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This booklet shows parents and other adults how to use entertainment television to spark discussions with children and adolescents about sexuality, values, responsibility, communication, and other sensitive subjects (personal relationships, race and culture, drug use). First published in 1989, this booklet has been updated annually. Discussion questions and activities in the guide focus primarily on preadolescents--children between the ages of 9 and 12 years--but are of use with both younger and older audiences as well. This guide from 1993-1994 features plot summaries of returning shows popular with preadolescents and adolescents and new shows which, most likely, will attract a young audience. The guide does not endorse or rate shows; it chooses those most likely to raise important issues. Most of the shows highlighted in the guide are broadcast in primetime. Included in the guide are names and addresses of production companies, networks, cable channels, and other organizations concerned with television. (Author/NB)

This guide for condom availability programs provides information on how to build support for school-based condom availability programs. Chapter One explains why such a program is important. It examines behaviors and risks of sexually active adolescents, presents strategies for risk reduction, and discusses condom availability and use. Chapter Two discusses how to design a proposal, develop an action plan, and handle community reactions and media coverage. Chapter Three focuses on building community support, designing a community education campaign, working with the press, sponsoring public meetings, and responding to the opposition. Chapter Four discusses the condom availability program design team, how to design the program, staffing and training, student education and counseling, parent involvement, condom purchasing information, and budgets and financing. Chapter Five concentrates on program evaluation. Chapter Six focuses on legal issues, the school board's authority, parents' rights, and students' rights. It discusses such legal issues as condom failure and product liability, mandates for sexuality education, health services in the school, consent, and criminal liability. Pending cases on condom availability are summarized and legal principles supporting condom availability are reviewed. Chapter Seven presents case studies of three condom availability programs. Chapter Eight discusses school-based health center programs. Chapter Nine provides information on relevant organizations, books and reports, and articles. (NB)

Volume II of a three-volume guide to school-based and school-linked health centers, this document is designed to help community advocates successfully navigate the planning, implementation, and early evaluation stages of a school-based health clinic/school-linked health clinic (SBHC/SLHC). The individual chapters in this volume address the key stages of implementing an SBHC/SLHC in the community. Chapter 1 focuses on getting started, forming a working group, selecting a facilitator, finding a sponsor or head agency, and obtaining a planning grant. Chapter 2 discusses how to conduct a needs assessment and develop an SBHC/SLHC philosophy. Chapter 3 centers on selecting a site, forming an advisory board, and defining the clientele. Chapter 4 discusses how to design a health center. It identifies components of quality care, defines program components, and considers other design elements. Chapter 5 concentrates on developing the budget and staffing the center. Chapter 6 describes how to determine health center policies concerning confidentiality, parental consent/notification, billing, establishing protocols, and limiting liability. Chapter 7 considers integrating the center, the school, and the community. Chapter 8 focuses specifically on serving elementary-aged children. Chapter 9 deals with program evaluation. Relevant materials are appended. (NB)

Volume III of a three-volume guide to school-based and school-linked health centers, this document notes that communities that wish to continue existing school-based health clinics or to start new ones may need to explore federal support for health center operations. This manual identifies federal health, education, and social programs which support the kinds of services provided by school health centers. Some of these programs described cover a broad array of health services; other cover specific types of services; still others support demonstration or model projects. For each of these programs, the manual identifies the program's purpose and structure, who may be served with the funds, what services they may receive, major programmatic and administrative requirements for funded service providers, application procedures, and a federal contact person for additional information. The 15 chapters in the manual focus on: (1) the flow of federal funds; (2) Health Care Block Grants; (3) Title V: Maternal and Child Health Services Block Grant; (4) Preventive Health and Health Services Block Grant; (5) Substance Abuse Prevention and Treatment Block Grant; (6) Community Mental Health Services Block Grant; (7) Medicaid; (8) Section 330: Community Health Centers; (9) Drug-Free Schools and Communities - state grants; (10) Title X: Family Planning Services; (11) Women, Infants, and Children (WIC) Program; (12) Social Services Block Grant; (13) Child Care and Development Block Grant; (14) direct grants for innovative, demonstration or special projects; and (15) three state case studies (New Jersey, New Mexico, and California). The manual focuses on requirements found in the federal law. Appendices include: (1) a list of acronyms; (2) a list of federal agencies with responsibility for adolescent services; (3) Medicaid federal financial participation rates by state; and (4) state contacts for selected federal programs. (NB)

