Sexual Health and Relationships Safe, Happy and Responsible

Sexual Health and Relationships Safe, Happy and Responsible
SHARE Sexual Health and Relationships and/or Safe, Happy and Responsible Welcome Introductions - Introduce myself Why we are here today. Honour to be here and really lucky that we have the opportunity to get together like this to discuss sexual health and how we can include this as part of a yps development. but have a good 6 hours of sex today!! Educating children and yp about sex and relationships is about developing their confidence and self esteem, knowledge of their bodies and giving them the skills they need to build relationships. There is well known research that supports the fact that good sex education will delay young people from having sex until they are ready and also have lower levels of regret about the first intercourse. Quote from Miriam Stoppard! So – What are your own attitudes towards sex? What do you feel when you are faced with the concepts of sex, nudity, contraception, homosexuality, masturbation, pregnancy, abortion. These words and concepts can bring out strong emotive responses. Natural responses. We all have values and attitudes towards and surrounding these issues of sex. We are not going to tell you exactly how to deliver sex ed in the classroom. Make this clear!

PERSONAL EXPERIENCES OF SEX EDUCATION
To develop a climate of sharing and trust through reviewing what the group learnt about sex from their parents, primary school, secondary school and others. What messages did you receive about sex from your parents? Positive/negative? Any myths

Radio One Bare All Survey
A third of year olds drunk alcohol before their first experience of sex A quarter of year olds didn’t use contraception when they first had sex 41% of young people don’t always use condoms with their partner The majority of boys (59%) look to the internet to get information about sex 70% of Scottish respondents have had a one night stand

NSPCC A quarter of teenage girls have experienced violence from a boyfriend A third of girls have been pressured into a sex act that they did not want

40% of girls regret their first intercourse
Centre for Research on Families and Relationships (2010)

“If young people are supported to develop themselves as people they are less likely to engage in risky behaviours, including early sexual activity and non-use of contraception”

‘it gave me more confidence’
‘makes you think about how you like yourself as a person’ ‘it gave me more confidence’ ‘gave us a chance to behave like adults’ ‘it made me think about where my relationships had gone wrong’

What is SHARE ? A specially designed teacher-led sex education programme aimed at young people aged 13 – 15 years

The Research Funded by the Medical Research Council and Health Education Board for Scotland Carried out by Social and Public Health Sciences Unit at Glasgow University First large-scale randomised trial of sex education in the UK Exploration of what makes for effective and replicable sex and relationships education 7000+ pupils aged 13 – 15 24 non-denominational state schools in Tayside and Lothian regions

Results from the SHARE Research
Pupils evaluated the SHARE lessons very highly-the boys slightly higher than the girls Pupils increased their sexual health knowledge-boys started from a lower base than girls and increased their knowledge more than girls For those who had sexual intercourse for the first time after SHARE started, there were lower levels of regret about first sexual intercourse-this was true for both boys and girls Teacher confidence increased significantly as a result of training

Follow-up Research The value of including a range of professionals from different agencies and backgrounds at training events The ongoing post-training practical support necessary to ensure implementation of the SHARE programme at local level Further information required on the links between sexual risk taking and substance misuse The need to address sexual health and relationships issues for young people with learning disabilities and lesbian, gay and bisexual young people 2014 – SHARE Re-Fresh

Sexual Health and Relationships Education

Values of the SHARE Programme
Our sexuality is a natural and healthy part of who we are. Each of us feels differently about our sexuality, and we may express it in different ways. Everyone has the right to their sexuality, regardless of age, gender, sexual orientation, ability, religion or belief, race or ethnicity. We should treat each other as we should like to be treated. We should never have to do anything sexual that we don’t want to do. If we do choose to have sex, we should protect ourselves and sexual partners from unintended pregnancy and from sexually transmitted infections

AIM To increase your knowledge, skills and confidence in educating secondary school pupils about sex and relationships The one and only main aim of this session is to increase your confidence and comfort levels knowledge and skills in talking to young children about sex. We do this by getting you to explore your own attitudes and values. It our job today to set the scene, make this environment safe so that you can be honest with yourself and each other to explore your own feelings and bring out trust and openness in the group . If we can support you in gaining a little more knowledge , be better skilled and get you to feel more confident in delivering sex ed we will be happy. Challenge 6 hours. 3 Key elements relax, participate and enjoy!!

