Reaching Youth Where They're At

CONDOMS + BIRTH CONTROL = PROTECTION:
Using Digital Education Tools to Talk About Dual Use
Objectives
By the end of this lesson, participants will be able to:
1. Articulate the sexual health benefits of dual use.
2. Demonstrate the skills to open up a conversation about dual use with a partner.
3. Have a phone number for a health care provider that provides birth control.
4. Identify at least one strategy they plan to use/learn more about to prevent STIs and
one strategy they plan to use/learn more about to prevent an unplanned pregnancy.
5. Identify at least one digital education resource to use on a phone or computer to get
more information about condoms and contraception.
Audience
High school-aged teens (ages 15-18)
Time
45 minutes
Rationale
You may be looking for new and compelling ways to show teens the benefits of using
condoms and birth control together (dual use). Dual use is the most effective way to
prevent both pregnancy and sexually transmitted infections for those who engage in
vaginal sex. In the U.S., dual use is not practiced widely, but it continues to be practiced
more by young people.1 This lesson uses one of Planned Parenthood Federation of
America’s digital tools, “Been There. Done That,” which includes videos that depict real-life
situations to encourage teens to practice dual use when they choose to have sex. In this
lesson, a digital tool is used alongside other interactive activities, including brainstorming,
small group discussion, exploring attitudes, and reflective learning.
Planned Parenthood Federation of America’s digital education tools are based on science
about what works to help young people make good choices and engage in healthy
behavior.2, 3 They were developed with the guidance of a prestigious national advisory
board that included experts in adolescent development, effective health interventions,
public health, and online games and digital entertainment; and were rigorously tested and
made available for beta-testing online. The tools were carefully designed to ensure that
they would be appealing to and relevant for youth, particularly African-American and Latino
1 Eisenberg, D. L. et al. (2012). "Correlates of dual-method contraceptive use: an analysis of the National Survey of Family Growth
(2006-2008)." Infectious Diseases in Obstetrics and Gynecology, doi:10.1155/2012/717163.
2 Guilamo-Ramos et al. (2008). A conceptual framework for the analysis of risk and problem behaviors: The case of adolescent sexual
behavior. Social Work Research, 32(1), 29-45.
3 Kirby, Douglas (2007). Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually
Transmitted Diseases. Washington, DC: National Campaign to Prevent Teen and Unplanned Pregnancy.
1 PPFA Education Division, July 2014

youth who experience higher rates of sexually transmitted infections and unintended
pregnancy.
Please Note: The “Been There. Done That” tool itself is targeted toward teens who identify
as heterosexual; however, it is important to make this lesson inclusive of LGBTQ youth
because (1) LGBTQ youth are at risk of pregnancy4 and (2) all youth should have the facts
about sexual health risks, including pregnancy prevention.5 While the target audience of
the tool is heterosexual youth, this lesson aims to be inclusive of LGBTQ youth.
Materials
● A computer, projector, and speakers to use the “Been There. Done That”
(beentheredonethatapp.org) digital tool.
Facilitator Note: This lesson uses a computer to look at this tool with the full
group to facilitate a large group discussion and then participants break out
into smaller groups and explore the tool using cell phones. Make sure at
least one person per group has a cell phone. If cell phone use is not allowed
in your classroom, you can adapt this activity by doing it as a large group
discussion or having the small groups work on computers or tablets, if
available.
● Copies of Handout - My Protection Plan (1 per participant)
● Copies of Educator Resource - Video Discussion Cards: Pages 1 and 2 (2
cards per each group of 2-4 participants)
● Copies of Educator Resource - Palm Cards: High School Tools (1 card per
participant)
● Optional: Extra pens or pencils for participants to fill out handouts.
● Optional: Birth control method and STI brochures and palm cards with health
center information.
Preparation
In advance of the lesson:
• Become familiar with “Been There. Done That” (beentheredonethatapp.org) tool by
trying it out on a computer as well as a mobile phone.
• Make copies of the handout and educator resources.
• Cue up the “Been There. Done That” digital tool at the appropriate spots (detailed in
the lesson plan) on your computer and projector.
4 Saewyc, Elizabeth M., et al. (1999). “Sexual Intercourse, Abuse and Pregnancy Among Adolescent Women: Does
Sexual Orientation Make a Difference?” Family Planning Perspectives, 31(3), 127–31.
5 Blake, Susan M., et al. (2001). “Preventing Sexual Risk Behaviors among Gay, Lesbian, and Bisexual Adolescents: The
Benefits of Gay-Sensitive HIV Instruction in Schools.” American Journal of Public Health, 91(6), 940-946.

