3. Compare the reasons for choosing to have sex versus choosing to wait.
SEX AND RELATIONSHIPS PROGRAM
PREPARATION
6.4 Identify services and trustworthy adults that provide health information and testing regarding HIV and other STIs, analyze the validity of such resources, and describe how to access valid services.
7.4 Identify resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy, and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources; and describe how to access valid resources.
7.8 Develop personal goals and a specific plan for using the best contraceptive or diseaseprevention method, including abstinence, for individual circumstances.
STANDARDS: A, H (Per MI State Law); 6.4, 7.4, 7.6, 7.8 (Per CGHEs)
2022 HS
A. Discuss the benefits of abstaining from sex until marriage and the benefits of ceasing sex if a pupil is sexually active.
7.6 Explain how stereotypes, norms, peer influence, alcohol and other drug use, media, and personal responsibility can impact sexual decision making and the consequences of such decisions.
HIGH SCHOOL LESSON 1: SEX: EVERYONE’S TALKING ABOUT IT 1.1 EQUIPMENT 1. Student Packets: • High School Handbook • High School Parent Handbook • Name Cards 2. Dry Erase Marker 3. Pencils 4. Survey Script (Legal Mandate, not State Mandate) 5. PowerPoint 6. Flash Drive 7. Computer (and Cables) 8. USB Remote 9. Envelope/Box for Student Questions•Notecards PROPS 1. Resource Poster 2. Buzzer or Bell
OBJECTIVES: Students will...
1. Recall existing knowledge and personal experiences related to sexual health risks and identify available resources.
H. Teach that the pupil has the power to control personal behavior. Pupils shall be taught to base their actions on reasoning, self-discipline, a sense of responsibility, self-control, and ethical considerations such as respect for self and others.
MATERIALS:
2. Identify cultural and social influences on teens’ attitudes and behaviors related to sex.
1. ***Read Script*** (Legal Mandate)
• Direct students to list two personal goals on back of name card or in HANDBOOK
2. Read survey questions
HIGH SCHOOL LESSON 1:
3. Collect surveys
This program is for everyone. This is just a sample of the many topics we’ll explore together. If you have checked any of these boxes, this program is definitely for you. If there is something you’re hoping to learn that we didn’t mention here, please complete a question card to let us know what you want to learn.
• Direct students to complete name card.
Introduce available community resources. “Why are we here?”
Classroom Rules:
SEX AND RELATIONSHIPS PROGRAM
You might be wondering if this program will have anything for you. Direct students to the Table of Contents checklist in their HANDBOOK. As I read the list of topics, please mark the topics that interest you most.
2022 HS
Basic outline of Willing to Wait
2. Responsive Medical Care: Pregnancy Services and STD Testing and Treatment
Materials HANDBOOK
• Direct students to citation pages (note footnotes in HANDBOOK) available on WillingToWait.com
1.2
3. Compassionate Support Services
For everything we are going to talk about in this course, there are a number of helpful resources listed on the back of your HANDBOOK. One of those organizations is the PRC [adapt for location].
1. Proactive Education
SEX: EVERYONE’S TALKING ABOUT IT
• Appropriate Language and Terminology (If unsure of a body part or other term, submit a question card)
• No personal details (“Someone I once knew...”)
PREVIEW
INSTRUCTION
DISCUSSION: I WANT TO LEARN ABOUT HANDBOOK
1. What percentage of teens in your county have not had sex?
Discussion Question: Who do you think their primary patients are? Most of their patients are young adults who sometimes can feel immune to outcomes of teen risk behaviors.
• Highlight local resources on HANDBOOK (Back cover)
• Direct students to deliver PARENT HANDBOOK to parents
• Respect for and from classmates
2. List three significant influences that shape our understanding and values about sexuality.
Pre-Program Survey (If not done online in advance)
ANTICIPATORY SET 20 Minutes
Sexual Risk Avoidance vs. Sexual Risk Reduction
SEX AND RELATIONSHIPS PROGRAM
2. Explain that you will read a variety of experiences the students may have had or simply observed. Instruct the students to take one step forward for each experience they have had or someone they know has had.
Using the PowerPoint, display magazine advertisements using sexualized images to promote products. Ask the class to guess the product sold based on the image. Have the class reflect on how advertisers use sex to sell products that have no real impact on the customer’s sexuality. Why do advertisers use sexual images? (Advertisers know sexualized images can increase our attention and recall.1) What other messages do young people hear about sex from the media?
ACTIVITY: STEP FORWARD IF... (OPTIONAL)
• Unhelpful: “How many times have you had sex?”
ACTIVITY: MEDIA SEXUALIZATION
• Helpful questions only (there are no silly questions)
• What is said by students in the classroom should stay in the classroom (exception is if someone is being harmed).
2022 HS
w There are a variety of reasons (____% of ____ County) teens choose to have sex.2 Do any of those reasons outweigh the possible long-term risks?
w Every student has had their own unique experiences and everyone can contribute to our discussion.
• Helpful: “How many times do you have to have sex to get pregnant?” (Offer note card for questions they don’t want to share with class)
ACTIVITY: MEDIA INFLUENCE THROUGH BRANDING
Identify the key risks of sexual activity based on the “Cons” described in the above activity (predictably STDs, pregnancy, etc.). Explain that these outcomes are why teen sexual activity is Minutes
Ask the class how much they think the media affects them. Use the PowerPoint to quiz the students on their familiarity with common slogans from popular companies. Emphasize how successfully each company has made a lasting impression on them.
w The media has a powerful influence on our thoughts, attitudes, and behaviors.
ACTIVITY: WHY TEENS {DON'T} HAVE SEX
1.3 10
20 Minutes
1. (Be sure to have students write their goals on their name cards before proceeding.) Have entire class stand up and stand at one end of the room.
DIRECT INSTRUCTION
Give the class several minutes to write down in their HANDBOOK as many reasons as they can for why teens choose to have sex (“Pros”) and why most teens choose to wait to have sex (“Cons”). After giving several minutes for them to write their list, have them share with the class as you write the answers on the dry-erase board. Invite the class to identify which list reflects mostly short-term priorities and which list reflects long-term concerns.
Media’s Effects on Teen Sexuality
w The media promotes many messages about sex (some harmful) in order to sell their products.
3. Explain that all of us come from different backgrounds and have had different experiences. It isn’t important to compare your life and experience to others, but to recognize that everyone is in different places and each of us has decisions to make about our future.
GUIDED PRACTICE
• Complete the interview on page (5) of your PARENT HANDBOOK with your parent(s)/guardian(s). (Bring a signed copy to class.)
Assessing our Knowledge
Willing to Wait wants every young person to be able to make informed decisions for their own optimal health, not simply based on social influences, but based on information. And that is why we’re here.
considered a risk behavior by the CDC.3 Ask the class to list other teen risk behaviors (like smoking, drinking, and substance abuse). In each of those areas, society has agreed that it is best for the health of teens to completely avoid drinking, smoking, etc.
2. List three significant influences that shape our understanding and values about sexuality. (Media, parents, experiences, friends, etc.)
In your HANDBOOK, write something you could say, based on the information from today’s lesson, as a reason to wait to have sex.
ACTIVITY: HOW DO YOU SCORE?
Explain that there are two basic approaches to the risks of teen sexual activity. On the one hand, you can focus on reducing the risk of pregnancy and STDs. Ask the class, “What are some popular risk reduction strategies related to sex or other risk behaviors?” (E.g. condoms, nicotine gum, designated drivers, clean-needle programs) “Can any of these strategies eliminate the associated risks?” Another approach focuses on avoiding all sexual risk Explain, “Throughout the Willing to Wait Sex and Relationships Curriculum, we are going to focus on how to avoid the risks of sex completely. So you will hear ‘Sexual Risk Avoidance’ a lot. In contrast with Sexual Risk Reduction strategies, how would you explain the phrase, ‘Sexual Risk Avoidance’?”
Willing to Wait wants every young person to be able to make informed decisions for their own optimal health. So let’s see how informed we are.
w We all have a lot to learn about sex. There’s no need to be nervous or embarrassed for not having all the answers.
2022 HS
CLOSURE REVIEW QUESTIONS
Willing to Wait defines Sexual Risk Avoidance as “avoiding risk behaviors and the elimination of all associated risks of those behaviors.” In other words, making the decision to avoid all sexual activity (vaginal, oral, anal) for a chosen period of time, which for those seeking their optimal health will mean waiting to engage in any sexual activity until marriage. Referring back to their lists for “Why teens don’t have sex,” leave them with the question, “Is sex worth it?”
SEX AND RELATIONSHIPS PROGRAM
1.4
1. What percentage of teens in your county have not had sex? (_____%)
Students can either compete individually at their desks, or can be divided into teams using a buzzer, or can compete individually in the style of “Who Wants to Be a Millionaire?” Emphasize each correct answer. Conclude by emphasizing the ____% of _____ County [adapt for location] teens who are avoiding the risks of sex.2
INDEPENDENT PRACTICE PARENT HANDBOOK
A. Discuss the benefits of abstaining from sex until marriage and the benefits of ceasing sex if a pupil is sexually active.
3. Describe dangers of untreated STDs including pain, sterility, and damage to organs.
6.8 Demonstrate acceptance for individuals living with HIV.
OBJECTIVES: Students will...
H. Teach that the pupil has the power to control personal behavior, and teach pupils to base their actions on reasoning, self-discipline, a sense of responsibility, self-control, and ethical considerations, such as respect for self and others.
STANDARDS: A, C, H (Per MI State Law); 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.8, 7.3, 7.4 (Per CGHEs)
SEX AND RELATIONSHIPS PROGRAM
6.3 Summarize the criteria for who should be tested and the advantages of early diagnosis and treatment of HIV and other STIs.
4. Discuss who is at risk for HIV/AIDS, and explain how to prevent its transmission, characteristics of the disease, and where to access HIV information, testing, and treatment.
6.4 Identify services and trustworthy adults that provide health information and testing regarding HIV and other STIs, analyze the validity of such resources, and describe how to access valid services.
