Review of Evidence-Based Programs Name of Curriculum/Program: Abstinence Lesson Plans for NC SCOS. Developer Information: NCSHTC

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1 Review of Evidence-Based Programs Name of Curriculum/Program: Abstinence Lesson Plans for NC SCOS Developer Information: NCSHTC Number of Class Meetings: 8 Recommended Grade Level(s): 7,8,9 Cost: $20 - Reviewer One - Reviewer Two Teacher friendly Easy to use and accessible Materials are age-appropriate YES NO COMMENTS Criteria from ReCapp (with modifications) Met Partially Met Not Met COMMENTS Based upon theoretical approaches that have been demonstrated to be effective in reducing health-related behaviors Multiple learning activities and strategies used Sufficient time to meet goals and objectives Content areas are factually correct and include at least one of the following: pregnancy prevention, HIV/ AIDS prevention, or STI prevention Provides skill-building opportunities Portrays human sexuality as a healthy and normal part of life, and is not derogatory or discriminatory against gender, race, ethnicity, or sexual orientation Target population? What were the findings? Has it been used in North Carolina? : many opportunities

2 Is the study population school-age youth? NC Healthy Youth Act of 2009 Section 4: Teaches that abstinence from sexual activity outside of marriage is the expected standard for all school-aged children Presents techniques and strategies to deal with peer pressure and offering positive reinforcement Presents reasons, skills, and strategies for remaining or becoming abstinent from sexual activity Teaches that abstinence from sexual activity is the only certain means of avoiding out-of-wedlock pregnancy, sexually transmitted diseases when transmitted through sexual contact, including HIV/ AIDS, and other associated health and emotional problems Teaches that a mutually faithful monogamous heterosexual relationship in the context of marriage is the best lifelong means of avoiding sexually transmitted diseases, including HIV/ AIDS Teaches the positive benefits of abstinence until marriage and the risks of premarital sexual activity Provides opportunities that allow for interaction between the parent or legal guardian and the student Provides factually accurate biological or pathological information that is related to the human reproductive system Section 5: Teaches about sexually transmitted diseases: How sexually transmitted diseases are and are not transmitted The effectiveness and safety of all federal Food and Drug Administration-approved methods or reducing the risk of contracting STDs Information on local resources for testing and medical care for STDs Rates and effects of infection among pre-teen and teens of each known STD Information and effects of the Human Papilloma Virus, including sterility and cervical cancer Contraception: Teaches about the effectiveness and safety of all FDA-approved contraceptive methods in preventing pregnancy Sexual assault: Teaches awareness of sexual assault, sexual abuse, and risk

3 reduction: Focus on healthy relationships Teach students what constitutes sexual assault and sexual abuse, the causes of those behaviors, and risk reduction Inform students about resources and reporting procedures if they experience sexual assault or sexual abuse Examine common misconceptions and stereotypes about sexual assault and sexual abuse NCSCOS Objectives: Current abstinence objectives Grade Analyze messages in the media targeting teens Coare and contrast a healthy relationship vs. unhealthy relationships Define abstinence as voluntarily refraining from intimate sexual contact that could result in unintended pregnancy or disease and analyze the benefits of abstinence from sexual activity until marriage Evaluate how a mutually faithful monogamous heterosexual relationship in the context marriage is the best lifelong means of 3.08 Analyze the effectiveness and failure rates of condoms as a means of preventing sexually transmitted diseases, including HIV/AIDS Analyze the risks of premarital sexual activity Demonstrate techniques and strategies for becoming or remaining abstinent by dealing with peer pressure Analyze the effects of culture, media, and family values (by discussing information with parents/caregivers or trusted adults) on decisions related to becoming or remaining abstinent. Grade Demonstrate communication skills to build and maintain healthy relationships Identify signs of an unhealthy relationship and demonstrate the ability to access resources (family, schools, and community) for help Summarize how sexually transmitted diseases, including HIV, are transmitted and demonstrate skills and strategies for remaining or becoming abstinent from sexual activity to avoid sexually transmitted diseases and unintended pregnancy. Encourage students to discuss selected skills and strategies with their parents, caregivers, or a : Discussion of other areas of Health (emotional, physical and social) (lesson A) great activity for students to make decision to choose abstinence : More of values activity (lesson D) : Quiz-Conception/STD. assessing knowledge of participants prior to information included in lesson plan : Statistics associated with sexual risk taking. Activities are appropriate for this section () Included in the statement of objecting, resisting pressure to use drugs (lesson plan G) : encourages parent/teen communication (lesson plan B) Independent practice Interview guide : Covered utilizing the Teacher input information, power point presentation, cover sexual abstinence, the iortance and benefits of abstinence, strategies, etc.

4 trusted adult Compare and contrast methods of contraception, their effectiveness and failure rates, and the risks associated with different methods of contraception, as a means of preventing sexually transmitted diseases, including HIV/AIDS Evaluate how a mutually faithful monogamous heterosexual relationships in the context of marriage is the best lifelong means of 5.01 Determine the relationship between alcohol and other drug use and other health risks (including violent behaviors, unintentional injuries, sexual risk behaviors, and suicide). High School 3.02 Demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations Analyze how power and control in relationships can contribute to aggression and violence Formulate principles for healthy dating Evaluate how a mutually faithful monogamous heterosexual relationship in the context of marriage is the best lifelong means of 3.07 Demonstrate and refine skills and strategies for becoming or remaining abstinent from sexual activity, which is the most certain means of avoiding unintended pregnancy and sexually transmitted diseases, including HIV/AIDS Analyze causes, consequences, and prevention of major health risk behaviors for own age group, including the transmission of HIV Predict situations that could lead to pressures for sex and create alternatives or ways to avoid these situations, including feedback from parents/caregivers or trusted adults. : Contraception activity- most to least effective methods of contraception (lesson C) : Values activity (lesson D) : power point activities (brainstorming) (lesson G) : Scenarios/group activities (lesson G) : statistics and reasons to abstain from sexual activity (lesson E) 5.03 Evaluate the relationship between intravenous drug use and transmission of blood borne diseases (HIV, tuberculosis, and hepatitis). SLIMS (Does curriculum include?) Differences between HIV and AIDS How HIV/STDs transmitted How HIV/STDs treated

5 Health consequences of HIV/STDs/pregnancy How to access health info, products, services (HIV/STD/pregnancy) Influences of media, family social/cultural norms on sexual behavior Communication + negotiation skills Goal setting and decision making Coassion towards those living with HIV/AIDS Schools (family + community help develop prevention programs) Curriculum provides Teaching students with disabilities Teaching diverse cultural backgrounds Interactive methods (role play, cooperative learning) Teaching essential skills Teaching norms and beliefs Strategies for involving parents Assessing student performance Ilementing standards-based curricula and assessment Using technology Teaching students with limited English proficiency Addressing community concerns and challenges Please mail this form to: Donna Breitenstein, NCSHTC, P.O. Box 32047, ASU, Boone, NC Thank You!