LESSON 2: The Advantages of Postponing Sexual Involvement. My Future - My Choice A sexual health curriculum for teens

Transcription

1 LESSON 2: The Advantages of Postponing Sexual Involvement My Future - My Choice A sexual health curriculum for teens

2 BEFORE YOU GO INTO THE CLASSROOM CLASSROOM SETUP Ask teachers to create small mixed-gender groups before class starts. MATERIAL LIST Prop (Ground Rules) poster Short, Mid and Long signs to hang on wall Worksheet: Why Some Teens Have Sex/Why Most Teens Wait Chalkboard, whiteboard, smart board, or overhead projector DVD (segments 1-2) *Pieces of paper for question box Question box *Homework handout SPECIAL INSTRUCTIONS Help teen leaders sufficiently prepare to avoid reading directly from the script. Check classroom for TV/DVD. Assist teen leaders with classroom management. Circulate around the room with teen leaders. Be prepared to give an overview of the lesson and define sexual involvement. Assist teen leaders in editing responses and re-framing answers in a positive way. Record and cross off answers during the activity. *Copies for each student. 2A

3 LESSON 2: THE ADVANTAGES OF POSTPONING SEXUAL INVOLVEMENT OBJECTIVES Define words used in this program Identify and dispel myths about teens and sex Through activities and discussion in the classroom, reach the conclusion that there are a lot more reasons to wait to become sexually involved ACTIVITIES Review of short-, mid- and long-term goals Why some teens have sex and why most teens wait Video on myths and discussion Video and discussion on facts OREGON HEALTH STANDARDS ADDRESSED Analyzing influences Decision making 2B

4 2C

5 TL-1 & 2 INTRODUCTION AND GROUND RULES Hi. We re back today. TL-1: Hi, I am (TL-1). TL-2: Hi, I am (TL-2). Now let s review the ground rules. Who would like to read the first one? Have individual students raise hands and read ground rules. Repeat rules in your own words loud and clear for the class. Make sure all ground rules are covered. CLASSROOM FACILITATOR: Instruct students to clear their desks/tables and organize in groups. If time permits, address some prepared responses from the question box. This should take no more than five minutes. If additional time is necessary, continue after teens leaders have left. 16

6 TL-2 REVIEWING LESSON 1 CLASSROOM FACILITATOR: Hang the Short, Mid and Long signs on the wall with enough space between them for students to stand under them. Who remembers what we did in our last lesson? That s right! We learned how to set goals and why it s important for us to have goals. We re going to do an activity now to help us remember the difference between short-, mid- and long-term goals. Remember, a short-term goal takes up to one month, a mid-term goal is one to 6 months, and a long-term goal would take 6 months to a year or more to complete. I m going to read a goal, and when I say go, I want you to quietly get up and stand under the Short sign if you think it s a short-term goal; stand under the Mid sign if you think it s a mid-term goal; and stand under the Long sign if you think it s a long-term goal. Also think about whether each goal is a physical, mental or social goal. The first goal I want you to think about is trying a new food. Ready, go! (Allow students time to move under a sign.) Now that you ve chosen the sign you want to stand under, do you think this is a physical, mental or social goal? CONTINUED ON NEXT PAGE 17

7 TL-2 REVIEWING LESSON 1 continued OK, here s the next goal for you to think about. Preparing to try out for a sports team. Ready, go! (Allow students time to move to another sign.) Now that you ve chosen the sign you want to stand under, do you think this is a physical, mental or social goal? Here s the next goal to think about. Helping a friend. Ready, go! (Allow students time to move to another sign.) Now that you ve chosen the sign you want to stand under, do you think this is a physical, mental or social goal? Here s the last one. Raising your math grade. Ready, go! (Allow students time to move to another sign.) Now that you ve chosen the sign you want to stand under, do you think this is a physical, mental or social goal? 18

8 TL-1 INTRODUCTION Nice job! You can return to your seats. As we mentioned in our last lesson, we re going to discuss making healthy choices about becoming sexually involved. We feel it s important for people to talk about sex in a way that is respectful and responsible. Today we re going to talk about making healthy choices and the advantages of postponing sexual involvement. Who can tell me what it means to postpone? Repeat answers back to the class and paraphrase. That s right; postpone means to wait, to delay, or to put off until later. 19

9 CF SEXUAL INVOLVEMENT As you grow up, you are learning skills to prepare yourself for being on your own. You are getting ready for high school, driving a car, getting a job or going to college. You don t just wake up one day and know how to drive a car. It takes knowledge and planning. The same is true about relationships and decisions you will face about sexual behaviors and dating relationships. You will need skills to help you make the best choice for you. What do we mean when we say sexual involvement? Here is our definition: We are talking about wanted sexual contact, or sexual activity, between people of any gender. This includes vaginal and anal intercourse, as well as oral sex. Sexual involvement is a natural and normal part of human behavior. However, there may be some emotional and physical risks involved with this decision. The exchange of body fluids can lead to getting pregnant, causing pregnancy or contracting a sexually transmitted disease or infection (STD/STI). It s important that the decision to be sexually involved is a person s choice. We realize that some people have had this choice taken away from them. This is called rape and it is not OK. If someone you know has experienced this, you could be a good friend by believing and listening to the person. Encourage your friend to talk to a trusted adult or police officer. 20

