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1
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- LeAnna Benn
- Aka Louisa M. Alcott
- Teen-Aid
- Clearinghouse Conference 2005
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2
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- Little Women
- Little Men
- An Old Fashioned Girl
- Under the Lilacs
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3
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- Principles
- Possible learning objectives/outcomes
- Performs A-H definition
- Parent participation
- Provides alternative to the opposition
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4
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- Usable Information
- Physically capable of following through
- Character skills
- Protects Modesty
- Can be expected to control these appetites
- Expecting Key Human Virtues
- Handle consequences of their chosen actions
- Legal
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5
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- Can the child handle the
consequence (s)?
- What is the purpose of sexual behaviors?
- What is the goal?
- Is the sexual activity genital or relational?
- What are the mental pictures created by the presentation?
- Will the details titillate or deter?
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6
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- If you don’t use it you loose it.
- Can the action be done legally?
- Do they know the vocabulary?
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7
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- know the difference between persons and animals.
- identify the ideal form of family for raising children is the two
parent family.
- begin to learn that there are consequences to their actions.
- learn modest behaviors including for the protection of sexual body
parts.
- demonstrate methods of avoiding inappropriate contact with
strangers/predators.
- Parents will be encouraged to be the primary sex educators of their
children.
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8
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- A-H is intended for ages 12 and above since the concept of abstinence
requires explaining what you are abstaining from.
- Children under age 12 should not be exposed to coeducation and graphic
discussion of sexual intercourse.
- Character skills
- Personal hygiene
- Communication skills and practice with peers and parents
- Personal safety guidelines-not specifics in the classroom
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9
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- Give permission to participate in puberty/safety program, opt in- not
opt out.
- Begin talking about physical changes and relationships- “growing up”.
- Assure the child that all questions are “ok” to ask at home.
- Practice skills with peers and children.
- Discuss parenting guidelines with
spouse and other caregivers.
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10
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- Is it healthy?
- Can the student handle the consequences without help?
- Can all students do the action?
- Would it be good if the students did it all the time?
- Take the action to its furthest and most logical consequence.
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11
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- recognize the special qualities of the human person.
- begin appreciating the differences in talents and values.
- be reinforced with the importance of avoiding bad situations and how to
avoid them.
- know the purpose of and practice safety rules for playground, bicycling,
skateboarding and traffic safety.
- demonstrate the connection between actions and consequences from
personal decisions and societal trends, using school assignments, safety
rules, tobacco use and welfare dependency facts.
- Most children are not into puberty by age 9 and it would be a mistake to
have a classroom presentation on puberty at this time.
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12
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- These students are still too young for explanations of abstinence from
sexual intercourse.
- Character skills building proficiencies in interpersonal communication
and impulse control
- Personal hygiene and organizational skills
- Provide varied opportunities to learn about the world around them
- Listen to stories and coach towards kind remarks honest appraisals and
considerate thought processes
- Personal safety guidelines-principles of protection, prevention and
reporting but not specific scenarios
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13
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14
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- Develop a pattern of communication regarding daily issues and future
intentions.
- Guide goal setting activities and provide opportunities for exploring
unique abilities.
- Networking with the parents of your child’s friends.
- Exploring guidelines for future friendships, education, relationships
- Problem solve relationship and task issues with the child.
- Become a resource.
- Be willing to find answers to questions. if you don’t know the answer
already.
- Give guidance for “best” behavior and setting expectations sets
the stage.
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15
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- learn to distinguish between facts and fantasy.
- be encouraged to think of positive ways to handle negative peer
pressure.
- understand the basic physical changes occurring during puberty.
- learn that puberty brings the potential for childbearing and that
childbearing is best between a husband and wife.
- learn as appropriate to the population, the potential consequences to
bearing a child out of wedlock to the youthful mother and
father, the child
and society.
- demonstrate competencies in etiquette of making friends and social contacts.
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16
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- practice the skills of apologizing, refusing, and making decisions about
daily challenges.
- be introduced to the character qualities through the skills of
introspection, empathy, listening and summarizing the feelings or
conversation of others.
- practice the skills of apologizing, refusing, and making decisions about
daily challenges.
- practice health facts, discussing puberty, Internet guidelines and
expectations with parents.
- In separate sex classes, students will be taught they are approaching an
age where many physical changes will take place, but classroom
discussions should not be specific because of the diversity of student
needs.
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17
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- These students are still too young for explanations of abstinence from
sexual intercourse of ALL types.
- Character skills building proficiencies in interpersonal communication
and impulse control.
- Personal hygiene as it relates to growth and changes –but not prior to
one year for the average student.
- Communication skills and practice with peers and parents including
problem solving, conflict resolution and identifying role models.
- Exploring unique strengths and skills in developing the whole person,
including physical, emotional, social, intellectual and spiritual.
- Personal safety guidelines-principles of protection, prevention and
reporting.
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18
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- A - Actions have physical, social and emotional consequences.
- B/D - Marriage benefits crafted carefully.
- C – Disease basics
- F -Personal responsibility recognized that actions directly impact ,
mother, father, parents, child and society.
- G – Resistance skills for drugs.
- H – Character that leads to responsible behavior.
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19
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- Play a role in guiding modesty, hygiene and friendships.
- Participate in school Sex Education previews and determine the level of
acceptability for their own child’s participation.
- Always discuss classroom presentations with the child.
- Communicate and share experiences.
- Assure child of changes to come, emotionally, socially, physically,
intellectually.
