GRADE 9 SAFER SEX LESSON 2 SAFER SEX Lesson 2 GRADE 9 LEARNER OUTCOME 1 W-9.12: Determine safer sex practices; e.g., communicate with partner, maintain abstinence, limit partners, access/use condoms/contraceptives properly. MATERIALS: 1. VIDEO: Male Condom Demonstration 2. HANDOUT: Assertive Communication 3. HANDOUT: Let s Talk about Condoms Example- Ineffective 4. HANDOUT: Let s Talk about Condoms Example- Effective 5. HANDOUT: Let s Talk INTRODUCTION: The second lesson plan addressing safer sex practices gives students the opportunity to discuss the importance of condom use and the skills on how to raise the topic of protection with a partner. This lesson explores the use of assertive communication to express feelings and ideas. APPROACHES/STRATEGIES: A. GROUND RULES (5-10 min) Ensure ground rules are established before beginning this lesson. For classes that have already established ground rules, quickly reviewing them can promote a successful lesson. B. BE A HEALTH SERVICES DETECTIVE FOLLOW-UP (5 min) Students debrief last classes homework assignment where they identified community-based resources that provide information, advice and/or contraception. 1. For those classes that completed Be a Health Services Detective 2, verify that students completed the exercise. 1
GRADE 9 SAFER SEX LESSON 2 2. As a class, create a list of clinics/community-based resources. Ensure that all those on the list are appropriate. 3. Take some time to discuss the resource list. Suggestions for discussion questions include: What advice would you give someone who is thinking about becoming sexually active? Which of the clinics that was listed looks like a good place to go for support? Why? How would you get to the clinic you chose if you needed to go by yourself or with a friend? C. INTRODUCTION TO CONDOMS (15-20 min) Students explore rationales for using condoms, learn procedure for correct condom use and begin to explore the ideal of communicating about condom use. Before beginning this section reinforce the importance of making individual decisions and also discussing sexual decisions and safer sex with partner communication surrounding decisions to have sex and using condoms to provide good protection from STI. 1. Brainstorm the reasons to use a condom. Condoms are 85-98% effective at protecting against pregnancy 3. Condoms help to minimise the risk of acquiring or transmitting most STI. Condoms are easily available without a prescription. Most condoms are inexpensive. 2. Explain that you are going to show a video demonstration of how to use a male condom. Be sure to review the teacher notes, and pre-screen before showing the video: Male Condom Video Teacher Notes 3. While many of your students may not be sexually active, others may be involved in different sexual activities. It is important to reinforce that condoms should be used for any and all types of sexual activity from genital rubbing to oral sex. Any type of sexual activity can transmit different types of STI. Refer to provincial community resources at http://teachers.teachin gsexualhealth.ca/com munity-agencies If students ask about double bagging, it refers to wearing two condoms at the same time, one on top of the other in the mistaken belief this will provide greater protection. Students should be advised that wearing two condoms will not reduce the chances of pregnancy or STI. In fact, wearing two condoms may actually cause problems due 2
GRADE 9 SAFER SEX LESSON 2 4. Remind students that abstinence is the most effective method of protection from pregnancy and STIs. If students choose to be sexually active, they must think about how to protect themselves and others. 5. Distribute the handout Assertive Communication. Discuss the elements of assertive communication. Teachers may find it helpful to ask students to provide examples from their communication with family and friends. 6. Highlight the following: Partners must communicate about using condoms. Assertive communication is helpful in expressing ideas and feelings about condoms. Assertive language is both verbal and nonverbal. D. COMMUNICATING ABOUT CONDOMS 4 (15-20 min) Students practice effective and ineffective communication techniques regarding negotiation of condom use. 1. The following role-play activity can be demonstrated by students in front of the class or in small groups. Distribute the handout Let s Talk About Condoms Example-Ineffective. After students have performed the role-play record feedback on the board. Repeat the process with the handout Let s Talk About Condoms Example-Effective. 2. As a group discuss the following: Which communication is more effective? What makes one communication better? What elements of assertive communication did Steven use? 3. Distribute the handout Let s Talk. This final activity gives students the opportunity to practice assertive communication regarding condom use. 4. Ask students to pair up and role-play their conversations from the handout. 5. Debrief the exercise by asking students to reflect upon their responses and to decide if they have demonstrated assertiveness. Vaginal condoms also provide GOOD protection against pregnancy and STI. Some youth may not feel comfortable with using a vaginal condom now but mentioning it will allow them to consider this option in the future. Some students from different religious or cultural backgrounds may have different beliefs about the use of condoms. It is important to address this if it is raised and reinforce the importance of personal values, and that many people choose to use condoms to provide protection from STI before and during involvement in a committed relationship. 3
