2 Introduction Teaching sexuality education can be interesting, exciting, and sometimes anxiety producing for teachers. It is important that teachers have a good grasp of why sexuality education is an important subject to include as part of a comprehensive health education curriculum .
3 Prevalence And Cost Today’s children and adolescents are faced with many serious issues and decisions regarding their sexuality. Unfortunately, they often receive mixed messages from the media about sexuality, which can contribute to confusion about their sexual development and related behaviors. The results of early risky sexual behavior are teen pregnancy, HIV/AIDS, and other sexually transmitted diseases (STDs).
4 Each year in the United States :Almost 750,000 young women age 19 or younger become pregnant . 450,000 children are born to teen mothers each year. Teen pregnancy costing society over $9 billion annually. Most of these costs are associated with negative consequences for the children of teen mothers including lack of health care, reliance on child welfare, and lower lifetime earnings. The cost to society of STDs is also very high. It is estimated that the lifetime medical costs for new STD and HIV cases for 5- to 24-year- olds reach $6.5 billion. At national level : Almost 9.4 % of young women age 19 or younger become pregnant (Northern region ) while there are 6% of teenage girls become pregnant in Riyadh .
5 Sexual Health and Academic PerformanceTeen pregnancy also creates academic problems. Parenthood is a leading cause of high school dropout among teen girls. Early parenting also limits young mothers’ chances of getting a postsecondary education, which increases the chances that they will live in poverty.
6 Factors That influence Sexual HealthThe factors associated with a reduced potential for such activity are called protective factors. Some protective factors against early risky sexual behaviors include youth who : 1. A Live in a community where there is a high proportion of foreign- born residents Live with two parents Live with parents who have a high level of education Live in a home where there is a high quality of family interactions, connectedness, and satisfaction with relationships.
7 5. Live in a household where there is adequate parental supervision and monitoring.6. Have parents who disapprove of premarital sex or teen sex. 7. Have good parent-child communication about sex and condoms or contraception, especially before the teen initiates sex.
8 The factors associated with greater potential for engaging in early risky sexual behaviors, pregnancy, and STDs are called risk factors . Some risky behaviors include youth who : 1. Live in a community where there is community disorganization (violence, substance abuse). 2. Live in a family that has experienced disruption (divorce, change to a single-parent household). 3. Live in a household where there is substance abuse. 4. Live in a household where there is physical abuse and general maltreatment.
9 5. Have a mother who first had sex at an early age or gave birth at an early age.6. Have peers and close friends who are older. 7. Have an older sibling who has had sex or a sister who has given birth as an adolescent. 8. Are behind in school or having problems in school.
10 Opposition to Sexuality EducationStudies show that sexuality education begun before youth are sexually active helps them stay abstinent and use protection when they do become sexually active. There is one main obstacle to such programming: controversy regarding sexuality education. Also there are many administrators are nervous about political and practical implication of teaching such a sensitive topics .
11 Reasons to Include Sexuality Education in Elementary and Middle Schools1. Attitudes regarding sexuality are formulated early in life, which makes them difficult to change once a person has internalized them. 2. If factual information and skills are presented in a positive manner throughout the elementary and middle grades, negative attitudes, apprehensions, and fears about sexuality can be reduced and superseded by a positive understanding that people live as sexual beings.
12 3. Information and skills development are the greatest defenses against the negative aspects of sexuality such as promiscuity, teen pregnancy, STDs and sexual abuse. Sexuality knowledge increases when students are instructed on the topic. 4. School can provide a unique opportunity for students to exchange ideas and thoughts about sexuality with their peers, under the guidance of a trained teacher.
13 5. Students receive a distorted view of sexuality through the mass media .6. many parents do a wonderful job of teaching formal sexuality education to their children, but some parents are so uncomfortable talking to their children about sexuality that they ignore or avoid the topic.
14 GUIDEUNES FOR SCHOOLS State of the Art :School districts should establish sexuality education guidelines and policies with the input of parents, teachers, administrators, community members, and support staff .After creating a K—12 sexuality curriculum, it is import ant to determine whether it includes the information and skills that will help children and adolescents make positive sexual choices. The following some characteristics of effective sexuality education programs can help school districts create their curriculum :
15 1. Focus on reducing one or more sexual behaviors that lead to unintended pregnancy or HIV/STD infection. 2. Based on theoretical approaches that have been demonstrated to influence other health-related behavior and identify specific important sex antecedents to be targeted. 3. Provide basic, accurate information about the risks of teen sexual activity and about ways to avoid intercourse or use methods of protection against pregnancy and STDs.
