GOAL: Have students understand and value the FREEDOMS they can enjoy by saying ‘NO’ to sex right now and ‘YES’ to Healthy Relationships. Topics briefly covered:
GOAL: Students learn that setting boundaries early is the best way to stay in control. Some guidelines are negotiable depending on the situation, their emotional maturity, and their experience with responsibility. The students learn that some other standards may be non-negotiable. It is up to each individual and their family, to determine the flexibility of each boundary. Boundaries are their friend!
GOAL: To help students approach relationships with skills that increase their capacity to effectively express their needs, feelings and frustrations. With a fun student activity, students learn the dangers of allowing emotions to dictate behavior. Communication is a universal part of every human relationship, however, not all communication is productive or beneficial. Healthy relationships are not determined by the absence of conflict but rather by people’s ability to respond to it. Students will engage with tools for navigating conflict in a way that’s helpful, instead of hurtful.
GOAL: To present facts that clarify myths and rumors about pornography, as well as inform students about the harmful effects and dangers it has on all relationships. Scientific statistics and studies are discussed of how pornography carves neural pathways into the brain, thereby comparing it to other addictive and the adolescent brain. Throughout class time, students learn how addictive pornography can be, how it impacts one’s self-esteem, how it distorts the perception of what relationships “should be” like, how it impacts a person’s ability to connect with “real” people.
The Five Love Languages
GOAL: This presentation helps students discover their primary and secondary love languages, and help them understand how someone else gives and receives love. We naturally tend to give love and affection the same way we like to receive it. This is called your Love Language. Students will go through a worksheet, fun activity where the visual takeaway is, when you are loved well, people notice. No one can hide it when their heart is full!
GOAL: Help students understand the culture’s overuse of the word ‘Love’ and teach them to differentiate its meaning from infatuation.
Students complete on their own, a Love vs. Infatuation Worksheet. Then each student is provided an adjective or verb placard, which they tape under the title of either LOVE or INFATUATION, on the classroom wall. As a class, every word is discussed and correctly defined. By the end of the class period, they will know the signs of REAL LOVE and how to avoid the drama of infatuation.
GOAL: Help students see the overwhelming number of messages they are exposed to on a regular basis, all of which are intended to influence their thoughts and actions. Students complete a worksheet which brings into focus their own reality of the amount of daily usage of personal technology. The next activity requires critical thinking skills to evaluate chosen advertisements and the subliminal messages. There’s class discussion on whether or not advertisements can impact relationships; does the media have the power to change behavior? What risky behaviors are made “normal” by the media? The objective is to assist students to become critical thinkers and decision makers, when it comes to media’s influence.
GOAL: Students are introduced to six (6) types of intimacy. Physical, Intellectual, Emotional, Social, Spiritual and Financial (PIESSF). This presentation points to the fact human beings are complex and multi-faceted and all 6 ‘intimacies’ affect one another. There is brief discussion on social pressures, creative dating ideas, personal goals, all to steer students toward desiring healthy relationships. This lesson encourages them to realize it takes TIME to get to know ‘all parts’ of a person well, and they too, are worth the time!
GOAL: Help students discover their primary and secondary personality styles and come to appreciate the differences of others. Students will complete a Personality Profile worksheet, chart it, and receive a handout that discusses the characteristics of their primary personality. The four personalities evaluated are: Lion, Otter, Beaver or Golden Retriever. There is discussion of what the ‘challenges’ may be for each personality, and the goal of a well-rounded person is to take on qualities of all four groups, rather than demonstrating huge peaks and valleys on their Personality Chart.
GOAL: Students will learn how to respond when feeling unsafe, as well as prevention and response strategies, that lower the risk of sexual assault. In class, students discuss in small groups particular scenarios, then discuss their response strategies openly in class. This presentation raises the value of knowing your date, knowing your surroundings, what risk factors to avoid, and steps they can take to help prevent someone else from being assaulted.
GOAL: To help students practice and learn necessary skills for saying “NO” in face-to-face scenarios. There is role-playing and modeling of refusal skills in class - verbal and nonverbal communication, repeating words, offering alternatives, tone of voice and delay techniques. There is also a student worksheet with a “pursuer” and a “refuser” which gets practiced in front of the class to help students increase their chances of a positive outcome
GOAL: Make students aware of danger signs or red flags in a relationship, romantic or otherwise and how to end the relationship. At the beginning, a short discussion of what a HEALTHY relationship looks like, then students complete a “Red Flag Inventory” worksheet, with one particular relationship in mind. At the conclusion of class, students will have determined if there are good reasons for that relationship to end, HOW to breakup, and learn strategies to SURVIVE a breakup, in the healthiest way possible.
GOAL: To inform students about STD’s/STI’s regarding symptoms, how they are transmitted, prevented and treated. Students are divided into disease / infection groups and they research their “assigned disease”. By utilizing four (4) provided medical websites, they must find answers to questions: How is it contracted? Bacterial or viral? Treatment? Symptoms? Prevention? There is a group spokesperson to report to the class their findings. At the conclusion of class, there is a student activity called “Swapping Juices.”