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~. <br />].0 <br />II. Provide opportunities within the community for teens to acquire <br />knowledge in human sexuality and sound decision-making skills - <br />that influence behaviors. <br />A. Provide and facilitate discussion sessions to existing youth <br />groups (i.e. Recreation dept. groups, youth councils, etc.) - <br />S. tdork with housing projects to establish new teen discussion <br />groups. - - <br />C. Make use of creative and innovative. educational approaches -•• <br />-• such as role playing, brainstorming, etc. to'maintain teen -= "' <br />interest. _ .: :......: ...:._ .... _ . _ •.:-_-.. .. .. --~-• - <br />D. Provide continuous support in facilitating the functioning - - <br />-_:.~-~-•_ 1f tAfterinitialncotact set. up-a schedule for subseque - _ <br />meetings . _ _ .. _ . _ -- . -_ .. - - <br />III. Provide technical. assistance to schools when requested and appro- <br />priate. <br />A. Make services and skills known to guidance counselors, and •° <br />teachers via onewto-one contact. _.. - _. <br />-' B. Continue providing planned educational sessions during lunch •. ;' <br />hour when feasible. " ' -• - <br />1. Involve students in the planning of such sessions. . <br />2. Create an atmosphere where males wil]. feel welcome_ • <br />C. 5tapport the development and implementation of family life <br />education curriculum. <br />IV. Create community awareness regarding the medical, social and <br />psychological implications of teenage childbearing. <br />A. Make use of various media channels - radio, tv, newspapers, <br />newsletters, etc. <br />B. Meet with PTA's, civic clubs, etc. <br />V. Create a mechanism for male involvement. <br />A. Train students (male and female) to be capable peer counselors <br />1. Tap school guidance counselors For student recruitment. <br /> <br />