Whitney High School

GOAL:  To prepare the student to make decisions regarding life styles that promote healthful living and empower him/her to follow a course of abstinence and other healthy sexual attitudes and behaviors. (As outlined in CA education code)
A: DECISION MAKING

A:  DECISION MAKING iconA: DECISION MAKINGtitle

Goal:

To teach the student the steps involved in developing an intelligent, reasoned plan for his/her future.  The student will be taught how to examine his/her values, how to set goals based on these values, how to recognize and evaluate both the immediate and long-term consequences of an action, and to accept responsibility for those actions.

Objectives:

The student will be able to:

  1. Identify the steps in planning for one's self, one's life, and one's future.
  2. Identify values specific to each individual.
  3. Identify basic human values such as:
    . Responsibility
    . Equality
    . Self-control
    . Integrity
    . Cooperation
    . Positive mental attitude
    . Initiative
    . Perseverance
    . Respect for others
    . Compassion
  4. Know the logical consequences of behavior and decisions in various areas of a person's life.
  5. Accept responsibility for one's self in all areas of a person's life.
  6. Demonstrate ability to use refusal skills to maintain abstinent behavior.


Resource Materials:

Entering Adulthood Series, ETR Associates:  Responsibility & Self-Discipline, excluding page 91.

* Chicken Soup for the Soul

* Loving Each Other, Leo Buscaglia.

* The following language applies to each of above asterisked resources:

"The subcommittee wishes to remind the teacher that these materials are to be used as resources solely to stimulate discussion of issues in class activities for problem solving and critical thinking.  They are to be used within the context of overall curriculum guidelines with sensitivity to parent/child relationships."

TEENS STOPPING AIDS CURRICULUM- (session 4 only) - an activity designed to practice the effective use of refusal skills.
B: SELF-WORTH

B:  SELF-WORTH iconB: SELF-WORTHtitle

Goal:

To help the student understand, recognize, and develop the concept of self-worth, recognizing that each person has different strengths and talents.  To help the student understand the effect that attitudes of the student and his/her peers can have on an individual's self-worth.

Objectives:

The student will be able to:

  1. Recognize worth within one's self and also in a person's ability to recover and learn from failure.
  2. Identify the skills and abilities specific to each person, especially those areas where one excels.
  3. Discuss how values and beliefs are manifested and develop an awareness of how attitudes affect us.


Resource Materials:

Entering Adulthood Series, ETR Associates: Responsibility & Self-Discipline, excluding page 91.

Teen Love Series – Kimberly Kirberger

*Chicken Soup for the Soul.

*Loving Each Other, Leo Buscaglia.

Shortchanging Girls, Shortchanging America – American Association of University Women.

* The following language applies to each of above asterisked resources:

"The subcommittee wishes to remind the teacher that these materials are to be used as resources solely to stimulate discussion of issues in class activities for problem solving and critical thinking.  They are to be used within the context of overall curriculum guidelines with sensitivity to parent/child relationships."
C: RELATIONSHIPS

C:  RELATIONSHIPS iconC: RELATIONSHIPStitle

Goal:

To help the student understand the many types of relationships that one can develop with members of the opposite sex and gain an appreciation for the commitment involved in each type of relationship.  The concepts of love, infatuation, dating, and friendship will be discussed.  Abstinence will be stressed throughout the unit.

Objectives:

The student will be able to:

  1. Recognize differences and describe how to tell the difference between infatuation and love.  Infatuation can be defined as one set of glands calling to another.  It may be characterized by insecurities and nagging doubts which are not examined too closely so as to not spoil the dream.  Love is on-going mutual respect and care which is built on trust and nurturing, not necessarily engaging in sex.
  2. Identify that relationships are built on loyalty, honesty, respect and commonalities, and are not static.
  3. Identify the steps of conflict resolution. Relationships require communication and giving of one’s self.
  4. Recognize that dating is a process of learning to "be" with another person.  Dating is usually for fun.  Dating occurs during recreational or leisure time and as such is supposed to be enjoyed.  Dating's major societal purpose is probably to provide people with the opportunity to practice seeking, nurturing, and improving intimate relationships and possibly marriage.  Intimacy does not mean sexually active.  It is an intentional step toward getting to know a person better while investigating the possibility of a longer commitment.  Dating a person is not making a promise to have sex with them.
  5. Recognize that individuals may choose not to date and choose not to marry.
  6. Recognize abstinence as the healthiest and optimum choice.  Decision making and self-esteem are included as they relate to a person's needs and decision to remain abstinent in light of present day pressures.  It is the only 100% effective way to prevent pregnancy and sexually transmitted diseases (STDs).  Abstinence is the best way of maintaining a healthy relationship by preserving a commitment to have sex until one is in a marriage or lifelong committed monogamous relationship.  Celibacy also needs to be affirmed as an abstinence choice.
  7. Recognize that abstinence may help provide freedom from:
    a) exploitation
    b) pregnancy
    c) STDs
    d) abortion decisions
    e) adoption decisions
    f) pressure to marry
    g) inconveniences of contraceptives
    h) dangers of contraceptives
    i) guilt
  8. Recognize that there may be emotional and/or psychological consequences of pre-adolescent and adolescent intercourse outside of marriage or lifelong committed monogamous relationship.


