Teen Pregnancy Prevention One Of The Most Controversial...

Priscilla Blackwell Instructor Beverly Williamson English 111-02 April 9, 2017 Preventing Teen Pregnancy Teen pregnancy prevention is one of the most controversial subjects in today’s society. Many will argue that peer pressure and the area you live in are contributing factors to most adolescent pregnancies. No matter what geographic location you reside in, the problem is usually in the home, in the school system, and the cost of contraception and the barriers in obtaining it. The biggest predicament regarding the issue of adolescent pregnancy is the question of prevention. Preventing teen pregnancy includes problems such as the availability of birth control, sexual education among children and adolescents, and parental involvement. In the†¦show more content†¦However, schools should be assisting with this education. They should provide resources for parents and teens on contraception and preventing teen pregnancy. They should also have counselors or health educators available for teens to confide in when they feel they have no one to talk to about risky situations that could ultimately cause teen pregnancy. Parents should be more involved in their teen’s life. They should be focusing on open communication, spending quality time with their children, and teaching them that every negative action has a consequence. Parents need to step up when it comes to the â€Å"sex talk† and explain what the consequences would be if they become pregnant. If a teen thinks they may have to quit school, get a job, and possibly move out of the home, they make think about it more often and take initiative to prevent pregnancy. Parents need to realize that their children aren’t perfect and that teen pregnancy can happen to them. They need to have that open door policy in effect at all times and should never judge nor criticize what their children may tell them. It is a parent’s job to direct their children in the right direction and provide support no matter the issue. Parental involvement is necessary in preventing teen pregnancy. In the article â€Å"Preventing Teen Pregnancy by Avoiding Risk Exposure,† written by Josie A. Weiss, she states â€Å"The U.S. has the highestShow MoreRelatedEssay on Effective Approaches to Prevent Teen Pregnancy1181 Words   |  5 Pages Effective approaches to prevent teen pregnancy After reading numerous articles and abstracts in regards to the ever so intriguing topic of teen pregnancy, I’ve come to a conclusion which is a little different than I had expected. Before reading any of the literature on teen pregnancy, I was under the assumption that the sex education classes provided in school were an extremely effective weapon against unwanted teenage pregnancies. 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Abstinence-only programs teach teens to not have sex, or anything â€Å"arousing† until marriageRead More Sex Education: Determining Teenage Lives Essay2185 Words   |  9 Pagesraise their children so that they can learn to make the best possible decisions in any given situation. However, is blatantly avoiding the topic of sex, simply because it may be awkward, the best choice that parents’ make for their children? Th e controversial issue of sex education in public schools has been a main concern in communities throughout the United States. There has been increasingly more discussion about sexual education programs and whether or not they should be included in the school’sRead MoreUnited States has the Highest Rate of Teenage Pregnancies Essay1687 Words   |  7 Pages We are number one in the world for teenage pregnancy, about 500,000 births per year from girls under twenty. Second in the statistic is Poland, who only has about 30,000 teenage births in a year. When the topic of sex arises, people become uncomfortable because it is a subject that is thought of as personal and secretive. However, people aren’t only uncomfortable with the subject because of it being taboo, people try to avoid the subject because they aren’t always informed correctly about it andRead MoreEvaluation Of Sex Education School On Teen Pregnancy Prevention3109 Words   |  13 Pages Research Proposal Evaluation of Sex Education in School on Teen Pregnancy Prevention Megan R. Fitzgerald PSY 290 – Research Methods Gayle Schwark, Ph.D. Arizona State University November 27, 2014 Abstract This study is proposed in order to evaluate the various types of school-based sex education programs and the effect that these specific programs have on teen pregnancy rates. The type of approaches for school-based sex education programs offered to the teenage participants will be

The Constitution Of The United States Essay - 1973 Words

September seventeenth has been declared Constitution Day to commemorate the signing of the longest lasting document of law in the United States. The Constitution of the United States of America is referred to as the ‘supreme law of the land.’ Although it was signed in 1787, the Constitution is still relevant in this current time. There are several reasons for this, including the fact that the definitions and regulations of the three branches of government are defined in this document, and the Bill of Rights and the amendments added to the end of the Constitution provide a general outline of what rights citizens of the U.S have. The Constitution is the basis and law of the United States government and remains the most important U.S document because of this. The Constitution is the foundation of the United States and its government, outlining and limiting the powers that the president, Supreme Court, and the legislative branch have. When created, the founding fathers of th e United States knew that humans were imperfect. Humans being imperfect and put in positions of great power could end in chaos so this document ensured that the powers held by the people in government would be limited to an extent. And because we still, today, wish to limit the power of the government so that individual rights are not violated, the Constitution remains constant in more ways than one. We need a government strong enough to have power to rule but not so strong that they have the final say.Show MoreRelatedThe United States Constitution And The Constitution Essay1491 Words   |  6 PagesThe United States Constitution, this very detailed group of words was written in 1787, but it did not take effect until after it was ratified in 1789, when it replaced the Articles of Confederation. It remains the basic law of the United States then and till the present day of 2016. The first state to ratify the Constitution was Delaware; the last of the original thirteen to ratify was Rhode Island and since only nine were required, this was two years after it went into effect. When the U.S. ConstitutionRead MoreThe Constitution Of The United States Constitution Essay1185 Words   |  5 Pages(framers’ of the U.S. Constitution) position on the Presidency: The framers experienced the abuse of the English monarchs and their colonial governors. As a result, the framers were skeptical of the excessive executive authority. Furthermore, they also feared excessive legislative powers. This was something that the Articles of Confederation had given their own state legislatures. The framers of the constitution deliberately fragmented power between the national government, the states, and among the executiveRead MoreThe Constitution Of The United States885 Words   |  4 Pages In 1787, our founding fathers came up with a few principles that would establish what we now know as the United States of America. These principles were put on paper to serve as a guideline for how the United States would be operated and structured. This historical piece paper became known as the Constitution of the United States. In the Constitution, a Preamble is implemented at the beginning that essentially tells what the founding fathers set out to do. â€Å"We The People, in order to form a moreRead MoreThe Constitution Of The United States894 Words   |  4 Pagesthe substratum for that country. A Constitution can be defined as a document that is the substratum of the country’s principles. Elements in the Constitution may contain sundry information. 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Saturday Night at the Birthday Party Free Essays

SATURDAY NIGHT AT THE BIRTHDAY PARTY Introduction: Saturday, March 13th 2004, my friend Hannah had a costume party for her 13-year-old son Jason. Hannah invited 13 children to Jason’s birthday costume party at her home in Kissimmee. The children’s ages ranged from three to thirteen years old. We will write a custom essay sample on Saturday Night at the Birthday Party or any similar topic only for you Order Now Mostly everyone came to her home dressed in colorful costumes. Some were friendly, scary or funny,others were homemade or store bought. A young married couple arrived around 4:30 pm with their three-year-old son, Matthew, who is the subject of this paper.. His father John was dressed as a tattered bum and his wife Sarah was dressed as a friendly pretty witch. Little Matthew who is usually a white, blond hair male was dressed in a black cat outfit complete with the painted face to resemble a cat. He also wore the red nose, red cheeks and whiskers. He is tall and thin for his age. According to John and Sarah, Matthew’s parents, their son is a curious little boy by nature. Emotional Deveopment and Stranger Anxiety Matthew demonstrated a wide range of basic emotions as Kail and Cavanaugh predicted. Most scientists agree that complex emotions don’t surface until 18 to 24 months of age (Kail and Cavanaugh, 2006, pa. 186). † Complex emotions require the additional step of reflecting on one’s own behavior and how one feels about it. Matthew moved his big blue eyes as he scanned the busy room filled with wild assortments of costumes that floated around him. Matthew did not speak much but his facial expressions of wond erment seemed to say what his mouth did not. Sometimes, his face would light up with excitement and other times he seemed to be paralyzed by fear. He reacted to the hip-hop music by bouncing up and down and clapping his hands. Matthew demonstrated â€Å"stranger wariness; by the end of the first year the child becomes wary in the presence of an unfamiliar adult (Kail and Cavanaugh, 2006, pa. 188). † He ran to his mother and father and hid his face in his mother’s lap when someone approached him to try to engage him in a dance. Until then he appeared to have forgotten about his parents. His ability to explore and his quick return to his parents when frightened showed that he had a secure attachment to his mother’s presence (Kail and Cavanaugh, 2006, pa. 177). Temperament I myself was dressed as Raggedy Annie. Matthew did not seem to be impressed with or afraid of my costume. He showed much interest in some of the other more outrageous costumes i. e. : a Martian with antennas, and a â€Å"Bug’s Life† look alike. Matthew just simply sat and stared at other costumes. He also smiled and laughs at others. When his parents allowed him to move about freely, Matthew hesitated and clung to his parents. That did not last for very long. As the night wore on, Matthew adjusted to his freedom and ventured away from the safety of his parents. This behavior can be easily related to temperment. Temperament is a consistent style or pattern in a child’s behavior (Kail and Cavanaugh, 2006, pa. 93). † When Matthew was first