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An International Perspective on Adolescent Pregnancy

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International Handbook of Adolescent Pregnancy

Abstract

The purpose of the introductory chapter is to provide an overview of adolescent pregnancy from an international perspective. It is an overview of the response by different countries from around the world to adolescent pregnancy. This overview will also highlight issues related to adolescent pregnancy that are important for a comprehensive understanding of why and how the response and concerns vary from country to country and region to region. What will become evident is that issues, which are a major concern in one country, may not be relevant in another. For instance, child marriage and early adolescent childbirth is not a major concern in countries where religion, tradition, and culture support child marriage even when it may be illegal under the constitutional laws of a particular country. The greatest risks for an adolescent mother and her child are the mother’s age, delaying or failing to receive prenatal care, and the social and political response to her pregnancy. These are critical issues in all countries. In developed countries such as the United States, when pregnant teens are not using prenatal care, the reasons are not related to the lack of available prenatal services; the reasons are more associated with the adolescent’s lack of knowledge, and the humiliation girls must deal with before receiving prenatal care. The numbers in the United States are astonishing. Some 85 % of US teen pregnancies are unplanned, and 72 % of teens receive no prenatal care at all (Holgate, International Journal of Adolescence and Youth, 17, 1–10, 2012). Today’s adolescents are the next generation of parents, workers, and leaders. To fulfill these roles to the best of their ability, these adolescents need the guidance and support of their family, their community, and national and global leaders. They also need governments and a world community that are committed to their health, development, education, and well-being.

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Authors and Affiliations

  1. University of Central Florida, School of Social Work, Orlando, FL, 32816, USA

    Mary E. Dillon & Andrew L. Cherry

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  1. Mary E. Dillon
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  2. Andrew L. Cherry
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Corresponding author

Correspondence to Mary E. Dillon .

Editor information

Editors and Affiliations

  1. University of Oklahoma, Tulsa, Oklahoma, USA

    Andrew L. Cherry

  2. University of Central Florida, Orlando, Florida, USA

    Mary E. Dillon

Appendices

Appendix A: Developed Countries

Countries and territories classified as the developed nations by the United Nations: Andorra; Australia; Austria; Belgium; Canada; Cyprus; the Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Holy See; Hungary; Iceland; Ireland; Israel; Italy; Japan; Latvia; Liechtenstein; Lithuania; Luxembourg; Malta; Monaco; the Netherlands; New Zealand; Norway; Poland; Portugal; San Marino; Slovakia; Slovenia; Spain; Sweden; Switzerland; the United Kingdom; the United States (UNICEF 2011. The State of the World’s Children 2011. NY: United Nations Children’s Fund).

Appendix B: Developing Countries

Countries and territories classified as the developing nations by the United Nations: Afghanistan; Algeria; Angola; Antigua and Barbuda; Argentina; Armenia; Azerbaijan; Bahamas; Bahrain; Bangladesh; Barbados; Belize; Benin; Bhutan; Bolivia (Plurinational State of); Botswana; Brazil; Brunei Darussalam; Burkina Faso; Burundi; Cambodia; Cameroon; Cape Verde; the Central African Republic; Chad; Chile; China; Colombia; Comoros; Congo; Cook Islands; Costa Rica; Côte d’Ivoire; Cuba; Cyprus; the Democratic Republic of the Congo; the Democratic People’s Republic of Korea; Djibouti; Dominica; the Dominican Republic; Ecuador; Egypt; El Salvador; Equatorial Guinea; Eritrea; Ethiopia; Fiji; Gabon; Gambia; Georgia; Ghana; Grenada; Guatemala; Guinea; Guinea-Bissau; Guyana; Haiti; Honduras; India; Indonesia; Iran (the Islamic Republic of); Iraq; Israel; Jamaica; Jordan; Kazakhstan; Kenya; Kiribati; Kuwait; Kyrgyzstan; the Lao People’s Democratic Republic; Lebanon; Lesotho; Liberia; Libya; Madagascar; Malawi; Malaysia; Maldives; Mali; Marshall Islands; Mauritania; Mauritius; Mexico; Micronesia (Federated States of); Mongolia; Morocco; Mozambique; Myanmar; Namibia; Nauru; Nepal; Nicaragua; Niger; Nigeria; Niue; Occupied Palestinian Territory; Oman; Pakistan; Palau; Panama; Papua New Guinea; Paraguay; Peru; the Philippines; Qatar; the Republic of Korea; Rwanda; Saint Kitts and Nevis; Saint Lucia; Saint Vincent and the Grenadines; Samoa; Sao Tome and Principe; Saudi Arabia; Senegal; Seychelles; Sierra Leone; Singapore; Solomon Islands; Somalia; South Africa; South Sudan; Sri Lanka; Sudan; Suriname; Swaziland; the Syrian Arab Republic; Tajikistan; Thailand; Timor-Leste; Togo; Tonga; Trinidad and Tobago; Tunisia; Turkey; Turkmenistan; Tuvalu; Uganda; the United Arab Emirates; the United Republic of Tanzania; Uruguay; Uzbekistan; Vanuatu; Venezuela (the Bolivarian Republic of); Viet Nam; Yemen; Zambia; Zimbabwe (UNICEF. 2011. The State of the World’s Children 2011. NY: United Nations Children’s Fund).

