ADOLESCENT SEXUAL AND REPRODUCTIVE HEALTH Syllabus

380.749.01 | AY 2013-2014 - 4th Term | 3 Credit(s)
Th 9:00:00 AM
  • Contact Information
    Faculty
    Maria Trent
    Anne Burke
    Maria Trent
  • Course Learning Objectives

    Upon successfully completing this course, students will be able to:

    • Identify a range of social scientific research approaches adopted by public health agencies
    • Identify a range of public health agencies where social science research is conducted
  • Course Description
    Explores key topics in adolescent sexual and reproductive health (ASRH). Topics range from the impact of adolescent physical, sexual, and social development on sexual risk-taking behavior to policy and ethical issues influencing adolescent sexual health outcomes. Using a public health framework, important clinical topics such as contraception, teen pregnancy, abortion, and sexually transmitted infections are discussed from a domestic and global perspective.
  • Intended Audience
    Students interested in adolescent reproductive health topics.
  • Methods of Assessment
    Group Assignment with written prep work (30%) Short written assignment (30%) Final Presentation (30%) Participation (10%)

    Additional Faculty Notes:

    Assignment Descriptions and Guidelines:
    • Assignment 1: Group Debate. Students will be assigned to groups in sessions 4/13 and 5/4 to debate issues related to one of 2 topics: teen pregnancy (Group A), and Long-acting reversible contraception (LARC) as first-line contraception for teens (Group B).  Each student will be assigned to ONE debate. The “pro” and “con” teams for each debate will be assigned within each group. Team size and specific debate structure will depend on the number of students enrolled in the class. Students will be expected to complete required reading, conduct additional literature searches as needed, discuss the topic in their groups, and participate in a debate on the assigned date with students who are assigned the opposing view.  Each student will submit a 1 page typed summary of their individual prep work for the debate at the beginning of the class period. This assignment will be worth 30% of the class grade (30 points). The group presentation and the summary of individual prep work will each account for half of the debate grade.  
    • Assignment 2: Op-Ed. Students will select a topic by week 2 of the term, and prepare a 3-5 page assignment. The topic for any of these assignments will be a policy or legislative issue relevant to ASRH. The topic may be drawn from one of the class sessions, or may be based on another relevant topic of the student’s choosing. This will be worth 30 points and will be an individual assignment.  This will be due April 18.
    • Assignment 3: Oral presentation. Each student will prepare and deliver a short oral presentation on an ASRH topic relevant to an issue discussed during the class sessions. The exact length of the presentation will depend on the number of students enrolled in the class, but should not exceed 15 minutes. We expect all presentations to be delivered on the last day of class, 5/16. This presentation will be worth 30 points.
  • Prerequisites

    Additional Faculty Notes:

    No prerequisites

  • Course Schedule

    Please see the course Session for a full list of dates and items for this course.

  • Academic Ethics Code

    Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.

  • Course Objectives(from old syllabus)
    1. Recognize the challenges unique to addressing sexual and reproductive health in adolescents and the intersection of biological and social determinants of adolescent risk-seeking and avoidance
    2. Articulate state and federal policy issues related to adolescent sexual and reproductive health
    3. Understand international variations in demographic and sexual health risks for adolescents
    4. Evaluate how changes in historical and cultural norms and biological development impact teen pregnancy over time
    5. Describe several contraceptive methods and evaluate their appropriateness for use among adolescents
    6. Identify the sexual and reproductive health issues specific to adolescent males, including relationship negotiation and sexuality
    7. Discuss epidemiology and political issues related to adolescent abortion, and describe methods of abortion
    8. Discuss how sexually transmitted infections complicate sexual health for adolescents
    9. Synthesize information on an adolescent reproductive health issue and prepare a position statement relevant to this issue
  • Assignment Descriptions and Guidelines
    Assignment Descriptions and Guidelines:

     

    • Assignment 1: Group Debate. Students will be assigned to groups to debate issues related to one of 2 topics: teen pregnancy (Group A), and Long-acting reversible contraception (LARC) for teens (Group B).  Each student will be assigned to ONE debate. The “pro” and “con” teams for each debate will be assigned within each group. Team size and specific debate structure will depend on the number of students enrolled in the class. Students will be expected to complete required reading, conduct additional literature searches as needed, discuss the topic in their groups, and participate in a debate on the assigned date with students who are assigned the opposing view.  Each student will submit a 1 page typed summary of their individual prep work for the debate at the beginning of the class period. This assignment will be worth 30% of the class grade (30 points). The group presentation and the summary of individual prep work will each account for half of the debate grade.  Debate Day is 5/2.

     

    • Assignment 2: Op-Ed. Students will select a topic by week 2 of the term, and prepare a 3-5 page assignment. The topic for any of these assignments will be a policy or legislative issue relevant to ASRH. The topic may be drawn from one of the class sessions, or may be based on another relevant topic of the student’s choosing. This will be worth 30 points and will be an individual assignment.  This will be due April 18.

     

    • Assignment 3: Oral presentation. Each student will prepare and deliver a short oral presentation on an ASRH topic relevant to an issue discussed during the class sessions. The exact length of the presentation will depend on the number of students enrolled in the class, but should not exceed 15 minutes. We expect all presentations to be delivered on the last day of class, 5/16. This presentation will be worth 30 points.
  • Course Format

    Course Description:

    This is a survey course that explores key topics in adolescent sexual and reproductive health. Topics range from adolescent development to policy and ethical issues influencing adolescent sexual health outcomes.  While the course uses a public health framework, important clinical topics such as physical development, contraception, teen pregnancy, abortion, and sexually transmitted infections are discussed from a domestic and international perspective.