10 TL-2 PURPOSE STATEMENT We want to share a couple of important points about why most teens your age choose to delay sexual involvement. (Read information out of the guide.) The reality is, most teens your age are waiting or abstaining from having sex. 1 Being sexually involved now can have consequences that many teens your age are not ready to handle. 2 Who can tell me what abstinence means? Abstinence means you have made the decision not to do something. 1,2 Source: YRBS, Oregon Health Division 21

11 TL-1 GROUP EXERCISE: UNDERSTANDING THE ADVANTAGES OF POSTPONING SEXUAL INVOLVEMENT OK, now we are going to do an activity and we d like everyone to participate. You have five seconds to pick a speaker and a recorder for your group. Ready? Go! Recorders raise your hands. Keep them up until you receive your worksheet. Check with each group and have recorders and speakers identify themselves. Hand worksheet directly to recorders. Recorders, remember that everyone s answer is important, so you should write down all answers. Don t worry about spelling. Turn to the side of your worksheet that says Why some teens have sex. In your groups, make a list of reasons why some teens have sex. Ready? Go! Circulate and remind groups to record all answers and follow the ground rules. Call time after most groups have eight to 10 answers. Choose the group with the shortest list to share its answers first. CLASSROOM FACILITATOR: Write the heading Why some teens have sex in large letters on whiteboard or overhead. Leave space to add your age later on. 22

12 TL-2 WHY SOME TEENS HAVE SEX / WHY MOST TEENS WAIT Stop! Pencils down! Hands up! Pass your paper and pencil to the speaker. When I come to your group, your speaker is going to stand up and give us two answers from your list. All groups should listen carefully and cross out any answers that are the same, or mean the same thing. I will call on groups one by one until all answers have been recorded. Paraphrase all answers. Horny = Hormones CLASSROOM FACILITATOR: Record answers on whiteboard or overhead. Discussion guidelines for addressing rape/forced, money, drugs/alcohol, and slut/derogatory term: Raped/forced Put a box around it and address in the following manner: This person did not have a choice and that is not OK. If you know someone who has been raped or forced to have sex it s important for that person to talk to a trusted adult. Money If someone is having sex for money, that s called prostitution. If someone in middle school is involved with prostitution, most likely they ve been forced into it and that s not OK. It s important for that person to talk to a trusted adult. CONTINUED ON NEXT PAGE 23

13 TL-2 WHY SOME TEENS HAVE SEX / WHY MOST TEENS WAIT continued Turn over your worksheets to Why most teens wait. Make a list of all the reasons most teens wait to have sex. You have three minutes. CLASSROOM FACILITATOR: Drugs and alcohol Someone who is under the influence of drugs or alcohol cannot legally consent to sexual involvement. If anyone has experienced this, it s important to talk to a trusted adult. Slut/derogatory term That is a negative label that refers to a person that has a reputation of having sex with multiple partners. Using this term is a form of bullying and does not fit our list (do not put on board). Do you have something else that fits our list? Ready? Go! Circulate! While you circulate, observe which group has the shortest list. Choose that group to share answers first. Call time after most groups have 10 to 12 answers and a little longer list than the first time. CLASSROOM FACILITATOR: Write the heading Why most teens wait in large letters on the whiteboard or overhead. Leave space to add your age later on. 24

14 TL-1 WHY SOME TEENS HAVE SEX / WHY MOST TEENS WAIT continued Stop! Pencils down! Hands up! When I come to your group, your speaker will stand up and give us two answers. Remember to listen for repeat answers and cross them out. OK, let s hear from this group first. Pick up worksheets as each reporter reads last answer and paraphrase all answers. Ugly = self-conscious or not attracted to the person. CLASSROOM FACILITATOR: Record answers on whiteboard. Discussion guidelines for addressing gay: Gay = Do not write gay on the board. Tell the group: This list of reasons to wait could apply to anyone no matter their sexual orientation; so we are not going to add that answer. Do you have something else for our list? When both lists have been completed, go back to the first list, Why some teens have sex, and write the words your age creating: Why some teens your age have sex. 25

15 TL-2 REVIEWING THE ANSWERS Now, let s go back to the first list. We know these are reasons why some teens have sex, but do you think they are good and healthy reasons for someone your age to have sex? I need to hear a loud YES if you think this is a good and healthy reason, and a loud NO if you don t think it is a good and healthy reason for someone your age to have sex. So let s practice a loud yes - YES! And now a loud no - NO! Is this a good and healthy reason for someone your age to have sex? Discussion guidelines: If the class doesn t agree, ask are there other things you could do to meet the same need? Examples: In love. Ask them: Can you show someone you love them without sexual involvement? What are some ways? Want a baby. Are there other ways you can spend time with a baby and not have the same responsibility? 26