Learning Objectives Explore and be aware of personal values and attitudes. Confidence in using different methodologies Discuss challenging questions and issues and gain confidence in dealing with them Be familiar with the SHARE programme and other resources and know where to go for help and support Go through the timetable/programme for the day

Why improve sexual health?
Young people are having sex younger and are regretting it Teenage pregnancy in Britain is the highest in Europe Sexually transmitted infections (STIs) including HIV are increasing

The younger you start to have sex the more likely you are to catch an infection

Teen Pregnancy Rates by Local Authority – quarterly figures

Teen Abortion Rates by Local Authority – quarterly figures

Repeat Abortion Rates Grampian and Scotland

Annual number of BBV incident cases, 2008-2015
This is the annual incident cases of all three BBVs. This is all Hepatitis C cases (PCR+); Hepatitis B cases (acute and chronic) and HIV. Notifications are to Health Protection Scotland (HIV) and to Health Protection Grampian (Hepatitis B and C). Acute cases of Hepatitis B have accounted for between 1 and 7% of total HBV.

HIV positive – new notifications

LARC -Implants

LARC – IUD/IUS

Components of SRE Information Skills Attitudes, values and beliefs
Providing education, which incorporates these 3 elements, is more likely to build self esteem and influence an individual’s behaviour and must start before sexual activity begins, while respecting cultural and religious beliefs. Interactive Model of learning – handout.

What is Education and what is Propaganda? (Julian Cohen 1997)
EDUCATION PROPAGANDA INFORMATION/KNOWLEDGE Accurate Biased Balanced Omission of benefits Benefits and risks Exaggerate risks Relevant Shock/scare Truthful/honest Extremes as norms Lies? ATTITUDES/VALUES Complicated Simple Many views One view Challenge stereotypes Perpetuates stereotypes Think for yourself We tell you what to think SKILLS Range of relevant skills Skills to say No Own informed choice We tell you what to do

Taking a Whole School Approach to Sexual Health
Welcome Introductions - Introduce ourselves Why we are here today. Honour to be here and really lucky that we have the opportunity to get together like this to discuss sexual health and how we can include this as part of a childs development. Have a good 6 hours of sex today!! Educating children about sex and relationships is about developing their confidence and self esteem, knowledge of their bodies and giving them the skills they need to build relationships. There is well known research that supports the fact that good sex education will delay young people from having sex until they are ready and also have lower levels of regret about the first intercourse. Quote from Miriam Stoppard! So – What are your own attitudes towards sex? What do you feel when you are faced with the concepts of sex, nudity,contraception, homosexuality, masturbation, pregnancy, abortion. These words and concepts can bring out strong emotive responses. Natural responses. We all have values and attitudes towards and surrounding these issues of sex. We are not going to tell you exactly how to deliver sex ed in the classroom. Make this clear!

Whole-school approach
(Health Promotion and Nutrition)(Scotland) Act 2007 Curriculum for Excellence – Health and Wellbeing outcomes Health Promoting Schools Resource Relationship, Sexual Health and Parenthood education policies.

Health and Wellbeing Framework
The HWB framework consists of 4 documents, the overall framework to HWB and it’s associated Principles and Practice paper and the Framework Across learning with a focus on the responsibilities of all. If you haven’t already done so, I’d urge you first to spend a few minutes reading the Principles and Practice paper as this sets the context for HWB and aims to reassure practitioners about their role and responsibility. It includes information about: How HWB is structured? What is required to effectively promote HWB? What are the broad features of assessment? The experiences and outcomes sit alongside the Schools Health Promotion and Nutrition (Scotland) Act and build on the work that has been done under HPS In early years and primary settings, staff are responsible for all learning, however, in secondary, whilst all staff may not be expected to deliver e.g. Substance misuse or sexual health education, all staff have a responsibility to contribute to: a positive ethos supportive relationships and a climate of respect and trust where everyone (C, YP and staff) , feels safe, secure and valued And have an understanding of anti-discriminatory, anti bullying and child protection policies. What might be new for some staff is that they will also be expected to begin to make connections between their curricular area and H&WB. (there are lots of good examples of this already happening across Scotland) 29