2. Explain why abstinence (sexual risk avoidance) is the only guaranteed way to prevent the transmission of STDs.
2022 HS
PREPARATION
C. Stress that unplanned pregnancy and sexually transmitted diseases are serious possibilities of sexual intercourse that are not fully preventable except by abstinence.
6.2 Summarize the symptoms, modes of transmission, consequences, and methods to prevent HIV and other STIs, and conclude that abstinence is the most effective way to avoid HIV or other STIs.
1. Compare common STDs (bacterial and viral), list symptoms, and list modes of transmission.
6.1 Analyze the rates of sexually transmitted infections (STIs) among teens.
6.5 Analyze common behaviors and situations to eliminate or reduce risks related to HIV and other STIs.
6.6 Evaluate one’s personal perception of risk for HIV and other STIs.
7.4 Identify resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy, and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources; and describe how to access valid resources. 2:
MATERIALS: HIGH SCHOOL LESSON
7.3 Describe routine medical screening and examinations for maintaining reproductive health, and medical tests for pregnancy, HIV, and other STIs: who should be tested, the procedures used, and the importance of early detection and care.
SEXUALLY TRANSMITTED DISEASES 2.1 EQUIPMENT 1. PowerPoint 2. Flash Drive 3. Computer (and Cables) 4. USB Remote PROPS 1. “Silent Epidemic” Supplies • Cups (2 oz) • Paper Towel • Super Washing Soda • BioPharm Solution • Gloves 2. Bingo sheets and chips
Understanding STDs
Every student in class receives a cup of water, except three to four random, unknown students who are given a solution with Super Washing Soda. Instruct all students to (as quickly and carefully as possible) mix their cup with three to four other students. Have the class return to their seats with their cups; give as little explanation as possible at this point. (For the sake of time or location, part two can be done immediately following part one if needed.)
2. Skin contact with infected skin areas
3. Contact with infected body fluids
• Cultural: Access to testing, fear of using parents’ insurance, other barriers to treatment.
ANTICIPATORY SET 5 Minutes
4. Where can people be tested for HIV and other STDs?
• Who should be concerned about the risk of STDs? The % of County teens who have had sex.4
- Blood (only HIV, Hep)
HIGH SCHOOL LESSON 2: SEXUALLY TRANSMITTED DISEASES
2. List three significant influences that shape our understanding and values about sexuality. (Media, parents, experiences, friends, etc.)
2.2
3. Collect Parent Interviews from students.
• Biological: Immune system is not as developed; adolescent cervix is more vulnerable.
2. Why are teens more at risk for STDs?
• Young people account for 1/2 of new STD cases.1
- Vaginal Fluids
ACTIVITY: SILENT EPIDEMIC (PART ONE)
INSTRUCTION
1. What percentage of teens in your county have not had sex? ( % in County, 20 )
PREVIEW 3 Minutes HANDBOOK
• Young people are at increased risk for STDs.2 Reasons include:
REVIEW 2 Minutes HANDBOOK
• State the importance of the topic.
- Semen
• How to get an STD:5 (Not all STDs are transmitted by all four methods or modes.)
SEX AND RELATIONSHIPS PROGRAM
2022 HS
1. What are two basic categories of STDs and how do they spread?
3. What is your best protection from any risk of STDs?
1. Any sexual contact with an infected person (Oral, Anal, Vaginal)
DIRECT INSTRUCTION 30 Minutes
• Why don’t you know if other people have an STD?3 (Many cases are asymptomatic.)
• Define “Sexually Transmitted Disease / Infection” (STD/STI). An infection that is passed from an infected person to another person most often through sexual activity.
• Behavioral: Early sexual activity, selecting multiple partners, and/or higher risk partners.
Every student receives bingo sheet with transmission modes listed in each box. Describe four to five scenarios and quiz the class on which transmission modes are present. Clarify any confusion regarding transmission modes represented in each scenario. Prizes can be awarded to the first three students with “bingos.” Explain that if no potential transmission is present, there is no concern, even if an infection is known. There is a risk of transmission if one of the modes is present, even if no infection is known (as long as one partner is actually infected).
Infections (which can only be treated, not cured)
2022 HS
SEX AND RELATIONSHIPS PROGRAM
2. Bacterial Infections (which can be cured)
• Human Papillomavirus (HPV)7
w You cannot tell by looking at someone if a person is among the estimated half of sexually active young people who will get an STD before they turn 25.13 The risk of infection increases as exposure increases.
4. Infected mother to baby during pregnancy or birth
Types of STDs (Approximately 30 known today)
If a teen is going to make the adult decision to be sexually active, then they need to have an adult conversation about testing; which sounds something like this:
• Syphilis11
• Human Immunodeficiency Virus (HIV) and Aquired Immune Deficiency Syndrome (AIDS)8 (State mandate includes discussion of myths about HIV.)
ACTIVITY: STD BINGO
- A person at risk for HIV can receive treatment (PrEP, pre-exposure prophylaxis; PEP, postexposure prophylaxis) to reduce their risk.
Explain that it is now time for the entire class to be tested for the “Pink Flu”. Either walk from student to student or have them line up as each glass is “tested” with a drop of BioPharm (Phenolphthalein). “Positive” tests will turn the water pink. Explain that there is no way to tell if someone is infected by looking at them. The risk of exposure to STDs goes up every time someone has sex with another partner, and the only way to verify that someone does not have a specific infection is by getting tested. The infection in our illustration today was transmitted via these cups. Sexually transmitted infections can only be spread in four ways.
1.chart.Viral
• Gonorrhea10
2.3
*Direct students to HANDBOOK (6) for more details.* Instruct them to fill in the blanks on the STD
The Importance of Testing
- HIV is an incurable virus; however, persons provided early, effective treatment (ART, antiretroviral therapy) can expect to live a near normal lifespan and reduce their risk of transmitting HIV.
3. Trichomoniasis is a common, treatable parasitic infection.12
w People should know what is, and what is not, a risk of exposure to STDs.
• Herpes (HSV 1 and 2)6
- You will not contract HIV from a person with that infection if no method of transmission is active.
• Chlamydia9
- Breast Milk (HIV)
ACTIVITY: SILENT EPIDEMIC (PART TWO)
- Saliva (only rarely, Herpes6; inconclusive for HPV7)
• The risk of exposure to STDs increases significantly with each partner 16
GUIDED PRACTICE 3 Minutes
SEX AND RELATIONSHIPS PROGRAM
2022 HS
VIDEO: JONATHAN’S STORY (2:33) (OPTIONAL)
• This is why it is so important for teens who have been sexually active to get tested, which they can do at PRC. HIV antigen/antibody tests can detect HIV in as few as 18 days. Identify other resources on back of HANDBOOK.
• Hormonal birth control provides 0% protection from any STD.15
In your HANDBOOK, write something you could say, based on the information from today’s lesson, as a reason to wait to have sex.
What are the only four ways an STD can be transmitted? (Sexual contact, contact with infected skin, infected body fluids, and mother to baby)
1. What are two basic categories of STDs? (Bacterial and viral)
• Instruct the class, As you hear messages from social media, videos, movies, and music, identify what is being promoted about sex and STDs.
2.4
2. When was the last time you were tested for STDs?
VIDEO: PRC STD VISIT (6:13) (OPTIONAL)
2. Why are teens more at risk for STDs? (Behavioral, biological, and cultural factors)
4. What were the results and what have you been doing since you were last tested? (If they have been sexually involved with additional partners they may have contracted another STD.)
CLOSURE REVIEW QUESTIONS 5 Minutes
• Condoms can reduce but not eliminate the risk of STDs. Condoms are less effective for preventing some STDs than for preventing pregnancy.14
3. What were you tested for? (There is not one testing procedure for all STDs. Some methods are swabs, blood testing, urine testing, or physical examination.)
• Teens have a higher risk of contracting STDs and may face additional complications from those infections.
1. Before we go further, I need to know a little about your sexual history.
3. What is your best protection from all risk for STDs? (Avoid all sexual risk) Why can’t a condom completely protect a person from the risk of an STD? (Skin contact)
• How do the messages you hear from the media about sex compare to the messages you hear from your parent(s)? Who has your best interest in mind?
VIDEO: AMANDA’S STORY (4:00) (OPTIONAL)
Impact of STDs
4. Where can people be tested for HIV and other STDs? (PRC, Health Department, or their primary care physician)
INDEPENDENT PRACTICE 2 Minutes
2. Support claim that teenage pregnancy adversely affects social life, relationships, finances, employment, educational goals.
7.7 Evaluate the physical, social, emotional, legal, and economic impacts of teen pregnancy, teen parenting, HIV infection, or other STIs on personal lifestyle, goal achievement, friends, and family members.
HIGH SCHOOL LESSON 3: TEEN PREGNANCY
3.1 EQUIPMENT 1. PowerPoint 2. Flash Drive 3. Computer (and Cables) 4. USB Remote PROPS
7.3 Describe routine medical screening and examinations for maintaining reproductive health, and medical tests for pregnancy, HIV, and other STIs: who should be tested, the procedures used, and the importance of early detection and care.
1. “Growing Uterus”
1. Describe basic reproductive facts and terminology (including anatomy) related to fertilization and the early stages of pregnancy.
Pregnancy Skit Script 2.
H. Teach that the pupil has the power to control personal behavior. Pupils shall be taught to base their actions on reasoning, self-discipline, a sense of responsibility, self-control, and ethical considerations such as respect for self and others.
SEX AND RELATIONSHIPS PROGRAM
3. Describe parents’ roles, responsibilities, and challenges as well as how teen parentage impacts a child’s health and well-being.
J. Provide information for pupils about how young parents can learn more about adoption services and about the provisions of the safe delivery of newborns law, chapter XII of the probate code of 1939, 1939 PA 288, MCL 712.1 to 712.20.
MATERIALS:
7.2 Compare and contrast the pros and cons of methods used for pregnancy and disease prevention, including abstinence and use of contraception.
in the
activity cards
2022 HS
B. Include a discussion of the possible emotional, economic, and legal consequences of sex.
OBJECTIVES: Students will...
C. Stress that unplanned pregnancy and sexually transmitted diseases are serious possibilities of sex that are not fully preventable except by abstinence.
