Sex+Education+for+Teens

This page is based on a class activity in P516 Adolescent Psychology, a graduate course in the School of Education. Most, but not all, of the students are teachers in local schools.

Below you will find: 1. Overview 2. Scenario 3. Curriculum plan 4. Administrator plan 5. Parent plan

__1. Overview__
Students read the chapter about teen sexuality in their textbook (Santrock) before coming to class. I passed out the scenario below and put the students into three groups. The students who were interested in becoming principals were put into the "administrator" group. The other students split into the curriculum and parent groups. (This is a class of 14.) Students used laptops and a nearby computer lab to search for more information and plan their response. After 90 minutes, we reassembled and each group presented their ideas. Although groups worked independently, there were several times that they exchanged information--in particular, the administrator and parent groups needed to know more about the plan of the curriculum group so that they could prepare their materials.

__2. This is the scenario handed out to the class.__
SEX ED PROGRAM PLANNING You are a teacher at a middle/high school in a conservative mid-western town. Your students come from a wide range of income-levels, and there in the past few years there has been a big influx of Hispanic students. Students are about 2/3 Protestant, ¼ Catholic, and the rest are other religions. Your school has a very limited abstinence-only sex education program. You and fellow teachers have been alarmed over the incidence of teen pregnancies (several in young teens) and STDS. Recent episodes of sexting have come to light, and inappropriate info on Facebook seems to be a growing problem.

After the particularly distressing situation of a pregnant 12 year-old who didn’t really seem to know what was happening to her, concerned teachers met after school to see what could be done. They decided that a much more comprehensive sex ed program would be a good first step, so they broke into three teams to take the next steps. You are a member on one of those teams.

Team A: CURRICULUM OVERVIEW
 * Devise a curriculum to cover all grades (7-12?).
 * The curriculum must be developmentally appropriate. Use what you know of the various ages’ physical, cognitive, and social development.
 * What topics would your program cover in each grade? (You might revisit topics, but with a different emphasis or perspective, in later grades)
 * Contraception and homosexuality are particularly sensitive topics in your conservative community, so give more detail on how you would approach those topics. (Of course, those will not be the only topics that you include)
 * Include a little about logistics:
 * Would this be part of health, PE, science, homeroom?
 * Taught by the regular teacher or would someone come in?
 * Would it be daily, weekly, monthly, or less?

Team B: PRESENTATION TO SCHOOL BOARD AND ADMINISTRATORS
 * Sex Ed is a political hot potato, so you will really need to convince these groups that your new curriculum is worth the complaints that they will receive.
 * Back up your arguments with evidence from reliable sources. Be careful about internet sources—who is sponsoring the site? Where do they get their information? Is it up to date?
 * In your presentation, address the possibility of “opting out” of the curriculum. Must parents give permission for all (or parts) of the program, or will all students attend all parts. Defend your position on this topic.

Team C: PARENT INFORMATION BROCHURE OR BOOKLET
 * Discuss the timing—should you present information before the program is developed and approved, or wait until plans are more concrete? Or both?
 * What are some of the reactions that parents are likely to have? Make a list.
 * Write a brochure that tells parents:
 * Why this program is needed
 * What will be covered in this program
 * Try to give information that will address their concerns.
 * Should there be meetings with parents, too? With administrators or teachers?

NOTES:
 * You may need to touch base with other groups, to see what they are planning.
 * You can “make up” local statistics, but try to be realistic, based on your knowledge of this region.
 * At 6:30 we will meet to get a 5-10 minute overview from each group.
 * E-mail me a copy of your materials (outline, list, or narrative) in Word and I will post on Oncourse and/or our Wiki.

__3. This is the curriculum plan:__
__Sex Ed Curriculum Planning –__ Additional class required of all students.

(NOTE: our class decided that the best way to do this would be in the context of a more comprehensive course on adolescent development or life skills that covered an array of topics such as career planning, communication skills, personal finances, etc.)

Gr. 4: Describe physical, emotional and social changes that occur during puberty. Gr. 5: Identify the basic components and functions of the human reproductive system.
 * Self-Image
 * Hygiene
 * Same sex education
 * Self-Image
 * Hygiene
 * Same sex education

Gr. 6: Identify and describe the stages and factors that can affect human development from conception through birth – birth video
 * Examine and evaluate the risk factors associated with exposure to blood-borne diseases—HIV, AIDS, hepatitis B/C
 * Opposite sex education
 * Basic Sex – Oral, Intercourse

Gr. 7: Examine the human reproductive process, and recognize misunderstandings associated with sexual development
 * Moderate Oral, Intercourse Sex
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Graphic Examine and evaluate the risk factors associated with exposure to blood-borne diseases—HIV, AIDS, hepatitis B/C
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Identify the effects of social influences on sexuality and gender roles and equity – Sexual identity – technology and face to face
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Examine the influences on personal decision making for responsible sexual behavior
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Examine abstinence anddecisions to postpone sexual activity as healthy choices
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Parent Involvement – night orientation/program