Volume I of a three-volume guide to school-based and school-linked health centers, this document was written for advocates at the community level who are trying to nurture support for the creation of a school-based health clinic (SBHC). The volume was written with three objectives in mind: (1) to help the advocate learn about school-based and school-linked services and the need for these services in his/her community; (2) to help the advocate plan a strategy to persuade policymakers and community residents that a school-based health clinic is an appropriate intervention; and (3) to provide the advocate with the tools necessary to carry out an advocacy campaign. Chapter 1 presents some important facts on adolescent morbidity, the advantages of SBHCs, and the assessment of community needs. Chapter 2 focuses on developing an advocacy campaign. Chapter 3 discusses tools of advocacy, including using the media to educate the community, lobbying for political support, and holding public meetings. Chapter 4 considers how to deal with opponents by minimizing the controversy over reproductive health care and identifying other potential opponents. Relevant materials are appended. (Contains 14 references.) (NB)

To meet the challenge of teaching safer sexual behavior to teens, peer education--individuals teaching others in their own or similar age group--is an effective teaching method. Teenagers report that they are more likely to listen and talk to their peers about sexuality issues than to their parents, guardians, or health care providers. Effective peer educators are able to change peer norms concerning risk-taking behavior and help themselves as well as other youth make healthy decisions about their lives. This publication examines the method of peer to peer education in four sections. Section 1 provides background information on the need for peer education programs. Section 2 presents five steps in developing and implementing a peer education program. Section 3 presents the conclusion to the guide and section 4 lists peer programs highlighted in the publication. (LL)

This monograph describes three types of evaluation that are potentially useful to school-based clinics: needs assessments, process evaluations, and impact evaluations. Two important methodological principles are involved: (1) collecting multiple kinds of data with multiple methods; and (2) collecting comparison data. Student needs can be identified by using student and parent surveys or community data. Various management information systems are useful for collecting process data on clinic utilization. Student satisfaction can also be easily measured, and site visits by other professionals can help identify clinic strengths and weaknesses. Outcomes are harder to measure because clinics typically serve relatively small student populations for any particular health outcome and the students who patronize the clinic differ from those who do not. Diffusion and self-selection are major problems. The traditional solution is to use an experimental design (based on a large sample) that measures the clinic's impact upon participants. The best method of measuring the clinic's impact on the entire student body is to collect survey data from all the students or merge lists of student names with birth records or other public records. Rates can then be compared over time or between clinic and similar comparison schools. Appendices contain the student health survey, an explanation of the Center for Population Options School-Based Clinic Management Information System, and a description of methods for assessing a clinic's pregnancy prevention program. (13 references) (MLH)

This document presents the curriculum guide for Life Planning Education, a youth development program that focuses on two of the most important tasks teenagers face: preparing for the world of work and dealing with their own sexual and reproductive development, feelings, and behaviors. These two tasks are integrated in the curriculum in a way that helps young people to realize how closely linked parenthood decisions and vocational choices are. Section I of this curriculum contains a special section for the leader that includes such "how to's" as "why,""where," and "when," suggestions on teaching techniques; and strategies for program implementation. The major portion of the document is contained in section II, Life Planning Education Activities. This section consists of 10 chapters that focus on: (1) self and identity; (2) personal and family values; (3) male or female (gender roles); (4) goal setting; (5) decision making; (6) parenthood; (7) sexuality; (8) AIDS/HIV (Acquired Immune Deficiency Syndrome/Human Immunodeficiency Virus) and protective measures; (9) employment; and (10) good communication. Each of the chapters contains experiential activities designed to actively involve teenagers in the learning process. Section III is a resource section that suggests recommended resources related to all aspects of life planning education. Included is information on national organizations, films, and books for teenagers and for parents. The final section consists of appendices which contain supplementary information for the leader. (Contains 41 references.) (NB)

This report discusses the ongoing movement to provide health care and health information to adolescents through school-based clinics and other programs. The report begins with an overview of programs, focusing on: the unique health needs of adolescents; the growth in the number of school-based clinics; goals and objectives of the special programs; types of services they offer; clinics' involvement with special issues surrounding family planning; the issue of abortion; establishment and management of clinics; staff; populations served; the physical set-up of the clinic in the school; parent involvement; the relationship between clinic and school; reasons for the clinics' general success; evidence for the clinics' success; current research on clinics; costs; funding; and limitations of the clinic model. The next part of the report presents an outline of recommended steps to follow in order to implement a school-based clinic. The report concludes with a selected bibliography of resources and a list of addresses of school-based clinics. (KH)

