less group focused
Can include sexual and, to a lesser extent, emotional intimacy (Connolly et al, 2004; Maccoby, 1998)
High school; 14-18 years old
Other skills that can be reframed/contextualized
Partner age – differing sexual expectations; unbalanced power; characteristic of healthy relationship (age within 1-2 years)
Length of time in a relationship - may yield internal/external pressure to engage in sexual behaviors
Role plays to illustrate pressure from partner and/or friends (way to show partner commitment)
Touching behaviors – risky situation that may lead to sex; role plays that allow young people to communicate sexual boundaries in relationship
Here’s another approach to thinking about different content—looking across phases of relationships and thinking about different content—attitudes, beliefs, skills, behaviors all vary by these stages.
Discuss qualitative article (getting in, staying in, getting out).
Final thoughts slide—put a picture and we’ll just review thes:
Not puppy love but critical experience for future relationships
TPP programs provide opportunity for promoting healthy relationships as a primary prevention strategy
Digital media is a seamless arena for young people to problem solve
Evidence based suggests promise and opportunity to extend it
Different frameworks for adding content—focusing on phases is one potential framework
Consider staging and focusing on friendships for younger adolescents; adding romantic context a bit later (eg, 8th and above)
Norming being positive partner
Norming break-ups and underscoring opportunity for reflection around personal needs/values in relationships.