A Breakdown of the CSEC English SBA (with full SBA samples---from cover page to references)

SAMPLE 1 OF ENGLISH SBA

CSEC

English Language SBA Portfolio

Year 2019

Main Theme for Group 1: Abuse and Sexual Offences

Sub-Theme: Sexual Abuse

Candidate Name: John J. J. Jonas

Candidate Number: 0000009999

School: Happy-Go-Lucky Secondary School

School Centre Number: 000000

Territory: Barbados

Teacher: Mr. O’Ryran O'Bed O'Neal

Plan of Investigation

I chose to examine the topic of sexual abuse because of personal reasons. A close friend of mine became a victim of sexual abuse and this has affected me both emotionally and socially. It has caused me to be both aware of and alert to the damaging effects of sexual abuse in the lives of individuals and the wider society. Conducting such research helps me to express myself well because as a student of English I am required to make both written and oral presentations. 

According to the American Psychological Association (2019), sexual abuse is unwelcomed sexual activity by offenders using force, making threats or taking advantage of victims not able to give consent. This definition afforded me a useful springboard from which to launch my research and collect relevant information on the topic via the library, Internet and other forms of print media. I intend to use this SBA research material to assist my peers who may be negatively affected by sexual abuse through peer-counselling since I will be better informed about the problems associated with abusive relationships, particularly those of a sexual nature, and what I can do to assist such victims. 

Indicators of Group Activity:

Reflective Piece 1: Photograph

https://www.thoughtco.com/the-crime-of-kidnapping-970870

Reflective Piece 2: Song

Song (Music video): Love The Way You Lie

Artiste: (Eminem, featuring Rihanna)

Co-wrote the song: Skylar Grey and A Skylit Drive

Produced by Alex da Kid

Album: Recovery 

 

[Chorus: Rihanna]

Just gonna stand there and watch me burn?

Well, that's all right because I like the way it hurts

Just gonna stand there and hear me cry?

Well, that's all right because I love the way you lie

I love the way you lie

[Verse 1: Eminem]

I can't tell you what it really is, I can only tell you what it feels like

And right now, there's a steel knife in my windpipe

I can't breathe, but I still fight while I can fight

As long as the wrong feels right, it's like I'm in flight

High off her love, drunk from her hate

It's like I'm huffin' paint and I love her, the more I suffer, I suffocate

And right before I'm about to drown, she resuscitates me

She fuckin' hates me, and I love it; "Wait! Where you going?"

"I'm leaving you”, "No, you ain't, come back!"

We're runnin' right back, here we go again

It's so insane, 'cause when it's goin' good, it's goin' great

I'm Superman with the wind at his back, she's Lois Lane

But when it's bad, it's awful, I feel so ashamed

I snap, "Who's that dude?", I don't even know his name

I laid hands on her, I'll never stoop so low again

I guess I don't know my own strength

[Chorus: Rihanna]

Just gonna stand there and watch me burn?

Well, that's all right because I like the way it hurts

Just gonna stand there and hear me cry?

Well, that's all right because I love the way you lie

I love the way you lie

I love the way you lie

[Verse 2: Eminem]

You ever love somebody so much

You can barely breathe when you're with 'em?

You meet, and neither one of you even know what hit 'em

Got that warm fuzzy feelin', yeah, them chills, used to get 'em

Now you're gettin' fuckin' sick of lookin' at 'em?

You swore you'd never hit 'em, never do nothin' to hurt 'em

Now you're in each other's face

Spewin' venom in your words when you spit 'em

You push, pull each other's hair, scratch, claw, bit 'em

Throw 'em down, pin 'em

So lost in the moments when you're in 'em

It's the rage that took over, it controls you both

So they say it's best to go your separate ways

Guess that they don't know ya

'Cause today, that was yesterday, yesterday is over

It's a different day, sound like broken records playin' over

But you promised her, next time you'd show restraint

You don't get another chance, life is no Nintendo game

But you lied again

Now you get to watch her leave out the window

Guess that's why they call it window pane

[Chorus: Rihanna]

Just gonna stand there and watch me burn?

Well, that's all right because I like the way it hurts

Just gonna stand there and hear me cry?

Well, that's all right because I love the way you lie

I love the way you lie

I love the way you lie

[Verse 3: Eminem]

Now, I know we said things, did things that we didn't mean

And we fall back into the same patterns, same routines

But your temper's just as bad as mine is

You're the same as me when it comes to love

You're just as blinded, baby, please

Come back, it wasn't you, baby, it was me

Maybe our relationship isn't as crazy as it seems

Maybe that's what happens when a tornado meets a volcano

All I know is I love you too much to walk away though

Come inside, pick up your bags off the sidewalk

Don't you hear sincerity in my voice when I talk?

Told you this is my fault, look me in the eyeball

Next time I'm pissed, I'll aim my fist at the drywall

Next time? There won't be no next time!

I apologize, even though I know it's lies

I'm tired of the games, I just want her back

I know I'm a liar, if she ever tries to fuckin' leave again

I'ma tie her to the bed and set this house on fire, I'm just gonna

[Chorus: Rihanna]

Just gonna stand there and watch me burn?

Well, that's all right because I like the way it hurts

Just gonna stand there and hear me cry?

Well, that's all right because I love the way you lie

I love the way you lie

I love the way you lie

https://www.youtube.com/watch?v=uelHwf8o7_U

Reflective Piece 3: Expository news report

Giving A Voice To Sexual Assault Victims

Julia Rawlins-Bentham 

October 24, 2017 

Between the ages of four and six, Alicia Bailey was raped by friends of the family; by her father at the age of 10 and again at 15; and then at various stages of her life well into adulthood. Today, she wants one thing – for the rights of victims in similar situations to be heard.

Ms. Bailey shared her story with members of the judiciary during the recent launch of the Model Guidelines for Sexual Offence Cases in the Caribbean Region at the Courtyard by the Marriott.

“I was raped on more than one occasion. Those experiences have left a stain on my life. Unlike other survivors of sexual violence, I sought refuge from the justice system,” she told the audience.

But, instead of finding justice, she was accused of reporting her case to get attention; encouraged to drop the case against her father ‘if she loved him’; told by police at one time that it did not make sense reporting her case because no one would believe her; and being flirted with by a police officer while trying to report an assault.

As a result, after being raped on another occasion as an adult, Ms. Bailey opted not to report the matter. “Many other women, girls and boys have had experiences of being silenced, demeaned and traumatised by the justice system. The justice system which I felt would protect me did the opposite,” she recounted.

However, the young woman remained “cautiously optimistic” about the new Model Guidelines which were launched earlier this week, and warned that nothing would change unless the persons who work within the justice system applied the guidelines.

“My hope today is that the different individuals who work within the justice system would not only hear the words of the guidelines but would do what [they] say. You have the power to ensure that no other girl or woman, boy or man should have to go through what I have gone through,” she emphasised.

Chief Justice of Barbados, Sir Marston Gibson, admitted that “one of the things that we [the judiciary] are not good at doing is hearing the victim speak”. He explained that victims tended to speak through probation reports.

However, he said all of that was set to change through the Model Guidelines, which were rights-based. “They assume that the victim is not reduced to being a part of the backdrop…but she is, in fact, the purpose. Her rights and the vindication of those rights, even in the context of a criminal prosecution, is the reason why we are here,” he explained.

He added that one of the outcomes of the new Sentence Indications/Plea Bargaining Guilty Plea Workshop was the inclusion of victim impact statements.

“We refuse to relegate the victim to be a part of the backdrop. Very much like our model guidelines are rights-based, our sentence implications project and practice direction will be rights-based,” Sir Marston stressed.

The new Model Guidelines for Sexual Offence Cases in the Caribbean Region are overseen by the Judicial Reform and Institutional Strengthening (JURIST) project, which is funded by the Canadian government.

https://gisbarbados.gov.bb/blog/rights-of-victims-of-sexual-assault-to-be-heard/

Reflection 1: First entry

This picture (the first artefact which I used to explore my topic) inspired me to be more conscious about the reality of sexual abuse that happens within and around our daily lives.  It has positioned me to see the pain of abused persons which is done to them by other thoughtless human beings; often by persons closely associated with the victim, such as a relative or friend. This has caused me to be more attentive to persons within my immediate surroundings who may be silently suffering from the damaging and humiliating effects of sexual abuse and abusive relationships. It reminds me of the first time a close friend of mine “opened up about her dark secret” of being a victim of sexual abuse. I just want ALL sexually abused persons to understand that they matter and their lives count.

My second artefact, “Love The Way You Lie,” a song by popular American rapper Eminem, featuring R & B superstar, Rihanna (Aftermath Records, 2010) spoke to my heart. It transitioned me from a position of ignorance and indifference to a place of awareness, empathy and involvement with persons, especially those closest to me such as friends and family, who may be victims of sexual abuse.  We need to be more aware of the everyday reality of instances of sexual abuse in our homes, schools, places of worship, and wider society. As a society we need to “connect” with victims of sexual abuse both during and after their involvement or encounter with such abusive relationships or situations. This song reminds me of feeling both sad and afraid at the time of hearing my friend recount her horrifying experience of being sexually abused. At times, while listening to this song, one can almost feel and hear the painful experience and see the sorrowful tears of the victim. I am inspired to help persons who have been sexually abused to speak out because it needs to end.

 

The third artefact, “Giving A Voice To Sexual Assault Victims,” is an expository news report which highlights reforms to the justice system in Barbados as it relates to sexual assault offences. I felt both hurt and encouraged after reading the article regarding the young lady because of what she had been through at such a young age and the positive strides made by the local justice system to better assist victims. This article showed me that no matter how old or young you are you can be a victim of sexual abuse. Again, it brought to mind my friend’s own struggles with sexual abuse at a young age.

