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TeachingSe xualHealthEducation
APrimerf orNewTeac hers,
ARef resherforExperiencedTeachers
Preparedforwww.sexualityandu.caby
DouglasS. McCall
ExecutiveD irector
CanadianAssociat ionforSchoolHealth
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Contents
A. PreparingtoTeachSexualHealthEducation:SomeBackgro undandResearch
1. Introduction
2. Reviewoftheresearch
3. Reliablesourcesofsexualhealthinformation
4. CanadianGuidelinesonSexualHealthEducation
5. Evidencebasedoutcomesinsexualhealthinformation
6. Somedo’sanddon’tsforsexualhealthteaching
7. Achecklistforyour school
8. Thewww.sexualityandu.cawebsite:Agreat sourceofinformat ionforteachers
9. Othersourcesoflessonplansandstudentprojects/webquests
10. Areyouready?Aselfassessmenttoolforteachers
11. Areyouready?Trytheseknowledgetests
B. BetterPracticesinTeachingSexualHealth
1. Teachingstrategies&tips
2. Respondingtostudentquestions
3. Studentassessmentinsexualhealtheducation
4. Parentandcommunityinvolvement
5. Teachingsexualhealthinconservativecommunities(religious,rural,culturaletc)
6. Teachingstudentswithdisabilities
C. TeachingTools(For YourUse)
1. Studentpersonal healthjournal
2. Studentevaluationtracker
3. Studentquestionsbox
4. StudentparticipationselfAssessmenttool
5. Studentprojectevaluationrubrics
6. Samplelettertoparentsexplainingprogram
D. LessonP lanstoCovertheBasicTopicsinSexualHealthEducation
1. Introductiontoourteacherresources
2. Webresources,lessonplansandwebquestsbytopic
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A. PreparingtoTeachSexualHealthEducation:SomeBackgroundandResearch
Thissectionprovidesbackgroundinformationandrelevantresearchonsexualhealtheducation
thatteachersshouldbeawareof intheirteaching.
1. Introduction
Thisbooklethasbeenpreparedtoassistteachersthat haverecentlybeenassignedto teaching
sexualhealthinformation.Hopefully,someofthisinfo rmationwillalsobeusefultoteachers
whohavetaughtsexualhealtheducationforanumberofyears.
Wehaveprovidedbackgroundinformationandresearchinasummaryformat.Thissection
includesseveralsuggestedteachingstrategiesandtipsaswellasselfassessmenttools.
Wedescribesomeevidencebasedbetterpracticesinsexualhealtheducat ionandoffersome
pract icaladviceforimplementingeachofthosebetterpractices.
ThethirdsectionofthisbookletoffersseveralteachertoolssuchasStudentPersonalHealth
Journals,Student QuestionBox,studentprojectevaluationrubricsandasamplelett ertoparents.
Thefinalsectionpresentsthemanywebresources(quizzes,simulations,factsheets),lesson
plansandstudentwebquest sthatareavailableon www.sexualityandu.ca.Theseresourcesare
listedaccordingtosexual healtheducat iontopics mostcommonlycoveredinhealtheducation
curriculainCanada.
Thosetopicst endtoemphasizethebasicthingsthatneedtobecoveredinsexualhealth
education.Wehavenotdonejusticetoanyofthosetopics,sowesuggestthatteacherslook
elsewhereforotherideasaswellasusetheselessons.
Wehavenotcoveredsometopics(suchasHIV/AIDS,abortion/adoption,sexualorientation,
genderequit y)becausethosetopicsarewellcoveredinotherwebsites.Ourfocushasbeenon
sexualhealthtopicsthat affectallkidssuchaspuberty,relationships,co ntraception(inc luding
abstinence),sexuallytransmittedinfections,socialinfluencesandotherbasicissues.
Teacherswillneedto lookfor avarietyoflesso nplansandresourcesto meettheneedsoftheir
students.Wehopethatthiscollectionandt hisadvicecanhelpyougetofftoagoodstartinyour
teaching.
