School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 2. Responsible behaviour: delaying sex: 4 Guidelines: help to delay sex

School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)

Unit 2. Responsible behaviour: delaying sex

		(introduction...)
		1 Reasons to say NO - Reasons for delaying sex
		2 To delay or not to delay (a, b) - Case Study - Reasons for and against sex
		3 “Lines” and more “lines” - Pressure to have sex
		4 Guidelines: help to delay sex - Help for delaying sex
		5 What to do? - Case studies on sex for delaying sex
		6 Affection without sex? - Alternatives to sexual intercourse
		7 What’s next? - Ranking physical activities
		8 Am I assertive? - Definition of passive, aggressive, and assertive behaviours
		9 Who’s assertive? - Case studies - types of behaviours
		10 Assertive messages - Four steps to assertive behaviour
		11 Your assertive message (class) - Four steps to assertive behaviour
		12 Your assertive message (individual) - Four steps to assertive behaviour
		13 Responding to persuasion (demonstration) - How to refuse, delay, bargain
		14 Responding to persuasion (class activity) - How to refuse, delay, bargain
		15 Responding to persuasion (individual) - How to refuse, delay, bargain
		16 You decide - Activity on gender differences
		17 Dealing with threats and violence - Case study on violence in dating
		18 Being assertive every day - Take-home activity on being assertive

4 Guidelines: help to delay sex - Help for delaying sex

Purpose

Students need to know that they are not alone in delaying sex. They ^x also need help in their decision to delay sex.

What the teacher does

1. Decide how to teach this activity.

a) Provide an activity sheet for each student and have them do the activity individually.
b) Read each “Help for delaying sex” and have students put an “E” for easy to do and “D” for difficult to do (only one activity sheet needed).
c) Write the activity on the blackboard and have students complete it individually (only one activity sheet needed).

2. Discuss the following:

a) Which ones did the students find difficult? Why were they difficult?
(Answers will differ from student to student.)
b) Which of the guidelines would be best to avoid unwanted sex with a friend?
(Answers could include many of the guidelines.)
c) Which guidelines would be most useful for selecting who to go out with?
(Answers will differ from student to student.)
d) Which guidelines would be most helpful for a first date?
(Answers will vary but the first six would be important.)
e) Which guidelines would you use if you really didn’t want to date at this time in your life?
(Answers 1, 7, 8 would be important.)

Additional preparation

It would be important to review the above questions to decide what answers would be acceptable for each question.