Reflection 2: Second entry

The “language of the picture” is strikingly terrifying and “speaks” to the secrecy and taboo nature of sexual abuse, in some ways, much more loudly than words. The colour and texture used, a grainy black and white photograph of the victim, seemingly held hostage (with the attacker/abuser’s hand covering her mouth) behind a rain-splashed glass window, greatly affected the mood (the sense of dread which I felt as an observer and researcher) and tone (victim’s silent but secret plea for help) of the image. It stirred different emotions in me; forcing me to see and feel (to a lesser extent) the sense of fear and helplessness experienced by the victim. 

The black and white colours indicate the universal problem of sexual abuse; affecting people of all races, classes and nationalities. The blurred or grainy image is indicative of the confused emotions experienced by the victim and the distorted attitude and response of her abuser. The rain-splashed window and covered mouth are both symbolic of the silent tears of the victim. Unable to audibly cry for help, the victim can only make a desperate plea for assistance via the inscription of “HELP” secretly written on a piece of masking tape stuck to the palm of her hand, which is pressed against the window. Simultaneously "masking" the prevalent but hidden reality of abuse and often concealed truth of victims' agonizing experiences.  Together, these graphic elements create a haunting reminder of the fact that it is not always clear or evident to us that someone nearby (or known to us) is in need of our assistance. The rain, an element of nature, seems to be “shedding tears of despair” on behalf of the victim who may be too terrified to express this emotion for herself in the presence of the perpetrator. Moreover, these combined elements reinforce the reality that victims of sexual abuse often suffer in secrecy and silent despair; “masking” their own cries for help with covert, silent signs, and symbols.

The informal use of language and the specific lyrical content of the song, “Love The Way You Lie,” consisted of slang, thereby creating a conversational tone. This aids my understanding of sexual abuse because of the informal use language which I can more easily identify with. This song is about a couple in a physically abusive relationship who lie about their commitment to each other. This becomes a cyclical pattern of a love‒hate relationship.  Eminem's version within the song offers the male point of view of the abusive relationship; as the abuser. Rihanna's contribution within the song offers the female point of view; as the victim. The constant depiction of and reference to fire throughout the song reinforces the destructive nature of sexual abuse, specifically, and abuse in general. 

The fire motif also serves to highlight the broader themes echoed throughout the song. Namely: Destruction‒emotional, psychological, social and familial; Pain and Despair; and Untamed and Unbridled Lust, oftentimes associated with sexual abuse and abusive relationships. This destructive element is further demonstrated by the artistes’ play on words, especially in the title of the song. Clearly, the opposite effect of “Love” is created. The abuser may tell the victim that they love them. This is not true, however, if abuse of any kind is involved. This may be a ploy used by the abuser to prevent the victim from speaking out. Consequently, the victim will often feel a sense of deep-seated hatred towards their abuser, rather than love. Furthermore, the pun on “lie” is also noted as it highlights the distorted “truths” told by the abuser and discomfort experienced by the victim. The latter is unlikely to feel any sense of comfort from “lying down,” with the intent of engaging in sexually abusive activity.

Unlike the song, the use of language in the third artefact―expository news report―is formal. This had the surprising effect of galvanizing my understanding of sexual abuse based on the mood reflected in the article. Though revealing and shocking, the news report takes a serious look at the topic of sexual abuse. As a researcher, it motivated me to seriously consider the extent to which the young lady in the article must have suffered, as well as the agonizing trauma and shame victims of sexual abuse experience.  The tone is reflective of the serious legal stance undertaken by the judiciary in responding effectively to the plight of the victims by giving the latter a “voice” and forum to share their concerns.

Refection 3: Third entry

I must confess that working on this SBA, specifically on the topic of sexual abuse, has made me aware of how truly ignorant I was of the extent to which this social evil has negatively impacted the lives of individuals; including persons with whom you interact with on a daily basis. My previous attitude of indifference towards those who have had to endure such suffering has been replaced with a greater sense of care, empathy and a genuine willingness to learn and do more to help strengthen the lives of victims of sexual abuse.

This SBA has also taught me, as a male, to be mindful of my own actions and words, particularly towards my female peers; since the research shows that most victims of sexual abuse are women and children who experience this ordeal mainly at the hands of men. Thus, the need for men to be perceived as champions of protection, rather than stereotyped as sexual predators.

Written (Group) Report

This SBA was introduced to us by our teacher via a PowerPoint presentation with the caption, “Introduction to English A (SBA) for CSEC”, which took the form of a workshop session. Following this presentation, which lasted for 15 minutes, students were asked to form two groups of four students, owing to our small class size. This allowed for brainstorming of topical issues from which students were required to make their final theme selection. Two general themes were identified, namely: Abuse and Sexual Offences. Students from each group narrowed these two themes into the following sub-themes: Drug Abuse and Sexual Abuse.  

Data collection for this report was generated primarily through qualitative research methods, including textual and visual observation and analyses from online case studies and videos which addressed the theme of Sexual Abuse. Additionally, peer interviews were conducted, however, this occurred only after it was revealed through our research that this form of abuse was more widespread (endemic is the word our teacher used) in our society than initially thought. Consequently, challenging our own sense of comfort as individuals but also prompting us as a group to become more aware of and sensitive to the reality that this is a problem which may be affecting persons with whom we interact with on a daily basis; including friends and family.

Initially, the idea of working as a group seemed depressing because we all thought that some persons were not going to “pull their weight,” thereby leaving other to do all of the work. Happily, this was not the case. Moreover, our weekly group sessions had “taken on a life of their own,” gradually becoming personal to each of us. We each knew someone who was a victim of sexual abuse. Thus, adding to the cohesiveness among members and the quality of group work.

Oral Presentation: Poem

“Will YOU speak for me?”

1

Am I the only one in this world who is in this mess?

Who knows my pain, sees my silent tears and hears my heart-felt distress? 

2

Am I the only one to suffer with this hidden shame?

Who knows that I have done nothing deserving of such wicked blame?

3

Why have I been robbed of my innocent childhood smile?

Should the words, “I love You!” be made to sound so vile?

4

Why have I been robbed of the chance to speak with a cheerful tongue?

Should the words, “Come‒give me a kiss!” never more painful stung?

5

Am I to look within my shadowy SELF for solace and sorrow‒less rest?

Where is my blessing if this curse is my permanent guest?

6

Who will take up my cause without fear or fortune or fame?

What was my purpose… to satisfy a shameless con game? 

7

Why was it so hard to respect that I was a mere juvenile?

Should the words, “Our little secret!” forever my soul defile?

8

Will I ever be free from the hellish past to which I have clung?

Where is my happy-go-lucky attitude that comes with being young?

9

Who will FREE my SPEECH and proclaim my plea?

To YOU I silently scream, “Will YOU speak for me?” 

_______________________________________

This poem was written in response to the many discussions our group shared during our research into this topic of sexual abuse. It is an attempt by me to echo some of the distressing experiences victims of sexual abuse are faced with as they relive the horrifying events associated with this scourge. It is also my personal attempt to be a voice of advocacy for an end to sexual abuse and exploitation and to boldly proclaim that I will speak for ALL victims of sexual abuse. Moreover, it has allowed me to share my deepest feelings about this topic in a positive way with my fellow group members, friends, family (who assisted me) and most importantly with one of my closest friends who was a victim of sexual abuse.

When I read this poem to her, not only was she surprised that I could express myself in this manner, but equally overjoyed that she could confide in someone who cared enough to take her seriously and was willing to be a true champion of protection, especially for women and children. Perhaps this is what my mother meant when she said (from the outset of this SBA) that I needed to consider the wisdom of Martin Luther King, Jr., who opined, “In the End, we will remember not the words of our enemies, but the silence of our friends.” This SBA has helped me to speak for those who have been silenced.

SAMPLE 2 OF ENGLISH SBA

CSEC

English Language SBA Portfolio

Year 2021

Main Theme for Group 5: Natural Disasters

Sub-Theme: The Link Between Climate Change and Natural Disasters

Candidate Name: Gretel Grapefruit

Candidate Number: 0000009999

School: Happy-Go-Lucky Secondary School

School Centre Number: 000000

Territory: Barbados

Teacher: Mr. O’Ryran O'Bed O'Neal

Plan of Investigation

I am focusing on climate change, which occurs when changes in Earth's climatic systems result in new weather patterns that remain in place for an extended period. These changes, however, are contributing to an increase in natural disasters―major adverse events, such as floods, hurricanes, tornadoes, volcanic eruptions, earthquakes, tsunamis, storms, and other geologic processes―that causes great damage or loss of life. I chose this topic because it is a global problem that is negatively affecting all nation but none more so than Small Island Developing States (SIDS). 

As a student of English, I am able to develop my writing, reading and oral communication skills, thereby, allowing my peers and me, along with those within my group, to participate in meaningful conversations by threading alongside the research material. The way I intend to collect the information for the SBA is by conducting research via the Internet, reading local, regional and international newspaper articles addressing the topic of climate change and conducting interviews with local weather experts. I intend to use the knowledge gained from this research to educate those around me, especially my peers, on ways that they too can contribute to meaningful sustainable development practices.

Indicators of Group Activity:

Reflective Piece 1: Graphic illustration

https://www.ecomena.org/climate-change-and-public-health/

Reflective Piece 2: Song

"Earth Song" lyrics - Michael Jackson from "This Is It" soundtrack

What about sunrise?