Sexualhealthisoneofthemostimportantpartsofthecurriculumin juniorhighschool,sothese
resour cesareallrelevantforthosegrades.Asyoungpeoplematureandfacedecisionsthatmay
affecttheirhealthandwellbeingforever,theyneedtoknow,they needtounderstandandthey
needobjective,reliableinformationfromtheirteachersandothers.
Goodluckinteachingasubjectthatisalwaysinteresting.
Ifyouhaveanysuggestions/commentsonthisresource,orwouldliketosuggestorcontributea
lessonplanorotherresource,pleasecontactusatinfo@sexualityandu.ca
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2. Reviewoftheresearch
MostCanadiansagreethatteachingsexualhealtheducationisimportantfo rthehealthandwell
beingof ouryouth. Nevertheless,sexualityandtherelatededucationalneedsofyouthareissues
thatneedtobeaddressedwithsound,factualinformation. So,itisimportantforteachersand
programplannerstobeabletoclearlyarticulatetoschooladministrators,policymakers,andthe
communityatlargetheimportanceofschoolbasedsexualhealtheducation.
Asasexualhealtheducatoryoumaybeaskedwhyschoolsneedto providesexualhealth
education.Theinformationinthissectionprovidesastrongbasistohelpyouanswerthis
question.Youmayalsowanttosee:
PublicHealthAgencyofCanada'sCanadianGuidelinesforSexualHealthEducation.
SIECCAN'sCommonQuestionsAboutSexualHealthEducation,ausefulresourcefor
makingthecasefo rschoolbasedsexualhealtheducation.
CharacteristicsofEffectiveSexualHealthEducation
10CommonCharacteristicsofEffectiveCurricula
1. Effectiveprogramsfocusonreducingoneormoresexualbehavioursthatleadto
unintendedpregnancyorSTD/HIVinfection.
2. Effectiveprogramsarebasedont heoreticalapproachesthathave been
demonstrated tobeeffect iveininfluencingotherhealthre latedriskybehaviours.
3. Effectiveprogramsgiveaclearmessageaboutsexualactivityandcondomor
contraceptiveuseandcontinuallyre inforcethatmessage.
4. Effectiveprogramsprovidebasic,accurateinformationabouttheriskso fteen
sexualactivityandaboutmetho ds ofavoidingint ercourseorusingprotection
againstpregnancyandSTDs.
5. Effectiveprogramsincludeactivitiesthataddresssocialpressuresthatinfluence
sexualbehaviour.
6. Effectiveprogramsprovidemodellingofandpracticewithcommunication,
negotiation,andrefusalskills.
7. Effectiveprogramsemployavarietyofteachingmethodsdes ignedtoinvolvethe
participantsandhavethempersonalizetheinformation.
8. Effectiveprogramsincorporatebehaviouralgoals,teachingmethods,and
materialsthatareappropriatetotheage,sexualexperience,andcultureofthe
students.
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9. Effectiveprogramslastasufficientlengthoftimetocompleteimportantactivities
adequately.
10. Effectiveprogramsselectteachersorpeerleaderswhobelieveintheprogram
theyareimplementingandprovidet hemwithtraining.
ElementsofEffectiveSexualityEducationPrograms
Thefollowingst ructuralelementsneedtobeincludedinaneffectivesexual health educat ion
program
§ mandatory,comprehensivecurriculumw ithappropriatelearningknowledge,sk ills,
beliefs/at titudes,socialsupport,preventivehealthservicesandbehaviouraloutcomes
organizedinanwelldesignedscopeandsequencefromtheearlyprimaryyearsto
seniorschoolgraduation
§ sexualityeducat ionprogramispartofacomprehensive healtheducat ionprogram,
whichinturn,ispartofapersonalandsocialdevelopment program
§ highqualit yteaching/learningmaterials,includ ingprint,mediaandtechnologybased
alternatives
§ activelearningandteachingmethods
§ effectivepreserviceeducationforteachers
§ goodinserviceeducationforteachers
§ parentinvolvementininstructionthro ughgoodcommunicationswiththehomeand
throughtakehomelearningactivities
§ activestudentinvolvementinadaptingtheprogramtolocalneedsandpeer
leadershipandeducationintheclassroomandtheschool
§ theinstructionalprogramissituatedwithinacomprehensiveschoolcommunity
approachtopromotingsexualhealththatincludesaccessibleandconvenient
adole scentpreventivehealthservices,socia lsupportfro mparentsandothersinthe
community,asafehealthyphysicalenvironmentintheschool,convenient accessto
condomsbyyouth,etc(Seeour SchoolChecklistbelow)
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3. Reliablesourcesofsexualhealthinformation
Weareobviouslyproudofour website,www.sexualityandu.cawhichismaintainedbyteamsof
expertstokeepthecontentrelevantanduptodateforteachers,teens,parents,adultsandhealth
careproviders.