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Gr. 8: Recognize and accept that individuals experience different rates of physical, emotional, sexual and social development
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Determine the signs, methods and consequences of various types of abuse (rape, harassment, sexual abuse, assault, etc) *Sex offender registry
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Identify and describe the responsibilities and consequences associated with involvement in a sexual relationship
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Describe symptoms, effects, treatments and prevention for common sexually transmitted disease
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Identify and describe basic types of contraceptives
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Sexual Orientation (sexual majority and sexual minority)
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Baby Think It Over
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Parent Involvement – night orientation/program

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Gr. 9: Apply coping strategies when experiencing different rates of physical, emotional, sexual and social development
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Evaluate implications and consequences of sexual assault on a victim and those associated with that victim (Date rape)
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Determine “safer” sex practices
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Identify and describe the responsibilities and resources associated with pregnancy and parenting (cost)
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Develop strategies that address factors to prevent or reduce sexual risk
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Contraception and abstinence research project
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Natural Family Planning
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">My Virtual Child
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Parent Involvement – night orientation/program
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Community Service Project

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">CALM (Integrated starting in 9th grade): <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Human sexuality education is offered as a mandatory component of the CALM Program of Study and is contained in learning outcomes which require students to: examine the relationship betweencommitment and intimacy in all its levels; identify expectations and commitmentsin various relationships; examine a range of behaviors forhandling sexual involvement;describe how personal values play arole in relationships; explain the role of trust and ways toestablish trust in a relationship; develop strategies for dealing with jealousy; examine aspects of healthy sexuality andresponsible sexual behavior; explain the ongoing responsibility forbeing sexually healthy;examine a range of behaviors and choices regarding sexual expression; describe sexually healthy actions andchoices for one’s body, includingabstinence;analyze strategies for choosing; responsible and respectful sexualexpression;describe the ways in which personalvalues influence choices; and assess the consequences of beingsexually active. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> *The Pregnancy Project – video <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> *CALM Life Project

__4. This is the plan developed to convince administrators and School Board to back the changes in sex ed.__
Administration Presentation to School Board

The Honest Truth:
 * In 2005, 37% of Indiana adolescents were sexually active.
 * In 2009, a mere four years later, the percentage increased to 49%. 3% more than the national average.
 * 3 out of 10 girls will be pregnant by the age of 20.
 * In 2006, teenage childbearing cost the US $195 million.
 * Indiana previously had program called RESPECT (Reduce early sex and pregnancy by educating children and teens). It was state funded…but only lasted two years. State officials understand the need, but are no longer providing funds.

FREE help…without a catch!
 * The Centers for Disease Control and Prevention has developed a grant based on goals for 2011-2015. The grant provides $395 million in training and technical assistance. One specific program in the grant called “No Time to Waste” funds training to middle school teachers.
 * Planned Parenthood also offers free resources to schools, allowing the schools to choose from one of their premade curriculum programs or assisting in the development of their own sex education program.

What we are asking of the school board… - We need to hire 4 teachers ($30,000 starting salary, plus $10,000 each in benefits) - Two teachers for the middle school, two for the high school. - Seeking teachers licensed in Social Studies, with concentration in psychology
 * We understand the Union North United School Corporation is $800,000 in the hole.
 * BUT! As stated before, money and grant funding is out there. (CDC grant, Obama’s $50 million funding for non-abstinence sex ed, various other grants, athletic funding cuts??)
 * We would like $160,000 to help start the Adolescent Development course in the middle school and high school.

__5. This is the plan developed to get parents to support the changes in sex ed.__
Dear Parents and Community Members:

Thank you for taking the time to join us in discussion of our wide-ranging and all-encompassing curriculum change regarding your students.

Before we begin, a quick test:

//What part of your child’s brain controls the regulation of their emotions?//

//At what age does the human brain finally reach a stage close to what might be considered full development?//

//When was the last time your child had a mood swing? Could they explain why? Could YOU?//

//Are boys more skilled at mathematics and science than girls? Are girls better communicators?//

//Have you seen your child engage in behavior that made you think, “What on Earth is wrong with you?!”//

//True or False: The Center for Disease Control reports 19 million new STD infections each year in adolescents aged 15 to 24?//

If you know the answer to more than one of these questions, you know more than most of us do. And you //definitely// know more than your child. This is why we’ve developed a new **//Adolescent Development//** program, the seeds of which will be planted in fourth grade and will continue into high school.

Our children continue to be unaware of the changes going on inside their bodies—be they in the brain, the heart, or in less polite regions—and by not providing them with a holistic view of everything they don’t know, we’re leading them down the wrong path.

We’re working with teachers and administrators with backgrounds as far-reaching as biology, psychology, Language Arts, social studies, government, and health to provide your child with the clearest understanding of how the mind, the body, and culture at large can work together to provide the best possible future for all of us.

[At this point, the brochure would incorporate a detailed narrative itemizing the procedures, functions, and specifics of the curriculum.]