This document outlines an agenda and goals for a workshop on understanding human sexuality today. The agenda includes sessions on messaging, implementing sexuality education guidelines, a sexual health model, sexually healthy adolescents, and comprehensive sexuality education. The goals are to increase knowledge and comfort discussing sexuality issues, and identify appropriate classroom content on sexuality for middle and high school students.

1. Understanding Human
Sexuality Today

2. Agenda
8:30 WELCOME
9:00 Messaging
9:45 Guideline Based Implementation
10:30 BREAK
10:45 Sexual Health Model
11:00 Sexual Health Model Activity
11:45 LUNCH
12:45 Sexually Healthy Adolescents
1:30 Comprehensive Sexuality Education
2:00 BREAK
2:15 Values Voting
2:45 Reflection and Evaluation
3:00 ADJOURN

3. Welcome
INTRODUCTIONS AND
OVERVIEW

4. Workshop Goals
• Identify a broad definition of human sexuality
• Explore attitudes and values regarding a range of
sexuality topics
• Increase their comfort with discussions about
sexuality issues
• Increase their knowledge of the goals and
philosophy of comprehensive sexuality education
• Identify the characteristics of sexually healthy
adolescents
• Identify age-appropriate classroom content for
middle and senior high students

5. Workshop Objectives
• List at least four factors that are involved in
sexual health decisions
• Name three ways classroom instruction will
change as a result of the workshop
• Identify two of their own personal attitudes
or values related to adolescent sexuality
• List one goal of comprehensive sexuality
education
• Describe the philosophy of comprehensive
sexuality education

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

7. 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 . . .)

8. Activity
MESSAGING

9. Messaging
• Each participant has an index card
– Do not write your name on the card
– On the lined side of the index card write one
thing you learned about sexuality that you now
know to be false.
– On the unlined side of the index card write
one message that you think is not getting
through to our children about sexuality.
• Hand your cards to the facilitator

10. Examples of Key Values Underlying
Comprehensive Sexuality Education
• Sexuality is a natural and healthy part of living.
• Every person has dignity and worth.
• Young people should view themselves as unique and worthwhile
within the context of their cultural heritage.
• Parents should be the primary sexuality educators of their children.
• In a pluralistic society, people should respect and accept the diversity
of values and beliefs that exist in a community.
• Sexual relationships should never be coercive or exploitative.
• Young people develop their values about sexuality as part of
becoming adults.
• Abstaining from sexual intercourse is the most effective method of
preventing pregnancy and STD/HIV.
• Young people who are involved in sexual relationships need access to
information about health care services.

11. Activity
GUIDELINE BASED
IMPLEMENTATION

12. Curriculum Content Areas
1. Family living and community relationships
2. The value of postponing sexual activity until marriage
(abstinence education)
3. Human sexuality
4. Human reproduction and contraception, including the
benefits of adoption as a positive choice in the event of an
unintended pregnancy
5. The etiology, prevention, and effects of sexually
transmitted infections
6. Stress management and resistance to peer pressure
7. Development of positive self-concepts and respect for
others

13. Content Areas
8. Parenting Skills
9. Substance use and abuse
10. Child abuse
11. Prevention of sexual assault and, in the event of sexual
assault, the importance of receiving immediate medical
attention and advice, knowledge of the requirements of the
law, and use of resources such as counseling and legal
services;
12. Dating violence and the characteristics of abusive
relationships including using electronic devices to convey
inappropriate images and behaviors
13. Education about and awareness of mental health issues
14. The benefits of marriage

14. Guideline Based Implementation
• Choose the appropriate handout for either
– Virginia Approved Curriculum
– Locally Developed Curriculum
• Using the guidelines, evaluate the extent to
which your FLE program adheres to or
deviates from the guidelines.
• Provide an example of how your program
adheres to the guideline or brainstorm
solutions to better adhere to the guideline

15. Activity
SEXUAL HEALTH MODEL

16. Sexual Health Model
• Sexual Health Model Factors
– Talking About Sex
– Culture and Sexual Identity
– Sexual Anatomy Functioning
– Sexual Health Care & Safer
Sex
– Challenges
– Body Image
– Masturbation and Fantasy
– Positive Sexuality
– Intimacy and Relationships
– Spirituality

17. Sexual Health Model
• How this factor can play a positive role in the
development of resilient and responsible
children?
• What are some examples of how we teach
about this for each of the following age
groups:
– Elementary Age
– Middle School Age
– High School Age
• How they could better incorporate attending
to this factor in their FLE program?

