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Taking Sexual Education to the Next Step

Taking Sexual Education to the Next Step. By Haley Beglau. Today’s Schedule. Monday May 12th 9:10am – Check in / Move chairs & desks / Make circle on the floor / Play get to know you game 10am – Introduction to Relationship vs. Sex 11am - Introduction to Healthy Relationships

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Taking Sexual Education to the Next Step

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  1. Taking Sexual Education to the Next Step By Haley Beglau

  2. Today’s Schedule • Monday May 12th • 9:10am – Check in / Move chairs & desks / Make circle on the floor / Play get to know you game • 10am – Introduction to Relationship vs. Sex • 11am - Introduction to Healthy Relationships • 12pm – Lunch / Recess • 1pm - Introduction to Consent • 2pm - Introduction to LGBTQ • 3pm - Wrap up questions • Tomorrow – Explore these subjects in detail throughout the rest of the week

  3. What are we doing today? • Today we will be talking about aspects surrounding sex • This is a safe place where everyone has the freedom to express their mind while also being conscious of other people’s feeling • There is no judgment because everyone is different and is entitled to their own opinion and identity

  4. Why is this organization here? • Schools tend to teach sex ed. through the lens of abstinence. This can be abstinence only until marriage or abstinence “plus”, which includes contraceptives and safe sex. Most sex ed. is shrunk down to “disaster prevention”, which is how to avert pregnancy or sexually transmitted diseases (Weissbourd& Peterson & Weinstein, 2013).

  5. An Alternate Sex Ed. Definition • We believe that sexual education should encompass the real world aspects of sex. This includes, but is not limited to; romantic relationships, healthy relationships, consent, and LGBTQ identities. • Each individual is in charge of their own bodies, feelings, and desires. Our mission is to equip you with as much information as possible in order to enable you to make the best decision for yourself.

  6. Romantic Relationship vs. Sex • Romantic Relationship: • Two partners that are monogamous and care deeply for one another. • Sex: • “Sexual activity, including specifically intercourse” (Oxford Dictionaries). • Romantic Sexual Intimacy with a Monogamous Partner: • “Intimacy has been identified as an important component of romantic relationships. An important determinant of intimacy is self-disclosure, though if disclosure is to foster intimacy, one’s partner must also respond in a supportive way, making the discloser feel understood and validated” (Porter & Chambless, 2014, p. 547)

  7. Romantic Relationship vs. Sex (pt. 2) Anything else to add?

  8. Romantic Relationship vs. Sex Discussion Questions • What are some of the differences between a romantic relationship and sex? • In what ways can a romantic relationship and sex be intertwined? • Please provide ideas, examples, theories, etc.

  9. Healthy Relationship • Question: What is a Healthy Relationship? • Definition: Where each individual in a romantic relationship feels respected, valued, and loved

  10. Healthy Relationship (pt. 2) • Three main things to remember: • 1) The power of self-respect and self-esteem Do you feel any of these things: • Pride in yourself • Respect for yourself • Confidence in yourself • Love for yourself From: (Akers & Yonas & Burke & Chang, 2011, pp. 2173-2179)

  11. Healthy Relationship (pt. 3) • 2) What do you want in a partner? • Kind vs. Mean • Doesn’t listen to me • Same interests/hobbies • Intelligent • Never wants to do what I want to do • Respects my boundaries • Fun vs. Boring • Wants to change things about me

  12. Healthy Relationship (pt. 4) • 3) It’s not the end of the world • Relationships don’t always work out • Remember there are other people in the world who have also broken up with their partner • There is someone else out there • These bad feelings will pass with time • Confide in someone you feel comfortable talking to • Be kind to yourself

  13. Healthy Relationship Activity • Healthy Relationships • file:///Users/haleybeglau/Downloads/HS5HealthyRelationships.pdf From: (SexEd Library, 2011)

  14. Healthy Relationship Discussion Questions • What are some important aspect to remember from the activity? • In what ways can we problem solve and apply critical thinking to healthy relationship? • Please provide ideas, examples, theories, etc.

  15. Lunch/Recess Have fun!

  16. Consent • Question: What is consent? • Definition: Sexual consent is “freely given verbal or nonverbal communication of a feeling of willingness to engage in sexual activity” (Cameron-Lewis & Allen, 2013, p. 127).