What about rain?

What about all the things

That you said we were to gain?

What about killing fields?

Is there a time?

What about all the things

That you said was yours and mine?

Did you ever stop to notice

All the blood we've shed before?

Did you ever stop to notice

This crying Earth, this weeping shore?

Aaaaaaaaah Oooooooooh

Aaaaaaaaah Oooooooooh

What have we done to the world?

Look what we've done

What about all the peace

That you pledge your only son?

What about flowering fields?

Is there a time?

What about all the dreams

That you said was yours and mine?

Did you ever stop to notice

All the children dead from war?

Did you ever stop to notice

This crying Earth, this weeping shore?

Aaaaaaaaah Oooooooooh

Aaaaaaaaah Oooooooooh

I used to dream

I used to glance beyond the stars

Now I don't know where we are

Although I know we've drifted far

Aaaaaaaaah Oooooooooh

Aaaaaaaaah Oooooooooh

Aaaaaaaaah Oooooooooh

Aaaaaaaaah Oooooooooh

Hey, what about yesterday?

(What about us?)

What about the seas?

(What about us?)

Heavens are falling down

(What about us?)

I can't even breathe

(What about us?)

What about apathy?

(What about us?)

I need you

(What about us?)

What about nature's worth?

(Ooh, ooh)

It's our planet's womb

(What about us?)

What about animals?

(What about it?)

Turned kingdoms to dust?

(What about us?)

What about elephants?

(What about us?)

Have we lost their trust?

(What about us?)

What about crying whales

(What about us?)

Ravaging the seas?

(What about us?)

What about forest trails

(Ooh, ooh)

Burnt despite our pleas?

(What about us?)

What about the holy land

(What about it?)

Torn apart by creed?

(What about us?)

What about the common man?

(What about us?)

Can't we set him free?

(What about us?)

What about children dying?

(What about us?)

Can't you hear them cry?

(What about us?)

Where did we go wrong?

(Ooh, ooh)

Someone tell me why

(What about us?)

What about baby boy?

(What about it?)

What about the days?

(What about us?)

What about all their joy?

(What about us?)

What about the man?

(What about us?)

What about the crying man?

(What about us?)

What about Abraham?

(What about us?)

What about death again?

(Ooh, ooh)

Do we give a damn!

Aaaaaaaaah Oooooooooh

Aaaaaaaaah Oooooooooh

https://www.youtube.com/watch?v=C1lbOgBtE3w

Reflective Piece 3: Expository news report

Climate Change Is Having Widespread Health Impacts

Children, pregnant people and the elderly are the most at risk from extreme weather and heat—but the impact is already felt across every specialty of medicine

By Emily Holden on September 16, 2019

Credit: Sonny Ross The Guardian

The climate crisis is making people sicker—worsening illnesses ranging from seasonal allergies to heart and lung disease.

Children, pregnant people and the elderly are the most at risk from extreme weather and rising heat. But the impact of the climate crisis—for patients, doctors and researchers—is already being felt across every specialty of medicine, with worse feared to come.

“There’s research suggesting that our prescription medications may be causing harm because of changing heat patterns,” said Aaron Bernstein, a pediatric hospitalist who is the co-director of the Center for Climate, Health and the Global Environment at Harvard University.

“There’s evidence that extreme weather events are affecting critical medical supplies so we can’t do things as we normally would do because IV fluids aren’t available.

“And there’s evidence that extreme weather events are knocking out power more and more, and that is a huge issue for providing care in healthcare facilities.”

In a recent example, a study in the Journal of the American Medical Association found that lung cancer patients undergoing radiation were less likely to survive when hurricane disasters disrupted their treatments.

An August article in the New England Journal of Medicine lays out dozens of similar studies to show how the climate crisis affects each practice of medicine. Renee Salas, a co-author of the report, who teaches emergency medicine at Harvard Medical School said: “The climate crisis is impacting not only health for our patients but the way we deliver care and our ability to do our jobs. And that’s happening today.”

https://www.scientificamerican.com/article/climate-change-is-having-widespread-health-impacts/?WT.mc_id=send-to-friend

Reflections: First entry

When I first looked at this graphic illustration, I noticed the ground on the left is dry and cracked (a clear sign of severe drought), the sky is fiery red (indicative of excessive heat and pollution), and the silhouette image of a person, whose head and shoulders are drooping as if he is sad. Conversely, the ground on the right has a healthy covering of grass, the sky is clear and the person is standing in an upright posture, suggestive of good health and happiness.  These two images, however, are bridged with the interspatial and intervening warning of "CLIMATE CHANGE." I used to think that climate change only affected the physical earth, by causing conditions such as extreme temperatures, now I think it has harmfully affected our health as well. Furthermore, this graphic illustration has also prompted me to reflect on the harmful effects of climate change on the world but especially on Small Island Developing States (SIDS), which includes an accelerated rise in sea level and more intense heat waves. I am becoming increasingly aware of my physical environment and of people whose health may be affected from the damaging and dangerous effects of climate change.  

My second piece, "Earth Song," is an environmental awareness song by American pop singer Michael Jackson and it tells about the dire situation that mankind has caused and is facing, ranging from deforestation to war and the ongoing decimation of endangered animals and Earth itself. Listening to and watching this music video has changed me from a position of indifference to a place of environmental protective concern and activism because too many of us have not stood up or spoken in defense of the world, especially those who are contributing to its destruction. This song gives me a sense of hope for a seemingly hopeless and doomed world. 

While I am deeply saddened to see the level of destruction taking place throughout the world, I am also encouraged by the fact that Jackson brought this issue of climate change and environmental awareness to the fore for all humanity to pay heed to and urgently address. He saw the destruction of the planet and man’s humanity to man and chose to do something about it. This is why I too chose to do something about this destruction. Firstly, by selecting this topic on climate change to bring awareness to this critical issue and secondly, avoiding any and all practises that can harm the environment and my relationships with family, friends and the general population.

My third artefact, an article entitled, "Climate Change Is Having Widespread Health Impacts," explains the outcomes of climate change on several parts of the body and on a wide range of people. It gives examples of health conditions, such as heat-related illnesses, vector-borne and mental health consequences and stress, which can cause death. I found it very educational but also worrying due to the fact that these climate-change-related health problems largely go unnoticed and are rarely thought of (perhaps by most persons) as being linked to negative fallouts from climate change. For example, heart and lung diseases are usually addressed as lifestyle illnesses, but researchers are discovering links between increases in these diseases and fossil fuel pollution, dangerous smoke from intense wildfires, and increasing incidents of drought and heat waves. There is evidence that extreme weather events are affecting critical functions of the human body, relative to allergies, pregnancy and newborn complications (human reproductive health), heart and lung disease, skin diseases, and infectious diseases, to name a few. Clearly, the climate crisis is making people sicker―worsening illnesses ranging from seasonal allergies to heart and lung diseases.

Reflections: Second entry

The language used in the first artefact is very straightforward and to the point, thereby ‘hammering home’ quickly the message of the two-fold nature of climate change: one, it creates adverse weather conditions and two; it is destructive to human health. The silhouetted images of two people, one positioned to the left and the other to the right of the graphic illustration, are also labelled, "Un-healthy" and "Healthy," respectively; signifying the link between the condition of the natural environment and its influence on the state of human health. That is, extreme weather events such as prolonged drought and excessively dangerous heat waves can cause persons to suffer from debilitating health conditions. Conversely, a healthy natural environment, teeming with lush vegetation and free of harmful pollutants, can have a positive influence on human circumstances; leading to improved health conditions. 

By juxtaposing these two contrasting words and images of the state of human health, bridged by climate change conditions, the graphic artist creates a visually impactful reminder (not so easily forgotten) in the mind of the viewer of the damage currently being done by the climate change crisis. This is true in relation to both the natural environment and human health. Moreover, this has motivated me to conduct further research into the effects of climate change on a person’s wellbeing. 

The pleading and sentimental tone and highly emotional expression of lyrics and videography in Michael Jackson’s musical protest message to the world, "Earth Song," tugs at the heart and feelings of the listener and viewer, especially with his blending of gospel and opera musical styles. For example, my first impression was that the chants in the background of "What about us" was a cry of help from humanity towards God or the People who 'rule' the world (politicians). However, I have come to realize that Jackson is also inviting everyone to engage in some measure of self-examination to determine to what extent we have also contributed to the destructive effects of climate change. I started to see something different through this song. Humanity has been the most destructive force in the earth, the real architects and engineers of climate change. 

The looping background images of burning rainforests, deforestation, pollution, war and human suffering throughout the song reinforces the perspective that harmful human activities are at the centre of the climate change crisis. Jackson’s contribution within the song as Earth’s self-appointed environmental spokesperson, advocate and ambassador for affirmative action on climate change is timely. Humanity must act now if we are to avert total catastrophe as projected in Jackson’s song. 

The use of language in the news article―"Climate Change Is Having Widespread Health Impacts"―is formal and technical but simplified enough for anyone to easily follow and understand the issue being addressed. I also found it extremely informative, as it helped me to understand the connection between climate change and a person’s health. For example, current research suggest that our prescription medications may be having a profoundly negative effect on the body as a whole due to changing heat patterns. Researchers argue that increases in temperatures and concentrations of carbon dioxide in the atmosphere can result in plants producing more pollen for longer periods of time, thereby, intensifying the allergy seasons.