Health and Wellbeing Planning for choices and changes
Food and health Mental, emotional, social and physical wellbeing Health and Wellbeing (CLICK) There are 6 organisers within the HWB framework,,,,,,,, (CLICK) With the child held at the centre of learning,,,,,,, The experiences and outcomes reflect a holistic approach to promoting HWB The organisers should not be viewed isolation as they are interrelated and all impact on each other Taking a closer look at the aspects that are the responsibility of all : Mental Emotional Social and Physical Wellbeing, in its entirety is classed as the responsibility of all For practical purposes MESP has been separated into 3 lines of development – but all are inextricably linked All statements span all levels because they are applicable throughout life Other areas designated ‘responsibility of all’ are aspects of planning for choices and changes,,,,, Physical Activity & sport,,,,,,, and Relationships education within Relationships Sexual Health and parenthood,,,, are all about the development of generic life skills They provide children and young people with the foundation skills they require to continue to develop within more topic specific aspects of the framework e.g. Work done around Mental Emotional Social and Physical wellbeing,,,,, contributes to development of skills, capabilities and attributes that will be useful in Substance Misuse, Sexual Health, Food and Health and Physical Education Physical education, physical activity and sport Substance misuse Relationships, sexual health and parenthood 30

INTERACTIVE MODEL OF LEARNING
We remember: 5% of what we HEAR 10% of what we READ 20% of what we HEAR and see 30% of what we SEE 50% of what we SAY 75% of what we DO 90% of what we HEAR, SAY & DO

What do young people and parents want?
Young people get most of their sex and relationships from the media; only a few get it from their parents. Young people say their school sex education was too little, too late and too biological So what do young people and another important group – Parents want?

What do young people and parents want?
Most young people see schools as an appropriate source of sex education, but they want more of it, sooner and more about relationships, feelings and ‘what you actually do’. The majority of parents recognise that they have a key role to play and want to do this in partnership with schools. Lack of skills and resources prevent them from doing this effectively. I am still waiting for my mum to tell me that my periods will stop and I am going to go through the menopause. Granny Joke Little girl – prostitute joke. Little Johnny keeps asking his dad for a television in his bedroom, to which his dad keeps saying “no!”. After all the nagging, he eventually agrees and says OK. Several nights later Johnny comes downstairs and asks “ Dad, what’s Love Juice?” Dad is horrified and after looking at mum who is also gob smacked, proceeds to give his son the whole works, warts and all. Johnny now sits on the sofa with his mouth wide open in amazement. Dad asks “ so what is it you’ve been watching son?” Johnny replies “ Wimbledon”.

Not everyone is sexually active Not everyone is heterosexual
3 KEY POINTS Sex can be fun Not everyone is sexually active Not everyone is heterosexual

SHARE SESSION 1 : STARTING OUT
LEARNING OBJECTIVES For students to: Set their agenda know about the programme and its values base understand the purpose of the group agreement and the limits of confidentiality know who they can approach for individual help. Sexual Health and Relationships Education 1

One thing I want to learn........ (SHARE 1)

Group Agreement (SHARE 1)
Before we do this can I ask you to pair up with your neighbouring porn star and do a hopes and concerns task. One asks the question other one listens. Then swap. Group Agreement – This is your friend, challenging behaviour, confidentiality. ASK – If there are hopes for the course today, what behaviours in the group will help you realise them AND – if there are fears, what behaviours will help you minimise them

SHARE 1 – Key messages The group agreement helps create a safe environment for everyone to participate fully in the SHARE programme The values, rights and responsibilities are important for our wellbeing Help with relationships and sexual health is available if we need it Our confidentiality will be respected by adults, unless we are at risk of harm

SHARE 3 – what do you know? Identify what they already know about sexual health and healthy relationships Identify any gaps in their knowledge and what they need form the SHARE programme

Green and red STIs, BBVs and condoms Pregnancy and Parenthood
Types of Contraception Caring relationships Alcohol drugs and sexual health Keeping yourself safe

SHARE 3 – Key messages Students and educators are joint partners in learning Students have an active role to play in their learning

What sexual messages and behaviours did you pick up from your parents?

