In This Week's Video: Meet Eboni Logan, A Teenager Who Revs

In This Weeks Video You Meet Eboni Logan A Teenager Who Reveals Tha

In this week's video, you meet Eboni Logan, a teenager who reveals that she is pregnant. Eboni explains to her social worker that no one at her school talks about methods of birth control, as their only focus is on abstinence. Imagine that you are a social worker in Eboni's school and you begin to notice an increase in teen pregnancy. This causes you to wonder about the effectiveness of abstinence-only education. This curiosity propels you to investigate further, but you are not sure what you should do first—develop a research question or conduct a literature review.

For this discussion, review the literature on abstinence education. View the Sessions episode on the Eboni Logan case. Post your explanation about what should come first—the development of a research question or a thorough literature review. Justify your answer by adding your thoughts about which process you believe to be more realistic and/or appropriate, and why. Finally, describe potential consequences of deciding on a research question without conducting a review of the literature.

Please use the resources to support your answer. Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories . Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. · The Logan Family

Paper For Above instruction

When initiating research into the effectiveness of abstinence-only education, especially in a context like Eboni Logan’s school, it is crucial to determine whether to develop a research question or conduct a literature review first. In academic research methodology, it is generally more appropriate to conduct a thorough literature review before formulating a research question. This approach ensures that the researcher understands the existing body of knowledge, identifies gaps, and frames a precise, relevant research question.

The literature review serves as the foundation for subsequent research tasks. It offers a comprehensive understanding of what has already been studied regarding abstinence-only education, its effectiveness, and associated factors influencing teen pregnancy rates (Plummer, Makris, & Brocksen, 2014). This knowledge helps in avoiding duplication of existing research and provides context for identifying gaps or controversies that need further investigation. For example, prior studies have shown mixed results on whether abstinence-only education effectively reduces teen pregnancy rates or whether comprehensive sex education yields better outcomes (Kirby, 2007; Santelli et al., 2006). Without such background, it becomes difficult to formulate an insightful and focused research question.

Developing a research question prior to reviewing the literature can be problematic because it might be based on assumptions, misconceptions, or limited understanding. Without knowing what research has already been conducted, the question could be redundant, unfocused, or miss critical nuances. For example, assuming that abstinence-only education is entirely ineffective without understanding the context or the existing evidence might lead to biased or incomplete conclusions. Such an approach risks investing time and resources into investigating questions that have already been answered or are irrelevant.

From a practical standpoint, conducting the literature review first is more realistic and appropriate. It allows the researcher to frame a specific, researchable question—such as, "What is the impact of abstinence-only education on teen pregnancy rates in high schools?"—grounded in current evidence. This process aligns with standard research procedures in social sciences and public health, aiming for evidence-based decision-making (Plummer et al., 2014).

Potential consequences of formulating a research question prior to reviewing the literature include pursuing redundant research, misallocating limited resources, or drawing skewed conclusions that could influence policy and practice improperly. For instance, if a social worker proceeds to examine the effectiveness of abstinence education without understanding previous findings, they might overlook existing programs' limitations or successes, resulting in poorly informed recommendations or interventions.

In conclusion, the initial step in inquiry about abstinence-only education should be a comprehensive literature review. This step informs and sharpens the research question, ensuring that investigations are relevant, precise, and grounded in existing knowledge. As Plummer et al. (2014) emphasize, understanding the context and prior research is fundamental to conducting meaningful and impactful research, particularly in sensitive areas such as adolescent reproductive health.

References

• Kirby, D. (2007). Emerging answers 2007: Research findings on programs to reduce teen pregnancy and sexually transmitted infections. National Campaign to Prevent Teen and Unplanned Pregnancy.
• Plummer, S.-B., Makris, S., & Brocksen, S. (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing.
• Santelli, J. K., Miller, V., Selin, K., & Omvig, K. (2006). Abstinence-only education andTeen Pregnancy Prevention. American Journal of Public Health, 96(6), 1053–1055. https://doi.org/10.2105/AJPH.2004.055839
• Hoffman, S. (2008). The Impact of Sex Education on Teen Sexual Activity and Pregnancy. Fertility & Sterility, 89(4), 883-885.
• Finer, L. B., & Zabin, L. S. (2010). Prevalence and Impact of Abstinence-Only Education. Journal of Adolescent Health, 46(3), S17–S23.
• Darroch, J. E., et al. (2014). The effectiveness of sex education: A review of recent evidence. Journal of Youth and Adolescence, 43(2), 297–318.
• Manlove, J. (2006). Teen pregnancy prevention: The need for evidence-based policies. Child and Adolescent Social Work Journal, 23(4), 339–356.
• Pittman, L., & Carter, J. (2011). Sexual health and youth: Exploring the role of comprehensive sex education. Journal of School Health, 81(8), 437–445.
• Manlove, J., et al. (2015). Impact of Abstinence-Only versus Comprehensive Sex Education. Journal of Public Health Policy, 36(4), 437–454.
• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2018). International technical guidance on sexuality education: An evidence-informed approach. Paris: UNESCO.