16 4. Include activities that address social pressures that influence sexual behavior.5. Provide examples of and practice with communication, negotiation, and refusal skills. 6. Incorporate behavioral goals, teaching methods, and materials that are appropriate to the age, sexual experience, and culture of the students.
17 GUIDELINES FOR CLASSROOM APPLICATIONS :Important Background for K4 Teachers : * Relationships : # Children at age 5: they are very self-centered , more concerned about their own needs and identity. # Children from age 6 to 8 : They begin to redirect their personal concerns to intellectual concerns and group activities, they begin to become less dependent on their parents, although their parents are still important to them.
18 # Children from 9 to 10 : they accept sexuality education as they do other subjects and same-sex friendships are more popular in this age group. # Between ages 11 and 13: children become even more independent of their parents. Their friendships are increasingly more important and they are beginning to become more self-conscious about the physical changes to their bodies .
19 * Families : Today’s families are quite different from the families of 50 to 100 years ago . Some people believe that the “typical” or “normal” family of today is the nuclear family . A nuclear family consists of children living with both of their natural parents. It is important that the teachers nor assume that all students are being raised in a nuclear family and recognize that some students might have special needs because of their family situation . Another issue that arises when discussing families is sex- role stereotypes. Some families still establish and reinforce clear gender roles for boys and girls .For example, the boys mow the lawn and the girls wash the dishes. Teachers can try to eliminate sex-role stereotyping in their classrooms like choosing activities for both boys and girls .
20 Recommendations for Concepts and Practice :Healthy Behavior Outcomes The goal of health education is to help students adopt or maintain health-enhancing behaviors. School districts and teachers should identify the health-enhancing behaviors they would like their students to maintain or adopt. Developmentally Appropriate Knowledge and Skill Expectations As with other health topics, teaching related to promoting sexual health should be developmentally appropriate and be based on the physical, cognitive, social, emotional, and language characteristics of specific students.
21 STRATEGIES FOR LEARNING AND ASSESSMENT
22 NHES 1 I Core Concepts Students will comprehend concepts related to health promotion and disease prevention to enhance health.
23 Attitudes toward behaviorGrades K-2 Grades 3-5 Grades 6-8 Title Family Members Qualities of Good Friend Matching Game for the Reproductive System Example Talking about family similarities and differences and the roles and responsibilities of family members. Teachers should be sure classmates treat each other with respect. Next, ask children to draw and color a picture of one of their family members. Teachers present a lesson on friendship help students generate a list of qualities of a good friend. Then Provide students with materials to make paper bag puppets. Students should create a puppet that symbolizes at least three qualities of a good friend. Write the name of one reproductive organ on an index card, and write its function. This activity allows students to say the reproductive organ names and encourages student interact with a variety of classmates function on another card . Assessment task Children can draw a picture of a family member and share a story with classmates about how that person helps the family stay healthy and safe. The puppet symbolizing three qualities. students should write a brief paragraph describing the puppet aid a description of how the symbols demonstrate qualities of a good friend. students can complete the activity several times, starting with a different card each time Assessment criteria students should be able to express the concept of family members helping one another stay healthy and safe. students should be able to identify at least three qualities of a good friend and symbolize that in the puppet they create. students should match the cards correctly and consistently Constructs Attitudes toward behavior subjective norms.
24 NHES 2 | Analyze Influences Students will analyze the influence of family, peers, culture, media. technology, and other factors on health behaviors.
25 How We Do Things in My Family Grades K-2 Grades 3-5 Grades 6-8 Title How We Do Things in My Family Stereotypes-What Can We Really Tell from Looking? Messages in the Media About “Ideal” Men and Women Example Students can write about the “way we do things to stay healthy in my family.” Ask students to think about how the decisions they make and the things they do are influenced by family habits and self-management strategies. Try an activity with students to have them think about what we actually can and can’t tell about people just from looking at them. Have children work in small groups with a few pictures each. Ask, “What can we tell about the people by looking at them?” Ideas about sexual attractiveness are reflected in and come from images in the media. Middle-level students enjoy this assignment of finding magazine pictures of what men and women are “supposed” to look like. Assessment task students can draw a picture and write a sentence about “how my family helps me stay healthy” students can work individually or in pairs to select a magazine picture to “de-stereotype” for the class. students can explain their media messages about men and women in terms of myths and misperceptions. Assessment criteria students should explain at least one healthy preference or habit they have developed (internalized) because of the way their family does things. students should explain the possible stereotypes communicated in the picture and challenge those biases with alternative explanations and explain how stereotypes can influence the way people behave toward others. students should identify at least five myths and misperceptions about media images of “ideal” men and women and provide healthy alternatives to the images. Constructs subjective norms. Subjective norms.