Talking about our Bodies and Sex (SHARE 2)
Identify appropriate language for discussing sexual issues in the classroom and with health professionals Revise sexual body parts if required FIRST REACTIONS exercise Talking about issues relating to sex is often unfamiliar and uncomfortable and invariably causes much laughter and embarrassment. This exercise helps to break the ice and create a non judgemental atmosphere in which you can feel comfortable in expressing your curiosity in language. No censoring, much laughter no words are banned and go to town on it. I always learn a new word or phrase every time I do this. QUESTIONS? Feelings about doing the exercise – funny no other words for elbow, knees or lugs Any words particularly offensive – males/females Words used as insults Male/female words directed – way sex is viewed Same sex relationships-different Appropriate words – parents, family, clinic, doctor, nurse, partner, classroom

SHARE 2 – Key messages Using appropriate sexual language during the SHARE programme is important in helping everyone to feel safe Everyone’s body is unique and individual, including sexual parts of the body

Approaches to SRE To identify different approaches to sex and relationships education To explore personal and professional responses to the different approaches To consider the potential impact of any differences between your own approach to SRE and that of the SHARE materials

What is Sex? (SHARE 14) Identify a range of activities that might constitute ‘sex’ Explore what the word sex means to them and others Consider safer and less safe sexual activities How similar/different are men and women lists? Is this a true picture of what men want and what women want? Is there a different expectation of people who identify as LBGT compared with people who are heterosexual? Would opinions be any different among young people? Relationships?? Is peer pressure likely to play any part for young people? Is sex necessarily about vaginal sexual intercourse/ When may it not be about vaginal sexual intercourse? How many ( be honest) thought in terms of penetrative sex when you talked about sex? What about the other sexual things people enjoy together? What about sexual behaviour – kissing, touching, closeness? What about caring,talking.love, commitment, feeling special? Are these things also what sex is about?

SHARE 14 – Key messages We all have different beliefs, we are all unique and we should respect this diversity ‘Sex’ means many different physical and emotional things to different people Many things influence our ideas about sex – family, faith/beliefs, experiences, society, our friends, trusting relationships, the media and others ‘sex does not just mean vaginal intercourse There are safer and less safe sexual activities

Diamond 9 To explore values and attitudes towards a range of sexual behaviours, individually and as a group, and to identify areas of concern. To consider criteria for deciding whether specific sexual behaviours are acceptable or not. Explain the method – No right or wrong answers. After A round – go round each group and give them the opportunity to identify one issue or concern that was raised in their discussion After round B – Round of any issues or concerns this time and the impact that of the new information on the participants judgements. What criteria were used to make judgements about the moral acceptability or otherwise of behaviour. – FLIPCHART – how individuals respond to them If time ask them to prioritise the criteria or ask them to identify 3 most important criteria for judging whether behaviour is morally acceptable. Anything challenged your thinking in this exercise??

Welcome Back – Learning Objectives
Explore and be aware of personal values and attitudes. Confidence in using different methodologies Discuss challenging questions and issues and gain confidence in dealing with them Be familiar with resources and know where to go for help and support

Group Agreement Before we do this can I ask you to pair up with your neighbouring porn star and do a hopes and concerns task. One asks the question other one listens. Then swap. Group Agreement – This is your friend, challenging behaviour, confidentiality. ASK – If there are hopes for the course today, what behaviours in the group will help you realise them AND – if there are fears, what behaviours will help you minimise them

Being Male or Female (SHARE 5)
To understand the influences that mould perceptions of being male and female Experience a boost to self esteem through exploration of positive body image and personality

