This presentation is part of the Family Life Education Teacher Capacity Program

1. Recognizing and Managing
Risky Behaviors

2. Agenda
8:30 WELCOME
9:00 ―Don’t Pass it Along‖
9:30 Effective Curricula
10:15 BREAK
10:30 Quiz: Knowledge of Risk Behaviors
11:30 Sexual Possibilities
12:00 WORTH & SODAS
12:30 LUNCH
1:30 Video Clip
1:40 Abstinence
2:15 Pop Culture
2:45 BREAK
3:00 Negotiation and Refusal Skills Development
3:45 SWAT
4:00 Reflection and Evaluation
4:15 ADJOURN

3. Welcome
INTRODUCTIONS AND
OVERVIEW

4. Workshop Goals
• Learn how alcohol and drug use influences HIV
and STD risks
• Increase knowledge of adolescent risk behaviors
• Examine attitudes and beliefs about adolescent
drug use and HIV/AIDS
• Increase knowledge of effective programs that
reduce adolescent sexual risks
• Identify important messages about sexuality
• Identify strategies for teaching negotiation and
refusal skills

5. Workshop Objectives
• Describe how widespread HIV and other STIs are
and consequences
• Describe the modes of transmission of HIV and
other STIs and some prevention strategies
• Identify populations of youth at high risk of
becoming infected with HIV and other STIs
• Discuss the implementation of health education
strategies using prevention messages that are likely
to be effective in reaching adolescents
• Demonstrate essential skills for health behavior
change related to prevention and guide student
practice of these skills

6. Workshop Objectives
• Describe strategies for involving parents, families
and others in student learning of prevention
education
• Implement standards-based prevention education
curricula and student assessment
• Address community concerns and challenges
related to HIV prevention education
• Teach HIV/STI prevention to students of various
cultural backgrounds, abilities, and language
skills, using interactive teaching methods for
prevention education, such as role-plays or
cooperative groups

7. Introductions
• Facilitator(s)
• Staff
• Participants
– Name
– Grade/Level
– School Affiliation

8. Working Agreement
• Maintain confidentiality • Avoid making assumptions
• Respect each other’s point of about other members of the
view; recognize that we all group
have some biases • Share responsibility for what
• Speak for yourself—use ―I‖ gets learned today
language; take some risks to be • Ask any questions--there are no
honest dumb questions
• Be nonjudgmental; no put- • Share the time; participate as
downs; be constructive while much as possible
giving each other feedback • ELMO (Enough, lets move on)
• Listen with an open mind • Use discretion with self-
• Recognize that some conflict disclosure
can be helpful and that we • Have fun
should not always avoid it • The Vegas Rule (What happens
• Pass if you feel uncomfortable in Vegas . . .)

9. Activity
DON’T PASS IT ALONG

10. Round Discussion Topics
1. Any experience you have
had dealing with
substance abuse and/or
HIV
2. Messages your parents
gave you about using
alcohol and drugs
3. The incidence of alcohol
and drug use among teens
in your school and
community when you
were in middle/high
school

11. Lecturette
RISK REDUCTION: WHAT’S
WORKING

12. Good News
In recent years there
has been much more
rigorous evaluation
of pregnancy
prevention and HIV
prevention programs.

13. Outcome
Those
evaluations
have had
mixed
results.

14. Effective Risk Reduction Programs
• Are Curriculum-Based Sex and STD/HIV
Education Programs with proven positive
results (see handout for specific programs).
• Other programs (mother-adolescent
programs, clinic protocols and one on one
programs, community programs with
multiple components, service learning, and
multi-component programs) were also
found to be effective.

15. Program Efficacy
• These programs are effective in:
– Delaying the onset of sexual intercourse
– Helping sexually active teens to be more aware
• Note:
– Youth who had initiated intercourse did not then
choose abstinence.
– Thus, strong abstinence messages are best
directed to those who have not yet initiated sexual
intercourse.

16. Qualities of Effective Programs
1. Focused on at least one of three 5. Included multiple instructionally
health goals: the prevention of sound activities to change each of
HIV, the prevention of other the targeted risk and protective
STDs, the prevention of factors.
unintended pregnancy. 6. Employed instructionally sound
2. Focused narrowly on the teaching methods that actively
specific types of behavior that involved the participants, that
cause or prevent HIV, other helped participants personalize
STDs, or pregnancy and gave the information, and that were
clear messages about them. designed to change specific risk
3. Focused on specific sexual and protective factors.
psychosocial factors that affect 7. Employed activities, instructional
the specified types of behavior methods, and behavioral
and changed some of those messages that were appropriate to
factors. the adolescents’
4. Created a safe environment. culture, developmental age, and
sexual experience.
8. Covered topics in a logical
sequence.