Introduction (3-5 minutes)
1. Tell the group: There are both positive and negative consequences of having sex.
Today we are going to talk about some of the possible negative consequences of
having sex so we will know how to avoid them. Before we start, I want to be clear
that I’m not assuming that anyone here has had sex or plans to have sex anytime
soon. However, it’s important for all teens to have the facts about sex and sexuality
so they can make healthy decisions when they are ready to have sex. Also, this is
information you may be able to share with others (like friends, family members, etc.)
to help them make healthy decisions, too.
2. Ask the group: Can someone please define sex for me?
Facilitator note: This lesson is for high school-aged youth who have learned
basic information about reproductive anatomy, pregnancy, STIs, birth control,
and condoms.
3. Tell the group: If you choose to have vaginal sex (penis in vagina), you could be at
risk of becoming pregnant or causing a pregnancy. If you have oral sex (a mouth
touching a penis or vulva), anal sex ( penis in anus), or any other type of sex where
genitals touch or body fluids are exchanged, you can be at risk of getting an STI or
giving an STI to your partner. Fortunately, these are all preventable! Today's lesson
is about how to prevent both pregnancy and STIs.
What Do You Think about Condoms and Birth Control? (25-30 minutes)
4. Tell the group: You may have heard a lot of different things about birth control,
condoms, and other methods of protection. We are going to explore more about
protection by watching some brief videos. We will be breaking into small groups to
discuss the videos, but we will watch the first video together.
5. Introduce the “Been There. Done That” tool (http://beentheredonethatapp.org).
6. Tell the group: this is a digital tool or “app” called “Been There. Done That.” It has
videos about birth control, sex, and condoms from teens who've been there. You
are going to get a chance to watch some of the videos, but we are going to start off
by watching one together.
7. Show the first video (Felicity, 18)
(https://www.youtube.com/watch?v=dRmomUX49-M)
Note: Make sure to pull up the videos in full screen mode by clicking the “[ ]” symbol
on the bottom right of the video.
8. Ask the following questions.

Discussion Questions
a. What did Felicity say she and her partner do to make it easier to use
both condoms and birth control?
b. What are some reasons why some couples don’t use both condoms
and birth control?
c. What are some reasons why some couples do use both condoms and
birth control?
d. Since using both condoms and birth control is the most effective way
to protect against pregnancy and STIs for those who have vaginal sex,
what are some other ways that couples who have vaginal sex can
make it easier to use both?
9. Tell the group: Now we are going to use this app to look at some more videos.
Note: You will need ample space to separate the groups to watch the videos so they
can focus on the videos they are assigned and not hear the other videos playing in
the room. If you do not have a lot of space, try breaking participants into pairs and
have them share headphones.
10. Write down the URL (beentheredonethatapp.org) on the board/flipchart.
11. Break the room into small groups (3-4 people) and pass out the video discussion
cards (Educator Resource - Video Discussion Cards: Page 1 and Page 2). Each
group will watch the video on their card and answer the questions on their card
about the video. Give the groups 10 minutes to discuss each video. Repeat this
activity twice, so each group discusses 2 videos.
12. After the groups have watched their videos, go around the room and ask each
group the following questions:
a. What happened in the videos you watched?
b. In the videos, what were some of the challenges that were mentioned for
why people don’t use condoms and birth control?
c. In the videos, what were some of the things mentioned that couples can
do to make it easier to use condoms and birth control?
d. What did your group discuss?
e. Why is it important for couples to discuss condoms and birth control?

Facilitator Note: If not mentioned during the discussion, when the
groups talk about the “Malik” video, reinforce the message from the
video that 9 out of 10 is actually the national number of kids who used
some kind of protection the last time they had sex.
My Protection Plan (10-15 minutes)
13. Tell the group: Whether you plan to have sex soon or not for a long time, it’s
important to think about what type of protection you and your boyfriend/girlfriend
may use. I am going to pass out a worksheet that will help you start planning what
protection methods you and your boyfriend/girlfriend may use (See: Handout - My
Protection Plan).
14. Pass out the worksheet and give participants 7-8 minutes to complete.
Facilitator Note: Because this worksheet requires participants to write down
information that may be personal to them, make sure they have space to fill it
out where others can’t see their answers. Also consider assigning this as a
homework lesson. Another way to do this activity would be to have them
individually complete the full “It Takes 2” app (http://takestwoapp.org) on their
phones during class or as a homework assignment. Please note that the “It
Takes 2 app” is targeted toward heterosexual couples, so the worksheet is more
inclusive of LGBTQ youth.
15. Ask the group the following questions.
a. What kinds of things did you include in your protection plan?
b. How did it feel to create your protection plan?
c. What can make it difficult to use protection?
d. What can make it easier to use protection?
e. Why is it important to talk with a boyfriend/girlfriend about sex and
protection?
f. How confident do you feel about talking to a boyfriend/girlfriend about sex
and protection?
g. Based on what you learned today, what will you do differently?

16. Bring the group back together and tell them: This worksheet is just a start. I
encourage you to look at it at home and/or discuss with your boyfriend/girlfriend,
trusted adult, and/or health provider.
Summary and Conclusion (2 minutes)
17. Thank the participants for their efforts and emphasize the following key messages:
• Using condoms and birth control together (dual use) is the most effective way
to prevent both pregnancy and sexually transmitted infections for those who
engage in vaginal sex.
• Whether you plan to have sex soon or not for a long time, it’s important to
think about what type of protection you and your boyfriend/girlfriend may use.
• It’s important to talk to your boyfriend/girlfriend about using protection. It may
feel difficult at first, but it will get easier with practice.
18. Hand out the palm cards (Educator Resource – Palm Cards: High School Tools)
and tell participants that there are some apps that can help them think more about
birth control and condoms as well as other situations in their lives. Refer the
participants to the palm cards, and write the address
plannedparenthood.org/apps on the board/flip chart.
19. Optional: You can also hand out other resources, such as brochures about birth
control and STIs, palm cards with information about health clinics to access testing,
condoms, birth control, and other services.