SHARE 4 - Relationships Describe what is meant by ‘relationship’ and why many young people want close relationships Identify what is good about relationships and what is sometimes difficult about them Identify characteristics of a caring healthy relationship Identify good communication skills for starting, maintaining and ending relationships Develop an awareness of the differences between face to face and online relationships

Snog Marry Avoid Pornography Continuum Sexting

SHARE 4 and 5 – Key messages
Relationships can be supporting and loving, but they can also bring challenges Good communication skills are important for starting, maintaining and ending relationships – whether face to face or online Looking after yourself online is important so that you don’t end up in a dangerous or upsetting situation Using substances, including alcohol, can impact on how we treat ourselves and others Many images of men and women in the media are not realistic or representative Feeling good about yourself is important for your wellbeing We are all different, unique and valuable

Good Communication Skills (SHARE 10)
Explain why good communication and negotiation in relationships is important, and why it can often be difficult Be able to identify the skills associated with good communication in (potential)sexual encounters and, in particular, the skills to say no Be aware that using drugs and alcohol can negatively affect communication skills Be aware that they can delay sexual activity/intercourse until they feel ready

SHARE 10 – Key messages Good communication skills are essential to maintain healthy caring relationships You have a responsibility to say what you want and don’t want, and a right to be heard Alcohol and drugs can limit your ability to communicate well and keep yourself safe

Sexual activity, pregnancy and contraception (SHARE 7)
Be aware of the vulnerability to becoming pregnant or getting a partner pregnant Explain why contraception is important and identify types of contraception and contraceptive services Have considered the consequences of pregnancy

What is ‘Contraception’?
A means of preventing (or lowering the risk of) pregnancy.

Can you name some methods?
Contraceptive Injection Implant IUS/IUD Sterilisation Vaginal Ring Contraceptive Patch COC/POP Condoms Diaphragm/Cap with Spermicide Natural Family Planning Emergency Contraception

LARC Long Acting Reversible Contraceptives

LARC Contraceptive Injection Implant IUS/IUD

Where can young people go for Contraception?
Grampian Sexual Health Service

Where can you go for Emergency Contraception?
GP Grampian Sexual Health Service Pharmacies

Where to get free condoms?
Grampian Sexual Health Service GPs Pharmacies Healthpoints Other community agencies Employers

How safe is it anyway? What’s in the bag?

Sexual activity, pregnancy and contraception (SHARE 7)
Be aware of the vulnerability to becoming pregnant or getting a partner pregnant Explain why contraception is important and identify types of contraception and contraceptive services Have considered the consequences of pregnancy

SHARE 7 – Key messages If you are having sex, you need to take responsibility for using contraception and condoms correctly- both male and female partners There are young people friendly services to help you if you are worried about pregnancy If you are pregnant there are services that can help and support you

– Can do this in 2 ways or happy to shout out and brainstorm.
You know the kind of questions children ask – the ones the kids aren’t afraid to ask…………… but you’re too afraid to answer! What awkward/difficult questions about sex have children asked me? The breath intake ,want to hide, ground swallow me up, please don,t go there, feeling around in the dark, would rather jump off a cliff than answer that kind of question. Or any examples of particularly embarrassing, difficult or challenging situations regarding sexual health that you have experienced in your work as a teacher. It can be from pupils, parents or other colleagues. Not just from the kids.

Scenarios Carousel To explore and develop practical strategies for answering difficult questions. To evaluate different responses to specific questions. To gain confidence and competence in responding to difficult questions. Discuss any strategies that were helpful? Anything particularly challenging or difficult? TOP TIPS

Review and Ending Recap on Day 1 Homework/Icebreakers
Final thoughts……………………

Sexual Health and Relationships Safe, Happy and Responsible
SHARE Sexual Health and Relationships and/or Safe, Happy and Responsible Welcome Introductions - Introduce myself Why we are here today. Honour to be here and really lucky that we have the opportunity to get together like this to discuss sexual health and how we can include this as part of a childs development. Pilot 4 but have a good 6 hours of sex today!! Educating children about sex and relationships is about developing their confidence and self esteem, knowledge of their bodies and giving them the skills they need to build relationships. There is well known research that supports the fact that good sex education will delay young people from having sex until they are ready and also have lower levels of regret about the first intercourse. Quote from Miriam Stoppard! So – What are your own attitudes towards sex? What do you feel when you are faced with the concepts of sex, nudity, contraception, homosexuality, masturbation, pregnancy, abortion. These words and concepts can bring out strong emotive responses. Natural responses. We all have values and attitudes towards and surrounding these issues of sex. We are not going to tell you exactly how to deliver sex ed in the classroom. Make this clear!