Additionally, increase heat and air pollution that comes from the burning of fossil fuels have been connected with premature birth, low birth weight and stillbirth. The climate crisis is also linked with increased hospitalizations and deaths from cardiovascular disease, and it is connected with more asthma attacks and other respiratory problems. This is also true for many other health related problems, which are linked with higher temperatures and the depletion of the ozone layer such as dehydration and kidney problems, along with an increased risk of skin cancer. Changing temperatures and rainfall patterns allow some insects to spread farther and transmit malaria, dengue, and related waterborne infections such as cholera. The combined effect of these vector-borne diseases with fossil fuel pollution can increase the risk of neurological problems, inclusive of strokes and other disorders that affects blood supply to the brain. Carbon dioxide emissions are adversely affecting the nutritional density of food crops, leading to reduced levels of protein, zinc and iron, which results in more nutritional deficiencies. Food supplies become disrupted by drought, hurricanes, floods and wildfires, and the trauma of societal instability and inequity. Such extreme weather events and their impact on human health and social welfare are all linked to the global climate change crisis.

The argument is well made and the supporting evidence is clear―the climate change crisis is making people sicker, worsening preexisting health challenges and creating new ones for many otherwise healthy individuals. Various multinational agencies such as the World Health Organization (WHO) and the European Commission (EC) have strategized developments in health policies to address adaptation to climate change. Mitigation policies should be first aimed at reducing and stabilizing the levels of heat-trapping greenhouse gases in the atmosphere. This in turn will yield the desired health benefits. 

Reflections: Third entry

Many people do not believe in climate change, with even some prominent world leaders claiming that this issue is a mere hoax; an example of fake science and global warming conspiracy theories aimed at undermining industrialized and capitalist economies. This is precisely why the climate change crisis has gotten worse. It helps me to rethink which side of the argument I support: the decades-old, sound science-based warnings of the global scientific community or the climate change naysayers, representing multilateral enterprises. The negative results caused by climate change is irrefutable and on this basis, I support the findings of the scientific community. 

This topic of climate change has encouraged me to make better decisions in life, not only to talk about the issue of climate change with my peers but to take action as well. When I heard the news report about the horrible fires in California that caused people to lose their lives and homes I felt sad and afraid. One can feel the despair of the people whose homes were destroyed and were ordered by state authorities to evacuate the danger zone. For this reason, I am inspired to speak up for those who are suffering from the negative impact of climate change. As a global village, we need to come together and help solve this situation, as we are not only victims but we are the reason why this climate change crisis has been created in the first place. Taking action now to address climate change will have major global benefits, including protecting vulnerable population groups, especially in less developed and developing countries, safeguarding the sustainability of Small Island Developing States (SIDS), improving global health, and supporting the attainment of the United Nations Sustainable Development Goals (SDGs).

Written (Group) Report

This SBA was introduced to us by our English teacher via a PowerPoint presentation with the title, "A Breakdown of the CSEC English SBA," which took the form of workshops, beginning with half an hour seminars during a double period lesson. This occurred two days a week over a period of seven weeks. We got our work done by conducting research online via the Caribbean Institute for Meteorology and Hydrology and interviewing a local meteorologist to better understand the impact of climate change. Additional data collection for this report was done using newspaper articles, scientific journals, and library and Internet research. 

We are happy with the artefacts we have collected and research undertaken because we did not realize the extent to which this issue of climate change was a global issue and that it will impact everyone’s life because of the increasing heat from the sun and carbon emissions which are polluting the air. Combined, these issues have a direct bearing on the frequency, diversity, and intensity of natural disasters. Initially we were not happy working as a group because we are accustomed to working by ourselves and it was a difficult transition to work as a group since we did not really get along well with each other. However, this dynamic gradually changed because each member actually brought worthwhile information and ideas to our collaborations. We learned both individually and as a group because no one person had all the knowledge and ideas for the group component of this SBA.

While we only met as a group on a few occasions, everyone eventually heeded the advice of our English teacher to “pull their own weight” because the successful completion of the SBA, both individually and collectively, depends on group work. The quality of our group dynamics however, was a different matter. Originally―after overcoming our shocked response to the inclusion of a group component to this SBA―it seemed that everyone was willing to contribute to sharing ideas, analyzing data, and reflecting on discoveries.  This however, was not a sustained reality for our group; some had lost momentum and focus. 

In answering the questions for this report, we could only conclude that the effectiveness of the group is only as strong as its individual members and their contributions. As we were doing the report, some group members were not as helpful as they could have been. This resulted in individuals having to do more than their assigned responsibilities, including the work of others, so various tasks could be completed on time. One of the key lessons learnt from this exercise is that group work means everyone must play their part without exception and consistently do so until the assignment is completed.

In summary, we consider our efforts satisfactory but not outstanding or exemplary. The latter should have been our aim. Thus, we agreed (this was by unanimous vote) that on a scale of 1 to 10 (with 1 being the lowest and 10 the highest) we would score 7 out of 10 for our group effort. This was disappointing for most of us because everyone did not actually “pull their own weight” in the final analysis. Our English teacher commended us for our honesty during this reflective process.

Oral Presentation: Infographics

SAMPLE 3 OF ENGLISH SBA 

CSEC

English Language SBA Portfolio

Year 2022

Main Theme for Group 3: Face-To-Face vs. Alternatives

Sub-Theme: Online learning, face-to-face instruction, or the blended approach. Which is better and why?

Candidate Name: Romulan J. Vulcanoid

Candidate Number: 0000009999

School: Happy-Go-Lucky Secondary School

School Centre Number: 000000

Territory: Barbados

Teacher: Mr. O’Ryran O'Bed O'Neal

Plan of Investigation

In my pursuit to find out which mode of teaching and learning is better, due to how students are forced to learn in these trying COVID times, research has shown that face-to-face or in-person classroom interaction with peers and teachers, has been proven to be the most popular of the three options (online learning, face-to-face instruction, or the blended approach). Why? It is the most popular option because students and teachers learn and work better in a setting of physical interaction with one another.

I have chosen this topic to show my preference for face-to-face learning and how beneficial it is to students. Conducting this type of research will help me to express myself well because as a student of English I am required to make oral presentations before an audience of my peers and English teacher. My intention is to gather information from various media sources, such as conducting internet and library research, as well as peer and faculty interviews. Equipped with this knowledge, I will be able to assist my peers with understanding how to better manage their own welfare, relative to schoolwork, post-secondary education, and career goals, during this ongoing pandemic.

Indicators of Group Activity:

Reflective Piece 1: Photograph

https://www.tonybates.ca/2015/02/04/challenging-the-supremacy-of-face-to-face-teaching/

 

Reflective Piece 2: Video presentation

https://www.youtube.com/watch?v=Cv4yeHoJ9Wg

Reflective Piece 3: Expository journal article

https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01278/full  

Reflections: First entry

This picture, my first artefact, has inspired me to take my education more seriously. It has reminded me of why I am at school and reinforced the value of what I have been taking for granted all along: how important learning is in these times. The dreadful impact of the COVID-19 pandemic has revealed to me the truth of the old proverb that, knowledge is key to success. Therefore, as students seeking to build an educational foundation on which to develop our future careers and personal lives, while grappling with a deadly pandemic, knowing what is important in life is paramount to any hope of success as productive citizens. No better motto reinforces how critical this period is for the world’s youth to seize this moment than my school motto: “Tempore Sapienter Utere” (Make Wise Use of Your Time). This is a defining moment for many sectors, perhaps none more so than education. This pandemic has shown us why we need education reform. Now. One that emphasizes the value of shared learning spaces―traditional schools and classrooms―as indispensable organs of a child’s psychosocial, emotional, and cognitive development. Technology has its place as a critical component of this process, but it can never replace the shared value of physical human interaction. Thus, this artefact, for me, captures this sentiment well.

 

The second artefact, a video presentation of a CBS news report, addressing the specific topic, “School students around the world return to class, COVID-19-safe classrooms are the new normal,” invites all stakeholders in education―parents, students, teachers, and education officials―to critically examine the new paradigm shift in education that has occurred as a result of the pandemic. That is, COVID-19-safe classrooms as the new normal. Schools closed their doors because of COVID-19, a dangerous new virus that spread quickly through communities worldwide. However, staying closed for the better part of the last two years has proven to be equally devastating for students globally. Notwithstanding this hiatus in education, with many struggling to continue via online classes, important lessons have been learnt. One of the critical lessons stakeholders have come to realise is that face-to-face classes are best for children and teens. Students get more than an academic education at school. Many also get vital resources and learn necessary life skills they need to thrive at school and beyond. While COVID-19 continues to spread, with increasing numbers of children becoming infected from its mutating variants, getting children safely back into schools and keeping schools safely open, where everyone―students, teachers, and support staff―stays healthy, must be the responsibility of everyone.

 

In the third artefact, “Face-to-face or face-to-screen?”, which critiques the pros and cons of in-person instruction versus online school, research has revealed that students preferred to complete school activities in a face-to-face rather than online setting. However, there was no significant difference in their test performance in the two modalities. When asked to state reasons for their preference, students strongly asserted that their preference for face-to-face instruction was based on the perception that they felt more engaged in class discussions, received more immediate feedback from the teacher, and benefitted more from exploring course/subject content with peers in the classroom rather than online. Despite the galloping pace at which information technology has overtaken and taken over the global education system, education professionals and curricula developers have discovered that the benefits, both students and teachers derive from the greater engagement experienced in face-to-face classroom settings, is both indispensable and irreplaceable. What is needed is a new structure that blends the benefits from both the flexibility of online learning with the psychosocial experience of in-person learning. The latter must never be sacrificed on the altar of technological expediency, as some would have it to be.

