HS 6453.55: Strategy Presentation Lesson Plan
Title of Health
Prevention. What’s Love Gotta Do
With It?
Intended Audience. Female adolescents aged 18 to 21 years
who attend the Youth Empowerment Boot Camp at Church. Parents are
allowed, but encouraged not to attend the class in order to foster open communication. The material will be structured for the
adolescents and the majority of the participants who attend this class will be
approximately 18 years of age as the boot camp is offered every fall before
college. The racial/ethnicity of the
group will be predominately African American.
Need for Health
Education Intervention
Adolescent dating violence (ADV) is
a major public health concern that requires immediate attention in order to
prevent and or decrease the phenomenon.
Approximately 12%-41% of adolescents have reported being victims of
dating violence and 10%-20% have reported that they have experienced severe
physical dating violence. Roughly 32% of
adolescent females have reported that they have experienced dating violence
from an intimate partner while in middle and or high-school (Machado, Caridade,
& Martins, 2009; Miller, 2011; Montoya, Coker-Appiah, Eng, Wynn, & Townsend,
2013; Temple, Shorey, Tortolero, Wolfe, & Sturart, 2013). Furthermore, ADV is difficult to understand
because adolescents have different attitudes or perceptions on what constitutes
dating violence (Miller, 2011). A
misunderstanding of what constitutes dating violence may contribute to adolescents
ignoring warning signs that more severe abuse may be developing and it may
prevent them from seeking help to leave the abusive relationship. The lack of perception and understanding of
dating violence among adolescents has shown to further perpetrate the violent
cycle (Haglund, Belknap, & Garcia, 2012; Miller, 2011).
Certain behaviors or conditions can lead to
a higher incidence of teen dating violence.
The following risk factors increases the probability that an adolescent
will have an unhealthy relationship:
1.
Age. Adolescence
aged 15-18 years are more apt to experience teen dating violence (Schnurr &
Lohman, 2008).
2.
Gender.
Adolescent females are slightly more likely to use physical aggression
and they are more likely to use physical aggression more frequently against
their partners.
3.
Ethnicity. African
Americans have shown to have a higher tendency to be perpetrators of teen
physical violence (Capaldi, Knoble, Shortt,
& Kim, 2012).
4.
School.
Adolescents who experience academic difficulties, school safety issues,
and who are less involved in school activities and peer groups are more likely
to experience dating violence (Schnurr & Lohman, 2008).
5.
Familial or parental violence. Increases the likelihood of violence in
adolescent relationships.
6.
Alcohol and illegal drugs is a significant
component to the frequency and intensity of teen violence.
7.
Neighborhood Collectively. Adolescents from cohesive neighborhoods are
less likely to experience intimate partner violence (Jain, Buka, Subramanian,
& Moinar, 2010)
8.
Regional locale.
Teens residing in the southern states of the United States are far more
likely to experience teen violence (Marquart, Nannini, Edwards, Stanley, &
Wayman, 2007).
9.
Psychological difficulties such as depression play
a role in teen violence; however the research is inconclusive about whether
depression preludes violence or if it’s the causative agent (Capaldi et al.,
2012).
According to Martin, Houston, Mmari, and
Decker (2012), adolescents vary on their desired preference for seeking help by
gender. Adolescent females prefer to
seek help from professionals while their male counter-parts prefer informal
help from family and friends. Not
surprisingly, both males and females continue to seek help from their peers
first. ADV programs need to be developed
on the perception of what adolescents constitute as dating violence and why
adolescents do or do not seek help (Martin et al., 2012). Therefore, this health education program is
aimed at educating adolescent females on how to recognize a healthy
relationship.
Setting. The health education program will occur in
one of the lounge-classrooms located at Church. The room is accommodates
approximately 40. The class will be
approximately 1 hour and 45 minutes (a 10 minute break will be included in the
program) in duration and it will be offered from 9:00am to 10:45am and again
from 1:00PM to 3:45PM. The day for Youth
Empowerment Boot Camp will be held on a Friday and Saturday from 7:30am-5:00PM
(breakfast and registration will be served by church from 7:30am to 8:50am. Lunch is from 12:00 noon -1:00PM by the
church). The lounge-classroom is has
five circular couches that are divided into eight individual seat. Each seat has an oversized desk that will be
used for writing and snacks. This is an
ideal room because the set-up of the room is laid back; there is comfortable
seating; and a multimedia center is available.