PREPARATION
4. Summarize adoption services as an option for unplanned pregnancy and the laws pertaining to “Safe Delivery of Newborns.”
A. Discuss the benefits of abstaining from sex until marriage and the benefits of ceasing sex if a pupil is sexually active.
7.4 Identify resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy, and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources; and describe how to access valid resources.
D. Advise pupils of the laws pertaining to their responsibility as parents to children born in and out of wedlock.
STANDARDS: A, B, C, D, H, J (Per MI State Law); 7.2, 7.3, 7.4, 7.7 (Per CGHEs)
5. The risk of pregnancy may be double for LGB teens.6 PRC is there for them.
DIRECT INSTRUCTION 35 Minutes
2. The Female Reproductive System
1. Four students read two skits (Scripts can be printed or shown on PowerPoint).
1. The Female Reproductive Cycle
1. What is the failure rate of a condom to prevent pregnancy?
4. Where can people be tested for HIV and other STDs? (PRC, Health Department, PCP)
5. How did the messages you heard from the media about sex compare to the messages you hear from your parent(s)?
w Pregnancy dramatically impacts teen parents’ lives. Those who aren’t ready for the responsibilities of parenthood aren’t ready for sex. Why do we need to talk about pregnancy?
• Key Concept: Egg can be fertilized in Fallopian tube 1-2 days after ovulation.
ANTICIPATORY SET 5 Minutes
1. 323,950 teen pregnancies each year1
REVIEW 3 Minutes HANDBOOK
2. Who is responsible for the child of teen parents?
SEX AND RELATIONSHIPS PROGRAM
3. What is your best protection from all risk for STDs? (Avoid all sexual risk)
INSTRUCTION
4. 75% of teens who experience a pregnancy were not planning on it.5
2. Ask class: Which scenario is more common?
1. What are two basic categories of STDs? (Bacterial and viral) What are the only four ways an STD can be transmitted? (Sexual contact, contact with infected skin, infected body fluids, and mother to baby)
Who needs to be concerned about teen pregnancy—becoming one of the 888? The % in County who have had sex!7
ACTIVITY: SKIT
PREVIEW 3 Minutes HANDBOOK
3.2
4. What is the only way to guarantee a teen won’t get (someone) pregnant?
*This lower number is due to the fact that not all pregnancies are carried to term. 220 are aborted and 130 are miscarried.3 Michigan law prohibits teaching abortion as a method of family planning.4 If students ask about the discrepancy between pregnancies and births, explain that we are not legally able to discuss abortion in class. No further explanation can be legally provided.
How Pregnancy Happens
2. 888 each day2
3. 538* babies are born to teenage moms and dads everyday.3
• Key terms (Ovary, 300,000 Eggs at puberty,8 Ovulation, Fallopian Tube, Endometrium Uterus, Menstruation, Cervix, Vagina, Vulva, Labia, Clitoris, Vaginal Fluid/Discharge)
HIGH SCHOOL LESSON 3: TEEN PREGNANCY
2. Why are teens more at risk for STDs? (Behavioral, biological, and cultural factors)
2022 HS
3. What are the three steps in the “Success Sequence”?
Adoption (Michigan.gov/adoption)
1. Instruct class to list in their HANDBOOK (10) the expenses of a fictional teen throughout the course of a week.
• Key Terms: Zygote, Embryo, Fetus, Twins (Identical and Fraternal), Full-term
Once a baby is born, the parents will have to make some decisions about how to care for their child.
Some teens decide that the best option for their child is to make an adoption plan.
3. Have the students cross off an item a teen parent could go without in order to provide what their child needs. What will a responsible parent go without to provide for their child’s needs?
Michigan Law permits parents to entrust their child to authorities, up to 3 days old, anonymously and without legal consequences.
4. Conception•
20223.HS
*Be sure to use positive adoption language when discussing adoptions. Carefully avoid phrases like “Gave up for adoption, put up for adoption, real parents, decide not to keep, unwanted, etc.”
ACTIVITY: WHAT CAN YOU GO WITHOUT?
w Hardworking, responsible parents want to provide for their children; teen parents often have fewer resources available, at times requiring difficult budgeting decisions.
SEX AND RELATIONSHIPS PROGRAM
• Key terms (Testicle, Sperm, Epididymis, Vas deferens, Seminal Vesicle, Prostate Gland, Penis, Erection, Ejaculation, Nocturnal Emission)
• Education
• Love and emotional support
• Key Concept: At the moment of conception, many of your unique characteristics were determined.10 You are the only you ever!
w Significant aspects of human fetal development are happening at the earliest stages of pregnancy.
• Key Concept: Sperm (180-400 million / ejaculate) can live 2-3 days (up to 5).9
Safe Delivery of Newborns (Michigan.gov/safedelivery)
Parents’ Responsibilities
Safe Delivery of Newborn Laws do not apply if abuse, neglect, or abandonment is present.12
Pass out laminated, magnetic cards. Each card describes or depicts a stage or event related to fetal development. Invite participants to place their card on a line of string (representing forty weeks of pregnancy) where they think the event happens. After all the cards have been placed, explain any cards that need to be moved to be more medically accurate. (Be sure to identify “viability” as the point when a fetus is capable of surviving outside the uterus if given the proper care, near the 24th week or 6th month, or even the 22nd week in some cases.) [There is an online option for this activity as well.]
5. Fetal Development11
How Pregnancy Impacts a Teen’s Life
• Confidential adoption
• Financial support (food, clothes, housing, medical care)
Parents are obligated to provide:
4. Explain to the class that regardless of what they spend on themselves, or their parents spend on them, their teen years will be impacted by an unplanned pregnancy.
3.3
Key terms: Sexual Intercourse, Fertilization, Implantation
• Semi-open adoption
ACTIVITY: GROWING IN THE UTERUS
2. Ask class, “Are these expenses realistic? Would the government provide any of these items if they were struggling financially? What would happen if the teen was also a parent? When they have to buy diapers, what will they cut? What about when they have to buy a crib or car seat?”
• Open adoption
The Male Reproductive System
• A baby is a incredible source of joy!
• Pills, patches, and rings (popular hormonal methods) typically have a 7% failure rate.17
• Whether or not they have custody of the child
1. Graduate high school.
• Having a baby as a teen makes it more difficult (but not impossible) to reach your goals.
2022 HS
This applies to both parents:
Research shows a strong correlation between a specific sequence (sometimes called the “Success Sequence”) of life events and future financial success. Only 2% of people who do these three things in this order will live in poverty while over 50% will live in the middle or upper-middle class.
3. Wait until getting married and turning 21 before having children.14
4. Safe Delivery of Newborns. Michigan Law permits parents to entrust their child to authorities, up to 3 days old, anonymously and without legal consequences.
2. Find a full-time job (attending college counts).
• Condoms typically have an 13% failure rate.17
Plan for Success HANDBOOK (11)
3.4
GUIDED PRACTICE 3 Minutes
• Whether or not they planned to get pregnant
• Whether or not they can afford to meet those needs
Avoiding all sexual risk is the only 100% sure way to prevent pregnancy. The “failure rate” of abstinence is 0%
SEX AND RELATIONSHIPS PROGRAM
3. For teen parents there are many resources available to assist, like the PRC!
In your HANDBOOK, write something you could say, based on the information from today’s lesson, as a reason to wait to have sex.
2. Who is responsible for the child of teen parents? (Both parents)
The state can require either parent to pay for child support and impose serious consequences if child support is not paid.
2. Some teens decide that the best option for their child is to make an adoption plan.
Summary: Parenting is a big job.
Options for Teens:
• Parenting together is easier than parenting alone.13
• Whether or not they are involved in the child’s life
Find two locations in your area that offer free ultrasound services.
1. What is the failure rate of a condom to prevent pregnancy? (13%)
• Whether or not they stay together
3. What are the three steps in the “Success Sequence”? (Graduate high school, full-time work, wait for marriage and 21 years old before having children)
5. What about protection? Is there any way the ____% of teens who are sexually active in _____ County16 can reduce the risk of becoming pregnant?
1. Sexual Risk Avoidance! % of teens in County!15
INDEPENDENT PRACTICE 1 Minute
CLOSURE REVIEW QUESTIONS
How would these obligations impact the goals you have for your future? What goals do you have for your children? What kind of parent do you hope to be?
If you’re not ready for a baby, you’re not ready for sex.
4. What is the only way to guarantee a teen won’t get (someone) pregnant? (Avoid all sexual risk)
2. Contrast the advantages and disadvantages of methods of birth control.
CONTRACEPTION EQUIPMENT 1. PowerPoint 2. Flash Drive 3. Computer (and Cables) 4. USB Remote PROPS 1. Skit Scripts 2. Nylon Socks 3. Blind Folds 4. Physical examples of birth control (Optional) 4.1
7.9 Apply decision-making skills to avoid situations that are high risk for pregnancy, HIV, and other STIs. THE AND
E. Ensure that pupils are not taught in a way that condones the violation of the laws of this state pertaining to sexual activity, including, but not limited to, those relating to indecent exposure, gross indecency, and criminal sexual conduct in the first, second, third, and fourth degrees.
RISK OF PREGNANCY— BIRTH CONTROL
1. Identify birth control methods and explain how they work.
A. Discuss the benefits of abstaining from sex until marriage and the benefits of ceasing sex if a pupil is sexually active.
STANDARDS: A, C, E, H (Per MI State Law); 7.2, 7.4, 7.8, 7.9 (Per CGHEs)
PREPARATION
H. Teach that the pupil has the power to control personal behavior. Pupils shall be taught to base their actions on reasoning, self-discipline, a sense of responsibility, self-control, and ethical considerations such as respect for self and others.
C. Stress that unplanned pregnancy and sexually transmitted diseases are serious possibilities of sex that are not fully preventable except by abstinence.
SEX AND RELATIONSHIPS PROGRAM
2022 HS
7.8 Develop personal goals and a specific plan for using the best contraceptive or diseaseprevention method, including abstinence, for individual circumstances.
MATERIALS: HIGH SCHOOL LESSON 4: REDUCING
3. Create a plan to avoid the risk of pregnancy.
7.4 Identify resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy, and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources; and describe how to access valid resources.
