This document summarizes a 9-lesson sexual health education program presented by various health educators. It includes learning goals, activities, and discussion topics for each lesson such as defining abstinence, examining media influences, clarifying values around bullying, and practicing refusal skills. Anonymous question boxes are provided at the end of each lesson for participants to ask questions privately. A list of resources for further information is also included.

1. Program Director- Larry Moore
Health Educator – Michelle Cathey
Health Educator – Anthony Fontanes
Health Educator – Demetri Duncan
PYP/iMAD Intern – Yeivette Ortiz

2. “The production of this slideshow presentation was made possible by Grant Number 90AK042-02-00 from the
Department of Health and Human Services, Administration for Children and Families. Its contents are solely the
responsibility of Heartland Rural Health Network and do not necessarily represent the official views of the Department of
Health and Human Services, Administration for Children and Families.”

3. Get to know your instructors
Incentive Tickets
Family Activities
Anonymous Question Box
Pre-Survey/Post-Survey- DO NOT PUT YOUR NAME ON THESE

4. LEARNING GOALS FOR LESSON ONE
❖Create group rights and responsibilities
❖Review the Social and Emotional Learning skills
❖Brainstorm resources

5. Creating the classroom environment
What rights do you need to feel safe and comfortable talking
about body changes and sexual health?

6. Social and Emotional Learning
❖ Self-Awareness: Getting to know and trust yourself. This includes recognizing your feelings and values, gaining
self-confidence, and being aware of what makes you individual and unique.
❖ Self-Management: Expressing feelings appropriately, keeping track of progress toward goals.
❖ Social Awareness: Understanding others and being able to “put yourself in another person’s shoes.” It includes
recognizing individual and group differences/ similarities, and understanding the difference between fiction and
reality.
❖ Relationship Skills: Building healthy relationships, resisting social pressure, dealing with conflict, seeking help
when needed.
❖ Responsible Decision Making: Thinking through pros and cons of choices and how your actions may affect
others; making good decisions, keeping yourself healthy and safe, and respecting yourself and others.

7. Decision Making Review
“Chris really likes Terry, and they are going out. Terry wants to do something sexual that Chris is
not comfortable with. Chris is worried that saying no will cause Terry to break up with Chris and
make fun of Chris to their friends.”
Evaluate the
Decision
Make the
Decision
Pros and
Cons
What are the
choices
Name the
decision

8. Caring Adults
❖This can include family,
teachers, counselors,
youth leaders, etc.
❖If you said sibling as a
caring adult. Please
remember there needs to
be a 5 to 6 year age gap.

9. Resources
www.hrhnimad.org
www.teenshealth.org
www.cdc.gov
www.adolescenthealth.org
www.pflag.org
www.glaad.org

10. Lesson Two

11. LEARNING GOALS FOR LESSON TWO
❖Examine different types of media
❖Examine the effects of advertising on body image
❖Brainstorm insecurities of teens

12. Brainstorm
What is media?
How does media affect
people?

13. Effects of advertising on body image

14. Effects of advertising on body image

15. Effects of advertising on body image

16. Lesson Three

17. LEARNING GOALS FOR LESSON THREE
❖Clarify values around bullying
❖Discuss being an ally
❖Practice identifying and stopping bullying

18. Clarifying values around bullying
❖If a friend or family member of mine were being harassed or bullied for
being too smart, I would say something to stop it.
❖If someone I didn’t know very well were being harassed or bullied for
being too smart, I would say something to stop it.
❖If a friend or family member of mine were being harassed or bullied for
being “different”, I would say something to stop it.
❖If someone I didn’t know very well were being harassed or bullied for
being “different”, I would say something to stop it.
❖If my friends were texting mean or hurtful things about someone in our
class, I would say something to stop it.
❖I find it easy to stick to my beliefs even if everyone around me is doing
something different.

19. Being an ally – Scenario
Charles, one of the guys in Alicia’s class, has made fun of her
clothing all year. He always makes a mean comment or says
something negative about what she is wearing, and has
started to get others to join in. Alicia hates wearing tight
clothes and feels comfortable in baggy jeans, boots and big
T-shirts. One day, when Alicia is walking down the hall with
best friend, Teniqua, Charles sees her and says, “Nice shirt.
Where did you get that ugly thing?” Alicia and Teniqua don’t
know what to do so they keep walking.

20. Identifying and stopping bullying

21. Resources
www.hrhnimad.org
www.teenshealth.org
www.cdc.gov
www.adolescenthealth.org
www.pflag.org
www.glaad.org

22. Anonymous Questions
If you have a
question write it on
the card. If you do
not have a question
then tell us what
you like or don’t like
about this program.
*Do not put your
name on the card.