Estimated
Timeline
1.
Introduction (5 min.). Allow participants to get snacks during this
time.
2.
Explain importance of topic (5 min.)
3.
Complete Pre-Health Education Documents
a.
Demographics (see Appendix A) (5 min.)
b.
Quiz I: Are you a good partner? Obtained from Love is Respect.org. This quiz has been developed for adolescents
(see Appendix B). Participants will not
have access to the scoring instrument. (10
min.)
c.
Quiz II: Are you in a healthy relationship? Obtained from Love is Respect.org. This quiz has been developed for adolescents (see
Appendix C). Participants will not have
access to the scoring instrument. (10 min).
4.
Topic I-Explain what is teen dating violence. (10 min.)
5.
Topic II-Explain characteristics of an unhealthy
relationship. (15 min.)
a.
Break-10 minutes
6.
Topic III-Explain the characteristics of a healthy
relationship. (10 min.)
7.
Topic IV-show excerpts from 2 music videos. One video will display an unhealthy
relationship and the other video will display a healthy relationship. Have participants dialogue about what images
they see in each video. (15 min.)
8.
Wrap-up-participant satisfaction survey (see
Appendix E), Review: Are you in a healthy relationship, and post-assessment
questionnaire (see Appendix D) (10 min.)
Materials Needed
100 Pencils
100 Highlighters
200 Quizzes
100 Participant Satisfaction Surveys
100 Power-Point Handouts
100 BuzzWord Bingo Games
100 Resource Pamphlets (Booklet) –See Appendix F
Seating. Five couches with eight
seats.
USB Port with Power-Point Presentation.
Computer, screen, and multimedia equipment is already provided in
classroom.
Laser pointer for advancement of screen and highlighting material on
screen.
Snacks-water, coffee, tea, granola bars and fruit (enough for 50
participants; provided by church).
4-Assistance will be available for questionnaire completions and to move
through the space with the microphones.
5-microphones (1 for the speaker and 4 for the assistance).
Guiding
Health Education Theory
Albert Bandura’s (1977) Social
Learning Theory is one of the “most significant theories related to adolescent
health promotion and aggression” (Broussard, McEwen, & Willis, 2007, p.
395). The premise of the theory is the
concept that the “environment, cognitive factors, and behavior interact with
one another so each variable affects the other two” (Broussard et al., 2007, p.
395). There are three major concepts of the
social learning theory: (1) people can learn through observations which can be
used to explain a wide range of behaviors; (2) a person’s internal perception
of self also influences their behavior; and (3) a new behavior may not be
achieved although a person has learned a new behavior (Broussard et al., 2007). This theory will assist in the development of
the program as the developer will use observation techniques (watching a video)
for learning and will raise internal questions about the participant’s concepts
to dating violence. Finally, the
participants will learn what behaviors are “good” characteristics of a healthy
relationship in the hopes that they will be able to identify and implement
those behaviors.
Additionally, the Bioecological
Model of Human Development by Bronfenbrenner and Morris will be utilized to
explain the variables that may affect teen dating violence. The model will assist with explaining how an
individual’s environment directly and indirectly affects their behavior. According to the Bioecologocal Model of Human
Development there are five systems or structures that influence adolescence
behavior: (1) the microsystem
(child-paternal relationships, demographics adolescent risk factors); the mesosystem (two interacting
microsystems); the exosystem
(the indirect influence of the external environment); macrosystem (the socio-cultural context); and (5) the chronosystem (the progression of the
external systems over a lifetime). There
are roles, norms, and rules that shape the systems to assist with development.
Goal of Program
To provide an effective educational program that benefit the
participants at St. Luke’s Missionary Baptist Church in order to prevent and or
decrease the rate of teen dating violence for females aged 18-21 years (Major
Goal). The program is intended to
1. Increase the knowledge of teen dating violence.
2. Adolescents will be aware of the warning signs of an
unhealthy relationship.
3. Adolescents will be aware of a healthy relationship.
4. Adolescents will not engage in unhealthy behaviors
associated with teen dating violence.
5. Adolescents will consider a behavior change if they
believe that their current relationship is unhealthy relationship (sub-goals).
1.
After completion of the program, at least 80% of
participants will report according to the content presented during the health
education program an increased knowledge of what is teen dating violence on the
post-assessment questionnaire (Cognitive).