Appendix C: Least Developed Nations

Countries and territories classified as the least developed nations by the United Nations: Afghanistan; Angola; Bangladesh; Benin; Bhutan; Burkina Faso; Burundi; Cambodia; the Central African Republic; Chad; Comoros; the Democratic Republic of the Congo; Djibouti; Equatorial Guinea; Eritrea; Ethiopia; Gambia; Guinea; Guinea-Bissau; Haiti; Kiribati; the Lao People’s Democratic Republic; Lesotho; Liberia; Madagascar; Malawi; Maldives; Mali; Mauritania; Mozambique; Myanmar; Nepal; Niger; Rwanda; Samoa; Sao Tome and Principe; Senegal; Sierra Leone; Solomon Islands; Somalia; Sudan; Timor-Leste; Togo; Tuvalu; Uganda; the United Republic of Tanzania; Vanuatu; Yemen; and Zambia (UNICEF. 2011. The State of the World’s Children 2011. NY: United Nations Children’s Fund).

Appendix D

Issues to cover in a sexual education curriculum for children and adolescents.

  • Reproductive Anatomy and Physiology

    • Respect for all genders

    • Intercourse, baby grows in uterus

    • Puberty and body changes—no pregnancy before puberty

    • Pregnancy and birth

  • Body Image

    • Value of differences—male/female, shapes, sizes, colors, disabilities, etc.

    • Pride in and appreciation of one’s body

    • Homosexuality and heterosexuality and appropriate labels (gay men and lesbians)

    • Respect for all sexual orientations

  • Relationships

    • Families

      • Different kinds of families

      • Role of families: taking care of each other, developing rules, loving each other

    • Friendship

      • Components of friendship

      • Sharing, hurting, and forgiving feelings

    • Love

      • Importance of showing and sharing love

      • Different ways to show love (family, friends, etc.)

  • Dating

    • Definition of dating

    • People who date: teenagers, unmarried adults, single parents

  • Marriage and Commitments

    • Divorce; reasons and difficulties of divorce

    • Raising children

    • Adoption

  • Values

    • Decision-making

    • Getting help in making decisions

  • Communication

    • Assertiveness

    • Personal rights and telling people what you want

    • Who to ask for help: parents, teacher, counselor, minister, a friends’ parent

  • Body curiosity is normal

    • Masturbation

    • Boys and girls masturbate

    • Private (not secret) activity

  • Shared Sexual Behavior

    • Touching, hugging, kissing, sexual behavior

    • To show love and share pleasure

  • Human Sexual Response

    • Normal, healthy for people to enjoy

  • Contraception and Abortion

    • Wanted and unwanted pregnancies

  • STDs and HIV

    • Definition and causes of STIs

    • Ways of can and cannot get STIs

  • Sexual Abuse

    • Body rights

    • Good touch/bad touch

    • What to do if you feel abused or afraid—tell a trusted adult

    • Never the fault of the child

    • Both boys and girls can be abused

  • Reproductive and Genital Health

    • Keeping your genitals healthy—washing, doctor visits

    • Healthy and unhealthy behavior during pregnancy—drugs/smoking, etc.

  • Gender Roles

  • Sexuality and Religion

    • Religious opinions on sexuality

  • Diversity

    • Stereotypes

    • Discrimination—all people should be treated fair and equally

  • Sexuality and the Media

    • Truth versus fiction about sexuality on TV/movies/Internet

    • Commercials

An important activity involves providing hands-on, realistic models of the male and female genitalia for children to touch, take apart, and examine. This may be a child’s only chance to see adult genitalia up close before they become adults themselves.

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Dillon, M.E., Cherry, A.L. (2014). An International Perspective on Adolescent Pregnancy. In: Cherry, A., Dillon, M. (eds) International Handbook of Adolescent Pregnancy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-8026-7_1

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  • DOI: https://doi.org/10.1007/978-1-4899-8026-7_1

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