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As a team, we first began by illustrating the problem, by laying out the wishes of
the parents and what they wanted for their children, while making up multiple scenarios
without solving the problem immediately. We also created a written problem question to
help establish what the final solution would need to solve; that way our group wouldnt
go off topic. Then after making a list of ideas, we then decided to create the criteria that
was needed in finding the best possible solution. The criteria would have points that
would match with the values of Utah state laws (with sexual education), having a budget
between $0-$100, taught adequate information, met the requests of parents,
appropriate for the audience, and had committee approval. To scale this accurately
along our table, our group each needed to provide research/resources to know what
scenario would fit best with each criteria.
Once our group created an adequate list of ideas, we continued by scaling the
various solutions with the needed criteria in a chart. Based off of the results in how each
scenario scaled on our chart, we then picked the best solution with the highest score (a
higher score meant there was a better chance in appealing to all parties). Having
provided research on sexual education and federal/state laws, to help make our
scenarios, it was easy to find that a majority of our scenarios were to par with our
criteria. However, the solution that ranked best with our criteria was the idea of creating
a website that involved parents participation, as well as the child. Having found our
solution our group found it easy to implement it.
Our solution was to create a website that the parents could first choose what they
wanted their child to learn, and then have the parent and child watch the modified
education together. The sexual education would involve thorough explanations through
quizzes, videos, and animations. This solution was the best idea; not only because it
met the criteria, but it also was private within the safety of the home, involved both
parent and child, easy and effective, provided accurate information to whatever the
parent wanted their child to learn, and never excluded any of the parents wishes.
Project Description
Approximately 1/3 of the parents would like a comprehensive course that covers
physiological, medical, and psychological aspects of sex education in depth. Another
1/3 of the parents are pushing hard for an "abstinence-only" program. A final 1/3 of the
parents do not want their children to have any sex education at school; they feel it is
better handled by the students' churches and/or families.
We are Group 1, a task group comprised of four students in COMM 1010. Our
assignment was to come up with a solution in where the requests of all parents were
being met. 1/3 of the parents would like their children to learn about the physiological,
medical, and psychological aspects of sex education. Another 1/3 of the parents want
an "abstinence-only" program. A final 1/3 of the parents do not want their children to
have any sex education at school. Our group met four times and discussed each
method and solutions we could apply to meet all the requests. We encouraged critical
thinking and participation of every member.
Its important to find a solution to this problem, so that all parents are happy with
what their children are learning. In the state of Utah there is some requirements when
doing sex ed programs. We need to make sure that not only the parents are happy with
the information their children are learning, but that it is legal in the state of Utah. Of all
the possible solutions we proposed, creating a website for the parent and the children is
the best solution. Creating the website will let parents view it first and see what
information they would like their children to access.
Methods
Our group began by preparing a Team Contract which listed our group norms
and roles (see Appendix 1). We then applied creative thinking skills to solve our sex
education problem. We will describe below our methods and findings for each step.
After we completed our report, we assigned participation points to each member, based
on the quality of their contributions to the project (see Appendix 2).
A. Characteristics
1. Positive Aspects:
We could offer a course that covers physiological, medical, and psychological aspects
of sex education in depth.
Offering an abstinence education for a separate class
2.Negative Aspects:
The school not having enough funding for the program and
Parents not agreeing to the curriculum.
B. Stakeholders
1. Students:
The students are the ones who are going to learning the criteria in the sex education
program. We need to make sure that all of the information within the program is correct
and age appropriate.
2. Parents:
The parents are legally responsible for their children and have a large say in what they
want their children to learn about. According to the survey, that the school gave out,
of the parents dont want their children to learn about anything related to sex ed at
school, only want the kids to taught abstinence-only, and the last would like their
kids to learn everything about sex education in depth. .
3. The Committee:
Utah law says that the Human Sexuality Instructional Materials Committee must
approve of any resources or guest speakers. We need to make sure that our material
for the program is up to their standards (Kaufman, Jodi).
C. History or Background
In the 1960, sexual education in schools began. It taught the values of abstinence in
any sort of pleasure and the fear of STDs. In the 1980s, schools then began to teach
the idea of sexual health and contraceptives, birth control. They found there was a huge
decline in teens as a result of the proper education about safe sex. However, the
abstinence only way of teaching, does not show the same results; as stated by Hall
(2011, Oct 14). Although, it is all within the choice and accountability with the teens
themselves. Its possible that teens who experience more frequent education on the
subject, are more prone to straying away from the action itself. Therefore, theres no
way to judge who it helps and who it doesnt, but from what studies have shown, sex
education is effective.
D. Policies/Politics
1. Policies/Politics:
In Utah, it is required that all schools must teach sex education from anywhere between
8th through 12th grade. It should be taken in a health class. There is only certain
information that is allowed to be taught. It is prohibited to support contraception and
sexual activity outside of marriage. You can teach information about the human
reproduction system, all methods to prevent unintended pregnancy and sexually
transmitted diseases and infections ( including HIV and Aids) and sexual or physical
violence. A Utah Rep. Bill Wright encouraged that you include a lesson on friendship,
dating, love, and the consequences of sex outside of marriage and how to say no to
sex.
1. First, we will create a webpage that will require a username and password to login to.
The website will contain different tabs like: Abstinence-Only, Full Education and
some other helpful tabs.
2. We will need to test the webpage on multiple servers so make sure it will work
properly.
3.Next, we will need to get the committee to approve of the material on the website, if
they do not approve, we will make changes according to their suggestions.
3. We need to get the student the information they need in order for them to log onto the
webpage, each student will have a different username and password, unless the
students parents have stated that they do not want their child or children participating in
this sex education program.
Conclusion
Adler, R. & Elmhorst, J. (2010). Communicating at Work (10e). New York: McGraw-
Hill. WebCT pages to accompany COMM 1010: Elements of Effective
Communication. (2010). Salt Lake Community College, Salt Lake City,
UT. Available at www.slcc.edu.
Kaufman, Jodi. Utah Human Sexuality Instruction: Frequently Asked Questions. Utah
State Board of Education, 0ADAD,
www.schools.utah.gov/file/c8660182-b598-4297-ab47-144db62961ff.
Sex education in the United States. Wikipedia, Wikimedia Foundation, 25 Oct. 2017,
en.wikipedia.org/wiki/Sex_education_in_the_United_States.
Stanger-Hall, Kathrin F., and David W. Hall. Abstinence-Only Education and Teen
Pregnancy Rates: Why We Need Comprehensive Sex Education in the
U.S. PLoS ONE, Public Library of Science, 2011,
www.ncbi.nlm.nih.gov/pmc/articles/PMC3194801/.
Appendix 1: Group 1 Team Contract
Relational norms:
1. We commit to putting group goals above personal goals, so we will each MAKE the
time to participate fully in each step of this project.
2. We will be empathetic to others personal lives, and help eachother out if needed.
3. We will each respect each other's opinions.
Task norms:
1. If we have to miss a meeting, we will let all members know preferably one day prior or
before class.
2. Be physically present at all meetings, but if we do miss one, we will complete the
work needed that day.
3. We will come on time to all meetings.
Relational roles:
Task roles:
3. Facilitator - Carmen,Madison
Meet all 10 10 10 2 8 10
parents
request
Age 10 10 10 3 10 10
appropriat
e
Committee 8 10 4 0 10 7
approval
Total Point 46 41 35 15 43 45
Appendix 3: Group 1 Member Participation Points
At our last meeting, we assigned participation points to each group member. We show
here our list of points and reasons.