  17. Consent (pt. 2) • “It has been argued that consent needs to be erotized to help support and encourage respectful ethical sexual relations, but at the very least consent needs to be acknowledged as a fundamental aspect of positive sexual experience” (Cameron-Lewis & Allen, 2013, p. 127) • No one can force you to have sex with them, that is rape • Understand your boundaries and make them clear with your partner

  18. Consent Activity • Scenarios • 1) Your partner says they will break up with you if you aren’t ready to have sex with them in a month • 2) You are in the middle of sex with your partner and you say ‘no’ • 3) You are drunk and/or high and your partner want to have sex • 4) Your partner has been pressuring you to have sex and tells you they will get their way, even if you say ‘no’ • You have 40 minutes to work through each scenario with your classmates • Please come up with issues, solutions, and how to best work through this scenario

  19. LGBTQ • Question: What is LGBTQ? • Definition: Lesbian, Gay, Bisexual, Transgender, Queer or Questioning. • Any of these identities can apply to an individual

  20. LGBTQ (pt.2) • Question: What is the stigma surrounding the LGBTQ community? • Discussion: • Religion • Societal Norms • Lack of Knowledge • From: • (Aragon & Poteat & Espelage & Koenig, 2014) • (McMillin, 2014) • (Whitton& Buzzella, 2012)

  21. LGBTQ Activity • How to Be a Super Activist and/or Ally • http://www.advocatesforyouth.org/index.php?option=com_content&task=view&id=193&Itemid=129(Advocates for Youth, How to be a super activist and/or ally ) • Taking Steps • http://www.advocatesforyouth.org/for-professionals/lesson-plans-professionals/196?task=view(Advocates for Youth, Ways to be a GLBTQ ally or activist)

  22. Discussion Questions • What are some important aspect to remember from the activity? • In what ways can we be activists and/or allys? • What steps will you be taking? • Please provide ideas, examples, theories, etc.

  23. Questions? All are welcome!

  24. References • Akers, A. Y. & Yonas, M. & Burke, J. & Chang, J. C. (2011). “Do you want somebody treating your sister like that?'': Qualitative exploration of how African American families discuss and promote healthy teen dating relationships. Journal of Interpersonal Violence. 26(11). DOI: 10.1177/0886260510383028 • Aragon, S. R. & Poteat, V. P. & Espelage, D. L. & Koenig, B. W. (2014). The influence of peer victimization on educational outcomes for LGBTQ and non-LGBTQ high school students. Journal of LGBT Youth. 11(1). DOI: 10.1080/19361653.2014.840761 • Cameron-Lewis, V. & Allen, L. (2013). Teaching pleasure and danger in sexuality education. Sex Education: Sexuality, Society and Learning. 13(5). DOI: 10.1080/14681811.2012.697440 • Definition of sex in English. (n.d.). In Oxford Dictionaries. Retrieved fromhttp://www.oxforddictionaries.com/us/definition/american_english/sex

  25. References (pt. 2) • (2011). Healthy relationships. SexEd Library. Retrieved from file:///Users/haleybeglau/Downloads/HS5HealthyRelationships.pdf • How to be a super activist and/or ally. Advocates for Youth. Retrieved from http://www.advocatesforyouth.org/index.php?option=com_content&task=view&id=193&Itemid=129 • McMillin, S. E. (2014). Ironic outing: The power of hate group designations to reframe political challenges to LGBT rights and focus online advocacy efforts. Journal of Policy Practice. 13(2). DOI: 10.1080/15588742.2014.881271 • Porter, E. & Chambless, D. L. (2014). Shying away from a good thing: Social anxiety in romantic relationships. Journal of Clinical Psychology. 70(6), 546–561. Retrieved from http://web.a.ebscohost.com.ezproxy.library.wwu.edu/ehost/pdfviewer/pdfviewer?sid=9a6d2453-8731-43d5-9ce0-1bb218a3c349%40sessionmgr4003&vid=1&hid=4114

  26. References (pt. 3) • Ways to be a GLBTQ ally or activist. Advocates for Youth. Retrieved from http://www.advocatesforyouth.org/for-professionals/lesson-plans-professionals/196?task=view • Weissbourd, R. & Peterson, A. & Weinstein, E. (2013). Preparing students for romantic relationship. Phi Delta Kappan. Retrieved fromhttp://web.b.ebscohost.com.ezproxy.library.wwu.edu/ehost/pdfviewer/pdfviewer?sid=302fda9c-6026-4ebe-8b86-76f73c60b151%40sessionmgr115&vid=2&hid=120 • Whitton, S. W. & Buzzella, B. A. (2012). Using relationship education programs with same-sex couples: A preliminary evaluation of program utility and needed modifications. Marriage & Family Review. 48(7). DOI: 10.1080/01494929.2012.700908

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