Handout
My Protection Plan
Directions: Answer the questions below. This is just a starting point to help you think
about your protection options. Bonus: Use this worksheet to talk to your partner.
I will make an appointment at this health provider: _____________________________
The phone number to make an appointment is: _______________________________
The address of the health center is: _________________________________________
At the health center, I would like to learn more about:
 STI testing
 Birth control/pregnancy prevention
 STI prevention
 Other: ________________________
To protect against STIs, I plan to
use/learn more about:
 Abstinence from oral, vaginal, and
anal sex
 Condoms
 Dental Dams
 Other: _______________________
To protect against pregnancy, I plan to
use/ learn more about:
 Abstinence from vaginal sex
 Implant  The Ring
 Patch  Condoms
 The Pill  IUD
 The Shot  Other: _________
I will talk to the following people about my plan:
 A parent/guardian
 Friend: __________________________
 Boyfriend/girlfriend/partner
 Health care provider/doctor
 Other: ___________________________
What is easy/good about my plan?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What may get in the way/make it difficult to stick to my plan?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What can I do if something gets in the way of my plan?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Educator Resource
Video Discussion Cards: Page 1
Cut out the cards and pass at least (2) cards out to each small group to prompt
conversation about dual use. You may need to make multiple copies if you have a large
group.
Watch the following video: Michael, 19
With your group, discuss the following questions:
• What do you think about what Michael said
in the video?
• What reasons did Michael give for using
condoms even though his partner uses an
IUD? What do you think about his reasons?
• Do you think your parent/guardian would
want you to use condoms and birth control if
you had sex? Why or why not?
Watch the following video: Michael, 19
• What do you think about what Michael said in
the video?
• What reasons did Michael give for using
condoms even though his partner uses an IUD?
What do you think about his reasons?
• Do you think your parent/guardian would want
you to use condoms and birth control if you had
sex? Why or why not?
Watch the following video: Alicia, 17
• What do you think about what Alicia said in
the video?
• Do you think that getting birth control is easy
to do?
• What may be difficult about getting birth
control?
• How would you overcome each thing you
listed as difficult?
Watch the following video: Alicia, 17
• What do you think about what Alicia said in the
video?
• Do you think that getting birth control is easy to
do?
• What may be difficult about getting birth control?
• How would you overcome each thing you listed
as difficult?
Watch the following video: Malik, 17
• What do you think about what Malik said in
the video?
• Do most teens you know use some form of
birth control or condoms if they are having
sex? Do you think most teens in the U.S.
do?
• It is a fact that most teens use protection.
Why might some teens think that most teens
don’t use protection?
Watch the following video: Malik, 17
• What do you think about what Malik said in the
video?
• Do most teens you know use some form of birth
control or condoms if they are having sex? Do
you think most teens in the U.S. do?
• It is a fact that most teens do use protection.
Why might some teens think that most teens
don’t use protection?

Educator Resource
Video Discussion Cards: Page 2
Cut out the cards and pass at least (2) cards out to each small group to prompt conversation about
dual use. You may need to make multiple copies if you have a large group.
Watch the following video: Marie, 18
• What do you think about what Marie said in the
video?
• How would you feel if you got pregnant or got
someone else pregnant at your age?
• Have you heard myths about birth control
methods like the pill?
• How can you find accurate information about
things you hear about birth control?
Watch the following video: Marie, 18
• What do you think about what Marie said in the
video?
• How would you feel if you got pregnant or got
someone else pregnant at your age?
• Have you heard myths about birth control
methods like the pill?
• How can you find accurate information about
things you hear about birth control?
Watch the following video: Devon, 18
• What do you think about what Devon said in
the video?
• Where can teens get condoms?
• How would you feel about getting condoms?
• What would make it easier to get condoms?
• Why is it important to get condoms before you
need them?
Watch the following video: Devon, 18
• What do you think about what Devon said in the
video?
• Where can teens get condoms?
• How would you feel about getting condoms?
• What would make it easier to get condoms?
• Why is it important to get condoms before you
need them?
Watch the following video: Lourdes, 19
• What do you think about what Lourdes said in
the video?
• How would it feel if your partner asked you not
to use condoms or birth control?
• What would you say if your partner didn’t want
to use condoms or birth control?
• What body language and tone of voice could
you use to communicate to your partner that
you are serious about using condoms and birth
control?
Watch the following video: Lourdes, 19
• What do you think about what Lourdes said in the
video?
• How would it feel if your partner asked you not to
use condoms or birth control?
• What would you say if your partner didn’t want to
use condoms or birth control?
• What body language and tone of voice could you
use to communicate to your partner that you are
serious about using condoms and birth control?