17. Activity
ADOLESCENT SUBSTANCE
USE AND SEXUAL BEHAVIOR

18. Adolescent Behavioral Quiz

19. Activity
SEXUAL POSSIBILITIES

20. Yellow Alerts
• I feel attracted to the person.
• I imagine touching or kissing
the person.
• I have daydreams or fantasies
about sexual activity with the
person.
• I dress in special clothes to
look attractive to the person.
• I think about or plan ways to
be alone with the person.
• I feel like I’m in love.
• I feel really good and tingly
when we hug, touch or kiss.
• My partner touches me a lot.
• My partner talks about or asks
to be alone with me.

21. • My partner and I are alone
together in a private place.
• We’re drinking or doing drugs
together.
• We’re playing sexually suggestive
music and dancing a lot together
to slow songs.
• My partner tells me he or she
wants to have sexual intercourse
with me.
• We’re touching and kissing a lot.
• We’re touching each other more
and more in different ways.
• We’re kissing and touching; things
are going fast and I get
uncomfortable but don’t know
how to stop it.

22. WORTH AND SODAS

23. SODAS
• S – Stop and Define
the Problem
• O – Options and
Outcomes
• D - Decide
• A - Action
• S – Self-praise

24. Worth
• I am ___ and I will
stay healthy.
• I am ___ and I will
protect myself.
• I am ___ and I will
find support for my
decision.
• I am ___ and I am
WORTH it!

25. Video
“TEENS TALK
SEX, DRUGS, AND ALCOHOL

26. ―Teens Talk Sex, Drugs,
and Alcohol‖

27. Discussion Questions
• What did you think of the video clip?
– What were your general reactions?
• What thoughts or feelings did you have as you
watched?
– What message(s) do you most remember?
– What came through as most important?
• What are the lessons to be learned from the video
and our discussion of the video?
– How do you plan those lessons or insights in your
own teaching?
– Would you feel comfortable showing this video at
your school?

28. Activity
ABSTINENCE

29. Understanding Abstinence
• Can they have a beer?
• Can they hug?
• Can they French kiss?
• Can they get sexually aroused?
• Can they rub against their
partner’s body with clothes on?
• Can they masturbate?
• Can they experience pleasurable
feelings, and perhaps, reach
orgasm? (For example: through
fantasy or masturbation)
• Can they touch a partner in sexual
ways that both people agree on as
long as it excludes sexual
intercourse of any kind
(oral, anal, or vaginal)?

30. Discussion Questions
• What are characteristics of students who maintain
abstinence?
• How do you think teens, in general, feel about
abstinence as an option?
• Why do you think abstinence gets such a bad rap from
some teens?
• How do you define ―virginity‖? How is virginity
different from abstinence?
• What messages do teenagers need to receive if we want
to encourage them to make the thoughtful decision to
abstain from sexual intercourse?
• How does substance abuse affect abstinence behaviors
and beliefs?

31. Abstinence Messages for Youth
• Teenagers are usually not mature • People need to respect the limits set
enough for a sexual relationship by their partners.
that includes intercourse. • There are many ways to show love
• Abstinence from sexual and romantic feelings in a
intercourse is the best method to relationship and not have
prevent pregnancy and STI/HIV. intercourse.
• Abstinence is a thoughtful choice • Many families and religions believe
reflecting personal values. that sexual intercourse should only
• Abstinence from sexual occur in marriage.
intercourse is a behavior that • Abstinence is not virginity.
people can practice at any age. • Youth who wish to remain
• Following through on the choice abstinent can receive support from
to abstain requires skills. associating with like-minded
• Teenagers and adults who date peers, parents, and other trusted
need to discuss sexual limits with adults.
their dating partner

32. Activity
POP CULTURE

33. Discussion Questions
• What role does the
media play?
• How does it influence
teens’ perceptions of
risky behaviors?
• Do you know what
they are watching?
• What social networks
are they on?

34. Activity
NEGOTIATION AND REFUSAL
SKILLS DEVELOPMENT

35. Procedures
• The following procedures will help effective
teaching of negotiation and refusal skills in
the classroom:
– Describe the skill and provide examples of its use.
– Demonstrate the skill for students to observe.
– Provide structured practice with feedback.
– Encourage application of the skill outside the
classroom to promote mastery and transfer.
– Follow-up with opportunities for review and
practice.

36. Nonverbal Refusals
Hands Off: Use hands in “get off of me”
Soldier: Sit or stand stiffly
Firm Voice: Strong, business-like
Serious Expression I mean it
Gestures: Hand and arm movements
Fight Back: Use strength to push away

37. Verbal Refusals
• Use the word ―NO‖
• Back up ―NO‖ with strong nonverbal
―NO‖
• Repeat message as often as necessary
• Suggest an alternative action or
compromise
• There is no good substitute

38. Role Play

39. Activity
SWAT

40. SWAT Technique
• S= Say ―NO‖ to Unsafe Behaviors
• W= Explain Why You Want to be Safe
• A= Provide Alternatives
• T= Talk it Out

41. Questions and Evaluations