7.2 Compare and contrast the pros and cons of methods used for pregnancy and disease prevention, including abstinence and use of contraception.
OBJECTIVES: Students will...
What is the difference between Sexual Risk Avoidance and Sexual Risk Reduction? Confirm that students recognize that no contraceptive method or birth control completely avoids the risk of pregnancy.
• Contraception: A technical term meaning, “Prevention of conception or impregnation.”4
4.2
3. What are some advantages and disadvantages of each method?
REVIEW 4 Minutes HANDBOOK
HIGH SCHOOL LESSON 4: REDUCING THE RISK OF PREGNANCY— BIRTH CONTROL AND CONTRACEPTION
2022 HS
ACTIVITY: BIRTH CONTROL SKIT
ANTICIPATORY SET
3. Almost everyone will have sex at some point. Even those who are married need to make informed decisions about birth control.
2. Who is responsible for the child of teen parents? (Both parents)
1. ___% of teens in ____ County are having sex.1 Sex makes babies!
2. 75% of pregnancies among teens were not intended.2
DIRECT INSTRUCTION 35 Minutes
INSTRUCTION
2. What are the two main categories of contraception?
1. What do the terms “Contraception” and “Birth Control” mean?
1. What is the failure rate of a condom to prevent pregnancy? (13%)
• The _____% of teens in ______ County who haven’t had sex will not get pregnant as long as they avoid sexual contact.1
4. What is your personal strategy for avoiding pregnancy?
• With each method there is a range of effectiveness based on typical use (what the average person can expect) and perfect use (if a person followed all of the instructions correctly all of the time). We will focus on the effectiveness for typical use.
Why are we talking about Birth Control in a Willing to Wait class?
• Birth Control: A more common term for contraception.
SEX AND RELATIONSHIPS PROGRAM
Birth Control Basics
4. What is the only way to guarantee a teen won’t get (someone) pregnant? (Avoid all sexual risk)
PREVIEW 4 Minutes HANDBOOK
Invite two students to read a skit. Explain they are two friends having a conversation. One character is planning to have sex that night, but is misinformed about how to reduce the risk.
• 7% of people who use the pill to reduce the risk of pregnancy will still experience a pregnancy every year.3
• 13% of people who use condoms to reduce the risk of pregnancy will still experience a pregnancy every year.3
w Before making the decision to be sexually active, a person should know how to correctly use their chosen method of contraception.
3. What are the three steps in the “Success Sequence”? (Graduate high school, full-time work, wait for marriage and 21 years old before having children)
1. Male / External Condom (87% effective for the average user)5
• Pros: Easily available, low cost, proven to reduce the risk of STDs, though exact effectiveness is unknown.
• Thin, loose-fitting tube worn inside the vagina. Soft ring at the closed end covers cervix and provides a barrier between partners to prevent the sharing of body fluids.
4. Natural Family Planning (Behavioral Method) (85% effective for the average user)8
Hormonal Methods (You may bring physical examples of these devices and medications.)
• Cons: Require fitting by a medical professional, no protection from HIV or other STDs, may be dislodged during sex.
Invite three students to compete blindfolded to put a nylon sock on with one hand.
• Pros: Convenient, can be used by those with latex allergy, not dependent on an erection to keep in place, stronger than latex.
• Cons: Does not provide full protection from STDs transmitted by contact with infected skin, outer ring may slip during sex, cannot be used with a male condom.
ACTIVITY: SOCKS IN THE DARK
• Pros: Permanent, minimal side effects, do not impact sexual function.
5. Sterilization (Permanent Methods) (Over 99% effective for average user)9
• Artificial hormones designed to make a female’s body believe it is pregnant each month. Must be taken daily at same time. Works by preventing ovulation, thickening cervical mucus, or thinning uterine lining.
• Cons: Cannot eliminate risk of STDs or pregnancy. Possible risk of allergic reaction to latex. Can break or slip off.
w The typical condom user may make a number of errors leading to condom failure.
• Pros: May regulate periods, reduce menstrual cramps and acne.
• Cons: Permanent, expensive and expensive to reverse, no protection from STDs.
• Cons: Must follow careful steps to predict ovulation, difficult if periods are irregular, requires abstinence or alternate method when possibly fertile, no protection from STDs.
4.3
2022 HS
• Pros: Immediately reversible, low cost after initial purchase, lasts for several years, can be put in place hours ahead of time.
SEX AND RELATIONSHIPS PROGRAM
• Rubber cup blocks sperm from entering the cervical opening. Used with spermicides.
• Creates a barrier to prevent sperm from reaching the egg in the fallopian tube.
Barrier Methods (You may bring physical examples of these devices.)
3. Diaphragm and Cervical Cap (83-88% effective for the average user)7
2. Female / Internal Condom (79% effective for the average user)6
• Tubal Ligation (Female): Severs or blocks fallopian tubes, preventing sperm from reaching the ovum.
1. The “Pill” (93% effective for the average user)10
• Since a female can only become pregnant from sex during 3-5 days in a month, a couple can use various biological indicators to avoid sex while fertile.
There are two basic approaches to reducing the risk of pregnancy. The first tries to physically prevent the sperm from reaching an egg; these are “barrier methods.” The second approach regulates female hormones to prevent ovulation. As we discuss each method, write the failure rate in your HANDBOOK, and whether it is a barrier or hormonal method.
• Pros: Partners become more aware of each others’ bodies, low cost, develops self-disciple and self-control.
• Vasectomy (Male): Severs or blocks vas deferens, preventing sperm from entering ejaculate.
3. NuvaRing (93% effective for the average user)12
• Pros: Weekly (not daily) method, convenient, reversible, may regulate periods.
• T-shaped device inserted in uterus. Copper IUDs do not contain any hormones, repel sperm to prevent conception, and may prevent implantation (can also be used as emergency contraception within five days). Hormonal IUDs work like the Pill.
6. IUD, Intrauterine Device (Over 99% effective for the average user)15
• Cons: No protection from STDs, increased risk of blood clots (though less than pregnancyassociated increase in risk), headaches and nausea, bleeding between periods, reduced effectiveness if a dose is missed. (Certain medications may reduce the effectiveness of the pill. Consult with your doctor.)
• Pros: No daily pill to remember, nothing to insert prior to sex, may reduce menstrual cramps (hormonal), can be left in place for three to five years (hormonal) or even 10 years (copper).
Sexual Risk Avoidance vs. Sexual Risk Reduction HANDBOOK
2022 HS
• A higher dosage of birth control hormones that work like the Pill. Can be taken up to 5 days after unprotected sex, but is most effective within 24 hours.
• Worn on butt, abdomen, upper torso, not breast or upper arm. Works like the Pill.
4. Depo-Provera, “The Shot” (96% effective for the average user)13
• Pros: Can be a back-up if no other method was used or method failed. Available without a prescription.
• Soft, flexible ring about 2 inches is inserted into the vagina. Slowly releases a dose of hormones that work like the Pill.
• Cons: No protection from STDs, complications during insertion or removal, irregular bleeding, weight gain, increased risk of tubal pregnancy.
4.4
• Pros: Inserted monthly for three weeks (instead of daily or weekly dose), convenient, can regulate periods, may decrease risk of ovarian cancer.
• Pros: Effective for twelve weeks, convenient, no daily pill to remember
2. The Patch (93% effective for the average user)11
SEX AND RELATIONSHIPS PROGRAM
• Cons: No protection from STDs, irregular bleeding, hair loss, weight gain, increased risk of tubal pregnancy, reduced bone density (especially for teens), not for long-term use.
• Long-acting artificial hormone injected into arm or butt, works like the Pill.
• Cons: No protection from STDs, reduced effectiveness if patch is forgotten or falls off, may affect sex drive, increased risk of blood clots (though less than pregnancy-associated increase in risk).
• Pros: Effective for three-five years, convenient, no daily pill to remember.
• Cons: No protection from STDs, more expensive than other methods, increased risk of tubal pregnancy, nausea, abdominal pain, headache, should not be used as regular birth control method.
• Thin, matchstick sized rod inserted in upper arm, works like the Pill.
5. The Implant (99% effective for the average user)14
Ask the class to define the terms “avoidance” and “reduction” again.
• Cons: No protection from STDs, reduced effectiveness if displaced from vagina, irregular bleeding, dizziness, headaches, changes in appetite, increased risk of blood clots (though less than pregnancy-associated increase in risk).
7. Emergency Contraception (58-94% effective for the average user)16
• Cons: No protection from STDs, must be inserted by medical professional, low risk of embedding in uterus, risk of tubal pregnancy (though lower than for those who use no contraception), increased risk of Pelvic Inflammatory Disease.
GUIDED PRACTICE 3 Minutes
w Making adult decisions like having sex requires thinking like an adult and considering all the possibilities.
INDEPENDENT PRACTICE 4 Minutes
ACTIVITY: BEFORE YOU DECIDE
4. What is your personal strategy for avoiding pregnancy?
Direct student to the “Before you Decide” checklist in their HANDBOOK. Students can complete this checklist before they become sexually active, whether or not they wait until they marry.
ACTIVITY: RELATIONSHIP EVALUATION
In your HANDBOOK, write something you could say, based on the information from today’s lesson, as a reason to wait to have sex.
4.5
2022 HS
2. What are the two main categories of contraception? (Barrier and hormonal)
CLOSURE REVIEW QUESTIONS
Direct student to access the relationships evaluation online either at willingtowait.com or via a link provided by Willing to Wait (it can also be found in their HANDBOOK).
3. What are some advantages and disadvantages of each method?
SEX AND RELATIONSHIPS PROGRAM
1. What do the terms “Contraception” and “Birth Control” mean? (Preventing conception)
This page left blank for printing.
A. Discuss the benefits of abstaining from sex until marriage and the benefits of ceasing sex if a pupil is sexually active.
PREPARATION
E. Ensure that pupils are not taught in a way that condones the violation of the laws of this state pertaining to sexual activity, including, but not limited to, those relating to indecent exposure, gross indecency, and criminal sexual conduct in the first, second, third, and fourth degrees.