Educator Resource
Palm Cards: High School Tools
Make copies of these cards and hand them out to participants to access the tools on their own for
further learning.
Want to learn more?
Try out these apps!
Been There. Done That
beentheredonethatapp.org
My Birth Control
mybirthcontrolapp.org
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org

FAST FORWARD:
Using Digital Education Tools to Discuss Goals and Consider the Effects of
Unintended Pregnancy
Objectives
1. Identify at least one long-term goal (e.g., career, education, etc.).
2. Identify at least one short-term goal (e.g., studying, saving money) they can take to help
them achieve their long-term goal.
3. Articulate how becoming a teen parent may get in the way of their long-term goals.
4. Identify at least one digital education tool to use on a phone or computer to get more
information about planning for the future.
Audience
Middle school-aged youth (ages 12-14) or high school-aged youth (15-18)
Time
45 minutes
Rationale
You may be looking for new and compelling ways to get teens to think about their futures and
how becoming a teen parent may affect their long-term goals. Providing opportunities for teens
to reflect about when they want to become parents and reducing pregnancy ambivalence is
key to using birth control and avoiding unintended pregnancy.1 This lesson uses one of
Planned Parenthood Federation of America’s digital tools, “What’s Your Future Plan?” for
middle school students or “Fast Forward” for high school students, to help teens identify their
long-term goals and consider what impact having a child as a teen could have on those plans,
without stigmatizing or shaming the choice to become a teen parent. In this lesson, the digital
tool is used alongside other interactive activities, including reflective learning, brainstorming,
and small group discussion.
about what works to help young people make good choices and engage in healthy behavior.2, 3
They were developed with the guidance of a prestigious national advisory board that included
experts in adolescent development, effective health interventions, public health, and online
games and digital entertainment; and were rigorously tested and made available for beta-testing
online. The tools were carefully designed to ensure that they would be appealing to and
1 Brückner et al. (2004), Ambivalence and Pregnancy: Adolescents' Attitudes, Contraceptive Use and Pregnancy. Perspectives on Sexual and
Reproductive Health, 36: 248–257.
3 Kirby, Douglas (2007). Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted
Diseases. Washington, DC: National Campaign to Prevent Teen and Unplanned Pregnancy.
1 PPFA Education Division, June 2014

relevant for youth, particularly African-American and Latino youth who experience higher rates
of sexually transmitted infections and unintended pregnancy.
Materials
● Flip chart paper or board, markers, tape
● Three pieces of flip chart paper, each with one of the terms below written on it:
○ Why Do Teens Have Sex?
○ Pros/Cons of Having Sex (make two columns on one newsprint)
○ Protecting My Future Plans
● Computers or cell phones for each participant to use the age-appropriate tool:
○ For middle school students: What’s Your Future Plan? (yourplanapp.org); or
○ For high school students: Fast Forward (fastforwardapp.org).
Facilitator Note: Each participant will need to complete this tool individually. It can
be done on a computer or mobile phone. Participants can use their own phones
and/or take turns using computers if they don’t have a phone or phones aren’t
allowed in your classroom. If you do not have access to enough phones or
computers, you can assign completing this tool as homework before the class.
Make sure to remind students that they will need to e-mail you and themselves
their final plan. The tool allows users to e-mail their plans.
● Handout - Fast Forward: My Future Plan (1 for each participant)
● One of the following (based on age range of participants)
○ Educator Resource - Palm Cards: Middle School Tools (1 card per
participant)
○ Educator Resource - Palm Cards: High School Tools (1 card per participant)
● Optional: Extra pens or pencils for participants to fill out handouts.
● Optional: Palm cards with health center information.
Preparation
• Depending on the age range of participants, become familiar with one of the following
digital tools by trying it out on a computer as well as a mobile phone:
 “What’s Your Future Plan?” (yourplanapp.org) for middle school-aged youth; or
 “Fast Forward” (fastforwardapp.org) for high school-aged youth.
• Prepare your flip chart papers.
• Make copies of the handout and Educator Resources.
• Cue up the digital tool (above) at the appropriate spots (detailed in the lesson plan) on
your computer and projector.

Introduction (1 minute)
1. Tell the group: Today's lesson is about how becoming a teen parent might get in the
way of your long-term goals, so you can avoid things that may get in the way of
accomplishing your future plans.
2. Ask the group: What first comes to mind when you hear “planning for the future”?
(The idea is to see where the group is in their thinking. Answers may include specific
plans related to career, education, or family; feelings that come up for them; or
pressures they may feel from teachers or family; etc.)
What’s Your Future Plan/Fast Forward (25 minutes)
3. Tell the group: Now everyone is going to come up with their own detailed plan for the
future by using a fun tool. Everyone will use their cell phone/computer to use a tool
called “My Future Plan” (for Middle School) or “Fast Forward” (for High School).
Facilitator Note: Each participant will need to complete this tool individually. It can be
done on a computer or mobile phone. Participants can use their own phones and/or
take turns using computers if they don’t have a phone or phones aren’t allowed in
your classroom. If you do not have access to enough phones or computers, you can
assign completing this tool as homework before the class.
4. Write the URL for the age-appropriate tool on the board/flip chart:
a. “What’s Your Future Plan?” (yourplanapp.org) for middle school-aged youth; or
b. “Fast Forward” (fastforwardapp.org) for high school-aged youth
5. As participants use the tool, circulate around the room to see if they need help.
6. Pass out the handout (Handout - Fast Forward to My Future) and ask participants to
record their answers on the handout.
7. Break participants into small groups (3-5 people) and instruct participants to share their
plans with their groups.
8. Get the large group together and process the activity using the following discussion
questions.
a. What kind of questions did you have to think about when you created your
plan?
b. What questions have you thought about before? What questions did you think
about for the first time?