Resource Materials:

Family Life Education, San Juan Unified School District, (See Addendum - "Fact Sheet on Abstinence.")

Entering Adulthood Series, ETR Associates: Responsibility and Self Discipline, excluding page 91.

Preventing Sexually Related Disease.  Approved without price comparison shopping for condoms and the statement of page 106 regarding "AIDS can be fatal . . "

“Dangerous Relationships”, Human Relations Media, video.

*Chicken Soup of the Soul.

*Loving Each Other, Leo Buscaglia.

* The following language applies to each of above asterisked resources:

"The subcommittee wishes to remind the teacher that these materials are to be used as resources solely to stimulate discussion of issues in class activities for problem solving and critical thinking.  They are to be used within the context of overall curriculum guidelines with sensitivity to parent/child relationships."

BOOK- TEEN LOVE SERIES, on relationships by Kimberly Kirberger- The author responds to common concerns and commonly asked questions about teenage dating relationships.

AMERICAN ASSOCIATION OF UNIVERSITY WOMEN REPORT, Shortchanging Girls, Shortchanging America, summary of data collected during a study of adolescent female self-esteem.
SEXUAL ASSAULT/ABUSE

SEXUAL ASSAULT/ABUSE iconSEXUAL ASSAULT/ABUSEtitle

Goal:

To teach the student what constitutes emotional, physical, and sexual assault/abuse.  Students will be taught that it is wrong to take advantage of or exploit another person.  The unit will include discussions on date rape, statutory rape, and child abuse.

Objectives:

The student will be able to:

  1. Understand the legal ramifications regarding sexual behavior and minors.
  2. Examine the harmful effects of such conduct on an individual's self-worth.
  3. Recognize assault/abuse situations, and understand how to avoid or deal with them.
  4. Understand that substance abuse increases the possibility of sexual assault/abuse.
  5. Examine typical myths surrounding sexual assault/abuse and other interpersonal violence.
  6. Understand and discuss what constitutes sexual assault/abuse.
  7. Identify community resources for victims of sexual abuse and/or assault.
  8. List and discuss the steps to take if sexually assaulted:
    a) seek immediate medical attention.  This may involve assessment and treatment of STDs, prevention of pregnancy, and collection of evidence.
    b) report the incident to proper administrators and authorities.
    c) seek personal support.
    d) understand that you are a victim of someone else's behavior.


Resource Materials:

California Penal Code, Title 9, Chapters 1, 2, and 25

Child Abuse Prevention Handbook, Office of Attorney General, State of California.

“A Date With Rape”, Human Relations Media, video.
SEXUAL HARASSMENT

SEXUAL HARASSMENT iconSEXUAL HARASSMENTtitle

Goal:

The student will be taught that sexual harassment is unwelcome conduct of a sexual nature and can be directed towards male or female.

Objectives:

The student will be able to:

  1. Understand that sexual harassment may involve suggestive stares, sexual comments and invitations, jokes, touching, and/or taking advantage of another person.
  2. Understand that sexual harassment creates a hostile, offensive, threatening, and intimidating environment.
  3. Discuss the legal consequences of sexual harassment.
  4. Discuss the psychological consequences of sexual harassment.
  5. List and discuss the steps for confronting sexual harassment:
    a) let the offender know how you feel
    b) report the incident to proper supervisors or administrators
    c) seek personal support
    d) understand that you are a victim of someone else's behavior


Resource Materials:

“Sexual Harassment,” Mary Jo McGrath, Attorney, Santa Barbara.  Video

“Is it Love, Is it Gross, or Is it Sexual Harassment,” ETR Associates.  Video

California Education Code §212.5 and §48900.2.  Rocklin Unified School District Policy 5062 - Sexual Harassment

Sexual Harassment and Teens,  Free Spirit Publishing.