7.5 Apply strategies, including refusal and assertiveness skills to avoid, manage, and escape situations that are high risk for pregnancy, HIV, and other STIs.
1. Identify characteristics of unhealthy and (physically, emotionally, or sexually) abusive relationships and know how to seek help.
I. Provide instruction on healthy dating relationships and on how to set limits and recognize a dangerous environment.
OBJECTIVES: Students will...
7.4 Identify resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy, and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources; and describe how to access valid resources.
F. Teach pupils how to say “no” to sexual advances and that it is wrong to take advantage of, harass, or exploit another person sexually.
2. Define sexual assault and identify strategies to protect our communities from it.
2022 HS
3. Explain MI laws related to sexual activity (sexual assault, sexting, consent) and how they apply to teens’ relationships.
STANDARDS: A, B, E, F, G, H, I, K (Per MI State Law); 7.1, 7.4, 7.5, 7.6, 7.7, 7.9 (Per CGHEs)
G. Teach refusal skills and encourage pupils to resist pressure to engage in risky behavior.
H. Teach that the pupil has the power to control personal behavior. Pupils shall be taught to base their actions on reasoning, self-discipline, a sense of responsibility, self-control, and ethical considerations such as respect for self and others.
K. Include information clearly informing pupils that having sex or sexual contact with an individual under the age of 16 is a crime punishable by imprisonment and that one of the other results of being convicted of this crime is to be listed on the sex offender registry on the internet for up to 25 years.
7.1 Summarize and explain laws related to the sexual behavior of young people.
SEX AND RELATIONSHIPS PROGRAM
B. Include a discussion of the possible emotional, economic, and legal consequences of sex.
7.6 Explain how stereotypes, norms, peer influence, alcohol and other drug use, media, and personal responsibility can impact sexual decision making and the consequences of such decisions.
4. Identify and apply strategies for avoiding and leaving risky situations and relationships.
MATERIALS:EQUIPMENT 1. PowerPoint 2. Flash Drive 3. Computer (and Cables) 4. USB Remote PROPS 1. “It’s Unhealthy If...” cards 2. Phone number of school counselor HIGH SCHOOL LESSON 5: AVOIDING UNHEALTHY RELATIONSHIPS, LEGAL CONSEQUENCES 5.1
7.9 Apply decision-making skills to avoid situations that are high risk for pregnancy, HIV, and other STIs.
Unhealthy Relationships
REVIEW 2 Minutes HANDBOOK
4. What is the age used to determine if a picture is considered “child sexually abusive material”?
SMALL GROUP ACTIVITY: IT’S UNHEALTHY IF... (Part One)
2. What are three kinds of abusive relationships?
3. What is the age of consent in the state of Michigan?
ANTICIPATORY SET 5 Minutes
ACTIVITY: RELATIONSHIP EVALUATION
Ask the class what they learned from the Relationship Evaluation in the HANDBOOK (15-17). Use the PowerPoint to help the class “score” the relationship they evaluated. Encourage them to save this evaluation tool for future relationships. (They can also access it at willingtowait.com or via a link provided by Willing to Wait.)
3. What is the failure rate of condoms to prevent pregnancy? (13%)
• When someone struggles with low self-esteem they may be more likely to have an unhealthy relationship. They may think they don’t deserve to be treated better.
SEX AND RELATIONSHIPS PROGRAM
An unhealthy relationship is any relationship that is confusing, hurtful, destructive, stressful, abusive, or selfish. Every abusive relationship is unhealthy; not every unhealthy relationship is abusive.
• Many teens choose not to date during high school. A romantic relationship doesn’t determine your value as a person. There are many other ways to spend your time during high school.
5.2
2. What are the two main categories of contraception? (Barrier and hormonal)
DIRECT INSTRUCTION 30 Minutes
INSTRUCTION
PREVIEW 2 Minutes
1. What are the warning signs of unhealthy or dangerous relationships?
w Relationships are more easily evaluated from an objective standpoint. The criteria provided here can help identify if a relationship is healthy or is a potentially abusive situation.
Low Self-Esteem and Unhealthy Relationships (Optional explanation)
• “Self-Esteem” is your awareness of your own worth and value. Your worth is not based on (positive or negative) comparisons with others.
1. What do the terms “Contraception” and “Birth Control” mean? (Preventing conception)
4. What is the failure rate of the Pill to prevent pregnancy? (7%)
Unhealthy Relationships and Abuse
• When someone is in an unhealthy relationship they may be more likely to have a low selfesteem if they are told they don’t deserve better. This creates a dangerous cycle.
Sample: “1. You can’t be completely yourself with this person.” Devon has always been a fan of [insert] but overheard Landry say [insert] is for babies. Now Devon is afraid of how Landry will react after learning about Devon’s [insert] collection.
2022 HS
HIGH SCHOOL LESSON 5: AVOIDING UNHEALTHY RELATIONSHIPS, LEGAL CONSEQUENCES
Using laminated “It’s Unhealthy If...” cards, divide the class into groups of 2-4 students. Pass out the “It’s Unhealthy If...” cards and invite them to take five minutes to write out a fictional skit illustrating one of the cards. If time allows, have them share their examples.
• Sexting: Sending or receiving sexually explicit messages, photos, or videos (nude or semi-nude).8 Sexting can legally be considered “child sexually abusive material” if it involves a person under the age of 18 HANDBOOK (19)
2022 HS
• What to do if someone experiences sexual assault
• Expulsion from school
• The absence of “no” is not consent. The absence of “stop” is not consent.
• Get to a safe place.
• Prison
• Seek medical attention.
Not all unhealthy relationships are abusive, but all abusive relationships are unhealthy. Abuse (whether emotional, physical, or sexual) is never the victim’s fault. If you know someone in an abusive situation, please tell an adult and use the resources listed on the back of your HANDBOOK. Abuse can take a variety of forms.
• Save anything that may contain DNA. Don’t urinate, shower, or change clothes.
• “No” always means “no,” even during sex!
• Requesting or Manufacturing: Asking for a picture or taking a picture of a nude or semi-nude person under age 18 because it is considered child pornography.
The Laws Relating to Teen Sexual Activity HANDBOOK (19)
• A person cannot consent if they are mentally disabled or incapable of consent.7
• Scenario Two: A 19-year-old female talks a 15-year-old male into having sex with her: Sexual Assault (statutory rape).
• Ask a trusted adult to go with you.
• The Cycle of Violence can trap people in abusive relationships;2 however, not all abusive relationships follow a clear cycle. Abuse is still abuse.
• Coercion is emotional manipulation (for example, threatening revenge porn).
Sex only complicates unhealthy and abusive relationships!
• Definition: Sexual assault is any sexual contact that was not agreed to.5
• Consent: Saying “Yes” clearly and freely to the sexual experience.
• Scenario One: Joe uses alcohol to manipulate Parker to have sex with him: Sexual Assault.
5.3
• Physical Abuse uses any kind of violence or the threat of violence to gain and maintain control.
w Relationships often have clear warning signs they are unhealthy or potentially abusive.
• Saying nothing is not consent.
• A person cannot consent if they are under the influence of drugs or alcohol.7
w While consent can seem confusing at first, violations of consent are simple to identify.
• Verbal/Emotional Abuse uses words and emotional manipulation to gain and maintain control in a relationship.
• Teen girls who have consumed alcohol during their first sexual intercourse were more likely to consider it a negative experience, have sex with a high-risk partner, and report the experience was not consensual 4
SEX AND RELATIONSHIPS PROGRAM
ACTIVITY: SCENARIOS OF CONSENT
As a group, have the class discuss the following situations:
• LGB teens are twice as likely to experience physical or sexual dating violence.3
• Force is physical overpowering.
• Sex Offender Registry
• A person under the age of 16 cannot legally consent to sex. Any sexual contact with someone under the age of 16 is always a crime.6
• Sexual Abuse uses sexual assault (unwanted sexual activity) to gain and maintain control 1
• Legal Consequences
GUIDED PRACTICE 11 Minutes
• This includes “‘survival sex’ to obtain basic necessities such as food, shelter, or transportation.”10
• Possessing: A person of any age keeping sexual photo(s) on their phone or computer of someone under age 18.
• Distributing: A person of any age sending sexual photo(s) of someone under 18.
• Trafficking laws apply without force, fraud, or coercion if the victim is under 18.
Identify three trusted adults you could contact if you were concerned about a relationship. Write down the phone number for your school counselor. Take some time to sit down with your parents or another trusted adult and discuss the “What Would You Do?” situations on page 11 of the PARENT HANDBOOK
• Pornography harms society by promoting violence, harming marriages and families, and harming those involved in production.
Divide the class into their previous groups. Have them spend three minutes writing a resolution to the situation. Remind them that if abuse has taken place, professional and/or legal support will almost always be necessary to protect the victim. Promises to stop the abusive behavior are not sufficient resolutions. A victim cannot help the abuser; help has to come from outside the relationship.
Remind the class of the many community resources available on the back of their HANDBOOK. If you or someone you know is ever in a dangerous relationship or situation, seek help! There are trustworthy adults who want to help.
• Pornography: Pornography has at least three clear negative outcomes:9
In your HANDBOOK, write something you could say, based on the information from today’s lesson, as a reason to wait to have sex.
SEX AND RELATIONSHIPS PROGRAM
Have the class discuss their reaction to seven statements in the PowerPoint. Explain clearly which statements are problematic and reflect dangerous ideas that are commonly shared by our friends and promoted by the media.
3. What is the age of consent in the State of Michigan? (16)
INDEPENDENT PRACTICE PARENT HANDBOOK
5.4
• Trafficking: “A form of modern-day slavery in which people profit from the control and exploitation of others. This crime occurs when a trafficker uses force, fraud, or coercion to control another person for the purpose of engaging in commercial sex acts or soliciting labor or services against his/her will.”10
w A healthy view of sex acknowledges the ways sex has been misused to harm or manipulate others.
ACTIVITY: WHAT’S THE HARM? (OPTIONAL)
CLOSURE REVIEW QUESTIONS
SMALL GROUP ACTIVITY: IF IT’S UNHEALTHY THEN... (Part Two)
w Making healthy decisions requires preparing to respond in risky situations.
