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It would be a mistake for us to feel that this unit can just be taken and inserted into a given program. What I intend to do is to provide guidelines by which you may tailor such a program for your population. We have found that, even in the same city, children from different schools needed different information. However, you must operate on the premise that there are more similarities than dissimilarities from neighborhood to neighborhood.
It cannot be over-emphasized that a good family life and sex education program supports the concept of sexuality as a function of the total personality. Therefore, effective programs are developed around the biological, sociological and psychological variables and how they effect personality development and interpersonal relations. A program, therefore, needs to be based on three interrelated components:
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Cognitive
: in this component we deal with factual information, research findings, and other authorative materials which will provide a sound and comprehensive base.
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Affective
: here we have students go through activities that will lead to the development of insights and understanding of their own sexuality and the implications of this knowledge for personal relationships
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Skills
: students will learn to make decisions, determine values and define behaviors dealing with issues of sexuality.
The program should begin by presenting a core of sexual facts, i.e. physiological changes that occur during adolescence and bridge the gap between childhood and adulthood. This provides a basis for discussion of anatomy and physiology. Other facts about sexuality and life styles will bring about discussions of attitudes, values and feelings related to the topic. There is no doubt that increased understanding of self, others and relationships can occur with sound information, discussion and appraisal. Sexuality is then viewed in its totality and in relation to each individual’s needs and potential life style.
Suggestions for scheduling
I believe that a family life and sex education program should be carried out over an entire marking period using smaller units. It is beneficial to teach it every day to ensure continuity and in-depth understanding and interest. The units can be used separately or as a course. For several reasons it is best to initiate this course mid-year. It is about the time in the school year that one has developed a rapport with students and has a handle on the individual personalities.
As you begin this unit you may also wish to incorporate some of the following suggestions: a question box for students to submit anonymous questions; a resource area with books, cassettes, film strips and materials to be used within the room during study time or to be loaned for use at home (a list of books and materials for eleven to thirteen year olds will be included in this unit); a family life-sex education book and resource fair (ideally planned in conjunction with local pediatricians and appropriate community persons, and parents).
Considerations for developing personal teaching style
Often in helping others construct family life-sex education courses or units, we become concerned with the self-confidence of the instructor to teach such a course successfully. If you feel a bit anxious, particularly around the concern of self disclosure, “What will I do if a student begins to tell personal experience or about another family member...what are my values and how do I remain nonjudgemental”, the following dos and don’ts may help:
Do
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-develop a level of comfort that is not too formal nor too restrictive
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-develop an honest and trusting relationship with your students
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-accept the values and beliefs of your students’ cultural backgrounds
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-make sure that the correct terms are used in the class as soon as possible
Don’t
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-let students use their vernacular for shock purposes
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-delve too deeply into your students’ lives; listen, but don’t probe
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-do any in depth counseling; refer suspected problems to the appropriate person
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-tell about personal experiences