Final Project Submission (Please review all previous assignments and ruberic and make adjustments as necessary)

School-Based Behavioral Intervention for Prevention of Chlamydia

Danielle Curtis

Walden University

School-Based Behavioral Intervention for Prevention of Chlamydia

Sexually transmitted infections are significant health concerns in the United States, causing numerous health issues. A large percentage of diseases reported by the Centers for Disease Control and Prevention are sexually transmitted diseases such as chlamydia and gonorrhea. Chlamydia infections have been reported as the most common infections affecting teens residing in the United States. The Centers for Diseases Control and Prevention indicates that the country records about 4 million acute infections each year (Adderley-Kelly & Stephens, 2005). Sexually transmitted diseases are common, particularly among young individuals, with the United States reporting nearly 20 million new infections each year. About 50 percent of sexually transmitted infections are in persons aged between 15 years and 24 years (CDC, 2014). In light of this, school-based behavioral intervention programs are suitable for educating teenagers about the causes, implications, and prevention of Chlamydia.

Reasons for Using School-Based Health Education

There is no doubt that several approaches have been used to reduce teenagers' from contracting diseases from sexual intercourse. They include services offered in youth centers such as condom distribution, the establishment of teenage friendly health centers that promote prevention methods, school-based healthcare services, and preventive education in learning institutions. School-based health education is the appropriate approach for addressing the increasing rate of Chlamydia among teenagers in Vista County because it is not only the most inclusive but also comprehensive approach compared to the other interventions. Sani, Abraham, Denford, and Ball (2016) indicate that school-based health education programs are the most effective amongst teens who are adequately educated and provided with the appropriate resources. Mavedzenge, Luecke, and Ross (2014) found substantial evidence for the effectiveness of school-based health education programs concerning various sexually transmitted infection-related outcomes from assessments across the world and recommended for full implementations of such interventions. Picot et al. (2012) found that school-based health education programs for the prevention of sexually transmitted infections in adolescents and young adults can result in increased self-efficacy as well as knowledge improvements. The decision has been arrived at based on the fact Vista County has three high schools and four middle schools that serve at least 33 percent of its school-aged population. These institutions provide suitable avenues for promoting Chlamydia awareness and prevention programs.

Role of School-Based Sexual Health Educators

School-based sexual health educators should work toward ensuring that every high, middle, as well as elementary school in Vista County, develops and maintains comprehensive and well-coordinated sexual health programs. The Institute of Medicine defines a comprehensive school health program as an integrated set of planned, sequential, school-affiliated strategies, activities, and services (Marya, 2011, p. 241) to promote optimal physical, emotional, and educational, as well as social development of learners. The local community needs to determine the program, resources, requirements, plus standards, and not only incorporate but also support family requirements. Coordinated by a multi-disciplinary team, the program must be accountable to the local community for quality as well as effectiveness (2011).

School-based sexual health educators should, therefore, ensure that schools develop health programs that focus on priority behaviors affecting health and learning, act as a basis of support for every teenager, and appraise, protect as well as promote health. The program should also provide multiple interventions for preventing Chlamydia, value coordinated approach and oversight activities, and offer systematic program planning. Moreover, a health educator should ensure that a school-based program promotes ongoing staff development and active student involvement.

References

Adderley-Kelly, B., & Stephens, E. M. (2005). Chlamydia: A major health threat to adolescents and young adults. ABNF Journal, 16(3), 52-55.

Centers for Disease Control and Prevention. (2014). CDC fact sheet: Information for teens and young adults: Staying healthy and preventing STDs. Retrieved from https://www.cdc.gov/std/life-stages-populations/stdfact-teens.htm

Marya, C. M. (2011). A textbook of public health dentistry. New Delhi, India: JP Medical Ltd.

Mavedzenge, S. N., Luecke, E., & Ross, D. A. (2014). Effective approaches for programming to reduce adolescent vulnerability to HIV infection, HIV risk, and HIV-related morbidity and mortality: A systematic review of systematic reviews. JAIDS Journal of Acquired Immune Deficiency Syndromes, 66, 154-169.

Picot, J., Shepherd, J., Kavanagh, J., Cooper, K., Harden, A., Barnett-Page, E., ... & Frampton, G. K. (2012). Behavioral interventions for the prevention of sexually transmitted infections in young people aged 13–19 years: A systematic review. Health Education Research, 27(3), 495-512.

Sani, A. S., Abraham, C., Denford, S., & Ball, S. (2016). School-based sexual health education interventions to prevent STI/HIV in sub-Saharan Africa: a systematic review and meta-analysis. BMC Public Health, 16(1069),1-26.