2.
By the end of the educational program, 80% of participants
will be able to verbalize understanding of what the healthy behaviors are in an intimate relationship on the
post-assessment questionnaire based upon the content presented during the
health education program (Cognitive).
3.
By the end of the educational program, 80% of
participants will report a attitude change, that they do not accept teen dating
violence, according to the content
presented during the program on the post-assessment questionnaire (Affective)
Process
Objectives
- To register at least 40 adolescents
aged 18-21 years from St. Luke’s Missionary Baptist Church to attend the
educational session.
- Feedback will be obtained from
participants who attend the educational programs through a participant
satisfaction survey. This will
provide the instructor with feedback to determine if they program was
effective and what may need to be altered to improve the program,
- A needs assessment for future
presentations will be conducted based upon the response from the
post-assessment questionnaire.
1.
Preliminary Set-up.
During breakfast and registration, participants will obtain their name
tag. Approximately 15 minutes prior to
educational program, will have 1 assistant obtain any remaining name tags of
individuals who may be “running late” or who did not retrieve their name
tag. Distribute pre-assessment
questionnaires, demographic questionnaires, Power-Point presentation, and
pencils at each seating area. Have the
post-assessment questionnaire and participant satisfaction questionnaire available
for distribution after the completion of the program. Ensure that the
multimedia is properly working (will do a brief test-run of the Power-Point and
music videos to ensure that they are properly loading. Will do a test-run of the microphones and
volume of speakers in the room). Ensure
that snacks and trash disposable are set-up in the room. Have the 4 assistance in the classroom and
seated throughout with their microphones (1-hour.)
2.
Introduction (5 min.)-
a.
Speaker will briefly introduce self
b.
Allow participants to stand and say their name only
c.
Introduce 4-assistances
d.
Handout retrieved name tags that were not obtained
during the breakfast for individuals who are participating in the educational
program.
3.
Explain importance of program (5 min.)
a.
Explain to the participants that this class is to
better equip them with how to handle dating relationships as they begin their
journey to college or the work environment.
The speaker will provide a brief, but detailed explanation:
i.
Teen dating violence can affect anyone as no one is
exempt. Dating violence does not occur
because an individual looks or acts a certain way and can happen to the least
likely females. Explain that teen dating
violence can lead to adult domestic violence and can cause long-term problems
such as:
ii.
Explain that the class will help them identify
behaviors that individuals may pose in an unhealthy relationship. So, as we begin this class, I want you to
think about how you feel about violence in an intimate relationship and what
your understanding of dating violence is while you are in a relationship. I also want you to think about if you have
ever thought about being mean to your partner, particularly, what you wanted to
do to them. Lastly, you do not have to
express if you have been in an unhealthy relationship.
4.
Ask Participants to Complete Demographics
Assessment (5 min.)
5.
Ask Participant to Complete Quizzes (20 min.)-
a.
Are you a good partner? Obtained from Love is Respect.org. This quiz has been developed for adolescents. Participants will not have access to the
scoring instrument. (10 min.)
b.
Quiz: Are you in a healthy relationship? Obtained from Love is Respect.org. This quiz has been developed for
adolescents. Participants will not have
access to the scoring instrument. (10 min).
c.
Have participants score quizzes after both have
been completed. Place the scoring
criteria over head on projection screen.
d.
Assistances will walk the room and assist
participants will completing and scoring their quizzes.
e.
Ask participants to think about their scores as we
progress through the program.
6.
As participants complete questionnaires, turn on
Power-Point slide show.
7.
Topic I-Explain what is teen dating violence (10
min.) – Lecture and Power-Point (method instruction #1)
a.
Ask question: Can anyone tell me what they think
teen dating violence is? (allow 2-3 responses-participant involvement)
b.
Explain what is considered dating:
i.
Going out
ii.
Together
iii.
Being with someone
iv.
Seeing each other
v.
Hubby/wifey status
vi.
Just friends
vii.
Friends with benefits
viii.
Hooking up (www.loveisrespect.org)
c.
Provide the following definitions of what is teen
dating violence:
i.
Teen dating violence is defined as the physical, sexual, psychological or emotional violence within a
current or former dating relationship (CDC, 2012).
ii.
