Analyse your volunteer experience by writing a 1,000-1,250-word reflection in which you examine how volunteering enabled you to practice the principles of servant leadership. In your paper, reference and address the following:
-Summarise your servant leadership volunteer opportunity by sharing the who, what, when, where, why, and how of the experience.
-Which of Green-leaf’s principles of servant leadership did you implement and learn the most about through completing the servant leadership experience? Provide supporting examples and in-text citations.
Both Green-leaf and biblical passages referenced in the various study materials focus on the idea that power comes from giving it away and that taking the role of a servant can make one a leader.
Discuss whether your servant leadership volunteer opportunity helped you to find yourself as a leader in this way. Provide supporting examples and in-text citations.
Explain how serving others as a leader might influence change or produce a positive impact for the greater good and contributes to the restoration of communities and society at large. Provide supporting examples and in-text citations.
Discuss what you learned about your personal leadership skills and style through your service experience. Provide supporting examples and in-text citations.
Looking forward, explain how you will use what you have learned about the principles of servant leadership in your workplace, organisation with which you are involved, and in your personal life. Provide in-text citations.
Sexually Transmitted Diseases
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one.
STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease.
Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniasis (Stingler, Neusel, and Perry, 2013).
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes.
Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease.
The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pamphlets with information regarding STDs to take home to their relatives.
Additionally, they were encouraged to spread the message to their families. The end of this program was marked with refreshment and entertainment activities by the teenagers.
Epidemiological rationale for topic
Teenagers who actively engage in sexual activities end up suffering untoward health consequences in some case immediate in others long-term. Statistics from the CDC indicate that:
46% of teenagers have ever engaged in sexual activities, out of this 34% of the population had had sexual intercourse within the past three months. Of the 34%, 14% had sex with either four or more people. Approximately 8,300 teenagers between the ages of 12-14 years are HIV infected (Centers for Disease Control and Prevention, 2013).
About half of the 20 million new STD cases in the USA alone are among teenagers who represent only 25% of the sexually active population. The risk of contracting STD is additionally high because approximately 54% of youths have not received the necessary education regarding transmission and prevention. 46% of American high school students are sexually active risking contracting HIV or any other STD.
In 2012, women between the ages of 15-19 reported the highest rates of gonorrhoea (521.2). On a yearly basis, the cases of new infections among teenage boys are 49% with that of the teenage girls being 51%. HPV is the most prevalent STD in the USA and without abstinence and safe practices, many teenagers stand to contract it.
Four out of ten sexually active teenagers admitted to not using condom in their most sexual encounters. One out of every four teenagers’ contracts STD on a daily basis. finally, less than half the population of adults between the ages of 18 to 44 years have ever taken an initiative to test for an STD apart for HIV/AIDS.
In a case where early detection is crucial for successful treatment, many end up losing their lives over a situation that could have medically been handled had it been detected at the right time.
The above findings are alarming calling for the need of mass awareness of the causes, prevention, and treatment of STDs especially amongst the youths and young adults
Evaluation of teaching experience
To evaluate the teaching experience, I used questionnaires with different questions based on the objectives to evaluate whether, the teaching session was useful and what can be done in future to make such a session, more interactive, fun and educative for the teenagers to obtain maximum content.
Some of the questions in the questionnaire was:
Finally, I left room for feedback and comments.
I will additionally, visit the church leaders especially those allocated to the youths at the end of the month to find out whether the topic raised concerns amongst the teenagers and whether they came forward to seek help and guidance on the issue. I will also enquire to know the type of concerns they had so as to know which areas to address in future.
Community response to teaching
Both the teenagers and their parents appreciated the awareness of STD. STD is a sensitive topic that most parents and care givers shy from talking about to their teenagers primarily because a number of them also lack the necessary information and additionally do not know their status.
Most parents fear that bringing up the topic is a way for encouraging the teenagers to engage more in sexual activities. Sex education has been left to be addressed by teachers in schools as parents feel they have the best angle of talking about it.
The teenagers on the other hand had shallow knowledge of the different STDs but feared asking for clarifications due to the awkwardness associated with having such a discussion with their parents or even elder person.
STD is real and the alarming rates based on the indicated statistics calls for the need of awareness not only as the case is with HIV/AIDS but all on all the other STDs. Awareness is key to prevention and a reduction in its rates.
Areas of strengths and areas of improvement
Areas of strength were the visual aids that readily help the teenagers visualise the seriousness of contracting the different STDs. Additionally, creating a free environment that encouraged open communication readily helped the teenagers to open up and ask questions regarding different new learnt concepts and initial ideas they had regarding the topic.
An area of improvement is Incorporating the lessons taught with my digital platform such as social media platforms for enquiries and feedbacks. Teenagers today are known to be well vast with the different social media platforms making it important to have this information there for easy reference and any enquiries (Renz, Foster, Vaughan, Califano, and Robert, 2016).
Giving the teenagers my different social media platform will help the reach me whenever they want and I will be able to assist them on different areas they may be interested in. Additionally, a lot of information regarding STD amongst teenager in available online, using different you tube channels and videos as a teaching aid will help.
Therefore, taking advantage of the media and social media platforms being the current trend will readily help the youths understand all the relevant information regarding, prevention, and treatment of different STDs. The key-way of preventing contacting any of the STD is abstinence additionally, safe sex practices go a long way.
Centers for Disease Control and Prevention (2013) “Sexually Transmitted Diseases Surveillance” Centers for Disease Control http://www.cdc.gov/std/stats/sti-estimates-fact-sheet-feb-2013.pdf accessed August 5, 2017
Bouchery, E; Harwood, J and Brewer, D (2014) “Prevention of the Different STDs” American Journal of Preventive Medicine 41(5): 516-524
Renz, D; Foster, L; Vaughan, D; Califano, J and Robert (2016). “Consequences of STDs” John Wiley & Sons.
Nahavandi, A. (2016). “Prevention Interventions of STDs Amongst Young Adults” American Journal of Preventive Medicine 41(5): 516-524
Stingler, H; Neusel, E and Perry, C (2016) “School Based Programs to Prevent and Reduce STD Among Young Adults” Alcohol Research and Health 34(2): 157-162