c. How did it feel to create your plan?
d. How did it feel to tell your group members about your plan?
e. What are some things/obstacles that could get in the way of achieving your
future plans?
f. Even though there may be possible obstacles, what are some things you can
do to help you stay on track to achieve your future plans?
g. What did you learn about yourself from creating a future plan?
h. Why is it important to have a future plan?
i. What will you do with the plan you created today?
The Consequences of Sex (10 minutes)
9. Tell the group: Now we are going to look more closely at how some of the
consequences of having sex may get in the way of your future plans. First, I want to be
clear that I’m not making any assumptions about whether anyone here has had sex or is
planning to have sex sometime soon. It’s important, though, to learn the facts about sex
and sexuality so you can make healthy decisions when you are ready to have sex.
10. Ask the group: Can someone define “sex” for me?
Facilitator note: This lesson builds on basic knowledge about pregnancy and STIs.
Make sure your classroom received an age-appropriate lesson on sex, pregnancy,
and/or STIs before using this one.
11. Tell the group: When we are talking about sex today, sex is defined as: vaginal sex
(penis in vagina), oral sex (mouth touching penis or vulva), or anal sex (penis in anus).
12. Ask the group to brainstorm why teens have sex and record their responses on the flip
chart paper “Why do teens have sex?”
(Answers may include: they’re curious; it feels good/pleasure; it seems like everyone is
doing it; they feel pressure from peers; they feel pressure from the media; to express
love; to please a boyfriend/girlfriend; to have fun; etc.)
13. Tell the group: As we can see here, teens have sex for a variety of reasons: both
negative and positive. Similarly, there are positive consequences and negative
consequences of having sex.

14. Ask the group to brainstorm the possible consequences of having sex and record their
responses on the “Pros and Cons” flip chart paper. If they have any trouble
brainstorming, point to the “Why do teens have sex?” flip chart paper because it may
help prompt some responses.
(Possible positive consequences may include: feel closer to a boyfriend/girlfriend, feel
pleasure, feel older, become a parent when you’re ready, etc. Possible negative
consequence may include: pregnancy, become a parent before you’re ready, STIs, hurt
feelings, etc. Make sure that pregnancy and STIs are mentioned. Add them to the list if
they are not.)
15. Tell the group: As you can see, there are many possible consequences of having sex
and some of the consequences can be complicated. For example, pregnancy can be a
positive consequence when you’re ready to become a parent but can be a negative if
you’re young and not ready to become a parent. That is why it’s important to think about
all the details (like timing, etc.) and look at how these consequences may affect your
future plans.
Protecting My Future (10 minutes)
16. Tell the group: When we talked about the negative consequences of sex (point to
newsprint), you mentioned things like becoming a parent before you’re ready or getting
an STI.
17. Ask the group to brainstorm ways to avoid these negative consequences and record
them on the “Protecting My Future Plans” flip chart paper.
(Answers should include: wait to have sex, abstinence, use condoms and birth control if
I have sex, remember my plans, talk to a parent or boyfriend/girlfriend about my plans,
etc.)
18. Ask the following processing questions.
a. Before today, had you ever thought about if or when you may want to become
a parent?
b. How did it feel to think about if or when you want to become a parent?
c. What have you learned about your own plans for the future?
d. How does having smaller goals for this year help you reach your long-term
goals?

e. It’s important to think about your long-term plans when you’re making
decisions. What can you do to remember your plans? Is there anyone you
can talk to about your future plans?
f. What will you do differently now that you created your future plan?
g. How confident do you feel about accomplishing your future plans?
Summary and Conclusion (1 minute)
• Thinking about what you want in the future makes it easier to make smart and
healthy decisions today. You don’t want becoming a teen parent to get in the way
of your plans.
• It’s a good idea to wait until you’re ready to have sex. Being ready means you
thought about it on your own, understand the consequences, know how to
protect yourself so you can meet your future goals, and talked with your
boyfriend/girlfriend to make sure you are both ready.
• If you are ready to have sex, it’s important to protect yourself, your partner, and
your future by using birth control and condoms.
20. Hand out the palm cards (Educator Resource - Palm Cards: Middle School Tools or
Educator Resource - Palm Cards: High School Tools) and tell participants: there are
some apps that can help you think about other situations in your life. Refer the
participants to the palm cards, and write the address plannedparenthood.org/apps on
the board/flip chart.
21. Optional: You can also hand out other resources, such as palm cards with information
about health centers to access testing, condoms, birth control, and other services.

How far do you want to go in your
education?
What career do you want?
Where do you want to live?
Do you want a relationship?
If so, what kind?
Do you want pets?
If so, what kind(s)? How many?
Do you want kids?
If so, how many?
If you want to have kids, when do
you want to have them?
Handout
Fast Forward: My Future Plan
Directions: After you’ve completed the tool, answer the following:
How would becoming a parent while still a teen get in the way of your plans?
__________________________________________________________________________________
__________________________________________________________________________________
What smaller steps will you take this year to make sure nothing gets in the way of your long-term
plans?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
I’ve got a plan, and I’m going to make it happen!
Signed,
___________________________________________ Date: ____________________________

Educator Resource
Palm Cards: Middle School Tools
Make copies of these cards, cut along the lines, and hand them out to participants to access the tools
on their own for further learning.
Want to learn more?
Try out these apps!
What’s Your Love Personality? (for Girls):
lovepersonalityapp.org
Where Do You Stand? (for Boys):
whereyoustandapp.org
What’s Your Future Plan?
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org