Reflections: Second entry

The atmosphere captured by the photographer, in the first artefact, shows that face-to-face is proven to be the most exciting, optimistic, admiring, and appreciative of the three modalities, for both students and teachers. Face-to-face allows for a more organic display, exchange, and diversity of learning views. The teacher readily knows who is attentive and working within the face-to-face classroom, but this is not always possible or easily ascertained with online learning. The Language of the picture shows that the students are very thrilled and active participants of this visually interactive classroom. One can gauge from the joyous expressions on the faces of students and teacher that this physical interaction is clearly more comfortable for all involved, allowing students to demonstrate a more focused and meaningful engagement with the teacher and the subject matter (or course content) under investigation. It conveys a sense of ease of communication between student and teacher because students are more comfortable in that forum than in the virtual classroom. The picture captures the moment of social interaction between human beings, which is an important element of human social development. The diversity of the class, including multiple colours in dress; in ethnicity; and gender, further illustrates the diversity of ideas from the students and teacher, which is not necessarily going to happen via online learning because students may feel inhibited by the isolating presence of information technology.

 

The language of the second artefact is formal, conversational and informational in tone and linguistic style. This artefact, a televised news report covering the global impact COVID-19 has had on schools worldwide, has shown me how important it is for students to return to school, albeit in a new COVID-19-safe classroom setting. There is no denying the fact that we, the students, locally, regionally and internationally, have lost considerable teaching time and instruction, which has resulted in a global educational fallout, both in terms of performance standards in grades and psychosocial skills. However, the reality of this deadly COVID-19 pandemic cannot be ignored. The impact of this virus has proven that although face-to-face is better for learning, online learning is safer in this season of an ongoing pandemic. Keeping schools open during the looming pandemic requires everyone doing their part so students and staff stay healthy and physically together in school. That includes rigidly adhering to health protocols, namely: universal masking, hand hygiene, physical distancing, staying home when sick, and providing COVID-19 vaccines for everyone who is eligible. These steps are enhanced when combined with good ventilation, testing/screening and contact tracing in the school community.

 

The language of the third artefact reflects a sense of formality, as evidence by the scholarly tone and presentation of the article, which is addressed to an audience of education professionals. Its scholarly style gives an impression of importance. This aids my understanding of the sub-theme by showing that although face-to-screen (online) instruction is the safest option because of the elimination of physical interaction, which is important to avoid viral spread, face-to-face is still regarded by students as the best option by which they learn. Much of the initial experience of e-learning failed to live up to learners’ expectations (Imel, 2002), partly because of technological constraints―lack of internet connectivity, teachers with no prior IT design knowledge, lack of financial and or technical support at home, struggling to stay up-to-date with modern technology, to name a few. In the final analysis, researchers discovered that the primary motivating factor for why students favoured more traditional, in-class activities rather than online instruction was due to the sense of community they gained from face-to-face contact. Although social connectedness can be derived online (Grieve et al., 2013), most students felt physical contact was essential for a better learning outcome, relative to the teaching and learning process.

Reflections: Third entry

Conducting research into this sub-theme has helped me to become a better person by showing me a better understanding of how important education is to my personal development and the future development of my country. Indeed, the development of all people and nations globally. It has also reinforced the importance of social interaction as human beings because we are essentially social creatures. This research has also inspired me to think differently about the world that I live in and that I am expected to make a meaningful contribution to over time. For example, I know that no single leader of a country has all the solutions. Neither is it the sole responsibility of teachers and education officials to make schools safe for students to return to for in-person instruction. I too, as a student, have an important role to play in this process by obeying the established COVID protocols: physical distancing, wearing a mask when required, practising hand hygiene, and being fully vaccinated. This COVID environment has taught me how precious life is; while suffering the loss of my sister followed by my mother during this period.

 

Education can still be effectively and safely managed within the physical school environment and work can still go on. Face-to-face learning can be on track as before, but with the new protocols, students can learn better and interact with their peers and teachers. The impact of this pandemic has shown that there are many changes to modern day life and learning. Students and teachers must adjust to the new normal in society. It reminds me of how easily change can occur in life and how humanity must change along with it. It shows how attentive you must be in this crisis and to adhere to the rules and procedures due to such circumstances. This SBA has helped me to understand that I am not alone in my suffering. I am not alone! It has given me hope to face life’s challenges. It has also helped me to cope with my personal losses by using it as an outlet to process my grief. 

Written (Group) Report

Prepared by Raheem Catwell, Abednego Lashley, Sheriah Boyce, Kiara Payne & Halah Bradshaw

Our group has taken many steps to get where we are now. With the help of our English teacher, we have completed our Plan of Investigation, our Reflections and currently our Group Report. During our research for this SBA topic (Online Learning, Face-to-Face Instruction, or the Blended Approach: Which is better and why?), we had to find ways to collect relevant data that would allow us to meet and discuss our ideas and share our findings. This resulted in online meets, surveys, searching the internet, reading articles (both print and electronic), conducting peer and faculty interviews and in-person interviews with friends, family members and neighbours. We were able to combine each other’s pieces to produce this final submission. This process was very beneficial to each member of the group because it gave us the opportunity to examine each other’s SBA and make recommendations on how we could improve our individual work. Our bond was stronger after this.

 

As a group we pieced together each other’s ideas and we are quite happy with each member’s contribution towards this group report. One key element in all of this was the fact that if someone was lacking in their contribution, we helped each other and that brought us closer as a group. In any group most people are happy because being a group means the work is shared with everyone in the group, so it can be managed easier. In ours it was the same thing. Everyone is happy and satisfied with what we were able to achieve. During a few occasions, some members felt that they were doing most of the work, but this quickly changed, and everyone completed their assigned responsibility. In the end, we learned both individually and collectively because the burden was shared by each member and our individual contribution added value to our work.

Oral Presentation (a speech)

Good morning Mr. Worrell, distinguished members of Group 3, and Fellow Classmates.

Online learning, face-to-face instruction or the blended approach: Which is better and why?

This is the burning question that all stakeholders in education (parents, teachers, education officials, and students) are grappling with, and it must not go unanswered. Everyday, students around the world struggle to learn in this relentless COVID-19 crisis, which was first reported to the World Health Organization (WHO) on the 31^st of December 2019. Being an aerosolized respiratory virus makes it more difficult to deal with and interaction with others becomes strenuous due to how the virus is transmitted. With the virus on the loose―prowling about, seeking whom it may isolate, quarantine or ultimately devour―schools had to find some way to still educate students, from the confines of our homes. This is where the online platform comes in. This forum made it possible to teach at home and keep everyone safe from the virus. The lack of interaction, however, has led to a negative impact on children’s mental, emotional, psychosocial, and cognitive health and development. Not to mention the damage it has done to the economies of countries globally, especially those of Small Island Developing States (SIDS), such as Barbados. Family members are being laid off from work, there is no disposable income, and the disparities between the Haves and Have-nots has never been more glaring than since the Industrial Revolution.

Although the shuttering of schools is the safest option, is it the right one?

As I delved further into my research in seeking an answer to this most perplexing question, I began to ask some questions of my peers: Which forum do you learn better in? During the pandemic how did you feel about online learning? Were there any technical difficulties? Did you have to purchase or get a device from school, and did you suffer delays during this process?  In which forum do you perform better; face-to-face, blended or online? Considering the state we are in, would you rather remain online or return to in-person classes? The answers were overwhelmingly in favour of returning to in-person classes because of the ease with which students can access and participate in the teaching and learning process. The blended approach only works with all the requisite technology and infrastructure in place. Both at school and at home. Which shows that although the online forum is the safest option, face-to-face is still perceived by students as the most effective means by which learning takes place. In the face-to-face setting, the teacher knows who is attentive and working, information is easier to pass on and to get a response. It conveys a sense of community between student and teacher because of the warmth and pleasantness experienced during this setting of physical interaction.

So, demands from around the world came. They want schools to reopen, but is it safe? To make sure students are still educated they placed protocols to ensure the safety of students and teachers, such as: temperature checks at the school gates; round-the-clock disinfecting; social distancing; and frequent handwashing and sanitizing. Is this the new normal that humanity and schools must adjust to? If we want schools to remain open for the long haul, then the answer can only be, YES!

YES, to schools remaining open, despite the ongoing pandemic. YES, to the strict enforcement of COVID protocols in schools. The Pandemic is still answering, “Present” when the teacher takes attendance and realizes that a student is missing. And, YES, to face-to-face classes, because it is still the best method by which students learn.

With these few remarks, I thank you!

SAMPLE 4 OF ENGLISH SBA

CSEC

English Language SBA Portfolio

Year 2021

 

Main Theme for Group 2: Teenage Pregnancy

Sub-Theme: Teenage Pregnancy and Education

Candidate Name: Katherina R. Minola
Candidate Number: 0000009999
School: Happy-Go-Lucky Secondary School
School Centre Number: 000000
Territory: Barbados
Teacher: Mr. O’Ryran O'Bed O'Neal

Plan of Investigation

Teenage pregnancy, also known as adolescent pregnancy, occurs when a female under the age of 20 conceives a child. I chose this topic because I too am a product of teenage pregnancy and it is a common issue in everyday society. The benefits I hope to gain from doing this assignment will help me to understand the disadvantages and struggles of being a teen parent. Moreover, conducting this type of research will help me as a student of English to express myself well and develop my persuasive writing skills. I intend to collect relevant information on this topic from interviewing my mother who will be assisting me through this process to appreciate how it feels mentally and physically to be a teenage parent. Additionally, I expect to gather useful data on this issue via the Internet from trusted and reliable sources to validate my thesis. It is my intention, at the conclusion of this research, to share my findings with fellow students, especially close friends, who may be at risk of becoming teenage mothers.