Welcome Back – Day 2 Questions from yesterday Homework Programme today
Group Agreement Warm up

ICEBREAKER!

Group Agreement Before we do this can I ask you to pair up with your neighbouring porn star and do a hopes and concerns task. One asks the question other one listens. Then swap. Group Agreement – This is your friend, challenging behaviour, confidentiality. ASK – If there are hopes for the course today, what behaviours in the group will help you realise them AND – if there are fears, what behaviours will help you minimise them

Condom Use Skills (SHARE 12) and Negotiating Condom Use (SHARE 20)
To increase familiarity and comfort with condoms To know how to use condoms safely and effectively, and where free supplies can be obtained To identify and practise strategies for using condoms

Sexual activity and STIs (SHARE 8)
Be aware of vulnerability to STIs and BBVs Have considered the possible consequences of STIs and BBVs Identify when they may be at risk of STIs and BBVs and how to prevent them Identify sexual and reproductive health services that can help with STI and BBVs

If you’ve had sex in the last 3 years without a condom, why didn’t you use one?
He/She’s my long term partner (3473) I’m/She’s on the pill (3155) Not me – I always use one (1782) We just got carried away (1396) I/He pulled out before coming (920) I trusted them (902) Drunk/Taken drugs (902) I’ve/She’s a coil/implant/contraceptive injection (755) I didn’t have one with me (737) Trying for a baby (574) One night stand (429) I/He’s had a vasectomy They never asked me to (249) He/She wouldn’t use one (198) There’s always the morning after pill (191) I’m not confident about putting one on properly (121) There are always antibiotics for chlamydia (56) 3500 T-Score 3000 2500 2000 1500 1000 500 The British Sex Survey. Data on file. SSL International Limited 2009. 91

If you are infected important not to become superinfected etc
As far as sexual risk you can see from this slide you really don’t know If you are infected important not to become superinfected etc The other thing to remember even if you have a couple who are infected with the same virus there are different strains to the virus and they may be advised to carry out safe sex HIV is a mutating virus Eg. HIV if the individuals both positive for same strain but on different drugs they may pass on drug resistance strains to other eg HCV different genotypes some do and some do not respond to treatment HOW MANY PEOPLE DID YOU SAY YOU’D SLEPT WITH? WHY, JUST THE ONE!!

Rachel What would you do?
She’s 16. She was at a party on Sunday, drank 9 vodkas and umpteen shots and had sex with erm Fraser? Not on the pill. Doesn’t think he used a condom. Now regrets the whole thing What would you do?

For now - she will probably need emergency contraception -can work up to 5 days after sex
Get from GP, pharmacies, sexual health service Will need to consider longer-term contraception too. She should get tests for STIs She should drink less in the future - stay in control - do what she wants and have no regrets. Has she regretted sex before? She should insist on condom use - no condom, no sex.

Clear signposting: Where can you get free condoms?
Where can you get emergency contraception? Where can you get long term contraception? Where can you get tested for STIs?

SHARE 6 - Learning about sex
Be aware that both sexuality and sexual behaviour is individual and varied Challenge myths and preconceptions about male and female sexuality Understand that sexual activity does not only mean penetrative vaginal sex

What makes a person heterosexual, lesbian, gay or bisexual?
Nature The way they are brought up Choice Nobody knows

Definitions & Language

LGBT stands for… Lesbian Gay Bisexual Transgender But what do these words mean?