Educator Resource
Palm Cards: High School Tools
Make copies of these cards, cut along the lines, and hand them out to participants to access the tools
on their own for further learning.
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org
Want to learn more?
Try out these apps!
My Birth Control
It Takes Two
takestwoapp.org
Fast Forward
fastforwardapp.org

STAYING COOL UNDER (PEER) PRESSURE:
Using Digital Education Tools to Model Assertive Communication Skills
Objectives
1. List one characteristic of passive communication, one of aggressive communication,
and one of assertive communication.
2. Demonstrate at least one way to say “no” to peer pressure to engage in sex.
3. Identify at least one digital education tool to use on a phone or computer to get more
information about handling peer pressure effectively.
Audience
Middle school-aged youth (ages 12-14)
Time
45 minutes
Rationale
You may be looking for new and compelling ways to teach communication and refusal skills.
Having the skills to deal with risky situations is one of the key elements of both effective sex
education1 and drug and alcohol education programs. This lesson uses one of Planned
Parenthood Federation of America’s digital tools, “The Kickback,” which shows teens what
passive, aggressive, and assertive communication styles look like when young people are
being pressured to drink, use drugs, or go upstairs alone with someone at a party. “The
Kickback” allows teens to view role-playing videos of effective responses for avoiding risky
situations and then choose how they would handle similar real-life challenges. This lesson
uses a digital tool alongside other interactive activities, including brainstorming and role-play.
about what works to help young people make good choices and engage in healthy behavior.1,2
They were developed with the guidance of a prestigious national advisory board that included
experts in adolescent development, effective health interventions, public health, and online
games and digital entertainment; and were rigorously tested and made available for beta-testing
online. The tools were carefully designed to ensure that they would be appealing to and
relevant for youth, particularly African-American and Latino youth who experience higher rates
of sexually transmitted infections and unintended pregnancy.
1
Kirby, Douglas (2007). Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted
Diseases. Washington, DC: National Campaign to Prevent Teen and Unplanned Pregnancy.

Materials
● Flip chart paper or board, markers, tape
● Three pieces of flip chart paper, each with one of the terms and definitions below written
on it:
PASSIVE COMMUNICATION:
Not expressing what you want, not saying your feelings, or saying nothing.
AGGRESSIVE COMMUNICATION:
Asking for what you want or saying how you feel in a threatening, sarcastic, or mean
way.
ASSERTIVE COMMUNICATION:
Asking for what you want or saying how you feel in an honest and respectful way.
● A computer with Internet access, projector, and speakers to use “The Kickback” tool:
http://kickbackapp.org
Note: The educator should become familiar with “The Kickback” tool by trying it
out on a computer as well as a mobile phone. During this lesson, participants are
going to be able to choose responses and see a tailored video based on their
responses. When you review the tool beforehand, be sure to go through and
choose different responses so you can see the different responses participants
may see.
● Copies of Educator Resource - Speaking Up Role-Play: Scenarios (1 card for every 2
participants)
● Copies of Educator Resource - Speaking Up Role-Play: Advanced Scenarios (1 card
for every 2 participants)
● Copies of Educator Resource - Palm Cards: Middle School Tools (1 card per
participant)
● Optional: Extra pens or pencils for participants to fill out handouts
● Optional: Brochures about healthy relationships and palm cards with health center
information
Preparation
• Become familiar with “The Kickback” tool (http://kickbackapp.org) by trying it out on a
computer as well as a mobile phone.
• Prepare your flip chart papers.
• Make copies of the Educator Resources.
• Cue up “The Kickback” digital tool (http://kickbackapp.org) at the appropriate spot (click
through until you reach the house with three videos at
https://www.kickbackapp.org/scenario-select.php) on your computer and projector.

Introduction (5 minutes)
1. Tell the group that today's lesson is about responding to peer pressure and knowing how to
communicate what you want in difficult situations.
a. What do we mean by “peer pressure”?
(Peer pressure is when friends or classmates try to get you to do (or not do) certain
things. Peer pressure can be about negative or positive things, and all people
experience peer pressure in their lives. Even adults face peer pressure. The choice
of whether or not to give in to the pressure is up to you.)
b. Can you name some things you might be pressured to do while you are a teen?
(Answers may include: sex, drugs, alcohol, bullying, skipping class, etc.)
c. Can peer pressure ever be a good thing?
(Explain that pressure from peers is sometimes imposed to make healthy decisions,
like the negative looks you might get from friends when not wearing a seatbelt or
texting while driving; or several people speaking up when racist or homophobic
language is used.)
d. What are some possible negative consequences of peer pressure?
(Answers may include: getting into trouble, getting hurt, upsetting parents, going
against your own values, getting pregnant, getting an STI, hurting someone, getting
bad grades, etc.)
2. Explain that part of staying on track with your goals and getting what you want out of life is
saying “no” to things like alcohol or sex before you’re older or ready. While saying “no” may
sound easy, it can actually feel a lot more difficult in the moment — especially when trying
to say “no” to a friend or someone you are into because you don’t want to hurt their feelings
or feel left out. That is why we are going to talk about how to say “no” in a way that is both
respectful of others and confident in yourself.
Communication Styles: Passive, Aggressive, and Assertive (15-20 minutes)
3. Review the flip chart paper with the explanations of passive, assertive, and aggressive
communication. Explain that there are three types of communication: Passive, Assertive,
and Aggressive.
4. For each type of communication, have someone read the definition aloud and then ask the
following questions:
Discussion Questions:
a. For this type of communication, what would your voice sound like?