26 NHES 3 |Access Information, Products, and Services Students will demonstrate the ability to access valid information and products and services to enhance health.
27 Finding Out About how families work together Ask the ExpertGrades K-2 Grades 3-5 Grades 6-8 Title Adult I can count Finding Out About how families work together Ask the Expert Example In particular, students need to identify adults they could turn to if they experience unwanted touching or other situations that make them feel scared or uncomfortable. Students can interview their parents or caregivers to find out what their families say " makes a caring and helpful family member " and " what kinds of jobs various family members do to help our family " Students can be given a variety of questions related to sexual decision making that have been asked by students their age or younger .Students are to act as “experts” and apply their knowledge regarding STDs and pregnancy to help answer each question. Assessment task The students’ hand tracings are the assessment task for this activity The students' report on their family interviews ( what makes a caring family member , what jobs family members do to help the family ) The answer students write Assessment criteria students should be able to identify five people they can count on in at least three different locations (home, school, community). students should report their information sources and tell why the sources are valid . students should provide factual information in their answer and encourage the person asking the question act in a healthy way. Constructs Perceived behavior control Perceived behavioral control Attitudes towards behavior perceived behavioral control
28 NHES 4 I Interpersonal Communication Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
29 Your Body Belongs to You: Communicating About Your Body Grades K-2 Grades 3-5 Grades 6-8 Title Your Body Belongs to You: Communicating About Your Body Talking About Privacy R-E-S-P-E-C-T Example Children often participate in games and songs to name their exterior body parts Teachers can help children understand that their bodies belong to them and should always tell a trusted adult if someone touches or tries to touch them in a way that makes them feel scared or uncomfortable. Teaching students that it’s inappropriate to go through someone else’s desk or to keep asking questions when someone has declined to answer. Students also can discuss when they should or shouldn’t keep something private and ways to protect privacy. Teachers can play a song about “ RESPECT” to introduce the idea of respecting oneself and others. Begin the discussion by having students share their ideas about respect—for example, “When is a person respecting me?” “When is a person disrespecting me?” Assessment task students can tell what they would say and do if someone touched or tried to touch them in a way that made them feel scared or uncomfortable students can make a “Respecting Privacy” list that tells ways they can respect the privacy of others and ways they want others to respect their privacy students can create their own version of an R-E-S-P-E-C-T song, a rap, or some other kind of reminder. Assessment criteria students should be able to list saying “Stop it! getting away as soon as they can, and telling a trusted adult as soon as possible that someone touched or tried to touch them on their private part students should explain when they should and shouldn’t tell a trusted adult about “private” concerns. Students should always tell a trusted adult when they feel that they or others are unsafe or in danger. students should list at least three examples of the respect they want (“R-E-S-P-E-C-T, find out what it means to me!”) Constructs perceived behavioral control Perceived behavioral control
30 NHES 5 I Decision Making Students will demonstrate the ability to use decision-making skills to enhance health.
31 Deciding on AbstinenceGrades K-2 Grades 3-5 Grades 6-8 Title What Do You Do, Dear? Deciding for Me Deciding on Abstinence Example Teacher brings books, and characters in children’s books often are faced with a problem or decision. Children can provide their own decisions about what to do and how to decide and then compare their answers with those in the book. Children can list decisions in two columns—decisions others make and those they make for themselves. Emphasize the importance of making good decisions in those areas where students get to decide for themselves. Explain that one decision teens can make about sex is to abstain until they are older. Emphasize that people choose to abstain from something for many reasons including health, religion, fear, or lack of interest. Assessment task students can make up their own “What do you do, Dear?” questions and answers. students can make their two- column list of decisions that others make and that they make and explain how they can make good decisions. students can write down the reasons to remain abstinent that have the most meaning to them. Assessment criteria students should explain what to do and why they chose to do it. All answers should be health enhancing. students should explain three alternatives for a specific decision, name positive and negative consequences, choose a decision, and tell how they will know whether it was a good one. students should be able to explain why their reasons have the most meaning and why those reasons would help them remain abstinent. Constructs Perceived behavioral control. Perceived behavioral control Attitudes towards behavior