ThefollowingsourcesofsexualhealthinformationwithinCanadaarealsorecommended:
§ CanadianFederationforSexualHealth
§ SexInformationandEducat ionCouncilofCanada
§ SexualandReproductiveHealthPromotion(PublicHealthAgencyofCanada)
§ CanadianAssociat ionofSexualAssaultCentres
§ TheSocietyofObstetriciansandGynaecologistsofCanada
§ InfertilityAwarenessAssociationofCanada
§ CanadianWomen'sHealthNetwork
§ TheVanierInstituteoftheFamily
For moreinformation,seeourpageof ResourcesforTeachers
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4. CanadianGuidelinesfor SexualHealthEducation
ThePublicHealthAgencyofCanadahaspublished guidelinesonsexualhealtheducationfor
Canadiansofallages.Thisguidewaspreparedwithadvicefromexperts,citizensandteachers.
Thissectionpresentsafewexcerpts.Foracompletecopygoto:
http://www.phacaspc.gc.ca/publicat/cgsheldnemss/cgshe_2e.htm
CanadianGuidelinesonSexualHealthEducation
Sexualhealthisamajor,positivepartofperso nalhealthandhealt hyliving. Sexualhealth
educationshouldbeavailabletoallCanadiansasanimportantcomponentofhealthpr omotion
programsandservices.ThegoalsofsexualhealtheducationasoutlinedintheGuidelinesareas
follows:
§ tohelppeopleachievepositiveoutcomes(e.g.selfesteem,respect forselfand
others,nonexploitivesexualrelations,rewardingsexualrelationships,thejoyo f
desiredparenthood);and
§ toavoidnegativeoutcomes(e.g.unintendedpregnancy,HIV/STIs, sexualcoercion,
sexualdysfunction).
ThisGuidelinesdo cumentproposesaframeworkthatoutlinesthephilosophicalandguiding
principlesforthedevelopment, delivery andevaluationofsexualhealtheducation.T heguideline
statementssupporteachprincipleandprovidethecontextforeffectivesexualhealtheducation
programsandpoliciesinCa nada. Hereisthatframework.
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5. Evidencebasedoutcomesinsexualhealthinfo rmation
Researchhasdemonstratedthathealthknowledge alonemaynotaffect behaviour.Behaviour
changemodelssuchastheHealthBeliefModelortheInformation,Mo tivationandBehaviour
Modelsuggestthatsexualhealtheducationshouldincludefunctionalorpracticalknowledge
aboutthehealthtopic,skillsdevelopment(bothgeneralskillssuchasdecisionmakingaswellas
specificskillssuchasrefusalskills),instillingneworcorrectednormativebeliefsaboutthe
healthtopicandhelpingstudentstoplanandpracticeselectedbehaviourstotheextentthatthe
cla ssroomandonlinesimulationspermit.
Thelearningoutcomesdescribedbelowaremoreappropriateandeffectiveforsexualhealth
education.Toooftenwefocuson“facts”andknowledgeineducationthatmaynotbeeffective
inhelpingstudentstomakehealthierchoices.Forexample,theearlycurriculainHIV/AIDS
educationincludedfactsonhowthevirusattackstheTcellsinourbodies.Thisisinteresting
stuffandcouldbepartofscienceclassesbutthiscontenthaslessimpactonbeha viourthan
functionalknowledgerelatedtosexualhealth.Forexample,studentsknowingthata personcan
haveasexuallytransmittedinfectionbutstillappeartobehealthy(afactwhichaccordingtoa
recentCanadianstudy,manystudentsdidnotknow)
Researchhasshownthathealth behavioursandahealthierenvironmentarebothenha ncedby
educationthatseekstopromo te:
· Functionalorpracticalknowledgeaboutthehealthissue.Sometimes,inour
enthus iasm,weincludefartoomanyextraneous,medicalorotherfactsaboutahealthissue.