16 TL-1 REVIEWING THE ANSWERS continued Now let s look at the second list. Are these good and healthy reasons for someone your age to wait? It may not be your reason, but if a friend said that was why they were waiting, would that be a good reason for them? CLASSROOM FACILITATOR: Add your age to the second list. Continue activity until all reasons have been considered. 27

17 TL-2 SUMMARIZING THE ACTIVITY Now that we have talked about the reasons you have given on both lists, it looks like your class thinks there are more healthy reasons to wait. Think about how someone s life could change if that person got pregnant, caused a pregnancy, or got a sexually transmitted disease or infection because of sexual involvement. Now we are going to talk about some myths around sexual involvement. What does the word myth mean? Paraphrase students answers to create a definition. That s right; a myth is something people believe is true even though it s not. There are a lot of myths about sexual involvement. The first video shows a girl who decided to have sex with her boyfriend. Listen for the reason she decided to have sex and the myths she believed. 28

18 TL-1 VIDEO SEGMENT 1: DISCUSSION CLASSROOM FACILITATOR: Show video segment 1. Why did she decide to have sex? (To keep her boyfriend) What myths did the girl believe? (Too young to become pregnant, didn t have sex very often) What are some things that could happen to the boy? (Fatherhood, STDs/STIs, child support, bad reputation, drop out of sports, get a job, no social life) What are some of the things she was worried about? (Motherhood, STD/STIs, child support, bad reputation, drop out of sports, get a job, no social life, no time to finish school) How long do you think she ll remember this experience? What are some healthier choices they could have made? (Not had sex, talked about it, do something else together) Paraphrase students responses and give correct information when myths are discussed. Abortion, adoption = Difficult decisions You know, lots of teens do get pressured into having sex because they think it will help them keep their partner. Having sex will not necessarily keep a relationship together. In a healthy relationship, your partner will respect your choice to wait. 29

19 TL-2 SUMMARIZING THE ACTIVITY Based on what we ve just seen in the video, it s not always easy to deal with your hormones or your feelings about someone. Also, people sometimes end up doing things based on myths they believe and then find out they re not true. The girl in the video thought having sex with her boyfriend would keep the relationship together. Did that work for her? No? It doesn t work for adults either. We talked about myths and consequences of sexual involvement. You ve shown us with your lists that there are lots of reasons to wait. Does that mean it s always easy to wait? (No) But it does mean we have to think about how we will deal with the pressure to have sex. There is pressure that comes from other people and pressure that comes from inside of us, such as hormones, curiosity and feelings. We ll be talking more about that in another lesson. 30

20 TL-1 VIDEO SEGMENT 2: CONSEQUENCES OF SEXUAL INVOLVEMENT Curiosity is one of the reasons teens give for having sex. They want to know what it will be like. It s normal to be curious about sexual involvement. The next video will talk about curiosity and give us some facts. CLASSROOM FACILITATOR: Show video segment 2. The video talked about the possible consequences of being sexually involved. How can becoming sexually active as a teen affect your future? Listen carefully and paraphrase answers. These are all things to think about as you set goals and make decisions about your future. 31

21 TL-2 VIDEO SEGMENT 2: CONSEQUENCES OF SEXUAL INVOLVEMENT continued Someone may say to you, If you care about me, you ll have sex with me. Do you have to have sex with someone to show you care? (No) Listen carefully and paraphrase answers. Let s take a little quiz now to see how much you remember. Just answer each question true or false. A pregnancy can occur the first time a male and female have sex. (true) Students in middle school are too young to get pregnant or cause a pregnancy. (false) Having sex makes you grown up. (false) Abstinence is the only 100 percent effective way to avoid pregnancy or most sexually transmitted diseases or infections. (true) 32

22 TL-1 SUMMARIZING AND CLOSING Let s review what we learned today. (Read information) A pregnancy can occur the first time a male and female have sex. Most students in your school are not having sex. Your class has shown us, by your lists, that you think it s best for teens to wait. Next time we are going to talk about the pressures that come from the media. This week pay attention a little differently to your TV shows and the music you listen to. Do they use sex to get your attention? We ll talk about this in our next lesson. We have a worksheet for you to take home and discuss what you learned today with your parent or guardian. Pass out worksheet. Everyone say goodbye. CLASSROOM FACILITATOR: Pass around the question box. Remember, all students should put a piece of paper in the question box regardless of whether they wrote anything on it. 33

23 MY FUTURE-MY CHOICE: LESSON 2 DISCUSSION Dear parent/guardian, As part of the My Future-My Choice program please work with your student to complete the following worksheet assignment. On the worksheet below, discuss the possible consequences of sexual involvement for teens and how they can affect future goals they ve set. Some topics to consider are the financial, social, educational and emotional effects. How might pregnancy or contracting a sexually transmitted disease or infection affect the following for a teen?: Financial future? Social life? Emotional health? Education? Physical health? LESSON 1: LOOKING INTO THE FUTURE 34