This document was developed to help adults and children use television in new and better ways. While this guide's special focus is on preteens (ages 9 to 12), it can be of use with both younger and older audiences. Sample open-ended questions are provided for the following issues: family and friends, values and emotions, trust and responsibility, relationships, and sexual roles and sexual behavior. Also included are specific tips on talking about sexuality using television programs as a conversation starter. Exercises are provided for combining television viewing with interactive activities. This includes watching commercials and looking for ads that use sex to sell and discussing whether it is necessary to the product. A fact sheet on media and adolescent sexuality is provided. The programs described in this guide are those from the 1991 fall season that have teenage characters and are likely to raise issues of sexuality and values. The guide presents a listing of production companies and other organizations to help locate more information and share thoughts with the creators of today's television programming. (LLL)

Since 1986, the Center for Population Options (CPO)/Support Center for School-Based Clinics (SBCs) has conducted an annual survey. Over time the SBC has become a prototype for other adolescent health service models. Perhaps the oldest is the school-linked clinic (SLC), a free-standing adolescent health clinic. Located away from the school campus, the SLC has the capability to serve youth who are not in school as well as youth from more than one school, while emphasizing its linkages with the schools. In order to identify SLCs, and in response to the suggestion that the SBCs in some states were underrepresented on the previous year's list, a survey of state departments of health was conducted. The SBC/SLC survey was then sent to 239 clinics, including 224 SBCs and 15 SLCs in February 1991. Results were analyzed for the following categories: schools served, sponsorship and funding, community involvement, clinic operations, clinic use, and staffing patterns. The results indicated that both SBCs and SLCs provided services to a wide range of grade levels and that nearly a quarter of SBCs provided services to students from more than one school. Results from the survey also indicated SLCs seem to have fewer restrictions compared to SBCs with regard to provision of services. (A special section is included on Michigan's teenage health centers.) (LLL)

The three fact sheets presented in this document address issues surrounding adolescent sexuality and sexually transmitted diseases (STDs), especially the Acquired Immune Deficiency Syndrome (AIDS). The first fact sheet, "Young Women and AIDS: A Worldwide Perspective," suggests that since open discussions of adolescent sexuality have long been taboo, as have discussions of non-reproductive female sexuality, adolescent female sexuality is doubly taboo. Considering that aside from abstinence, frank discussion of high risk behaviors and safer sex techniques are the only two known methods of stopping the spread of the AIDS virus, this silence prevents young women from learning how to protect themselves from the Human Immunodeficiency Virus (HIV). The second fact sheet, "Adolescents and Sexually Transmitted Diseases," looks at the rapid growth of HIV infection and its implications for the overall reproductive health status of today's adolescents. It is noted that while adolescents, because of their risk-taking behavior, experience higher rates of STDs than any other age group, they are least likely to obtain care. The third fact sheet, "Adolescents, AIDS, and the Human Immunodeficiency Virus," addresses the status of HIV in the United States, HIV infection among teenagers and young adults and teenagers at risk for early, unplanned sexual intercourse, STDs, drug and alcohol use, running away, and prostitution. References are included. (BHK)

Teens for AIDS Prevention (TAP) is a model peer intervention program designed by the Center for Population Options to increase knowledge and change attitudes and behaviors among youth to reduce their risk of Human Immunodeficiency Virus (HIV) infection. The program utilizes peer pressure in a positive sense: to encourage youth to protect themselves from HIV infection by modifying attitudes and mores within a school or youth agency setting. This manual is a step-by-step guide to implementing a successful TAP program in a school or community based organization. The chapter titles outline the steps as follows: (l) the "Introduction" presents an overview of the need for HIV and AIDS education and the effectiveness of peer education; (2) "Building Support" highlights the importance of laying the groundwork for the program in a school or community; (3) "Getting Started" focuses on program planning, budgets, funding, coordinator responsibilities, and recruitment of participants; (4) "Training" outlines, session by session, 20 hours of HIV prevention and AIDS education and skill-building exercises for the TAP group; (5) "Activities" describes some educational efforts that TAP members can design and implement; (6) "Taking the Message to the Media" provides basic guidelines on how to interact with the media; and (7) "Resources" presents a listing of educational materials--videos, curricula, pamphlets, and books for additional information. (LL)

This booklet was devised to help Hispanic teenagers develop a life plan. It provides information for making decisions, and is written in both English and Spanish. Tips are provided for setting goals. A sentence-completion task helps the teenager focus on specific issues, and use concrete language when talking about the goals. Specific goals are then discussed in detail. The first goal, getting a high school diploma, provides statistics relating to Hispanic teenagers and high school graduation. Information is presented to aid the individual in setting goals to achieve this end. The second goal, waiting to have a baby, is presented along with imagery to help the teenager think ahead about what it would be like to find themselves in the role of parent with their current resources. The decision of whether or not to have a sexual relationship is discussed. This section also includes a quiz about birth control, information about sexually transmitted diseases, and a special section about Acquired Immune Deficiency Syndrome (AIDS). The third goal, getting a job, lists tips for job hunting and interviewing. The fourth goal, planning a job for the future, provides questions teens can ask themselves to help them think about the types of work they may want to do in the future. A list and timeline are provided for composing a life plan. (LLL)