Indicators of Group Activity:

Reflective Piece 1: Photograph

https://www.thinglink.com/scene/778653863258357761

Reflective Piece 2: Song

Reflective Piece 3: Expository news report

Reflections: First entry

The picture I have selected for the first artefact has caused me to reflect on the risks and damaging effects of teenage pregnancy to the lives of many adolescent mothers and their unborn and or post-natal children. Namely, the physical, psychological, emotional and social scarring that can affect the welfare of both mother and child. Most cases of teens who conceive early develop many medical problems and in some cases have suicidal thoughts or mental breakdowns. I believe that ‘victims’ of teenage pregnancy should be able to go about life like any other person without the added pressure of judgment or criticism from family, friends, and society.

 

It is my hope that through this SBA I can gain a better appreciation of the serious consequences of teenage pregnancy. For example, complications during pregnancy and childbirth are the leading cause of death for 15–19-year-old girls globally. Another startling fact is that only about one-third of teen mothers obtain a high school diploma, which causes many problems for the mother and child later on in life. These problems may include children being placed in childcare institutions, neglected and malnourished or unsafe abortions among adolescent girls, contributing to maternal mortality, morbidity and lasting health problems.

 

This artefact has inspired me to change the way I think about my life and relationships with my peers. I am alarmed at the rising percentage rate of teenage pregnancy in my country and the world and feel compel to join this global fight to reduce the number of teen pregnancies. Evidently, adolescent pregnancies are more likely to occur in marginalized communities, normally driven by poverty and a lack of education and employment opportunities. There is also the added stigma of adolescents, especially females, facing barriers to accessing contraceptives due to restrictive laws, policies, customs, and religious beliefs based on age or marital status, health worker bias and/or lack of willingness to acknowledge adolescents’ sexual health needs. In short, families, faith-based organizations, governments, and society in general need to embrace 21^st century approaches that effectively address the problem of teenage pregnancy. This includes realistic sexual and reproductive policies and approaches which recognize and treat to the early onset of sexual activity among adolescents.

 

Hip-Hop/Rap artist, Mickey Avalon, has no delusions about the truth of this problem. His explicit portrayal, in song, of teenage sexual practices is realistically representative of adolescent misconceptions regarding their own sexual and reproductive health. Avalon's sexually themed song, "Teenage Pregnancy," captures the knowledge gaps and misinformation adolescents encounter, which is a primary cause of unintended pregnancy among adolescent girls during the times of their first and subsequent sexual encounters. This Hollywood-based rap artist’s wildly disruptive family upbringing―being involved with substance abuse and prostitution, with both he and his parents involved with drugs and paternal grandparents being Holocaust survivors; both having suffered lasting injuries from their imprisonment at Auschwitz―draws attention to a key element in this exploration of teenage pregnancy. That is, adolescents who may want to avoid pregnancies may not be able to do so due to their experience within dysfunctional family backgrounds, impoverished and marginalized communities and lack of educational and employment opportunities. In some societies, due to religious and cultural practices, girls are under pressure to marry and bear children early.

What Avalon has been able to accomplish in this song is to challenge traditional beliefs, values and norms surrounding the issue of teenage pregnancy. In fact, tackling the taboo topic of teenage pregnancy and adolescent sexuality is precisely what is required at this time in human history if we want to effectively address the root causes of teenage pregnancy. Experts argue that the influence of various cultural prohibitions and taboo perceptions of sex and teenage pregnancy causes physical, financial and emotional hardship for sexually active adolescent girls, which in turn inflates teen pregnancy rates. Avalon’s shameless representation of teenage sexuality and pregnancy has taught us the importance of having open, fearless and relevant discussions around this socially restricted issue of adolescent pregnancy and by extension, premarital sex.

 

The third artefact, "Suddenly teen pregnancy is cool?" offers a different perspective on this topic with a provocatively suggestive notion that this once taboo subject―teen parenthood― has not only become more accepted among adolescents, in some cases, it has also become a status symbol as well, particularly among high-schoolers. Some may view this as a worrying trend but evidence has revealed that teenage pregnancy has become more socially acceptable. Teen mothers have revealed that the main difference these days is that the severe shame and stigmatization teens used to face when they got pregnant has lessened.

 

Experts indicate two main reasons for this; first, changing perspectives about teenage pregnancy has led to an increase in support for pregnant teens because many no longer see anything intrinsically wrong with teen parenting. Simply put, supporting adolescent parents does not necessarily equate to encouraging teen pregnancy. The second reason for rising teenage pregnancies is that teens may be more open to motherhood after witnessing their own mothers’ severe health challenges because they put off having children until later in life. Studies have shown that women who postpone childbearing to after 35 do face some special risks, including miscarriage, premature delivery and stillbirth, gestational diabetes, and various other prenatal abnormalities. Thus, support for teenage mothers appears to be outweighing the stigma that is typically associated with adolescent parenthood. However, the issue of implementing deterrents to adolescent unplanned pregnancy or teen pregnancy prevention initiatives is still very much the preferred response for many families, community-based organizations and governments.

 

I believe we need a combination of support protocols for teenage mothers and adolescent pregnancy prevention strategies. The two concepts do not have to be totally opposed to each other. I am a prolife advocate; therefore, I have a moral dilemma with abortion, especially when there is no immediate medical threat to the life of both mother and child that prevents the mother from carrying the child to full term. Support for adolescent parents means that they stand a better chance of leading healthy and productive lives for themselves and providing a good upbringing for their children. Moreover, an increase in adolescent pregnancy prevention campaigns must realistically address the prevailing view among teens that premarital sex is now a way of life. In addition, the issue of contraceptive use is critical to this fight, along with the recognition that conservative abstinence-only programmes may not be working. An adoption of a more liberal approach to teenage sexuality and reproductive health by parents, social services, educational institutions and governments can result in a more sexually prudent and informed teenager who is better equipped to make safer decisions about their sexuality. What is ultimately needed is the suspension of taboo approaches to teenage sexuality in favour of truthful and open dialogue between stakeholders and teenagers.

Reflections: Second entry

The language of ‘silence and secrecy,’ as illustrated in the first photograph, is the true enemy behind the rise in teenage pregnancy cases across the world. This is further compounded with misinformation, stigma, discrimination, and fear of societal rejection that teenage mothers often face. One of the primary drivers behind silence and secrecy is the issue of sexual violence against adolescent females. The reality of sexual violence (statutory rape, incest, molestation and aggravated rape) in developed and developing regions is widespread, resulting in unintended pregnancy. Research shows that a third of adolescent mothers in some countries reported that their first sexual encounter was through coercion. The simple act of silence that is perceived as peaceful can cause more harm than good relative to teenage pregnancy.

 

The subject of the photograph, an adolescent female holding a pregnancy tester in hand and motioning with a finger against her lips to indicate that her positive result should be kept a secret, captures the very essence of the inherently dangerous nature of a concealed pregnancy. That is, a woman (in this case an adolescent female) who knows she is pregnant but does not tell her parents or any health professional, thus, she is not accessing antenatal care. This places both mother and unborn child at serious risk of suffering various health-related complications, including maternal and neonatal death. Studies have shown that concealed pregnancies among teenagers may result from a variety of factors due to stigma, shame or fear. Therefore, concealment may be a deliberate means of coping with the pregnancy without informing anyone. Additionally, a girl may conceal her pregnancy if it occurred as the result of sexual abuse, from either within or outside the family, due to her fear of the consequences of disclosing that abuse.

One may want to quickly label Mickey Avalon’s hip-hop/rap ensemble―"Teenage Pregnancy"―as a mere explicitly-charged-lyrical-teenage-pregnancy-song, as suggested by the chorus: "I'm your King, you're my Queen/Didn't mean for a teenage pregnancy." However, on closer examination one may also discover a hidden message. Avalon is a product of a dysfunctional, dubious and deranged home environment, a fact that he unashamedly celebrates in his music. His unique 'glam punk,' or 'glitter punk,' or 'sleaze rock' musical style―an offshoot of the punk subcultural take on hip-hop―features lyrics forged of the most brutal honesty listeners and audiences have ever been subjected to. For example, lyrics such as, "So she took off her sweater and put her hands inside my pants…" and, "First I heat it up then I eat it up…," represent a primitive but distinctly realistic tone of teenage sexual exploration and human sex drives in action.

The openness with which he addresses teenage sexuality and teenage pregnancy extends beyond the shock value that fueled Avalon's approach. Here is a realistic exposé (for the benefit of conservative parents, priests, and politicians alike) of adolescent sexual exploration that can easily result in unintended pregnancy. The intention is not to judge the adolescent participants or the sexual activity but to recognize that sex and the desire for sexual contact is as much a part of human existence as eating food. To hide or treat this issue as taboo is to encourage ignorance and secrecy among teens, thereby, facilitating the continual rise in teenage pregnancy rates. What is suggestive of this song is the need for all concerned to bring the issue of teenage sexuality, sexual experimentation, and adolescent pregnancy into the open for public analysis, without ridicule, fear and shame. By so doing, teenagers can feel a sense of confidence and willingness to share their innermost thoughts and desires with the adults in their lives, thus, becoming empowered through lovingly supportive channels to make responsible choices relative to their sexual and reproductive health.