Sexualhealtheducat ionshouldfocusont hepracticalfactsandknowledgethatcantruly
influencehealth.
· Genera landspecificskillsandaptitudes Researchhasshownt hatgeneralskillssuch
asdecisionmaking,problemsolvingandmedialiteracy,aswellasspecifictechniquessuchas
refusalskillsorassertivenessshouldbetaughtinhealtheducation.Trytofind lessonplansand
activitiesthat enablestudentstoidentify,learnandpracticethesesk ills.
· Attit udesandbeliefs thatmotivatebehaviourorsystemchange.Researchinhealth
educationindicatesthatindividualattitudescanbeinfluencedbygroupwork,discussions,
rankingandcategorizing.Theseareallactivitiesthatshouldbeperformedo fteninyour
cla ssroom.
· Greaterselfknowledgeandselfesteem Throughextensiveuseofjournalingstudents
shouldbeencouragedtomaintainaPersonalHealthJournal Teachyourstudentstoidentify
theirowntraits,measure,monito randcomparetheirattitudesandbehaviourstoothersandlearn
aboutvarioussocialandpsychologicalinfluencesontheirhealth.
· Easieraccesstohealthservicesandinformation–Yoursexualhealthteachingshould
includeactivitieswherestudentsvisithealthclinics,pharma ciesandotherplacesthatoffer
services.Whereverposs ible,eachlessonshouldincludereferencetowhothestudentscancall
for helporwheretheycangoformoreinformation.Thewww.sexualityandu.cawebsiteisa
greatreferencetoolforthistypeoffollowup.Aswell,manysexualhealthclassescanhavethe
studentsworkingonactivitiesthatdisseminatetheinformationtotheirclassorschool.
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· Overcomebarrierstosocialsupport fromparents,trustedadultsandot hers.Sexual
healtheducationclassesshou ldalsoincludeactivitiesthathavestudentsinteractingwithparents,
fr iendsandotherso nhealthissues.Somelessonscanincludeadvocacyprojects wherestudents
seekchangestotheirschoolsandneighbourhoodssuchasimprovingsexualhealtheducationin
theirschool,encouragingclinicstobemoreyouthfriendlyandfindingwaystotalkwiththeir
parentsabouthealthissues.
· Differentwayst ohandlespecificsituationsorrisks–Sexualhealtheducat ionclasses
shouldaddressspecificsituationsorchallengesthatstudentscanfacesuchasrefusingalcoholat
apartyorassessingtheirrelationshipforpotentialabuse.Trytofindlessonsthatpresentthese
problematicsituationswithpracticaltipsonhowtorespo ndoravoidthemandwhere/whotocall
for help.
Research onhealtheducationshowsthatbehaviourchangeisfacilitatedbygroupwork,self
monitoring,identifyingpersonalbenefits,settinggoalsandt argets,devisingcopingstrategies,
accessinghealt hservices,benefiting fromsocialsupportfromothersandovercomingphysical,
economicandpract icalbarriersto change.Alloftheseactivitiesshouldbeincorporatedinto
yoursexualhealthteaching.
[...]... Clarify roles and responsibilities. Who will handle logistics? Who will recruit participants? Does the clergy/leader want to review educational materials and/or lesson plans before each session? · Identify potential "land mines" that concern you and the clergy/leader. What topics will likely stir controversy? How can you handle the typically controversial issues in a respectful and truthful way? Discuss what you will do to handle controversy should it . ionclasses
shouldaddressspecificsituationsorchallengesthatstudentscanfacesuchasrefusingalcoholat
apartyorassessingtheirrelationshipforpotentialabuse.Trytofindlessonsthatpresentthese
problematicsituationswithpracticaltipsonhowtorespo
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