b. For this type of communication, what type of body language would you use?
5. Explain that everyone is going to look at a digital tool or “app” where we will watch a set of
videos that will show us what these types of communication look like in action. This app is
called “The Kickback” and you can use it on a computer or look at it using your phone.
Write the URL (http://kickbackapp.org) on the board/flip chart.
6. Ask the participants if they know what a “kickback” is? A kickback is a party. Explain that
the app allows us to look at different situations teens may face at a party by exploring
different rooms.
Note: This lesson uses a computer to look at “The Kickback” digital tool with the full
group to facilitate a large group discussion. If cell phone use is allowed in your setting
and participants work better in small groups, you can adapt this activity by allowing the
participants to look at the app on their phones individually (they’ll need
headphones/earphones) or in small groups. You could also have them use the tool in a
computer lab.
7. As directed in the preparation section, pull up the videos on the app by clicking through
until you reach the house with three videos (you will see the URL:
https://www.kickbackapp.org/scenario-select.php).
Note: The videos may appear small on a computer screen. You can zoom in by clicking
the “Ctrl” and the “+” (plus/equal) buttons on a PC or the “Command” and the “+”
(plus/equal) buttons. Also make sure to pull up the videos in full screen mode by clicking
the “[ ]” symbol on the bottom right of the video.
8. Ask the group to vote on which room to go in first.
9. Go through the following procedure for all three rooms:
i. Watch the video
ii. After the video, ask the following questions:
a. What would go through your mind if you got into this situation at a party?
b. What do you think of how the person said “no”?
c. What made the answer effective?
iii. After the group has discussed what worked, click on “next” and mention any of the
bullet points on the site that weren’t mentioned.
iv. When the screen says “your turn,” ask for a volunteer to choose a response from the
multiple choice options.

If the choice is assertive, you will see the video and a validating response. If the
choice is not assertive, you will get an explanation why it doesn’t work and then click
on “watch an assertive response.”
Note: If the class seems to always choose the assertive response, you may want
to ask them to identify a passive or aggressive response (based on the
definitions) so the class can see what this may look like and the kind of response
they are likely to get.
v. After you’ve seen the assertive response, allow the class to vote on pressing “I’m
unsure” or “I’m confident.”
10. After you finish walking through the videos, ask the following process questions:
a. Are these situations things that you have experienced or think you will experience?
Why or why not?
b. When you think about facing these kinds of situations, how do you feel?
c. What are the main things you need to keep in mind to say “no” in a way that you are
less likely to get additional pressure?
d. In addition to what you say, how else do people communicate?
(Communication also includes body language, eye contact, and tone of voice.)
e. Hearing “no” is also a critical skill. You need to pay careful attention to make sure
that if someone is uncomfortable with an action, you don’t put pressure on them.
What are some signs that someone may be telling you “no” even though they aren’t
saying it?
(Lack of eye contact, nervous or scared tone of voice, nervous body language like
crossing their arms or turning away from you)
f. What do you need to do if you get any sense that someone doesn’t want to do
something you ask them to do?
g. What are the consequences if you don’t hear the other person’s decision to
communicate “no” to you?
(You could hurt their feelings, get in trouble with the law, etc.)
h. How confident do you feel about being able to say “no” to pressure? To hear “no”?
i. When might a person decide to say “yes”?

Practicing How to Say “No” (15-20 minutes)
11. Explain that you are now going to break into pairs to practice speaking up for your
decisions. Divide the group into pairs. Explain that in these scenarios, one person wants
something that the other does not. In each pair, Person 1 will open up the conversation,
and Person 2 will practice saying “no.” Each person will have a chance to speak as Person
1 and Person 2.
12. Give each pair a card from the Educator Resource: Speaking Up Role-Play: Scenarios
and ask the pairs to work together for 1 minute to fill in the blanks on the cards to create a
realistic conversation.
13. Tell the pairs to act out the conversation for 1 minute.
14. After 1 minute, they will switch roles.
15. Ask for one or two volunteers to role-play in front of the large group and ask the following
process questions after each role-play.
a. What worked well?
b. What are some ways that the second person could say “no” more effectively?
c. Did the first person hear “no”?
d. How could the first person improve their response to the “no”?
16. For the second step, participants will practice saying “no” to more challenging situations.
Give each pair a card Educator Resource: Speaking Up Role-Play: Advanced
Scenarios. One person (Person 2) in each pair will practice saying “no” to the other person
(Person 1). After 2 minutes, they will switch roles.
17. Ask for one or two volunteers to role-play in front of the large group and ask the following
process questions after each role-play.
a. What worked well?
b. What are some ways that the second person could say “no” more effectively?
c. Did the first person hear “no”?
d. How could the first person improve their response to the “no”?