GRADE 9 SAFER SEX LESSON 2 QUESTION BOX (10 min) Have students fill out questions and address them next class. Students who have differing abilities may experience different types of sexual pressure. It may be necessary to extend the assertiveness section of this lesson and develop role plays for different situations. Concrete examples and repetitiveness in your messages is important with this group of students. SELF REFLECTION During the lesson, were: Ground rules being followed? Good practices established regarding group work and discussion? What will you change for future classes with this group? What will you change for future use of this lesson? STUDENT ASSESSMENT During the lesson, did students: Knowledge: Identify community-based resources to access information, advice and/or contraception? Observe a condom demonstration? Identify reasons to use a condom as a form of protection? Identify qualities of assertive communication? Skills: Use assertiveness skills to practice condom negotiation? Attitudes: Accept the need for safer sex practices? 4
GRADE 9 SAFER SEX LESSON 2 1. Alberta Education. (2002). Health and life skills guide to implementation: Kindergarten to grade 9. Retrieved from http://www.education.alberta.ca/media/352993/pos.pdf 2. Canadian Federation for Sexual Health. (2005). Beyond the basics: A sourcebook on sexuality and reproductive health education. Ottawa: Author 3. Hatcher, R.A., Trussell, J., Nelson, A., Cates, W., Stewart,F. & Kowal, D. (2011). Contraceptive technology (20th ed.). New York: Ardent Media, Inc. 4. Adapted from Canadian Federation for Sexual Health. (2005). Beyond the basics: A sourcebook on sexuality and reproductive health education. Ottawa: Author 5
GRADE 9 SAFER SEX LESSON 2 VIDEO: MALE CONDOM VIDEO DEMONSTRATIONS Video demonstrations can be found on the teachingsexualhealth.ca website at: http://teachers.teachingsexualhealth.ca/resources/demonstration-videos 1
GRADE 9 SAFER SEX LESSON 2 HANDOUT ASSERTIVE COMMUNICATION If you choose to be sexually active, you must think about how to protect yourself and others. Here are some examples of how to be assertive when you are talking to your partner about using condoms. The Goal To protect yourself and your partner from pregnancy and/or sexually transmitted infections. Content Clear, specific, and use I messages. I feel when and I want Voice Clear, and firm Facial Expression Give direct eye contact Posture Your Feelings Self-assured Confident of your feelings and decisions, selfrespecting Another's Feelings Respected Adapted from: Canadian Federation for Sexual Health. (2005). Beyond the basics: A sourcebook on sexuality and reproductive health education. Ottawa: Author 2016 teachingsexualhealth.ca
GRADE 9 SAFER SEX LESSON 2 HANDOUT LET S TALK ABOUT CONDOMS Example 1: INEFFECTIVE Steven and Terah have been dating for several months and have gotten close to having sex. Steven wants to use protection during sex. Steven: Terah, could I talk to you about something? Terah: Sure Steven, we can talk about anything. What is it? Steven: I want to talk about having sex. Terah: Talking about sex isn't very romantic. I mean, let's just see what happens. Steven: Well, I know it isn't very romantic, and I'm sorry. I was just hoping we could talk. Terah: I want to talk, too. Just not about that. Let's talk about what Kristal did in biology class. 2016 teachingsexualhealth.ca
GRADE 9 SAFER SEX LESSON 2 HANDOUT LET S TALK ABOUT CONDOMS Example 2: EFFECTIVE Steven and Terah have been dating for several months and have gotten close to having sex. Steven wants to use protection during sex. Steven: Terah, could I talk to you about something? Terah: Sure Steven, we can talk about anything. What is it? Steven: I want to talk about using protection during sex. Terah: Talking about it sure isn't very romantic. I mean, let's just see what happens. Steven: I think talking about sex is very romantic. It shows how much I care about you. I want us to be prepared if we decide to have sex - you know, use a condom. Terah: You mean you want to use condoms? Steven: Yes, I care about both of us. I don't want us to take the chance of getting an STI or getting pregnant. 2016 teachingsexualhealth.ca
GRADE 9 SAFER SEX LESSON 2 HANDOUT Directions: Use what you ve learned about assertive communication and condoms to complete this conversation. You know that your friend is planning on having sex. You want your friend to know that it is important to use a condom. YOU: I want to talk to you about condoms. You are planning to use them, aren t you? YOUR FRIEND: Who are you, the health police? I don t know condoms interrupt the moment. YOU: No, I m not the health police. I m just someone who cares about what happens to you. YOUR FRIEND: YOU: LET S TALK YOUR FRIEND: YOU: YOUR FRIEND: YOU: YOUR FRIEND: Adapted from: Canadian Federation for Sexual Health. (2005). Beyond the basics: A sourcebook on sexuality and reproductive health education. Ottawa: Author 2016 teachingsexualhealth.ca