 

The language of the third artefact, "Suddenly teen pregnancy is cool?" affords the enquiring reader an insightful, investigative-journalistic look (inclusive of actual interviews of teenage mothers) into the growing trend of unplanned pregnancy that is quickly becoming a pop- cultural feature, sweeping teen culture along with it. Popular television shows such as, American Idol, Degrassi: The Next Generation, Grey’s Anatomy, and Gossip Girl, all feature at some point teenage stars who admitted to being pregnant, adding to the growing list of celebrity moms. Some experts say that the Hollywood-style celebrity culture downplays the hard work of motherhood and ever-changing family structures that normalize non-traditional family arrangements. Consequently, teenage pregnancy is more socially accepted, especially among teens.

 

The question posed in the title of the news article and by extension, the questioning tone of the article itself, demands an answer to this perceived change in attitude among teens on the subject of adolescent pregnancy. Some experts argue that explanations for the overall increase in teenage birth rates are as elusive as the rising rates. Others suggest, however, that poor access to emergency contraception and abortion may explain the increase in teen-related births. Alternatively, a growing number of researchers believe that this increase has occurred because teen-celebrity, out-of-wedlock, unplanned, and unintended pregnancies has moved into a new realm of acceptance. Teenage pregnancy is no longer a terrifying notion for adolescents owing to the fact that popular culture is showing a more positive representation of young mothers. Young celebrity mothers have propelled the notion that being a teenage mother is ‘cool, chic and sexy;’ an image-enhancer rather than a shameful mistake. Conversely, others suggest that when the glamour and romance quickly goes—when the pregnant teen is having morning sickness, experiencing the pain of childbirth and the prospects of an uncertain future―this fad too shall pass.

Reflections: Third entry

One of the key benefits to doing this SBA is that I learned a lot about myself based on my interactions with my fellow group members and the knowledge gained from conducting research into this topic. For example, I too support the view that adolescent motherhood is neither a death sentence nor a shameful sin. I too was scared at the thought of becoming pregnant at my age; fearing the response of my mother, family, friends, fellow students and society. I also know, from discussions with my mother, that it would be a painful mistake to become pregnant at this stage in my life because I still have a lot of growing up to do, including attaining a strong educational foundation on which to build a secure future. This SBA has also allowed me to bond more with my mother, who has been more open with me about sex, pregnancy and parenthood than ever before. I was surprised to learn of the many challenges she experienced as a single parent while raising my siblings and me. This gave me a renewed respect and admiration for my mother and all single parent mothers who struggled to raise children without the support of fathers.

 

While I am not an advocate of abstaining from sex until marriage, I have come to appreciate the wisdom of avoiding putting myself at risk of becoming pregnant at this time in my life or contracting a sexually transmitted infection (STI) because of early sexual activity. As all other teens, I too think about sex but I also want to avoid the difficulties my mother talked about, such as missing school because of morning sickness, the stigma and rejection from friends and fellow students, lack of financial support and jeopardizing my future education and employment opportunities. Additionally, the risk of pregnancy and childbirth complications are much greater for adolescent mothers and their babies. I certainly do not want to go through all this suffering. Therefore, I have decided to abstain from sex, as much as humanly possible, certainly, until I have all of my CXCs because I am still a child myself, living under the care of my mother. This is the message I will be sharing with more of my friends and peers, especially those who may be of the view that having a baby at this stage in their life ‘is no big deal.’ It is for me!

Written (Group) Report

The journey we have taken to get our work completed during the limited timeframe required making readjustments to our previous daily routine to accommodate our SBA assignments. This was undoubtedly our priority. We also conducted online reviews, examined relevant articles, read books and watched several documentaries on the issue. As a team, we compiled useful information on the problem of teenage pregnancy, not only via Internet research but with the help of parents, close friends and established authorities (particularly in the medical and legal professions) by interviewing them relative to the theme we were working on. We are very pleased with all the artefacts and information we have amassed and analyzed.

 

Our choice of artefacts and research methodologies was not difficult to organize simply because this is a very contemporary topic with lots of readily available information to choose from. We feel confident about the validity and soundness of our work, claims, and conclusions. This was truly a collective effort. In the initial stages, we were not all eager about the idea of working together. Some of us were not friends prior to group selection. Honestly speaking, it would be an untruth to say that we are all friends at this stage. What we can say is that having understood the necessity of group work as a non-negotiable component of the SBA we immediately adopted a mature stance to work cooperatively to get the job done.

 

Our meetings were few but productive. Our English teacher, based on the topic/issue we preferred, organized us into groups. Students who chose the same topic and some who were familiar with each other gathered to form groups. This was not the case with everyone. Some groups consisted of persons who were not familiar with each other which generated some initial tension. Thankfully, this was quickly replaced by positive group dynamics and a determination to accomplish the given task. Overall, the organization of the group was very productive, allowing individual members to share new experiences and express our thoughts and beliefs in a supportive environment. This cooperative learning approach meant that there was greater on-task behaviour, higher achievement, better attitudes towards each other, and greater social support from a wider network of family and friends. In the end, I would say our group showed sincere effort and dedication towards our work.

 

To sum it all up, teenage pregnancy remains a huge problem in many countries. The countries of the Caribbean are no exception. Teen mothers are more likely to give birth prematurely than mothers over the age of 20. Experiences of school dropouts are high among teen moms. Furthermore, knowledge and access to sexual and reproductive health services is still very stigmatized, leading to unsafe sexual practices among teens. Importantly, while the policy focus should be primarily on preventing teenage pregnancies, it must create an environment for girls to continue their schooling. A supportive environment must be created in our societies, which permits pregnant teenagers and teenage mothers to stay in school while pregnant and to return to school after childbirth. Fundamentally, whether pregnant or not, all teenage girls must have the opportunity to complete their core education-secondary schooling in order to acquire marketable skills. Notwithstanding this fact, prevention is still always better than trying to find a cure. Therefore, let us work even harder at preventing or at least reducing the incidence of teenage pregnancy.

Oral Presentation (a poem)

"Eyes Wide Shut"

In that moment he told me he loved me,

And there was no reason for either of us to worry, So I just closed my eyes and let it take hold of me Cause I didn’t want him to ever leave me.

A few weeks passed and I told him my period never came, He told me some hurtful words that worsened my inner pain, He said it wasn’t his and never speak to him again,

“So what am I going to do now?”

Was the question that burrowed deep down in my brain.

“Foolish and reckless child,” is what they call me, Cause I'm a minor you see,

And worse, I’m to blame,

But two became one and created one sorrowful mess

And now I am saddened and saddled with mounting pressure and distress, It’s nine months I have to carry it

And it's very hard on me, cause I have no education, no CXCs.

My fun has to end for this child’s new beginning,

Cause sacrifices have to be made and love and care need to be given, I’m only a child myself, yet my life is already driven,

By something so small in my womb that was not asked for but given.

Do I give it up?

That’s one of my ultimate decisions Or do I put it down?

Like a horse or a kitten

 

I’m so scared of all the uncertainties,

Especially the ridicule from family, friends, school and society. “Wow, she’s so young!”, “Her parents never raised her properly!” Are what people say almost everyday,

When they see my bulging belly.

 

To all the teen moms out there, 

Don’t live your life in fear.

I know it’s hard but take one step at a time, 

Because your child needs you

You are their lifeline.

_________________________________________

Dedicated to all teenage mothers. Stay strong and complete your educational goals!

____________________________________________

Appendix: Examples of Oral Presentations

EXAMPLE 1

Oral Presentation: Interview (dramatization/a play)

Narrator: Shania Gazetta (also acting the role of Dr. Vérité Divulguée, world-renowned child psychiatrist and sexual abuse therapist).

Interviewer: Marco Halo (member of Group A, performing the role of television host, Enrique Fontinue).

Live studio audience: Other students in class.

The Introduction (Topic): Child Sexual Abuse (CSA) in the Caribbean

CSA Definition: Child sexual abuse is a form of child abuse in which an adult or older adolescent uses a child for sexual stimulation. 

Situation in the Caribbean: Statistics

• First sexual experience of young girls is frequently forced (42.8% of girls younger than 12)

• CSA occurs across all social, economic and age groups in homes, schools, other institutions and on the street

• CSA often begins when the child is below 10 and continues throughout a child’s adolescence

• Most reported victims are girls; in the region, there is a rise of CSA against boys

• Most children are abused by a trusted and known adult

• Most child sexual abuse is committed by adult men

• Children with disabilities have experienced higher levels of sexual abuse than children from the general population. (UNICEF, 2019)

Understanding sexual abuse against girls and boys in the Caribbean: Signs & Symptoms

That is the topic which will be addressed on today’s special feature on the popular iSpy Caribbean News Network television programme: 

The peoples’ choice for taking a critical look at sexual offences and the Sentencing, Monitoring, Apprehending, Registering, and Tracking (SMART) of convicted Sex Offenders in the region. Here is your international award-winning host: Enrique Fontinue 

Applause from studio audience (performed by other students in class)

As the show begins both Enrique Fontinue and his guest, Dr. Vérité Divulguée, can be seen seated on the set facing each other before a live studio audience.

Enrique: Good evening ladies and gentlemen, and all who are watching and listening at home and online, thanks for tuning in. This evening we remove the veil of secrecy from over a topic that everybody knows something about but no one wants to talk about: “Child Sexual Abuse.” Here to get us started on this thorny taboo topic is best-selling author and world-renowned child psychiatrist and sexual abuse therapist, Dr. Vérité Divulguée. Welcome Dr. Vérité to this special feature on child sexual abuse in the region on iSpy’s SMART EXPOSÉ.

Dr. Vérité: Thank you Enrique for having me and good evening to your audience, viewers and listeners around the world.

Enrique: Doc, we hear so much about this issue, yet few seem to be aware of the warning signs and dangers associated with this devastating societal crisis facing our region. What should we: parents, teachers, caregivers, neighbours, and members of the general public be looking for?

