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SEX EDUCATION!

Abstinence vs Contraception
by

Danny On

on 13 June 2013

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Transcript of SEX EDUCATION!

ABSTINENCE OR CONTRACEPTION?
?
South Park
The 40 Year Old Virgin
LET'S TALK ABOUT
SEX!
WHAT TO TEACH?
Curriculum
Human sexuality education is offered in Grade 4 to Grade 9 as a mandatory component of the program of studies... Parents will retain the right to exempt their child from school instruction in human sexuality education. Schools will provide alternative learning experiences for those students who have been exempted from human sexuality instruction by their parents.
What We Are Up Against
What's the Problem with Sex Ed?
Questions
Cultivation Theory
Students will be influenced by what they see on TV, in magazines, in video games...etc. As a result, we need to be updated on what the biases of the media are so we can educate students of what they need to be aware of.
Social Learning Theory
Students are also going to be influenced by their peers and what their peers model to them. If we are not aware of what is going on among our adolescents, we cannot have relevant sexual education classes.
GRADE 7

-examine the human reproductive process, and recognize misunderstandings associated with
sexual development

-identify the effects of social influences on sexuality and gender roles and equity; e.g.,media, culture


-examine the influences on personal decision making for responsible sexual behaviour

-examine abstinence and decisions to postpone sexual activity as healthy choices


GRADE 8

-recognize and accept that individuals experience different rates of physical, emotional, sexual and social development

-determine the signs, methods and consequences of various types of abuse;
e.g. neglect, physical, emotional, sexual abuse

-identify and describe the responsibilities and consequences associated with involvement in
a sexual relationship


-describe symptoms, effects, treatments and prevention for common sexually transmitted diseases;
i.e. chlamydia, HPV, herpes, gonorrhea, hepatitis B/C, HIV

-identify and describe basic types of contraceptives;
i.e. abstinence, condom, foam, birth control pills


GRADE 9

-apply coping strategies when experiencing different rates of physical, emotional, sexual and social development;
e.g. positive self-talk

-evaluate implications and consequences of sexual assault on a victim and those associated with that victim


-determine “safer” sex practices; e.g., communicate with partner, maintain abstinence, limit partners, access/use condoms/ contraceptives properly


-identify and describe the responsibilities and resources associated with pregnancy and parenting


-develop strategies that address factors to prevent or reduce sexual risk;
e.g. abstain from drugs and alcohol, date in groups, use assertive behaviour
OUTCOMES
Human Sexuality Education
Framework for Kindergarten to Grade 12 Wellness Education
“Alberta’s Commission on Learning recommended introducing a new wellness
program for all K-12 students. It suggests that at the high school level, a new wellness program should combine the current aspects of PE and CALM. The new wellness program should be designed to encourage physical activity and healthy choices, while addressing issues of concern to young people
(Alberta’s Commission on Learning 2003).”

However, the framework does not include any aspects referring to sexual education. Is this not an “issue of concern” to young people.
SOME THINGS TO KEEP IN
MIND
WHEN TALKING TO STUDENTS
• Respect students confidentiality

• Be sensitive to age, gender, developmental level and cultural background

• Don’t impose your personal values, refrain from giving any advice or questioning the values and beliefs of the students family

• Questions related to values can be identified as such, these can vary, encourage students to talk to parents, family members and trusted adults

• Respond to factual questions in a simple and straightforward way

• If a student discloses abuse or assault or you feel that there are signs of abuse and assault, you are legally responsible for ensuring that information is reported to child welfare

• If action is needed, teachers are expected to make appropriate referrals

• Keep in mind sensitive subjects; differing abilities, different sexual orientations,different religious affiliation
Ages of Consent
• 16-18 years, can consent except when a partner is in a position of authority

• 14-15 years are able to consent if the partner is <5 years and not married, common-law,
in a position of authority or exploitative power

• 12-13 years can consent with <2 years, if person is not in a position of authority

• Children under 12 cannot consent
• Many of our schools do not provide instruction that includes abstinence and contraception information

• Schools focus on sex being vaginal intercourse, leading students to
believe that they are abstinent as long as they don’t participate in vaginal intercourse

• Adolescent sexual behaviour consists of much more, non-coital behaviours, such as mutual masturbation, oral and anal sex
• Research is showing that adolescents as young as 12 or 13 are participating in oral sex (generally fellatio instead of cunnilingus) and perceive it to be safe and risk free

• Many students who consider themselves virgins come into clinics and find they have STI’s in their mouth and throats

• Middle school girls look at oral sex as a "bargain", they don’t get pregnant, diseases and you can still be “a virgin and in control”

• Those in Grade 11 and 12, generally state that “oral sex is something you can do with someone you’re not as intimate with, while intercourse is reserved for that special person”
What Are We
Seeing?
• Teens understand that they can get pregnant and STI’s from sex, but remain sexually active and want to experiment

• 83.5% of adolescents believed they were still virgins when they engaged in sexual touching

• 70.6% of adolescents believed they were still virgins when they engaged in oral sex

• 16.1% of adolescents believed they were still virgins when they engaged in anal sex
What
ELSE
Are We Seeing?
What Can Do?
WE
• Inform students that oral or anal sex IS sex

• Have a sex ed program that talks about abstaining from sex (ALL sexual activity). One that does not condemn or judge those who want to have sex.

• Inform them how to be healthy while being sexually active

• Provide a “safe space” as a teacher where students feel they can come talk to you or “Get the facts”
???
THANKS FOR LISTENING
and...
PENIS!!! VAGINA!!!
explain the ongoing responsibility for being sexually healthy

examine a range of behaviours and choices regarding sexual expression

describe sexually healthy actions and choices for one’s body, including abstinence

analyze strategies for choosing responsible and respectful sexual expression


describe the ways in which personal values influence choices


assess the consequences of being sexually active
http://www.teachingsexualhealth.ca/teacher/index.html
For More Resources Go to:
C.A.L.M.
examine the relationship between commitment and intimacy in all its levels
examine aspects of healthy sexuality and responsible sexual behaviour
identify expectations and commitments in various relationships


examine a range of behaviours for handling sexual involvement

describe how personal values play a role in relationships

explain the role of trust and ways to establish trust in a relationship

develop strategies for dealing with Jealousy
Full transcript