4. What is the age used to determine if a picture is considered “child sexually abusive material”? (Under 18)
• Pornography harms relationships.
2022 HS
1. What are the warning signs of unhealthy or dangerous relationships? (You can’t be completely yourself with this person, etc.)
2. What are three kinds of abusive relationships? (Emotional/Verbal, Physical, Sexual)
• Pornography changes how our brain identifies what is attractive.
• This applies to any sexual contact or penetration in exchange for anything of value.
1. Explain how self-esteem and personal value systems are developed and how they guide sexual behavior.
A. Discuss the benefits of abstaining from sex until marriage and the benefits of ceasing sex if a pupil is sexually active.
7.6 Explain how stereotypes, norms, peer influence, alcohol and other drug use, media, and personal responsibility can impact sexual decision making and the consequences of such decisions.
plastic wine glass, 3/4ths full of water.
HIGH SCHOOL LESSON 6: EMOTIONAL AND RELATIONAL OUTCOMES
PREPARATION
MATERIALS:EQUIPMENT
• Heavy items
H. Teach that the pupil has the power to control personal behavior. Pupils shall be taught to base their actions on reasoning, self-discipline, a sense of responsibility, self-control, and ethical considerations such as respect for self and others.
container, such
B. Include a discussion of the possible emotional, economic, and legal consequences of sex.
2. Describe emotional and relational outcomes (positive or negative) that can result from teen sexual activity or from avoiding sexual risk.
3. Candy
3. Apply the concept of delayed gratification to the long-term benefits of avoiding sexual risk.
Norepinephrinerepresenting
• Colorful “Fizzy Tab”
Chemistry
OBJECTIVES: Students will...
• Light items
• Paper towels for cleanup
2022 HS
STANDARDS: A, B, H (Per MI State Law); 7.2, 7.7 (Per CGHEs)
1. PowerPoint
2. Crisp dollar bills in various denominations adding up to $10 (One $10, two $5s, ten $1s)
Phenylethylaminerepresenting
7.7 Evaluate the physical, social, emotional, legal, and economic impacts of teen pregnancy, teen parenting, HIV infection, or other STIs on personal lifestyle, goal achievement, friends, and family members.
SEX AND RELATIONSHIPS PROGRAM
a
• Clear as
2. Flash Drive 3. Computer (and Cables) 4. USB Remote PROPS
6.1
4. Sturdy bag
• Vinegar representing Dopamine
1. of Love
7.9 Apply decision-making skills to avoid situations that are high risk for pregnancy, HIV, and other STIs.
• Baking soda
2. What are three kinds of abusive relationships? (Emotional/Verbal, Physical, Sexual)
3. How do SRR and SRA protect teens’ emotions?
4. What does “delayed gratification” mean?
4. What is the age used to determine if a picture is considered child pornography? (Under 18)
Visually illustrate this disorienting experience with a glass of water representing a teen and their emotions. If possible, use a personal or familiar story to illustrate the effects of these hormones.
2022 HS
INSTRUCTION
ANTICIPATORY SET 15 Minutes
DIRECT INSTRUCTION 20 Minutes
Biological effects of sex on our emotions
REVIEW 3 Minutes HANDBOOK
1. What are the warning signs of unhealthy or dangerous relationships? (You can’t be completely yourself with this person, etc.)
w Sex can powerfully impact emotions both in the short-term and for the long-term.1
PREVIEW 2 Minutes
Either as individuals or small groups, have students list at least 10 unique emotions that could result from teen sex. Have them write their ideas in the chart in the HANDBOOK to sort these emotions as positive, negative, short-term, or long-term. If they need help thinking of emotions, remind them about the emotions described in music, TV shows, and movies. Invite them to share their responses, starting with perceived positive outcomes, as you write them on a dry-erase board.
Our bodies produce hormones that regulate our sexual response and these hormones affect us emotionally. These hormones are a natural part of attraction, attachment, and love, but our hormones are not designed to provide an intellectual evaluation of their character.
HIGH SCHOOL LESSON 6: EMOTIONAL AND RELATIONAL OUTCOMES
1. How do you think your values direct your sexual decisions?
DISCUSSION: HOW DOES SEX AFFECT OUR EMOTIONS?
Why do you think sex has such a powerful effect on our emotions? Like most human experiences, our emotional responses to sex are combination of our “Biology” (Nature) and “Background” (Nurture).
SEX AND RELATIONSHIPS PROGRAM
Add a “Fizzy Tab” representing Norepinephrine (NE) which makes us lie awake at night and lose our appetite, obsessing over our love interest. Add some baking soda representing Phenylethylamine (PEA) which contributes to the feeling of “love” by increasing the effects of NE and Dopamine (DA). Now add the vinegar, representing the DA which rewards our brains with the feelings of excitement and exhilaration but also leaves us wanting more. We haven’t even mentioned vasopressin and oxytocin which help contribute to the emotional bond that people can experience from having sex. In order to have healthy, long-term relationships we need to recognize these hormones are not helping us to think clearly. Those who wait to have sex tend to have more stable relationships as adults.3
w Our emotions have an important, but limited, role in building relationships.
3. What is the age of consent in the State of Michigan? (16)
The Emotional Impact of Sexual Choices
6.2
2. Can circumstances or choices change a person’s value?
THE CHEMISTRY OF LOVE2
Remember in Lesson 1, when we talked about why a teen would choose to have sex or choose to wait. Those reasons reveal their personal values about sex that led to that decision. Let’s think of additional values people might hold about sex.
There are over three million combinations of currency that have the exact value of a $10 bill. It doesn’t matter how you compare them, $10 is $10 is $10. Every person is valuable. What you do matters because you matter. You are a one-of-a-kind person (remember Lesson 3) with knowledge, skills, experiences, and wisdom that no one else in the world has.
DISCUSSION: HOW DOES WAITING FOR SEX AFFECT OUR EMOTIONS?
Having reflected on our values about sex, and our own personal value, how would avoiding sexual risk affect a teen emotionally?
Our experiences (cultural, familial, personal) shape our values about sex and frame how we will react to a sexual experience.
3. What actions will reflect those values? (If a person believes sex should be saved for marriage, they will set boundaries to avoid pressure to have sex sooner.)
SEX AND RELATIONSHIPS PROGRAM
The Emotional Impact of Sexual Choices
As in the first activity of this lesson, use the chart in the HANDBOOK to sort these emotions as negative, positive, short-term, or long-term. After they have thought of at least ten examples of emotional outcomes of not having sex, beginning with the negative, write their responses on the dryerase board. Encourage students to acknowledge there could be perceived negative outcomes to waiting to have sex, but those should be compared with long-term positive outcomes from waiting.
w When it comes to sex, our personal values will guide the decisions we make.
Then show the class two $5 bills. Ask, “What is this worth?” Display ten $1 bills, “What is this worth?”
6.3
If examples are needed, explain that some people might believe: Sex is most meaningful in a longterm committed relationship, it should be saved for marriage, it shows you’re becoming an adult, it is a way to prove oneself, as long as it is fun for both people nothing else matters much, sex should be consensual, etc.
Backgrounds: Personal Values about Sex
ACTIVITY: THE VALUE OF A DOLLAR4
1. List these values about sex in your HANDBOOK.
Comparing the two charts (“Having sex” and “Not having sex”), where do you see the strongest positive outcomes and where do you see the strongest negative outcomes?
Personal Value And Self Worth
Sex has obvious physical outcomes, but people are more complex than their biology. They are physical, emotional, spiritual, social, and mental beings. Sex involves two complete people.
2. How or where do people get those values (from family, friends, the law, etc.)?
2022 HS
DISCUSSION: VALUES ABOUT SEX
People often make choices that don’t reflect their true worth and value.
Take a crisp $10 bill and ask the class, “What is it worth?” Wrinkle the bill, crush it, stomp on it, toss it in the trash, etc (without tearing it); each time ask, “What is it worth?” Emphasize that its value doesn’t change, regardless of what it has been through. “So nothing this bill has gone through has changed its value?” Explain, “Neither you nor any other human determines your value.”
While everyone is different, you have value and worth just because of who you are. Sex does not make you more or less valuable. Sexual activity is a choice, and choices cannot change a person’s value.
w Everyone is unique. No matter how we have been treated, or the choices we make, or the circumstances we’re in, or our individual characteristics, our value does not change.
INDEPENDENT PRACTICE
SRA and Emotions
w While there may be some perceived drawbacks to waiting to have sex, positives include greater self-discipline, greater confidence that your partner can remain faithful, and improved ability to work together on long-term goals.5
Invite a student to illustrate the weight of our sexual choices. Give them a bag to represent the weight of the choice to have sex. Have them hold the bag in their outstretched arms as other students list possible outcomes of sex from the first chart. Add heavy items (like books, soda cans, or even rice/ sand bags) representing negative outcomes and light items (like marshmallows or cotton balls) to represent positive outcomes that can result from sex. Have them raise the bag over their heads several times before reporting how tired they feel. They can set that bag aside.
3. How do SRR and SRA protect teens’ emotions? (SRA avoids the emotional risks of sex, SRR does not.)
1. How do you think your values direct your sexual decisions? (They tell us why sex is important.)
4. What does “delayed gratification” mean? (Saying no to something today so you can say yes to something better later)
This week, look for examples of everyday decisions to avoid risk and reduce risk. Look for examples of delaying gratification. Don’t forget to bring your piece of candy back next time.
“Delayed gratification” means saying no to something today so you can say yes to something better later. Delayed gratification trades the small, short-term benefits of an action now for better, long-term benefits later for you and your future partner.
ACTIVITY: THE WEIGHT OF OUR CHOICES (OPTIONAL)
Next, give them a different bag to represent the choice to not have sex. Have other students list possible outcomes from not having sex from the last chart. Again add heavy items for negative outcomes and light items for positive outcomes. Have them raise the bag over their heads several times before reporting how tired they feel. Ask them how this compares with the other bag.
Delayed Gratification
GUIDED PRACTICE 10 Minutes
SEX AND RELATIONSHIPS PROGRAM
w While there may be some perceived short-term challenges to waiting to have sex, when compared to the outcomes of teen sex, the long-term benefits are clear.