introduced to his new environment, he seemed slow to the adjustment. He seemed to be processing new information rather than just reacting to it. His activity level was very low at first. As time passed, he became more and more comfortable in his new surroundings and began to respond to it more favorably. This is evidence of â€Å"Slow-To-Warm-Up† temperament in which the child’s behavior is initially inhibited and then becomes more like the Easy or Difficult temperament types. He did not pay much attention to the people who were not dressed in costumes. He did not play or laugh with them at all. Rather, he appeared to be more interested in the array of colorful costumes and the behavior that they were engaged in, either laughing and/or dancing. Psychosocial Development Erikson predicted that by age 2 children strive for autonomy, â€Å"independence from others and control over their own behavior (Kail and Cavanaugh, 2006, pa. 179). † Around 6:00 pm it was time to eat. John and Sarah tried to get Matthew to sit with them so that they could eat together. Matthew did not want to sit. He began to cry and pull away when his dad tried to lift him up. When they got Matthew to the table, Matthew did not want to eat. His parents tried everything. He was too excited about all that was going on around him. Clearly Matthew wanted to regulate what was and was not going to happen by exerting his independence so profoundly. He had demostrated his autonomy by resisting, crying, and pulling away. He is probably still going through his terrible two years. He has a strong will power, but it is short lived. His reaction to some of the other more scary costumes and his need to be in the safety of his parents at that time showed some doubt as to his ability to deal with the unexpected. Once again, Matthew became unsure of himself. Erikson would classify this type of behavior as â€Å"AUTONOMY vs SHAME DOUBT†. Cognitive Development Some of the other guests sensing what was going on with Matthew, attempted to help John and Sarah. A happy smiling clown went over and played with Matthew. The clown got him to eat some of his hamburger and french fries. A white rabbit with a big fuzzy tail pretending to nibble on an orange carrot went over to play with him and Matthew laughed and played joyfully. A silly puppet went over and danced in front of Matthew. The puppet also got Matthew to eat a little more of his french fries and drink some of his apple juice. When the colorful clown and the silly puppet interacted with Matthew he reached out to them, smiled and laughed with them. They got him to eat. Then a hungry pig came over to Matthew and tried to play with him. Matthew cried and pulled away. A ghost and a Freddy Kruger look alike went to say hello to Matthew. Matthew cried, swatted his hands at them to leave, twisted away from them, and started yelling no-no. Matthew’s fear of Freddy reveals the quality of â€Å"Appearance as reality† which is characteristic of the Preoperational stage of cognitive development (Kail and Cavanaugh, 2006, pa. 138). During the preoperational stage, magical thinking is the rule and children have great difficulty distinguishing between fantasy and reality. In Matthew’s mind he believed the costumes were real. He believed the scary characters wanted to harm him (twisting away, swatting hands, crying out no no). His behavior was guided by a mistaken belief (Kail and Cavanaugh, 2004, pa. 123). I asked Matthew about the clown and the rabbit. Matthew said, â€Å"FUNNY, I WANT GO DOWN AND PLAY WITH THEM†. Matthew was also displaying â€Å"CONFUSION BETWEEN APPEARANCE AND REALITY†. Matthew is probably in the pre-operational stage of development. Although Matthew’s parents as well as he himself were dressed in costumes he still could not understand that these where simply people dressed up as he and his parent’s were. Theory of Mind This behavior is typical for a pre-operational thinker. Piaget stated that children typically believe others see the world – literally and figuratively – exactly as they do. (Kail and Cavanaugh, 2004, pa. 134). Matthew may have seen these types of characters in other settings, like television. Based on the animated characters portrayals, and the way others reacted toward them, his memory has probably developed a schema toward those characters (fear-bad or friendly-nice). After getting permission from his parents I spoke with Matthew. I asked him why he cried when the pig and ghost tried to play with him? Matthew said because they are bad. Then I asked if the pig and the ghost had been mean to him. His reply was â€Å"SCARRY†. This statement has lead me to believe that Matthew was exercising a â€Å"theory of mind† by attributing motivations to the other characters (Kail and Cavanaugh, 2006, pa. 123). (Kail and Cavanaugh, 2006, pa. 186) Conclusion: In Matthew’s preoperational thinking, an object’s appearance tells what the object is really like. Matthew is learning how to assert his wishes and to categorize his likes and dislikes. He has a theory of mind which includes attributes of good vs. evil. He showed no emotion towards the people who were not in costumes even though they were strangers to him. He paid much more attention to the people who were in costumes and perceived them to be what they were imitating. Matthew distinguished between the clown, puppet, rabbit, pig, ghost and the â€Å"Freddy Kruger† look alike. He had and idea of what was safe and what was not safe, no matter how friendly they were to him. He demonstrated a wide range of emotion and secure attachment to his parents. Bibliography: Kail, V. C. , Cavanaugh, J. C. (2004). Human Development-A Life-Span View Belmont, CA. ; Wadsworth, How to cite Saturday Night at the Birthday Party, Essay examples