Due to indiscriminate experimentation with drugs and sex, teens are increasingly at risk of contracting AIDS. Goals of prevention include reducing the panic and misinformation surrounding the disease, helping teenagers delay sexual intercourse, ensuring condom use, and preventing I.V. drug use. AIDS prevention as a shared responsibility includes schools, religious organizations, youth service agencies, programs for parents, health provision, and condom distribution. Recommendations for AIDS education programs for youth deal with AIDS transmission and self-protection, adolescent-posed challenges for AIDS prevention, leader selection, teen involvement in AIDS education, educational materials selection, suggestions to leaders of programs, teens' rights and responsibilities concerning self-control, and condom instructions. Recommendations for building community support include: education; building a community advisory committee; parent involvement; teen involvement; values; commitment and organization of program; and preparation for opposition. A list of additional sources of information is provided. (42 references) (KM)

Presented is a booklet for teenagers about life planning. It discusses hopes and dreams that adolescents may have and gives tips for reaching goals. A sentence completion exercise is included to help readers set goals. Four important goals for teenagers are presented and discussed: (1) graduating from high school; (2) waiting to have a baby; (3) getting a job at the present time; and (4) planning a job for the future. The section on delaying parenthood discusses sexual behavior of teenagers, abstinence, and birth control. The section on getting a job as a teenager presents tips for job hunting and interviewing tips. The booklet concludes with a sentence completion exercise which helps readers to focus on their own life plan. (NB)

This booklet for teenagers about life planning is presented in parallel English and Spanish versions with a special focus on young Hispanics growing up in America. It discusses hopes and dreams that adolescents may have and gives tips for reaching goals. A sentence completion exercise is included to help readers set goals. Four important goals for teenagers are presented and discussed: (1) graduating from high school; (2) waiting to have a baby; (3) getting a job at the present time; and (4) planning a job for the future. The section on delaying parenthood discusses sexual behavior of teenagers, abstinence, and birth control. The section on getting a job as a teenager presents tips for job hunting and interviewing tips. The booklet concludes with a sentence completion exercise which helps readers to focus on their own life plan. (NB)

Extensive guidelines for the development of a comprehensive school-based health clinic at the middle, junior, or senior high school levels are presented. School-based clinics usually provide the primary health care services needed by adolescents: health maintenance examinations and assessments; diagnosis and treatment of acute and chronic illnesses; first aid; laboratory tests; screening for sexually-transmitted diseases; immunizations; gynecological exams; family planning counseling and related services; and sports physicals, to name a few. Thirteen chapters provide information on program initiation, planning, definition of goals, information gathering, site selection, building community support, media relations, gaining school approval, clinic design, funding, budget preparation, staff selection, clinic evaluation, building positive relationships in the school and maintaining community support. Appendices include an extensive bibliography, an adolescent health fact sheet, a list of potential services, and samples of a parent survey, a consent form, job descriptions, and a school-health care provider contract. (LMI)

The school-based clinic is a primary health care facility located within or on the campus of a public school. The suggested requirements for a school-based clinic are enumerated in five sections dealing with: (1) clinic organization; (2) clinic staff; (3) clinic services; (4) clinic recordkeeping and evaluation; and (5) clinic facilities and equipment. The Support Center for School-Based Clinics is a project of the Center for Population Growth. Appended is a list of Support Center Publications, an order form, and a list of the advisory board members. (SI)

School-based clinics (SBCs) are comprehensive primary health care facilities located within or on the grounds of middle, junior, or senior high schools. Varying in size and organizational structure, SBCs have emerged as an effective model for advancing adolescent health. They have gained attention because of their potential for treating problems such as inadequate access to health care, unwanted pregnancy, premature parenting, early withdrawal from school, depression and stress, and substance abuse. While school-based health centers will not resolve all these complex problems, they are greatly needed because of economic factors limiting health care access and age-related factors related to adolescent growth and development, risk-taking behavior and violence, sexuality, and the psychological transition to adulthood. SBCs are proving successful because they are accessible and comprehensive, facilitate feedback and compliance, have community suport, deal with early and unprotected sexual activity, and involve parents. In fact, clinic staff work together with parents, school counselors, nurses, administrators, and community health care workers to solve teens' problems and help families function. This guide documents broad national support for the SBC concept, includes sample resolutions and policy statements, outlines background information on adolescents' health and the need for SBCs, and lists resources to provide a greater understanding of these clinics. (MLH)