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20
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21
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- identify premarital sexual involvement as an interference to long and
short term goals.
- demonstrate competencies in refusing
proposals or pressures for drugs, alcohol and sexual
advances.
- learn that families result from the love and commitment of married women
and men. Jointly set guidelines for future interaction with the opposite
sex with their parents.
- learn that tobacco, drugs and alcohol use decreases inhibitions and
often are coupled with early sexual activity and multiple partners.
- learn the basic facts of fetal development and childbirth.
- recognize that he/she has the power to create another human life thereby
connecting sexual activity and babies.
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22
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- understand the rudiments of heredity, meiosis and mitosis.
- know the differences between the sexual transmission and treatment of
viruses, bacteria and parasites.
- identify the advantages of abstinence until marriage.
- learn that achieving the advantages of abstinence will take intellectual
and social skills plus
the internal controls to channel sexual feelings.
- learn that societal and media messages can affect attitude and behavior.
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23
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- A – G stated in terms that junior high students can understand and
recognize how they apply to their future.
- H – Emphasis on personal responsibility and self sufficiency in the
future not at their age.
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24
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- Information on reproductive anatomy, not sexual anatomy
- Expansion of the above A-H topics
- Explore values attitudes and skills regarding friendship, decision
making, goal setting and communication
- Understand connection of risky behaviors and the prevention skills that
are also shared
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25
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- Find ways to affirm the child.
- Explore the why of the child’s.
rules to cast a pattern for reasoning.
- Be open to listen.
- Use “teachable” moments to explain family values.
- Monitor friends, activities and free time.
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26
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27
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- learn the legal ages of sexual consent and marriage.
- define the functions of the reproductive anatomy for males and females.
- express the facts of fetal development and changes in the mother’s body
during pregnancy and childbirth.
- list the consequences for the non custodial parent as it relates to
child support.
- itemize the responsibilities for parenting an infant.
- learn the advantage of avoiding steady dating.
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28
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- define the benefits of marriage and the consequences of non marital
sexual activity.
- recall that anyone who has already become sexually active can stop and
choose "secondary virginity".
- affirm that pre-martial abstinence as the 100% best pregnancy control
and STD prevention.
- plot a course to reach self sufficiency prior to childbearing.
- learn to critically analyze today's media messages regarding sales of
goods and services using sex.
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29
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- A – H stated in terms that apply to their future.
- H – Emphasis on personal responsibility and self sufficiency in the
future prior to sexual activity and childbearing.
- Courtship/Marriage preparation
- Career choices
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30
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- Frame discussions of issues using future intentions.
- Look for the positive.
- Explore possible consequences.
- Set the stage for boy/girl relationships in greater detail.
- Include friends and listen to their music/programs so you have relevant
conversations sharing your values.
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31
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- Anything goes
- All topics are on the table
- Because the goals
- are different.
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32
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- In recent years many schools have restricted the topics that are covered
in sexuality education either because of an ongoing community
controversy or the fear that one might erupt. The truth is, however,
that the majority of parents wants sexuality education to cover a wide
range of topics. In fact, most parents believe that it is appropriate to
teach students about many subjects that are considered controversial,
including abortion, masturbation, and sexual orientation. Not
surprisingly, given the reality they face, young people also want
sexuality education to cover many topics.
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33
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- 100% of parents of junior high school students and 98% of parents of
high school students believe sexually transmitted diseases are an
appropriate topic for sexuality education programs in schools.5
- 100% of parents of junior high school students and 99% of parents of
high school students believe HIV/AIDS is an appropriate topic for
sexuality education programs in schools.6
- 99% of parents of junior high school students and 97% of parents of high
school students believe basic information about how babies are made,
pregnancy, and birth are appropriate topics for sexuality education
programs in schools.7
- 95% of parents of junior high school students and 93% of parents of high
school students believe that birth control and other methods of
preventing pregnancy are appropriate topics for sexuality education
programs in schools.8
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34
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- 91% of parents of junior high school students and 83% of parents of high
school students believe abortion is an appropriate topic for sexuality
education programs in schools.9
- 88% of parents of junior high school students and 85% of parents of high
school students believe information on how to use and where to get
contraceptives is an appropriate topic for sexuality education programs
in schools.10
- 83% of parents of junior high school students and 79% of parents of high
school students believe information on how to put on a condom is an
appropriate topic for sexuality education programs in schools.11
- 81% of parents of junior high school students and 76% of parents of high
school students believe masturbation is an appropriate topic for
sexuality education programs in schools.12
- 80% of parents of junior high school students and 73% of parents of high
school students believe homosexuality and sexual orientation are
appropriate topics for sexuality education programs in schools.13
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35
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- 82% of adolescents ages 15 to 17 and 75% of young adults ages 18 to 24 want
more information on a
variety of sexual health topics
such as "how to protect yourself from HIV/AIDS and other
STDs,“ "the different types of birth control that are
available," "how to bring up sexual health issues such as STDs
and birth control with a partner," and "how to deal with
pressure to have sex."14
- 90% of the engaged, voting public believe all students should receive
age-appropriate, medically accurate sexuality education that begins early
and continues through high school.16
- 66% of registered voters are in favor of a proposal to increase efforts
to provide age-appropriate sexuality education in public elementary
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36
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- Principles
- Possible learning objectives/outcomes
- Performs A-H definition
- Parent participation
- Provides alternative to the opposition
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37
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- Adopt age-appropriate guidelines
- Compare proposed comprehensive programs to those guidelines
- Defend the age-appropriate principles
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38
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Notes