There are multiple terms that can describe teen
dating violence such as relationship abuse, intimate partner violence (IPV),
dating abuse, or domestic violence.
iii.
Physical dating violence (PVD) is defined as any
unwanted or unwarranted physical contact with the intent to cause bodily harm (Kim-Godwin,
Clements, McCuiston, & Fox, 2009).
iv.
Sexual dating violence (SDV) is any sexual act that is perpetrated against someone's
will. This encompasses a range of offenses, from completed nonconsensual sex
act such as rape, an attempted nonconsensual sex act, or verbal sexual
harassment. SDV fundamentally comprises any type of sexual contact that any
victim does not, is unable to, or refuse to allow the act to occur (Centers for
Disease Control and Prevention (CDC), 2014).
This type of abuse can also occur digitally through sexting and or
posting harmful content on the internet.
v.
Psychological or
emotional violence refers to any action that is offensive or degrading to
another. This usually comprises verbally
threatening, ridiculing, withholding affection, or social isolation (Capaldi et
al., 2012). This type of abuse can be
verbal or digital and include such things as using Facebook, texting, Tweeting,
and or using Instagram to post abusive or harmful content.
8.
Topic II-Explain the characteristics of an
unhealthy relationship. (15 min.)
a.
Groups will be formed and participants will find
the words listed below via Buzzword Bingo (see Appendix F) game (method
instruction #2 and #3).
i.
Insults
ii.
Wrongful blaming
iii.
Physical harm
iv.
Extreme jealousy
v.
Pressure
vi.
Emotional Blackmail
vii.
Quick mood changes
viii.
Isolation
ix.
Aggressive temper
x.
Controlling
xi.
Selfish
b.
Explain to groups how to play Buzzword Bingo and
ask them to think about what the words mean to them as they will be asked to
discuss 1-2 of the characteristics.
c.
Ask participants if they can describe other
behaviors that one can consider unhealthy (allow 2-3 responses).
9.
Break-10
minutes
10. Topic
III-Explain the characteristics of a healthy relationship. (10 min.)-Lecture
and Power-Point
a.
Address the following terms:
i.
Mutual respect
ii.
Healthy communication
iii.
Trust
iv.
No physical abuse
v.
No emotional or mental abuse
vi.
Common interest
vii.
Shared power
viii.
Have your independence
ix.
Same goals/interests
x.
Happy
xi.
Support each other
11. Topic IV-
(15 min.)-show excerpts from 2 music videos (method instruction #4). One video will display an unhealthy
relationship and the other video will display a healthy relationship. Have participants (allow 3-4 participants)
dialogue about what images they see in each video.
12. Wrap-up- (10
min.)
a.
participants will complete the satisfaction survey
b.
participants will complete post-assessment
questionnaire
c.
Assistance will hand out resource booklets on where
to find more information and where to seek help
Evaluation
Process
1.
The outcome/impact
objectives will be measured according
to the responses on the post-assessment questionnaire. Participants will have to answer specific
questions related to their knowledge of teen dating violence, unhealthy
behaviors in a dating relationship, and their acceptance of dating
violence.
2.
The process
objectives will be measured according to the responses on the participant
surveys and the registration data.
a.
Specific questions will be asked about the
instruction process and the instructor.
b.
Participants will be asked for feedback on areas of
improvement.
c.
Participants will be asked what they “liked most”
about the program.
d.
Participants will be asked if they perceive the
topic as a relevant educational program for their population.
e.
Total number of participants will be determined
from the registration data and from how many participants actually attended the
program.
Anticipated
Problems and Solutions
1.
Problem-Multimedia
system may not function properly. Solution-will test-run equipment 1 hour
prior to educational program. If issues
cannot be fixed, will conduct program in back-up classroom that has working
equipment.
2.
Problem- Parents
may want to attend class. Solution-the registration will be cut
–off at 40 participants. Registration
will be allowed on-line and in-person.
If there is a high demand for the class, an extra class will be offered
on Friday. If parents want to attend
class, the classroom cab be expanded for up-to 100 people. Parents will be placed at the back of the
class at long tables with chairs. Due to
the nature of the boot camp and content of class, parents will be asked to
allow participants to attend solo to foster open communication. Since instructor will be taped, parents may
request a copy of the video to view what was presented in program.
3.
Problem-participants
and parents may want additional handouts.
Solution-assistances will
have the capability of making additional copies in the computer room.
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