Dr. Vérité: While there is no one specific sign that indicates that a child was or is sexually abused, the presence of several signs suggests that you begin asking questions and consider seeking help. These include but are not limited to the following:

• Has nightmares or other sleep problems without an explanation

• Sudden mood swings: rage, fear, insecurity or withdrawal

• Refuses to talk about a secret shared with an adult or older child

• Suddenly has money, toys or other gifts without reason

• Exhibits adult-like sexual behaviours, language and knowledge

• Asks other children to behave sexually or play sexual games

• Self-injury (cutting, burning)

• Running away from home and 

• Suicide attempts (to name a few)

Enrique: Doc, another area of concern is that of sexual grooming. Can you tell us a little bit about this?

Dr. Vérité: Sexual grooming is an attempt, usually by an adult, to build trust with a child in an effort to gain access to and time alone with her/him. In extreme cases, offenders may use threats and physical force to sexually assault or abuse a child.

Enrique: Why is this form of targeting of children seemingly so difficult to detect?

Dr. Vérité: Common sexual grooming behaviours are often subtle and may not appear inappropriate. However, the purpose of grooming is to manipulate the perceptions of other adults around the child. Thereby, reducing the likelihood of the abuse being detected. Such perpetrators seek to manipulate the child into becoming a co-operating participant which reduces the likelihood of a disclosure and increases the likelihood that the child will repeatedly return to the offender.

Enrique: Doc, any final message you will like to leave with our viewers and listeners out there?

Dr. Vérité: With each victim who is groomed and sexually abused, it’s common for persons to ask: How could this have happened? Why were signs leading up to the abuse missed? However, we must remember that at its heart, grooming is about deception. Therefore, knowledge, training, and awareness are our best weapons, and our best chance to prevent abuse before it occurs.

 

Enrique: Thank you so much for this very informative discussion Dr. Vérité. I am sure that our studio audience and those who tuned in gained invaluable insight into this very important subject. Unfortunately, that’s all the time we have for this special feature on “Child Sexual Abuse” with best-selling author and world-renowned child psychiatrist and sexual abuse therapist, Dr. Vérité Divulguée. Join us next week when we take a closer look at “Drug Abuse.” Good night and God bless!

Applause from studio audience.

____________________________________________

EXAMPLE 2

Oral Presentation (a speech)

Mr. Worrell, fellow students, good morning!

There is quite literally no issue more important on this planet than that of climate change and the associated hazards of natural disasters. These are matters deeply rooted in popular opinion and mainstream media discourses. Yet, ironically, many people (and sad to say, also some important global leaders) in the world today do not seem to know or care about what climate change is really about. We are destroying the earth as we know it, day by day: another fossil fuel plant is built, another wildfire destroys hundreds of thousands of acres of forests, and increasing pollution has made the air in another city hazardous to the health of its inhabitants. We are to save the earth not kill it! We react to things that might seem insignificant but can be a huge disaster for the Earth’s ecosystems. No animal's habitat should be burnt or cut down to make houses, hotels or casinos for us to enjoy. We are slowly destroying ourselves and our God-given home―Earth. 

Hurricanes are becoming stronger due to an accumulation of greenhouse gases in the Earth’s atmosphere; earthquakes are more frequent; droughts are happening with greater frequency and intensity in many more countries and regions. I propose that we work to save the planet by using solar energy, planting more trees, reducing our dependence on fossil fuels, riding our oceans of pollutants, especially plastic, and teaching people how to make greater use of renewable energy technologies. If we fail to implement these measures in a timely manner the social, economic, and political difficulties affecting the human race today will not matter if the atmosphere heats up to a temperature inhospitable to the biosphere that allows us to breathe, drink, eat, and for life as we know it on this planet to exist. 

 

Scientists warn that if global warming is left unchecked, a scenario may evolve where previously frozen methane deposits locked under the Arctic and Antarctic will erupt, releasing massive amounts of a greenhouse gas four times more potent than carbon dioxide. Some argue that this is already happening with the rapid melting of the polar caps. This would trigger the single greatest mass extinction event in the planet's history, surpassing its precursor which led to the extinction of the dinosaurs. The significant difference here between these two historical moments is that modern civilization is made up of some 7.53 billion people. That is a lot of people who would be in harm’s way; potentially having to deal with a second mass extinction event.

There is the temptation to dwell on the questions of: Who is responsible for climate change? Equally: Who is responsible for addressing the climate change crisis? While there is no denying that post-industrialized countries and multinational corporations are largely responsible for the majority of emissions of greenhouse gases in the atmosphere today; thus, chief culprits for climate change related hazards, the burden of responsibility to fix this crisis is for all human inhabitants to share. Addressing climate change is a collective responsibility. All countries―developed and developing ones―need to address climate change together. Our sustainable development, indeed our very survival as a species depends on accepting and adopting such a collective framework of action. Brothers and sisters, we can do this if we try. Will you join me in this quest to rescue our planet, indeed our very civilization from imminent extinction? I need your support! This country needs your support! This region needs your support! Planet Earth needs your support! 

Thank you! 

___________________________________________

EXAMPLE 3

Oral Presentation (a poem) 

___________________________________________

EXAMPLE 4

Oral Presentation: semantic map on drug abuse (an infographic)

The illustration above is an attempt to not only create a visual representation of the cyclical and clinical problem of drug abuse but to support the thesis put forward here that this is a problem which can be successfully tackled with the right mix of support mechanisms. Central to this issue is education and support. Without the appropriate knowledge about drug abuse and addiction it will be easy to miss the symptoms of drug abuse, even when they are right in front of you. Above all, persons suffering with drug abuse need our support; not our ridicule and rejection. While cliché in rhetoric―each one must reach one―this still remains a relevant modus operandi in the mission of effectively combating drug abuse.

____________________________________________

EXAMPLE 5

Oral Presentation: Persuasive essay

Topic: The harmful effects of drug abuse by teens

The abuse of drugs by teens is increasing in concern, and has deleterious effects on their physical, mental, and emotional health. Teen drug abuse can also lead to poor judgment, impaired cognitive function, and reduced academic and social performance. Thus, teen drug abuse is a serious problem that can have significant consequences for the health and well-being of young people. For instance, substance abuse can lead to addiction, overdose, and even death. It is crucial to understand the symptoms of drug addiction and how to prevent it from occurring in the first place.

According to recent surveys, the most commonly used drugs by adolescents include marijuana, alcohol, tobacco, and vaping. Marijuana is a drug that is derived from the cannabis plant and is popular among teenagers for its psychoactive properties. It is often used for relaxation and as a social lubricant. The use of marijuana among adolescents has been associated with negative health outcomes, including impaired mental and physical development. 

Alcohol is another commonly used drug among adolescents, and it is estimated that adolescents consume 11% of all the alcohol consumed in the United States. Teenagers often drink to fit in with their peers or to cope with stress, but excessive drinking can have severe consequences, including impaired cognitive function and liver damage. Research shows that heavy drinking during adolescence can also increase the risk of developing an addiction to other drugs. 

Tobacco is also a commonly used drug by adolescents, and it is estimated that approximately 1 in 4 high school students smoke cigarettes. Tobacco use among adolescents has been associated with several negative outcomes, including lung cancer, heart disease, and stroke. Adolescents often start smoking out of curiosity or because they think it is cool, but the habit quickly becomes addictive, and it can be challenging to quit. 

Vaping has become very popular among adolescents despite the several health risks that come along with it. Vaping is inhaling an aerosol called vapor that originates from an electronic device called an e-cigarette or vape pen. Although vaping is marketed as a safer alternative to smoking traditional cigarettes, it has its fair share of concerns, especially among teenagers, who are the most vulnerable. For example, vaping by adolescents can lead to nicotine addiction, which can significantly impact their brain development, leading to reduced impulse control. 

While experimenting with drugs may seem like a rite of passage for many teenagers, the use of these substances can lead to dependence and substance use disorder, which can have long-term effects on mental and physical health. 

Teens who use drugs are at higher risk for mental health issues such as depression, behavioral problems, personality disorders and suicidal thoughts compared to non-drug users. In addition, substance abuse can negatively affect the body. For example, alcohol consumption can lead to delayed puberty and/or adverse effects on the reproductive system, decreased bone mineral density, and increased risk of accidents and injuries. Drug addiction can also lead to poor academic performance, low self-esteem, memory problems, poor concentration, and poor social skills, which can make it difficult to form and maintain healthy relationships. These consequences of substance abuse not only affect young people's health, but also their future private and professional lives. Therefore, it is important to educate young people about the risks associated with drug use and provide them with resources and support to prevent and treat drug use.

Several factors contribute to the risk of drug abuse in teens, including a family history of drug use, peer pressure, and mental health issues. As a result, it is crucial to understand the causes of their drug abuse and provide them with the necessary assistance and resources. One method of preventing teens from abusing drugs is to have candid and open discussions with them about the negative effects of drug use. It is important to listen to their concerns and provide them with accurate information about the dangers of drug abuse. Additionally, teaching teens about dangerous drugs like heroin, opioids, and meth can help prevent addiction. 

It is important to be aware of the signs of drug abuse in teens, which can include shifts in mood, personality changes, behavioural cues, changes in hygiene or appearance, and physical health signs. Parents, caregivers, and educators can help prevent drug abuse by talking to teens about the risks associated with drug use, setting clear expectations and boundaries, and providing support and resources for those who may be struggling with substance use. Early intervention and treatment can make a significant difference in the lives of young people who are struggling with drug abuse.

OOW
2019 & Beyond