23. Lesson Four

24. LEARNING GOALS FOR LESSON FOUR
❖Name key components of anatomy and reproduction
❖Review puberty

25. Anatomy and Reproduction Review

26. Puberty

27. Lesson Five

28. LEARNING GOALS FOR LESSON FIVE
❖Defining and deciding about sexual behaviors
❖Sexual behavior and risk
❖Defining and deciding about dating

29. Deciding about sexual behaviors
Self- awareness is important when a person sets their
boundaries!
Respect your partner’s boundaries the way you want them
to respect yours.

30. Consent

31. Sexual behavior and risk
High Risk – any contact where body fluids are exchanged
without the use of a barrier
Some Risk – any contact involving body fluids with the use
of a barrier
Low Risk – no contact with body fluids

32. Defining and deciding about dating

33. What’s important to me?
❖Good sense of humor
❖Attractive
❖Popular
❖Smart
❖Self-confident
❖Does not push drugs/ alcohol
on others
❖Shares feelings
❖Stands up for others
❖Understands people’s feelings
❖Notices and celebrates
occasions
❖Works through disagreements
with others

34. Resources
www.hrhnimad.org
www.teenshealth.org
www.cdc.gov
www.adolescenthealth.org
www.pflag.org
www.glaad.org

35. Anonymous Questions
If you have a
question write it on
the card. If you do
not have a question
then tell us what
you like or don’t like
about this program.
*Do not put your
name on the card.

36. Lesson Six

37. LEARNING GOALS FOR LESSON SIX
❖Define abstinence
❖Identify where you draw the line
❖Practice and demonstrate refusal skills

38. What does abstinence mean?
Choosing to not engage in sexual activity is often called
abstinence.

39. Where do you draw the line?

40. Abstinence and postponement
Remember… abstinence is the only 100% effective method
of not contracting an STI or having an unplanned
pregnancy!

41. Refusal skills
❖Stick to your limits
❖Stay sober
❖Respect your partner

42. Lesson Seven

43. LEARNING GOALS FOR LESSON SEVEN
❖Defining STIs
❖STI quiz
❖STIs: What they are and how to avoid them
❖Demonstration

44. Defining STIs
STIs pass from one infected person to another during sexual
or intimate contact.
Remember… abstinence is the only 100% way to avoid an
STI.

45. STI Quiz – Pt. 1
❖Condoms reduce the risk of pregnancy and STIs, including HIV.
❖People who think they might have come in contact with an STI
should see a nurse or a doctor.
❖A person who doesn’t have any symptoms doesn’t have an STI.
❖Older partners are safer to be with because they know more
and can protect the younger person.
❖Abstinence, when practiced correctly and consistently, is
100%effective at protecting a person from getting an STI.

46. STI Quiz – Pt. 2
❖For some STIs, there is no cure.
❖A person who claims to be a virgin or “clean” can’t have an STI.
❖Proper use of latex condoms every time reduces the risk of
getting an STI, including HIV.
❖Having multiple sexual partners can greatly increase a person’s
risk of getting an STI.

47. STIs: What are they and how to avoid them
The five most common STIs for teens:
❖HPV
❖Trichomoniasis
❖Chlamydia
❖Gonorrhea
❖Genital Herpes
Modes of
Transmission
Exchange of
sexual fluids
Exchange of
blood
Skin-to-skin
contact
Passage from
infected mom
to baby

48. STI Demonstration

49. Resources
www.hrhnimad.org
www.teenshealth.org
www.cdc.gov
www.adolescenthealth.org
www.pflag.org
www.glaad.org

50. Anonymous Questions
If you have a
question write it on
the card. If you do
not have a question
then tell us what
you like or don’t like
about this program.
*Do not put your
name on the card.

51. Lesson Eight

52. LEARNING GOALS FOR LESSON EIGHT
❖Why use risk reducers?
❖Risk reduction methods

53. Why use risk reducers?
❖Why might a person decide to become sexually active?
❖What are some of the risks involved with becoming
sexually active?

54. Risk reduction methods
What is the only 100% effective method to prevent getting
an STI or having an unplanned pregnancy??

55. Lesson Nine

56. LEARNING GOALS FOR LESSON NINE
❖Sexual decision making
❖Practicing refusal
❖A promise to myself

57. Sexual decision making
Steps to a decision:
❖Name the decision to be made
❖List possible choices
❖Think about pros and cons for each choice
❖Make a decision
❖Evaluate your decision: what do you think will happen as a
result of this decision?

58. Practicing refusal - Scenario
Carlos and Veronica got drunk at a party and had sexual
intercourse last weekend. Now Veronica wants to have sex
again, but Carlos doesn’t want to. What should Carlos do?
Name the
decision to
be made
List
possible
choices
Look at
pros and
cons
Make a
decision
Evaluate
your
decision

59. Resources
www.hrhnimad.org
www.teenshealth.org
www.cdc.gov
www.adolescenthealth.org
www.pflag.org
www.glaad.org