Teens and Sexual Harassment pamphlet.
D: MARRIAGE/PARENTING

D:  MARRIAGE/PARENTING iconD: MARRIAGE/PARENTINGtitle

Goal:

To make the student aware of the commitment and sacrifice that one makes when entering into marriage and parenting.  The student will be taught the physical, emotional, and financial responsibilities involved in marriage and parenting so he/she can better foresee the consequences of actions he/she may take today.

Objectives:

The student will be able to:

  1. Recognize that marriage is a legal commitment between a consenting male adult and a consenting female adult or minors with parental consent.  How do you decide whom to marry?  How can the decision be made so as to decrease the chance of divorce?  These questions can be answered based on the research on marriage.  However, this research is valid as it regards groups of people; so if you are looking for a formula a person can use to select a mate, there really is none.  We do know, though, that marriages between people of similar characteristics and backgrounds are more likely to be successful.
    ("Sexuality Education" by Brown and Benchmark Publishers, pages 145 and 146.)
  2. Identify the following factors for a successful marriage:
    a) respect for each other's opinions
    b) compatibility
    c) willingness to sacrifice and compromise
    d) unconditional love
    e) the ability to set and meet goals together
  3. Understand that parenting is providing for spiritual, emotional, and physical needs of the family with lifetime responsibilities for guidance and nurturing.
  4. Understand adoption as a means that parents may take to build a family.
  5. Know that parenting requires communication and the understanding of parent/child needs.  It is the parents' job to help build a sense of responsibility in their children over time through age-appropriate empowerment.  (The use of Egg and/or Flour Baby Activities may be appropriate)
  6. Know the laws pertaining to the parents' financial responsibility to children born in and out of wedlock.
  7. Recognize that birth control is a method of avoiding pregnancy.  Discussions optimally will occur after the parenting discussions so that the abstinence until marriage theme is not undermined.
  8. Discuss the facts relating to the health risks, financial realities, and career/education impacts of teen pregnancy.
  9. Learn honor and respect for marriage.


Resource Materials:

Connections:  Marriage and Relationships – Curriculum, The Dibble Fund.

Project Taking Charge (1990), American Home Economics Association, 1555 King Street, Alexandria, Virginia 22314

“Sexual Abstinence - Making the Right Choice,” Human Relations Media, 175 Tompkins Avenue, Pleasantville, New York 10570.  Video

Entering Adulthood Series, ETR Associates: Responsibility & Self-Discipline, excluding page 91.

*Chicken Soup for the Soul.

*Loving Each Other, Leo Buscaglia.

* The following language applies to each of above asterisked resources:

"The subcommittee wishes to remind the teacher that these materials are to be used as resources solely to stimulate discussion of issues in class activities for problem solving and critical thinking.  They are to be used within the context of overall curriculum guidelines with sensitivity to parent/child relationships."

Child Abuse Prevention Handbook, Office of Attorney General, State of California.  (Sexual Assault/Abuse, Marriage/Parenting).

VIDEO- REALITIES OF TEEN PARENTING- a documentary style video which profiles the lives of teen mothers and fathers and the stresses involved with having a child as a teenager.

Guest Speakers, TAPP (Teen Pregnancy Prevention Program)

Guest Speakers, Adalante Teen Pregnancy Prevention Panel

Video, “Labor and Delivery for Teens”
BIRTH CONTROL

BIRTH CONTROL iconBIRTH CONTROLtitle

Goal:

To help the student recognize that birth control is a method of avoiding unwanted pregnancy.  To make the student aware that abstinence is the best birth control method and is the only method that is 100% effective.  The student will be made aware of the methods of avoiding unwanted pregnancy by the use of contraceptive and other methods.  The full range of family planning and contraceptive measures will be discussed.

Objectives:

The student will be able to:

  1. Discuss the full range of family planning and contraceptive measures, including safety, effectiveness, and expense.
  2. Identify and discuss the possible reasons for higher failure rates among teens for the various types of birth control methods.  A range of statistics from district approved resources will be presented.
  3. Understand that contraceptive devices do not necessarily protect against communicable disease.
  4. Understand that abstinence is the only birth control method that is 100% effective.
  5. Understand that the course material does not contain the assumption that sexual intercourse among youth is the norm.
  6. Discuss the ethics of birth control with parents, guardians, religious leaders, or other trusted adults.


Resource Materials:

Contraceptive Guide (briefcase) - Health Edco.  Transparencies to augment Contraceptive Briefcase, Health Edco.

“Sex, Lies and...the Truth,” Project 714, Inc.  Video

Birth Control Kit, Planned Parenthood, samples of birth control methods.