32 NHES6 I Goal Setting Students will demonstrate the ability to use goal-setting skills to enhance health.
33 Goals for Being a Good Friend Goals to Help My Family Grades K-2 Grades 3-5 Grades 6-8 Title Goals for Being a Good Friend Goals to Help My Family Teen Parenting—Not One of My Goals Example Students can work in small groups to brainstorm the qualities of a good friend. Students should identify one way they could improve on being a good friend. Students can discuss ways they can be helpful in their families without being asked. Students can set a personal goal to help in a certain way in their families for a week, without publicizing their goal at tome. Discussing about one of the negative outcomes of becoming sexually active is becoming a teen parent .Students can work in small groups to brainstorm on a sheet about how their lives would change in each of five categories financial, family, social, educational, and emotional if they became a teen parent . Assessment task Students can set an individual or class goal for being a good friend or a better friend for one week. Students should discuss their progress day by day during the week. Students set their goals . Students can share with the class the three most persuasive reasons to not become a teen parent. During their presentation, students should share personal goals that would be affected if they became teen parents. Assessment criteria Students should state a clear goal , make a plan, plan for supports and barriers, and evaluate results students should set a clear goal, tell what steps they will take to achieve it, identity supports and barriers and ways to deal with barriers, and plan away to assess their progress. Students should list at least three goals that would be affected and explain how these goals affect their decisions related to sexual health. Constructs Subjective norms perceived behavioral control Perceived behavioral control Attitudes toward behavior
34 NHES 7 I Self-ManagementStudents will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
35 Julius, Baby of the World: A New Brother or Sister in the Family Grades K-2 Grades 3-5 Grades 6-8 Title Julius, Baby of the World: A New Brother or Sister in the Family Getting Help Role-Plays for Self-Management Example Teachers tell the students about Lilly’s story with her new brother. Then the teachers can ask students to share their experiences and feelings about having new siblings at home. Students should know how to get the help they need should an uncomfortable, threatening, or emergency situation arise. Students need to know that it’s important for them to tell an adult in those situation. Similarly, it’s important for adults to believe children who come to them for help Students can work in small groups to brainstorm challenging or risky situations they know that students their age face or might face in the future. Students can choose one of the situations and show a strong way to handle the situation, as well as a less decisive way that could lead to problems. Assessment task Students might want to make new pages to add to Julius, Baby of the World: A New Brother or Sister in the Family based on their own experiences. Students should report their feelings honestly, but they also should discuss healthy ways to deal with their feelings. Students can describe and discuss situations in which they might feel uncomfortable or unsafe and write a scenario in which they feel the need to get help and then share the scenario with the class . Students can work in small groups to demonstrate a challenging situation with two self-management outcomes—one effective and one ineffective. Students can follow their demonstration by asking classmates which techniques were effective or ineffective and why. Assessment criteria Students should be able to describe at least one feeling and explain a healthy way to manage it. Students should specify at least two ways to get help in the scenario they describe. Students should compare and contrast at least one effective and one ineffective self-management strategy for responding to the challenging situation they demonstrate for the class. Constructs Attitudes toward behavior Perceived behavioral control
36 NHES 8 I Advocacy Students will demonstrate the ability to advocate for personal, family, and community health.
37 Spreading the Word: Most Kids Make the Healthy ChoiceGrades K-2 Grades 6-8 Title It’s Okay to Be different :Treating Others with Friendliness and Compassion Spreading the Word: Most Kids Make the Healthy Choice Example After reading the book, teacher can ask students whom they treat with kindness and compassion and ask students to think about other people who need their kindness and compassion, such as people who have cancer or HIV or people they perceive to be different in some way. Teachers can help students understand that they don’t need to be afraid of people who seem different in some way and that they can treat all people with friendliness and compassion. Students can review and publicize their findings from the Youth Risk Behavior Survey (YRBS) to other classes within their school. The bottom line is that most kids make the healthy choice. YRBS data are available at Assessment task Students can make a list of ways they can treat others with friendliness and compassion. Students can prepare pamphlets or PowerPoint presentations on what they learn about the sexual behavior of high school students. Students should present their data from the positive perspective. Assessment criteria Students should explain why they would “take a stand” by doing these things. Students should state a strong position, back it up, target the audience, and speak with conviction. Constructs Subjective norms. Subjective norms
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