2. Can circumstances or choices change a person’s value? (No)
2022 HS
We have looked at SRA and SRR strategies related to pregnancy and STDs. Will sexual risk reductions strategies (like birth control) result in the emotional outcomes of having sex (the first chart) or the emotional outcomes of waiting to have sex (the last chart)?
While SRR strategies can reduce the likelihood of experiencing a pregnancy or STD, they have little to no impact on the risk of experiencing emotional outcomes of sex. In fact, at least half of teens who choose to have sex regret it.7
In your HANDBOOK, write something you could say, based on the information from today’s lesson, as a reason to wait to have sex.
6.4
Pass out a small piece of candy to the students. Tell them they can eat it now, or bring it back to the next lesson and get another piece of candy. Since the 1970’s, studies (like the popular Marshmallow Study) have consistently shown that children who can delay gratification prove far more successful as adults.6
CLOSURE REVIEW QUESTIONS
MATERIALS:EQUIPMENT 1. PowerPoint 2. Flash Drive 3. Computer (and Cables) 4. USB Remote PROPS 1. “I Heard If I Have Sex” Cards 2. ATM Cards 3. Dating HomeworkP.L.A.N. 4. Candy HIGH SCHOOL LESSON 7: DATING AND BOUNDARIES 7.1
7.10 Demonstrate the ability to establish positive relationships, communicate caring and love without sexual intercourse, and communicate personal, sexual limits and values to a girlfriend or boyfriend.
SEX AND RELATIONSHIPS PROGRAM
6.5 Analyze common behaviors and situations to eliminate or reduce risks related to HIV and other STIs.
H. Teach that the pupil has the power to control personal behavior. Pupils shall be taught to base their actions on reasoning, self-discipline, a sense of responsibility, self-control, and ethical considerations such as respect for self and others.
I. Provide instruction on healthy dating relationships and on how to set limits and recognize a dangerous environment.
7.9 Apply decision-making skills to avoid situations that are high risk for pregnancy, HIV, and other STIs.
F. Teach pupils how to say “no” to sexual advances and that it is wrong to take advantage of, harass, or exploit another person sexually.
PREPARATION
4. Apply the benefits of abstinence to all dating relationships, including for those who have previously been sexually active.
2022 HS
A. Discuss the benefits of abstaining from sex until marriage and the benefits of ceasing sex if a pupil is sexually active.
2. Summarize the individual and societal benefits of marriage.
STANDARDS: A, F, G, H, I (Per MI State Law); 6.5, 6.6, 6.7, 7.5, 7.9, 7.10 (Per CGHEs)
1. Identify the purpose(s) of dating.
G. Teach refusal skills and encourage pupils to resist pressure to engage in risky behavior.
OBJECTIVES: Students will...
6.7 Demonstrate communication, negotiation, and refusal skills to protect oneself from situations that could transmit HIV or other STIs.
6.6 Evaluate one’s personal perception of risk for HIV and other STIs.
7.5 Apply strategies, including refusal and assertiveness skills to avoid, manage, and escape situations that are high risk for pregnancy, HIV, and other STIs.
3. Discuss how to define dating expectations, set personal boundaries, and respect the boundaries of others.
2. Where should I set my physical boundaries in a relationship?
4. What does “delayed gratification” mean? (It means saying no to something today so you can say yes to something better later.)
5. Did anyone bring back their piece of candy from last time? (Give a second piece of candy to anyone who still has their original piece.)
2. Can circumstances or choices change a person’s value? (No)
ACTIVITY: ODDS ARE...
SEX AND RELATIONSHIPS PROGRAM
INSTRUCTION
ACTIVITY: I HEARD IF A TEEN HAS SEX.... (PART ONE)
• You will probably marry your “first love.” (False)2
• You will probably be married by the time you turn twenty-nine. (True for women, false for men)3
DIRECT INSTRUCTION 30 Minutes
3. How do I recognize and respect another person’s boundaries?
Have entire class stand in the middle of the room. Read the statement and then have them go to one side of the room if they think the statement will happen and the other side of the room if they don’t.
4. How does a person who has been sexually active decide to wait for sex in the future?
ANTICIPATORY SET 5 Minutes
PREVIEW 2 Minutes
• You will probably meet your spouse during high school. (False)1
7.2
“If you fail to plan, you’re planning to fail,” (often attributed to Benjamin Franklin). We saw earlier that most high school students have a while to wait before they will get married, so they need to have a clear plan to have successful relationships between now and then.
Dating with a P.L.A.N. (Purpose, Limits, Attraction, Non-Negotiables) HANDBOOK (24)
2022 HS
• What do the words “Date” and “Dating” mean to teens today?
ACTIVITY: I HEARD IF A TEEN HAS SEX.... (PART TWO)
REVIEW 3 Minutes HANDBOOK
3. How do SRR and SRA protect teens’ emotions? (SRA avoids the emotional risks of sex, SRR does not.)
HIGH SCHOOL LESSON 7: DATING AND BOUNDARIES
1. Why do people date?
w While relationships may feel permanent, high school relationships are almost always temporary.
w Making healthy decisions requires thoroughly evaluating messages about sex from family, peers, community, and media.
Give each student a piece of paper titled, “I Heard if a Teen Has Sex...” Encourage them to think of a positive outcome that can come from sex. Once they have completed their answer, collect their papers as they gather in the middle of the room for “Odds Are.”
1. How do you think your values direct your sexual decisions? (They tell us why sex is important.)
As class sits down, review their answers to, “I Heard if a Teen Has Sex...” Quickly sort the answers by topic (such as: it feels good, reputation, relationship), eliminate any that are intentionally offensive. Emphasize that sex has many positive aspects. However, not every positive can be experienced outside of marriage, and not every positive outcome they have heard is true (especially for teens).
Why would marriage be a motivation for dating?
• Married men have better sex, and more often!4
• Are there other terms teens use for two people in an exclusive, romantic relationship?
• Marriage strengthens the economy.14
• How is dating different from “hanging out”?
Even if you haven’t made up your mind about marriage, if you are planning on dating, you still need your P.L.A.N for dating.
• Children in two-parent families are typically more secure and have better self-esteem.11
• Know your Purpose: Why do people date?
• Married men earn 10-40% more than single men with similar education and job history.5
• Know your Limits: Know your limits, because if you don’t, others will try to take you as far as they want.
Who is planning to get married next week? Who is planning to get married someday? Who is planning to date someday? Who is planning to date next week? Remember you will need to set realistic expectations for dating, knowing the younger you are, the less likely your relationships will be longterm. Ask yourself, “Why do I want to be in a relationship right now? Will dating this person, at this time, make that happen?”
Women
• Children with married parents are more likely to graduate college and get better paying jobs.12
Affection
7.3
• Married women are more financially secure!9
Dating with a P.L.A.N. Continued
• Marriage reduces crime in society.13
Children
• Married women have safer, more loving relationships!8
Have class fill in the P.L.A.N. in their HANDBOOK
Society
The Benefits of Marriage HANDBOOK
Talking 2. Holding hands 3. Hugging 4. Casual kissing Arousal 5. Passionate kissing 6. Intimate touching over clothes 7. Intimate touching under clothes 8. Sexual Activity
Write your top four reasons in your HANDBOOK
2022 HS
SEX AND RELATIONSHIPS PROGRAM
• Married women have better sex, and more often!7
• Children in two-parent families enjoy better physical and emotional health.10
List answers from the students on the dry-erase board. Encourage them to identify five to ten unique reasons people date. Examples could include companionship, learning to communicate, fun, and selfdiscovery. Make sure they include an answer related to finding a marriage/life partner.
Men
• Married men live longer.6
Marriage is the relationship where two people publicly promise to love each other and work through their conflicts no matter what. Marriage promises that you are “all in” for this relationship and you won’t give up when conflict arises and passion flickers. Whether or not someone gets married or plans on getting married, everyone can be a fan of marriage and recognize the good it brings to society and those involved. Let’s look at a few of those benefits.
Review the “8 Stages of a Relationship” (from Willing to Wait for Middle School) and the differences between affection and arousal. Instruct students to fill in the blanks in their HANDBOOK (27), including the vertical lines for “Affection” and “Arousal.” Students should be able to confidently express their limits before they begin dating and throughout a relationship. Remind them that failing to respect the boundaries of their date could lead to criminal charges.
1.
1. Why do people date? (Various reasons, including finding a lifelong partner)
1. Two people have a “define the relationship” conversation (including their purpose for dating and their limits).
• They want to avoid emotional outcomes?
STORY: FORGOTTEN TREASURE (OPTIONAL)
Our decisions depend on our values related to sexual health.
• They want to avoid pressure to go further?
• They don’t want to have sex until marriage?
• If that is a decision you want to make, please take an ATM card on your way out and consider signing and saving it. Write where you are going to draw your line physically. Keep it in a place where you will see it regularly. You can always contact us with any questions. It expires on your honeymoon.
• They want to avoid pregnancy?
In our next lesson, we will continue working on our Dating P.L.A.N.
Willing to Wait wants each of our students to know that they have the freedom and the ability to avoid sexual risk, regardless of any past circumstances or choices. This is not an easy decision for anyone, but these five steps to success are crucial for those who want to wait until marriage.
SEX AND RELATIONSHIPS PROGRAM
2. Explain your dating purpose and limits to your significant other (real or hypothetical).
Steps to Success
• Willing to Wait challenges you to consider the benefits of abstinence until marriage.
Ask students where someone should draw the line if…
7.4
3. Tell a friend (real or fake) who has previously been sexually active about the “Steps to Success.”
But what about students who have already been sexually active? Can abstinence and sexual risk avoidance still be a part of their plan?
• They want to avoid legal consequences? (Note age of consent.)
ATM Cards
• They want to avoid STDs?
Direct students to the “Steps to Success” in their HANDBOOK.
INDEPENDENT PRACTICE 2 Minutes
2022 HS
CLOSURE REVIEW QUESTIONS
GUIDED PRACTICE 8 Minutes
If time allows, read through (or have student volunteers read) the five steps in the HANDBOOK.
