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Similar a Sex Ed Prep2 Muskegon2010
Similar a Sex Ed Prep2 Muskegon2010 (20)
Sex Ed Prep2 Muskegon2010
- 1. Welcome! Sex Education Preparation & HIV Certification Muskegon ISD
- 17. Reasons Teens Give for Having Sex For pleasure or fun Pressures from peers To feel grown-up Love Curiosity Hold onto a boyfriend or girlfriend Lonely Rebelling against parents See it on TV, in the movies Problems at home
- 18. Reasons Teens Give for Postponing Sex Fear of pregnancy Fear of getting a sexually transmitted infection Afraid parents will find out May be painful Against religious beliefs Might interfere with future plans Not financially ready for the responsibilities of a baby Not physically or mentally ready for sexual involvement Might ruin reputation Don’t want to
- 21. HIV/AIDS Prevention Education “ AIDS 101”
- 24. Continuum of HIV Infection I C An Sx AIDS Asymptomatic HIV Infection Symptomatic HIV Infection I = Day of Infection C = Communicability (2-4 wks) An = Antibodies (2-6 mos) Sx = Symptoms (6 mos – 15+ yrs.) AIDS = AIDS Diagnosis
- 27. Michigan HIV/AIDS Cases by Age at HIV Diagnosis* *Living with HIV or AIDS 2009
- 29. Stages of HIV Infection HIV Exposure Remain HIV Free HIV Infection Able to Transmit HIV Positive 1-2 weeks 2 months (3-6) May have flu-like symptoms Asymptomatic HIV Infection Symptomatic HIV Infection AIDS
- 33. High Risk Behavior: Pregnant Woman to Unborn Child
- 34. High Risk Behavior: Contaminated Blood & Blood Products
- 35. High Risk Behavior: Sharing Needles
- 36. High Risk Behavior: Intimate Sexual Contact ELIMINATE RISK by... Abstain from intimate sexual contact Lifetime monogamy REDUCE RISK by... Use latex condoms correctly Use a water-based lubricant Limit the number of partners Know the sexual history of partners Stop high-risk behaviors
- 37. Disease Transmission Possible in the School Setting Vomit Saliva Urine Feces Blood Semen Nasal
- 38. How would it be if…?
- 41. What behaviors do you want to encourage? What skills do students need in order to demonstrate the behaviors? What do students need to know to use the skills?
- 42. Health Belief Model Skills Self-Efficacy Environmental Support Abilities to act in a healthy way Belief that one can use their skills to change life The most important predictors of current and future health status Facts to make responsible Decisions Understand severity Risks and benefits Peer, school, home, community support and reinforcement for healthy behaviors Behaviors Knowledge
- 43. Common Practice Skills Self-Efficacy Environmental Support Behaviors Knowledge
- 65. Born Loser, by Art & Chip Sansom
- 67. Sexual Activity Related to Primary Source of Sex Education* % citing source (33%) (15%) (26%) (26%) *Grades 9 & 12 combined Minnesota Dept. of Education
- 68. Sex Education Evaluation Tool I. Is the curriculum meeting the needs of your students? II. Is the curriculum consistent with community standards? III. Is the curriculum consistent with research and best practices? IV. Is the curriculum consistent with state law?
- 72. Sexual Activity & Risk Reduction * At last intercourse, among students who had sex during previous 3 months 2009 MI YRBS
- 73. Sexual Behaviors of 14 to 17 Year Olds
- 74. Assets Protect From High-Risk Behaviors 2001 Search Institute
Notas del editor
- Explore attitudes, issues, and laws that affect teaching sex education Analyze societal and educational messages about sexuality Increase each participant’s personal comfort level and available repertoire of skills Increase parental involvement in sex education Practice effective strategies for teaching sex education
- Tell the participants they will work in small groups at their tables to share the results of their homework assignment on sexual messages in society. Assign group roles: spokesperson, leader, society recorder, teacher recorder Distribute markers and chart paper to each group Show overhead with task explanation Society’s message will be shared verbally, not on chart paper. After 10 minutes, ask each group’s spokesperson to share their two messages. Post the charts. Summarize by pointing out the difference between society’s messages and the messages caring adults want to share.
- Using the Sex Education Evaluation Tool Use Tool as a guide Point out resources in packets for each section I. Need: Observations and Interviews Search surveys 2001 YRBS results [O] Abstinence-only or Abstinence-plus II. Community Standards: Community Survey: samples, how to, issues Sex ed advisory committee makeup: is it representative? III. Legal Obligations Michigan laws Legal prohibitions Parental rights Advisory committee functions How are you utilizing your sex ed advisory committee? What are they called? Do they have other responsibilities? How often, when, do they meet? IV. Research and Best Practice Evaluation information [H] Best practice—Kirby, characteristics, check lists Sample programs—curricular, service learning, mentoring Skills, skills, skills Staff development—Discuss the sex ed certification workshop
- Effective Sexuality Education Programs Research has shown that effective sexuality education programs have the following thirteen characteristics: Identified and focused on clear health goals. Focused narrowly on specific behaviors leading to these health goals. Focused on sexual psychosocial risk and protective factors Implemented multiple activities to change each of the selected risk and protective factors. Created a safe social environment for youth to participate. Employed a variety of teaching methods designed to involve the participants and have them personalize the information. Gave a clear message about sexual activity and condom or contraceptive use. Included messages and activities that were appropriate to the participants’ age, sexual experience and culture. Increased knowledge by providing basic, accurate information about the risks of teen sexual activity and methods of avoiding intercourse or using protection against pregnancy and STDs. Attempted to change individual values and attitudes about abstinence and condoms through various mechanisms. Used some of the same strategies to change perceptions of peer values and to address peer pressure to have sex. Identify specific situations that might lead to sex, unwanted sex, or unprotected sex and then identified methods of avoiding those situations or getting out of them. Provided modeling of and practice with communication, negotiation, and refusal skills in order to improve both skills and self-efficacy to use those skills. (Kirby, 2005, conference presentation )
- National and state events Eaton ISD Plans and Services