     

    Prerequisites: None

     

    Required Materials: Required materials will be provided to the student electronically. Students are expected to download and consume required readings in preparation for each session.

     

    Course Format: Seminar

  • Grading Policy
    • Grades will be determined as follows
      • Group Assignment including 1 page of prep work (30 points)
      • Written Assignment (30 points)
      • Final Presentation (30 points)
      • Class participation (10 points)

     

    Course Grading Scale:

             Final grade based on points accumulated during the term using the following scale:

    90-100 (A), 80-89 (B), 70-79 (C), 69-70 (D), ≤ 68 (F)

  • Grading Scales
    • Grades will be determined as follows
      • Group Assignment including 1 page of prep work (30 points)
      • Written Assignment (30 points)
      • Final Presentation (30 points)
      • Class participation (10 points)

     

    Course Grading Scale:

             Final grade based on points accumulated during the term using the following scale:

    90-100 (A), 80-89 (B), 70-79 (C), 69-70 (D), ≤ 68 (F)

  • Attendance Policy

    ·Attendance Required

     

    ·Definition of Participation: Active participation is characterized by not just attendance, but also completion of pre-seminar assignments and active engagement of the material during the session.

     

    ·Late submissions/ make-ups: Generally not allowed due to the construction of the course.   Make-ups can be arranged after presentation of appropriate documentation for any missed assignment or class.

  • Definition of Participation

    ·Definition of Participation: Active participation is characterized by not just attendance, but also completion of pre-seminar assignments and active engagement of the material during the session.

  • Late Submission/Make-up Policy

     

    ·Late submissions/ make-ups: Generally not allowed due to the construction of the course.   Make-ups can be arranged after presentation of appropriate documentation for any missed assignment or class.

  • Use of cell phones and laptops during class

    ·Use of cell phones/laptops during class: Cell phones should be placed on vibrate and computers used to engage course material only as active participation in a course requirement.

  • Course Outline

    Date

    Discussion/Activity/Topic/Speaker/Lecture Learning Objective

     

    Faculty

     

    Readings

     

    3/27/14

    Course Overview/Introductions

    Biosocial Perspectives on Adolescent Sexual Risk Reduction

    Objectives:

    1. Discuss some of the many challenges in addressing adolescent sexual and reproductive health.
    2. Explore the role of age and developmental factors in exploring youthful sexual and other risk
    3. Explore the intersection of biological and social determinants of adolescent sexual risk seeking and avoidance. 

    Sexual Development & Relationships in GLBTQ Youth

    Objectives:

    1. Understand normal sexual development in gay, lesbian, bisexual, and questioning (LGBQ) youth
    2. Recognize challenges experienced by sexual minority youth
    3. Explore a paradigm to explain why youth are at risk for health outcomes and next steps to address factors at risk

    Trent/Burke

    Jacinda Dariotis

     

    Renata Sanders


     

     

    4/03/13

    Issues in Teen Pregnancy

    Objectives:

    1. To have an increased understanding of current evidence-based approaches to teen pregnancy prevention as well as the more comprehensive social ecological model. 
    2. To understand the historical and political factors that have shaped the discourse, programming, and policy on teenage pregnancy in the United States
    3. To explore the public health significance of teenage pregnancy through informed discourse and debate
    4. To determine next steps for the public health practice as it relates to teen pregnancy

    Writing Op-ed/Editorials

    Laurie Zabin

    Guest: Pat Paluzzi (Healthy Teen Network)

     

     

     

     

     

     

     

     

     

    Jenny Robinson/ Krishna Upadhya (exercise in-class)

     

     

    4/10/14

    Sexual Health Policy in the United States

     Objectives:

    1. Provide information about the history of federal policies regarding adolescent pregnancy
    2. Identify recurring themes and barriers regarding service delivery

     

    Adolescent Male Health

    Objectives:

    1. Identify and discuss the sexual/reproductive health issues specific to males & evidence-based services to deliver

    2.      Critically review and discuss the evidence pertaining to men’s involvement in contraception sabotage or interference

    3.      Describe gender inclusive framework for addressing men’s sexual reproductive health prevention, intervention & policy

     

     

    Deborah Arrindell (ASHA)

     

     

     

     

     

     

    Arik Marcell

     

     

     

     

    4/17/14

    Sexually Transmitted Infections

    Objectives:

    1. Provide up to date information on the health burdens of STDs in youth.

     

    Op-Ed Due

    Maria Trent

    William Smith (NCSD)

     

     

     

     

    4/24/14

    International Sexual Health

    Objectives:

    1. Understand the variations in the demographic situations for adolescents
    2. Explain the key health risks associated with early sexual activity and pregnancy among adolescents
    3. Describe some of the key interventions and results of these interventions conducted internationally

     

    Michelle Hindin

     

     

     

     

     

    5/01/13

    GROUP DEBATES

    Group A: Teen Pregnancy – Does teen pregnancy confer survival advantage for children in urban settings like Baltimore?

    Group B: Should minors in urban settings like Baltimore City be able to consent for their own LARC?

    Students

     

     

    Background:

    Group A: Geronimus AT, weathering hypothesis 1992

    Group B: Beilinson Farmer 1995

     

    5/08/13

    Contraception and Abortion

     

    Anne Burke

    Sharon Camp (formerly of Guttmacher Institute)

     

     

    5/15/13

    Final Student Presentations

    Wrap-up & Evaluations

    Students

     

     

  • Modes of Communication (email, BBS, etc)

    Email

  • Disability Support Services
    If you are a student with a documented disability who requires an academic accommodation, please contact the Office of Student Life Services at 410-955-3034 or via email at dss@jhsph.edu.