Lesbian – a female who is emotionally and physically attracted to other females Gay - A male who is emotionally and physically attracted to other males. Some women and girls prefer to refer to themselves as gay women rather than lesbian Bisexual – a person who is emotionally and physically attracted to women and men Transgender – this is an umbrella term used to describe a range of people whose gender identity or gender expression differs in some way from the assumptions made about them when they were born

That’s so gay!

WHAT, FEEL, DO, NEED? This exercise is designed to help us understand the impact of what we do on others

Resisting Pressure (SHARE 16)
Be able to recognise risk situations Be aware of the importance of consent within relationships Recognise when a relationship becomes uncaring, bullying or abusive Be aware of the importance of good communication and listeneing skills Have strategies to protect themselves from unwanted sexual advances and avoid being pressurised into sexual activity they don’t want to

Practising the skills to say No (SHARE 11)
Have practised, and be able to use, the skills associated with good communication in (potential) sexual encounters and, in particular, the skills to say No Avoid being pressured into, or pressurising someone else into, sexual activity Be aware that good communication skills are needed to start maintain and end relationships

Consent – Cuppa Tea

This video was made by young people using snapchat live for Young Scot
This video was made by young people using snapchat live for Young Scot. Ask the group: Referring to the previous warning signs, what signs or changes did we see here? Make up, lipstick, looking more grown up, alcohol, withdrawing from school and friends. How does the young woman perceive what is happening? How does she respond when her friend questions it? How would the young people you work with react if you showed them this as an example of grooming? Would it perhaps change their minds/ open their eyes to what it can look like in reality?

Delay/R U Ready Sex and the Law Quiz
This exercise explores some of the myths and misunderstandings around male and female sexuality. Opportunity to consider faith, ethnicity, LBGT issues. Opportunity to confirm what they know already, clarify information they were unsure about and gain new information. Quiz is not a test but to raise points for discussion and that your opinions and experiences are relevant and useful. Fill in alone and then in your groups. Could you use this exercise with young people? What issues has it raised for them? Any issues you would like to explore further?

GROOMING TIMELINES

Planning to Keep Safe (SHARE 9)
To recognise the need for young people to learn to take responsibility for their behaviour To acknowledge the role of planning in keeping young people safe sexually To identify risk factors in relationships and risks posed by use of social media

Stages of Intimacy GREEN – where a person has strong feelings for another person, but there are no sexual risks ORANGE – where there is a possibility that the relationship might become sexual RED - where it is likely that sexual risks will be taken At the end – discuss doing this in other ways Eg small mixed groups and handouts to work together to decide on which stages It depends may come up – encourage them to explore what it depends on! Flipboard up – situations which make it more or less safe. Internet chat room scenarios – potential dangers

Pressure and Choices around Sex (SHARE 15)
To familiarise participants with a range of sexual activities, including safer sex practices To increase comfort with explicit discussion of sexual behaviours To identify pressures and restraints on young people’s relationships and sexual behaviour and to recognise that students can make choices about sexual activity To consider issues that might arise when using this exercise in a classroom

Choosing a methodology
To remind the group about the range of methodologies they can choose from. To consider appropriate methodologies for different purposes.

The tombstone leaflet was put through every door in 1987

Learning Objectives Explore and be aware of personal values and attitudes. Confidence in using different methodologies Discuss challenging questions and issues and gain confidence in dealing with them Be familiar with resources and know where to go for help and support Go through the timetable/programme for the day

Support/Help and Resources
Use of Pack Where Now? Evaluation Resources Learning Support Policies and parents Support Networks SMS Review and Ending We have got through a lot today and you have been working really hard at exploring and becoming aware of our own values and attitudes. Know that the prejudices are there, bear them in mind and be aware of them. Do a round – Opportunity to reflect on your experience of the training today What have you learned today? How have you found this style of sexual health training? What do you think and feel now? How do feel after today's session? One word to describe how you are feeling right now? Tonight as a treat I am going to? EVALUATIONS

Review and Reflection - Day 2
Final thoughts…………….

‘PICASSO’

ICEBREAKER!

Sexual Health and Relationships Safe, Happy and Responsible

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