18. Activity
SEXUALLY HEALTHY
ADOLESCENTS

19. Characteristics
of Sexually Healthy Adolescents
• On your Post-It™ Note, write down
characteristics of Sexually Healthy
Adolescents in the following relationships:
– Self
– Peers
– Relationship with Parents and Family Members
– Romantic Partners
• List each characteristic on a separate note and
then place on the appropriate sheet of
newsprint.

20. Characteristics
of Sexually Healthy Adolescents
• Self
– Appreciates Own Body
– Takes Responsibility for Own Behavior
– Is Knowledgeable about Sexuality Issues
• Relationships with Parents and Family
Members
– Communicates Effectively with Family about All
Issues
– Understands/Seeks Information about Parents’
and/or Family’s values, and Considers Them in
Developing One’s Own Values

21. Characteristics
of Sexually Healthy Adolescents
• Peers
– Interacts with Both Genders in
Appropriate/Respectful Ways
– Acts on Own Values and Beliefs When They
Conflict with Peers
• Romantic Partners
– Expresses Love/Intimacy in Developmentally
Appropriate Ways
– Has Knowledge and Skills Necessary for
Effective Decision-Making

22. Parents
of Sexually Healthy Adolescents
• Demonstrate value, respect, • Try to understand their son's or
acceptance, and trust in their daughter's point of view.
adolescent children. • Help their daughter or son gain an
• Model sexually healthy attitudes in understanding of their values.
their own relationships. • Set and maintain limits for dating
• Maintain a non-punitive stance and other activities outside of
toward sexuality. school.
• Are knowledgeable about • Stay actively involved in their son's
sexuality. or daughter's life.
• Discuss sexuality with their • Ask questions about friends and
children. romantic partners.
• Provide information on sexuality • Provide a supportive and safe
to their children. environment for their children.
• Seek appropriate guidance and • Offer to assist adolescents in
information as needed. accessing health care services.
• Help their daughter or son plan for
their future.

23. Activity
COMPREHENSIVE
SEXUALITY EDUCATION

24. Comprehensive Sexuality Education
Concepts Spheres of Influence
• Personalization • Individual
• Susceptibility • Interpersonal
• Self-Efficacy • Community
• Social Norms • Society
• Skills

25. Topics and Key Indicators
• Anatomy and Physiology
• Puberty and Adolescent Development
• Identity
• Pregnancy and Reproduction
• Sexually Transmitted Diseases and HIV
• Health Relationships
• Personal Safety

26. Definitions
• Abstinence-Based (Plus)
– emphasizes the benefits of abstinence; includes
information about non-coital sexual behavior,
contraception, and disease prevention methods;
also referred to as abstinence-plus or abstinence-
centered.
• Abstinence-Only
– emphasizes abstinence from all sexual behaviors;
may not include information regarding
contraception, except in terms of failure rates, or
disease prevention methods.

27. Definitions
• Abstinence-Only Until Marriage
– emphasizes abstinence from all sexual behaviors
outside of marriage; may not include any information
about contraception, except in terms of failure rates,
or disease-prevention methods; typically presents
marriage as the only morally correct context for all
sexual activity.
• Comprehensive Sexuality Education
– K-12 sexuality education programs view sexuality
education as a lifelong process and address sexual
development, reproductive health, interpersonal
relationships, affection, intimacy, body image, gender
roles, abstinence, and contraceptive options.

28. Activity
VALUES VOTING

29. Values Voting
1. I will read several statements aloud, one at a time.
2. Think about each statement and how you feel
about it--whether you agree with it, disagree with
it, or feel undecided or unsure.
3. When you know how you feel about a statement,
go and stand near the sign that best describes
your feelings. You may choose to stand between
signs.
4. When everyone is standing where they want to be,
I will ask volunteers to share why they have
chosen to stand in a particular place.

30. Questions and Evaluations