Write two paragraphs or make a two-minute video about the importance of dating with Purpose and Limits. Be sure to include your own personal voice. Choose one of these three options:
In your HANDBOOK, write something you could say, based on the information from today’s lesson, as a reason to wait to have sex.
• We believe it is the best decision for your health, your future, and your relationships.
4. How does a person who has been sexually active decide to wait for sex in the future? (List the “Steps to Success” in their HANDBOOK.)
2. Where should I set my physical boundaries in a relationship? (This is a personal decision, but should account for the differences between affection and arousal.)
w How much we value our sexual health (and the health of others) will influence our decisions. Your body and your sexuality belong to you. You have the right to decide if, when, and how you share it with another person. The decision to wait to be sexually active is new every day and yesterday’s choices do not determine today’s decision.
3. How do I recognize and respect another person’s boundaries? (Communication)
3. Explain the stages of a healthy relationship.
SEX AND RELATIONSHIPS PROGRAM
HIGH SCHOOL LESSON 8: AND HEALTHY RELATIONSHIPS
DATING
MATERIALS:
1. Compare and contrast love, infatuation, and sexual desire.
H. Teach that the pupil has the power to control personal behavior. Pupils shall be taught to base their actions on reasoning, self-discipline, a sense of responsibility, self-control, and ethical considerations such as respect for self and others.
EQUIPMENT 1. PowerPoint 2. Flash Drive • “What is Love” Audio files 3. Computer (and Cables) 4. USB Remote 5. Post-Surveys • Pencils • Paper surveys and/or link 6. Program Evaluation • Give to classroom teacher PROPS 1. Relationship Kit (Building Blocks) 2. ATM Cards (If not used in Lesson 7) 8.1
2022 HS
7.8 Develop personal goals and a specific plan for using the best contraceptive or diseaseprevention method, including abstinence, for individual circumstances.
4. Identify desired qualities in dating and/or marriage partner.
7.10 Demonstrate the ability to establish positive relationships, communicate caring and love without sexual intercourse, and communicate personal, sexual limits and values to a girlfriend or boyfriend.
OBJECTIVES: Students will...
I. Provide instruction on healthy dating relationships and on how to set limits and recognize a dangerous environment.
PREPARATION
2. Summarize characteristics of healthy relationships.
7.9 Apply decision-making skills to avoid situations that are high risk for pregnancy, HIV, and other STIs.
STANDARDS: A, H, I (Per MI State Law); 7.8, 7.9, 7.10 (Per CGHEs)
A. Discuss the benefits of abstaining from sex until marriage and the benefits of ceasing sex if a pupil is sexually active.
VIDEO: “LET’S LOOK AT LOVE” (2:33) (OPTIONAL)
w Building healthy dating and romantic relationships requires acknowledging the differences between love, infatuation, and sexual desire, and the roles they play in relationships.
1. Besides Purpose and Limits, what else should be a part of your Dating P.L.A.N.?
INSTRUCTION
5. How did writing the dating essay go? What was the hardest part to write?
4. What rights and responsibilities do people have in healthy relationships?
4. How does a person who has been sexually active decide to wait for sex in the future? (List the “Steps to Success” in their HANDBOOK.)
Write, “Love,” “Infatuation,” and “Sexual Desire,” on the dry-erase board for reference as the class discusses each song clip. Explain, every generation has used music to explore what love is. Which type of attraction is exemplified by the following clips?
3. What are six building blocks of healthy relationships?
• Infatuation: The emotional impulse based on surface knowledge of the other person that has not faced the test of time and circumstances. Lacking solid judgment, completely carried out by shallow love.
SEX AND RELATIONSHIPS PROGRAM
ANTICIPATORY SET 4 Minutes
DIRECT INSTRUCTION 25 Minutes
PREVIEW 2 Minutes HANDBOOK
HIGH SCHOOL LESSON 8: DATING AND HEALTHY RELATIONSHIPS
1. Why do people date? (Various reasons, including finding a lifelong partner) What do the “P” and “L” stand for in your Dating P.L.A.N. (Purpose and Limits)
REVIEW 3 Minutes HANDBOOK
Dating Plan Continued HANDBOOK (30)
ACTIVITY: WHAT IS LOVE
• Love: A decision to act in the best interest of another person, based on an evaluation of their character. A deep, intense, tender feeling of affection, attachment, or devotion to a person.
2. Describe one key difference between “infatuation,” “sexual desire,” and “love.”
3. How do I recognize and respect another person’s boundaries? (Communication)
When we “fall in love,” especially when we are experiencing infatuation and sexual desire, our bodies produce various hormones that flood our brains and affect how we feel about that person. Remember the “Chemistry of Love” example from Lesson 6. These hormones are a natural part of attraction, attachment, and love, but our hormones are not designed to provide an intellectual evaluation of their character. Our emotions have an important, but limited, role in building relationships.
• Know your Non-Negotiables: What are your “deal-breakers” that should warn you the relationship won’t work? Complete the sentence, “I would never date someone who...”
8.2
• Sexual Desire: A longing to gratify a physical urge. A strong wish, craving, or appetite for sex.
2. Where should I set my physical boundaries in a relationship? (This is a personal decision, but should account for the differences between affection and arousal.)
• Know your Attraction: Is your attraction to the other person based on love, infatuation, or sexual desire?
2022 HS
• Patterns of disrespectful, dishonest, or controlling behavior
.
• Abuse (discussed more in Lesson 5)
• Middle—Level 2: Similar Values, Compromise (Close friends, extended family, dating)
That is the Dating P.L.A.N., which we have worked on for two lessons now. Many of you may not be dating right now, and may not date for a while. But you are all in various relationships, and we all want to practice building healthy relationships. So how are healthy relationships built?
SEX AND RELATIONSHIPS PROGRAM
In fact, research shows that sexual relationships as a teen make it more difficult to establish a stable marriage as an adult.1
2022 HS
• Certain core values that aren’t shared
Building Healthy Relationships
• Top—Level 3: Unselfish Love (Close family, marriage, long-term relationships)
w Being in any relationship takes work and requires you to respect the other person as well as entitles you to certain rights and expectations of how they treat you.
As a class, we’re going to create a list of 10 rights everyone has in healthy relationships and then 10 responsibilities that go along with each of those rights. The class works as a group to pair the rights and responsibilities as they describe how they work together in healthy relationships. Use a dryerase board or large sticky posters to record their list. For example: “I have the right to be treated with kindness and respect, and I have the responsibility to demonstrate kindness and respect.” If the class does not include it on their own, be sure their list mentions the right to set one's own physical and sexual boundaries and the responsibilities to follow the other person’s boundaries.
GUIDED PRACTICE Minutes
Healthy relationships include a significant amount of compromise, which we’ll discuss in a minute, but there are situations when compromise is not an option. These should be clear non-negotiables:
(An optional brick representing “sex” can also be included.) Sex cannot provide a strong enough foundation to support a relationship. You can work on the other building blocks and love in any relationship: friends, parents, siblings, teachers, “significant others.”
• Base—Level 1: Communication, Respect, Honesty and Trust (Casual friends, co-workers, classmates)
14
RIGHTS AND RESPONSIBILITIES IN A RELATIONSHIP
In your HANDBOOK, write something you could say, based on the information from today’s lesson, as a reason to wait to have sex.
w Every successful relationship has certain characteristics, depending on how intimate the relationship is.
• Cheating
Explain that when couples take the relationships slowly and have clear, realistic expectations, they can take the time to honestly and intellectually evaluate their character and determine what compromises need to be made and what compromises can’t be made.
ACTIVITY: BUILDING BLOCKS OF HEALTHY RELATIONSHIPS
Often, even in healthy relationships, people experience conflict. Those conflicts can happen when the “bricks” are out of place. Conflict can also be an expression of either person's rights or responsibilities not being taken seriously.
8.3
The closer the relationship, the more “levels” are necessary to keep the relationship going. You can have more friends at the first level, but will have very few “Level 3” relationships. Have students work together to build the tower according to what they think best fits each level. Don’t focus too much on matching the construction described below. Instead, encourage each group to explain why they think the specific building blocks would be important in that level relationship. Encourage them to write their conclusions in their HANDBOOK
4. What rights and responsibilities do people have in healthy relationships? (For example, the right to emotional support and the responsibility for one’s own feelings)
Place a star next to two reasons that would also be a benefit to your future partner The decision to wait to have sex is easier to make when you focus on the long-term optimal health benefits both for yourself and for the other person.
8.4
3. Remind students to complete the second page of the survey (including at least three boxes).
Surveys
1. Distribute post-program surveys to class, or direct students to the online link.
3. What are six building blocks of healthy relationships? (Communication, Respect, Honesty and Trust, Similar Values, Compromise, Unselfish Love)
1. Besides Purpose and Limits, what else should be a part of your Dating P.L.A.N.? (Attraction and Non-Negotiables)
CLOSURE REVIEW QUESTIONS
Invite students to circle their favorite reasons to not have sex in the HANDBOOK (29) as answers to the question, “Why won’t you have sex?” Ask if anyone would like to share which reasons they circled with the class. Even if someone is not planning to wait until they are married to have sex, students still need to be prepared to say why they are waiting for now.
2. Describe one key difference between “infatuation,” “sexual desire,” and “love.” (For example, love takes time to develop and is focused on the other person.)
DISCUSSION: WHAT’S YOUR REASON? (OPTIONAL)
w Waiting to have sex until you get married is possible when you believe it is worth it for yourself and your future partner.
INDEPENDENT PRACTICE 2 Minutes
This program has given you a lot to think about. We have discussed many benefits of waiting to have sex until marriage. Please keep your handbook, ATM card, and shoelace as reminders of what you have learned. You can always contact us with any questions.
Turn to someone sitting next to you, and say aloud either the statement you circled, or your favorite statement you wrote in your HANDBOOK in the “I learned I could say...” boxes.
2. Read legal script.
2022 HS
SEX AND RELATIONSHIPS PROGRAM
SEX AND RELATIONSHIPS PROGRAM
2022 HS
2022 HS
SEX AND RELATIONSHIPS PROGRAM