18. Process the role-plays using the following discussion questions:
a. What happened during the role plays?
b. How did it feel to practice saying “no”?
c. How did it feel to hear “no”?
d. What could happen if you don’t hear “no” from someone?
(Answers may include: you might hurt someone you care about; you might get in
trouble with parents, school, or even the law.)
e. Under what circumstances might you decide to say “yes” to any of these situations?
f. What are the benefits of assertive communication?
(Answers may include: you get what you want; you can still be friends with someone;
you won’t be mean; you won’t sound too weak or indecisive; you can make healthy
choices; etc.)
g. What could make it difficult to use assertive communication in certain situations?
What could you do to make it easier?
h. What will you do differently now that you’ve seen the videos in “The Kickback” and
practiced the role-plays?
i. How confident do you feel about using assertive communication in your life?
Summary and Conclusion (2 minutes)
• Part of staying on track with your goals and getting what you want out of life is
saying “no” to things like alcohol or sex before you’re older or ready.
• Responding to peer pressure and knowing how to say “no” are skills that you will
need for lots of situations throughout your lifetime. It may take some practice at first,
but you will feel yourself becoming more and more confident as you practice.
• Hearing “no” is also a critical skill. You need to pay careful attention to make sure
that if someone is uncomfortable with an action, you don’t put pressure on them, as
that can lead to hurting someone and/or getting in trouble with parents, school or
even the law, depending on the situation.

20. Hand out the palm cards from the Educator Resource - Palm Cards: Middle School
Tools and tell participants that there are some apps that can help them think about other
situations in their lives. Refer the participants to the palm cards, and write the address
plannedparenthood.org/apps on the board/flip chart.
21. Optional: You can also hand out other resources, such as brochures about healthy
relationships or palm cards with information about health centers to access testing,
condoms, birth control, and other services.

Educator Resource
Speaking Up Role-Play: Scenarios
Copy and cut this page into cards. Each pair will share one card. You may need to make multiple
copies if you are working with a larger group. It’s okay for multiple groups to get the same card.
(1) Your Task: Write a Script to Show
What Assertive Communication Looks
Like
Person 1: “Why don’t you give me your
number? I’ll call you.”
Person 2: You don’t know this person
well. You aren’t sure it’s safe. How can
you respond using assertive
communication? Fill in here what you will
say:
_______________________________
_______________________________
Person 1: ______________________
Person 2: ______________________
(2) Your Task: Write a Script to Show What
Assertive Communication Looks Like
Person 1: “Why don’t you sleep over my house
tonight?”
Person 2: Your friend asks you to spend the
night, but you want to stay home. You have to get
up early for basketball practice. How can you
respond using assertive communication? Fill in
here what you will say:
_______________________________
_______________________________
Person 1: ______________________
Person 2: ______________________
Like
Person 1: “Can I borrow your homework?
I didn’t get to do mine last night.”
Person 2: Your friend wants to “borrow”
your homework. You don’t want to get in
trouble for cheating. How can you
respond using assertive communication?
Fill in here what you will say:
_______________________________
_______________________________
Person 1: ______________________
Person 2: ______________________
Person 1: “Let’s skip basketball practice today.
I’m mad at Coach.”
Person 2: Your friend wants you to skip
basketball practice, but you don’t want to and it’s
important to you to go. How can you respond
using assertive communication? Fill in here what
you will say:
_______________________________
_______________________________
Person 1: ______________________
Person 2: ______________________

Educator Resource
Speaking Up Role-Play: Advanced Scenarios
Copy and cut this page into cards. Each pair will share one card. You may need to make multiple
copies if you are working with a larger group. It’s OK for multiple groups to get the same card.
Person 1: “This beer doesn’t taste too bad.
Try it!”
Person 2: Your friend asks you to try a sip of
beer. You don’t want to drink alcohol. How
can you respond using assertive
communication? Fill in here what you will say:
_______________________________
_______________________________
Person 1: ______________________
Person 2: ______________________
Person 1: “Your parents aren’t home. Can I
come over?”
Person 2: Your boyfriend or girlfriend asks to
come over. Your parents aren’t home and it’s
against your family’s rules to invite guests over
without permission. How can you respond using
assertive communication? Fill in here what you
will say: _______________________________
_______________________________
Person 1: ______________________
Person 2: ______________________
Like
Person 1: “Here you go.” (passes
marijuana (a joint) to Person 2.
Person 2: You are at a party and someone
next to you passes you marijuana (a joint).
You don’t want to try any drugs, How can
you respond using assertive
communication? Fill in here what you will
say: _______________________________
_______________________________
Person 1: ______________________
Person 2: ______________________
Person 1: “I like talking to you. Let’s go
upstairs and find someplace more private to
talk more.”
Person 2: You are at a party and flirting with
your crush. Your crush asks you to go
someplace more private, but you’re not ready
for that and want to stay near your friends. How
can you respond using assertive
communication? Fill in here what you will say:
_______________________________
_______________________________
Person 1: ______________________
Person 2: _____________________

Educator Resource
Palm Cards: Middle School Tools
Make copies of these cards and hand them out to participants to access the tools on their own for
further learning.
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org
Want to learn more?
Try out these apps!
yourplanapp.org
The Kickback
kickbackapp.org

Reaching Youth Where They're At

Recommended

Recommended

More Related Content

Similar to Reaching Youth Where They're At

Similar to Reaching Youth Where They're At (20)

More from Planned Parenthood Advocates of Wisconsin

More from Planned Parenthood Advocates of Wisconsin (17)

Recently uploaded

Recently uploaded (20)

Reaching Youth Where They're At