| Rules, values and contract |
Rapport.
Employment contract.
List of things parents, family, friends and others say about sexuality.
Role-play.
|
Knowledge worked on: norms and values related to sexuality, religion, family, friends and community.
Skills worked on: exploring one’s own values and norms. Identifying the origin of values and norms from parents, friends and religion. Resisting peer pressure and communication skills to share personal values about sexuality with others.
Core values/attitudes: values, norms and their influence on sexuality.
|
| Self-Esteem |
Definition of self-esteem.
List of talents and strengths.
Presentation of self – ‘Personal advertising’.
|
Knowledge worked on: concept of self-esteem and its relationship with sexuality;
Skills worked on: identifying positive qualities of oneself, making decisions about sexuality and communicating positive qualities;
Core values/attitudes: self-worth, self-respect and self-confidence when making decisions about sexuality.
|
| Human Body and Sexual Organs |
Presentation of the genital systems and application of a questionnaire on the subject. Discussion of the entire reproductive process, from conception to birth.
Poster on conception to birth.
|
Knowledge worked on: names and functions of the sexual organs; ejaculation, menstruation and conception.
Skills worked on: Identifying and describing the sexual organs.
Core values/attitudes: respect for one’s own body, that of others and how it works; desensitization to sexual anatomy; possibility of discussing sexual biology.
|
| Sex, sexuality and gender |
Differences between the meanings of sex and sexuality.
Role-play - acting the relationship between boyfriends and girlfriends.
Gender unicorn.
|
Knowledge worked on: difference between sex, sexuality and gender; how people can behave in sexual relations in view of these concepts; different norms about sexuality imposed on boys and girls.
Skills worked on: describe dimensions of sexuality (sexual orientation, gender identity, assigned sex, gender expression, eroticism, pleasure, intimacy) and how sexual intercourse affects them; articulate gender concepts and question biases.
Core values/attitudes: acceptance and respect for all dimensions of sexuality; openness to explore gender concepts, gender biases and criticism of gender norms.
|
| Sexual and reproductive rights and forms of violence |
What attracts you to another person? – Table of actions considered attractive
Creation of a poster on Sexual and Reproductive Rights with their responsibilities included
Discussion on how violent and/or sexually exploitative situations could be avoided or addressed
|
Knowledge worked on: Sexual and Reproductive Rights (SRR); gender bias in SRR; limits of the other person’s body; behaviors, suggestions and situations that can threaten these limits; the various forms of violence and coercion in relationships; widespread use of violence to obtain sex; SRR of young people
Skills worked on: explaining gender bias in SRR issues; defining one’s own and other people’s body limits; recognizing behaviors, suggestions and situations that can threaten these limits; recognizing potentially violent/sexually abusive situations;
Core values/attitudes: valuing one’s own safety and sexual health, as well as that of others; well-developed sense of self-preservation; respect for one’s own body and that of others; critical of the different forms of violence in relationships.
|
| Assertiveness, passivity, aggressiveness, manipulation and sexual risk situations |
Role-play – types of behavior.
Role-play – refusal of sexual relations.
Discussion on sexual violence and questionnaire on the subject.
|
Knowledge worked on: meaning and differences between assertiveness, passivity, aggressiveness and manipulation; emotional consequences of these communication styles; influence of assertiveness on decision-making in sexual relationships; obstacles to assertiveness; risk of sexual intercourse in contexts of violence, parties, substance use and alone with a partner; how to avoid each situation or face each situation.
Skills worked on: distinguishing the differences between assertiveness, passivity, aggressiveness and manipulation; saying ‘no’ when necessary; justifying one’s own choices; being assertive; exploring and articulating personal obstacles to assertiveness; recognizing risky situations; avoiding risky situations; discussing values, norms and attitudes that may encourage or place someone in risky situations.
Core values/attitudes: respect for oneself and others; values that respect each person’s decision to avoid risky situations; norms and values that are negative in relation to violence and substance use; norms and values that determine the risks of being alone with a partner.
|
| Abstinence and responsible decisions for a safe sex life. |
Questions about reasons why people choose to have or not have sex.
Discussion and questions about aspects of sexual relationships and the consequences, both negative and positive, of sexual abstinence and sexual intercourse (with and without protection).
Lifeline - Setting goals and planning strategies for a personal vision of the future.
|
Knowledge worked on: meaning of abstinence, conditions in which abstinence may fail or serve as a method of self-care; how sexual behavior influences future plans; how self-esteem contributes to the future; how to set goals and have a life plan.
Skills worked on: explaining your values regarding abstinence; whether or not to practice abstinence; choosing when to start your sexual life; recognizing a situation that may make your decisions difficult; understanding how sexual behavior impacts the future; setting goals; planning for the future.
Core values/attitudes: critical-reflection regarding abstinence; own values regarding abstinence, self-confidence and self-efficacy regarding deciding whether or not to start your sexual life; motivation to plan and achieve the desired future; responsibility for yourself and your future.
|
| Prevention methods. |
Role-play - buying condoms.
Role-play - discussing condom use with a partner.
Step-by-step condom use - activity with condoms on a penile prosthesis or banana.
|
Knowledge worked on: where to obtain condoms, PrEP, PEP, vaccines or other methods to prevent pregnancy, STIs and HIV; effectiveness of condoms, PrEP, PEP, vaccines and other methods; negotiation of condom use.
Skills worked on: obtaining a condom; discussing condom use; negotiating condom use; putting on and removing a condom; storing and disposing of a condom correctly.
Core values/attitudes: acceptance of contraceptive methods as an option; feelings of self-efficacy when discussing condoms; feelings of self-efficacy when using condoms.
|
| Negative consequences of sexual intercourse: STIs and HIV. |
Role-play: visit to the doctor.
Presentation on what STIs are, which are the most common and what the health risks are. Talk about HIV/AIDS.
Discussion on discrimination.
|
Knowledge worked on: STIs in general; health risks related to STIs; Relationship and distinction between HIV and AIDS; modes of HIV transmission; care for HIV infection or AIDS; how HIV develops into AIDS.
Skills worked on: explaining what an STI is; listing the most common STIs; explaining the health risks related to STIs; explaining the relationship between HIV and STIs; explaining the distinction between HIV and AIDS; listing modes of HIV transmission; dealing positively with those living with HIV/AIDS; perceiving positive aspects in life when HIV is present. Confronting and rejecting discrimination.
Core values/attitudes: negative attitudes that put someone at risk; openness to knowledge about HIV/AIDS; personal vulnerability to HIV/AIDS; positive attitude towards life with HIV; acceptance of those with HIV/AIDS; willingness to help those living with STIs.
|
| Substance use and sexual decision making. |
Table of contents on the different uses of substances, the physiological and psychological effects and the risks to sexual health involved.
Role-play.
|
Knowledge worked on: most common substances; biopsychosocial implications of substance use.
Skills worked on: refusing to use substances; justifying refusal to participate in substance use; discussing and recognizing vulnerabilities when using substances.
Core values/attitudes: substances can cause harm to health; substance use alters the ability to make sexual decisions; substance use can expose a person to sexual health problems; criticism of the implications of substance use.
|
| Self-esteem and ending of activities. |
Recognition of positive qualities.
Relating self-esteem to sexual relationships and sexual decision-making.
Recognition of the positive qualities of others.
|
Knowledge worked on: what self-esteem means; the link between self-esteem and sexuality.
Skills worked on: supporting others; communicating positive qualities about oneself.
Core values/attitudes: self-worth; self-respect; belief in oneself in relation to sexual decision-making.
|
Sexuality and human rights: SATZ-BR as an intervention strategy in a school context