Youth Sexual Health Project
Introduction
In June 2007 the GP Association Geelong was successful in gaining funding from the Department of Human Services STI/BBV Program. This “is responsible for providing policy, direction and resources in Victoria to minimise the transmission of HIV/AIDS, hepatitis C and related diseases and to reduce their impact on those infected and affected… Both the Victorian HIV/AIDS Strategy 2002 to 2004 and Addendum 2005-2009 and the Victorian Sexually Transmissible Infections Strategy 2006-2009 identify young people as a priority population.” (Health Promotion Funding Initiative 2006/07 HIV-STI Prevention: Submission Guidelines)
In particular the funding sought to focus on Sexually Transmitted Infections (STI’s) prevention initiatives for youth with “higher preference to STI prevention activities delivered outside of the school setting.” (Submission Guidelines)
As part of the Youth Sexual Health Project (YSHP) this sexual health education program was developed in consultation with service providers working in the alternative education field to ensure the information is relevant, accessible and compliments their core curriculum. The program has been piloted at GATE Youth Express, SWEET Diversitat, Barwon Youth, Gordon Institue of TAFE and the staff from these agencies played an integral role in the development and implementation of the program.
Staff from a range of youth health agencies have also been the involved in the process – Community Health Nurses and General Practitioners from headspace Barwon @ Clockwork Young and Jigsaw, a Social Worker from Barwon Centre Against Sexual Assault, the Sexual Diversity Worker from City of Greater Geelong and the Youth Sexual Health Project Officer.
The sexual health program has been developed utilising basic principles outlined in ‘Pash with Twist’ an evidenced based sexuality and sexual health program - ‘to deal effectively with sexuality and sexual health issues, people require a self awareness of their personal values and attitudes towards these issues and not just simply factual information.’ (Family Planning Western Australia,2006, A. Laveta and R. Svendsen)
Sexual health in young people is strongly connected to attitudes about relationships and respect. Encouraging young people to see themselves and their sexual behaviour as part of a broader philosophy/ framework of relationships, respect of self and others is the dominant philosophy behind this six week program.
The following program is the result of 12 months of sexual health education delivery to young people in alternative school settings. The following sexual health resources have been utilised in developing this activity based program.
Professionals from the youth sector were invited to become part of the program and its delivery. This was considered to be a key aspect of the program, ensuring that young people received the most accurate information from people with expertise in the field and linking young people to a range of agencies in the Geelong region.
However, the following package of training has been designed so that any worker can use it. The sessions are introduced with clear learning objectives and the activities have all been tried and tested. Each of the sessions include optional activities so that a program can be adapted to meet individual group’s needs or utilised to further discuss and reinforce the current topic. A key skill in delivering any information is that you are able to be flexible and inventive to ensure tat the needs of participants are met.
Good Luck and have fun!
Acknowledgments
The contents and development of this resource would not have been possible without the support and input and enthusiasm of a number of dedicated and passionate people who work with young people in the Geelong region.
These people include:
Sue Barker - Clockwork General Practitioner.
Lynne Batson - Community Health Nurse, Clockwork & Sexual Health Project
Worker.
Shelley Briggs and all the teachers at GATE Youth Xpress.
Christine Bone and all the workers at Barwon Youth.
Diversitat SWEET staff.
Fae Cuff - The Gordon Institute of Tafe.
John Greer - General Practitioner.
Rochelle Hamilton –Jigsaw Young People’s Health Service
Caroline Hargraves - Barwon CASA.
Susanne Prosser- Sexual Health Project Worker.
For further information and to access any of the resources mentioned in this document:
Contact Lynne Batson
headspace Barwon @ Clockwork
Cnr. Gheringhap & Ryrie Street Geelong 3220
Ph. 03-5222 6690
Program Structure
The program is designed to run as 1-1.5 hr session weekly over six weeks. Each session focuses on a different aspect of sexual health and includes:
Session 1 Becoming Sexually Aware
- Awareness and understanding of themselves as sexual beings
- Impact of social influences
- Reproductive systems – how they work?
- Exploring Sexuality
- Intimacy. Am I really ready for sex?
Session 2 Contraception/ STI’s
- Contraceptive options. How to obtain/ cost?
- Contraception ‘takes two’
- Consequences for Males/ Females
- Realities about failure rates
- STI’s – checking out the facts
- Challenges / barriers to safe sex
Session 3 Relationships
- Positive and negative aspects of relationships
- Different expectations people have of relationships
- Communication and conflict resolution
- Sexual assault /abuse
- Sexual rights /responsibilities
Session 4 Sexual Diversity
- Difference and Diversity
- Homophobia
- Discrimination / harassment
- Models of Sexuality
Session 5 Pregnancy
- Pregnancy, foetal development and birth
- Impact of an unplanned pregnancy
- Pregnancy options
Session 6 Accessing Services
- Obtaining a medicare card
- Confidentiality
- Where do I go?
Session 1. Becoming Sexually Aware
Session 1. Becoming Sexually Aware Total Session Time: 1.5hr.
Objectives:
· To check students knowledge and understanding of their reproductive system
· To increase participants awareness and understanding of themselves as sexual beings and to recognise social influences.
Resources:· Magnel Kit
· Copies of the Male/ Reproductive System Handouts
· Copy of the DVD the ‘Human Body’ BBC Series
· Agree/ disagree signs
· 2 sets of the Intimacy Cards
Activity 1.
Assess student knowledge pre session: 5mins
What do you know True/ False QUIZ to be completed by students?
Activity 2.
Reproduction 20mins
Hand students labels of the various parts of the male and female reproductive systems, ask them to label the magnel kit and to explain the function. Take the opportunity to fill gaps in knowledge.
Participants work in pairs to label Male / Female Reproductive System Handout
- check students knowledge re function.
Activity 3
Conception 15mins
View Segment of the Human Body Series focusing on the physiology of conception
10min Break
Activity 3.
Walking Through Sexuality 20mins
Group members discuss what sexuality is and what factors can impact on an individual’s sexual development.
Place agree and disagree signs at opposite ends of the room.
Read out the following statements
· We are sexual from the moment we are born
· Guys worry about sex more than girls
· Someone who has never had sex has no idea about sexuality
· Most people think disabled people don’t know, show or care about sexuality
· People are more comfortable seeing two women kiss than two men
· Homosexuality can be cured
· The media only portrays sexuality as being gay, straight or lesbian
· Invite participants to take a stand and to share their reasons for their stance
Activity 4.
Intimacy Scale Activity (Refer to Prompt Sheet) 20 mins
- divide class into 2 groups, each group has identical sets of cards
- ask each group to place themselves on a continuum from least intimate to most intimate
Points for Discussion
· Different perceptions of intimacy
· Everyone has the right to decide what’s okay
· What happens when 2 different people want different things
· What influences our decisions about the degree of intimacy we go to?
· Developing sense of sexual self / sexual identity
· Consent is giving unforced or unpressured permission to do something eg. Have sex.
· How do you know if you are ready for a sex?
· Flirting and Sexual Harassment – flirting is consensual and can have positive effects.
· Sexual Harassment is unwanted attention of a sexual nature.
What do you know? Quiz
Q1. It’s impossible for woman to get pregnant the first time she has sex.
True/ False
Q2. Oral sex carries no risk of transmitting STI’s?
True/False
Q3.The contraceptive pill must be taken each day to work effectively.
True/False
Q3. If a woman doesn’t say ‘no’ to sexual intercourse then she must be saying
‘yes’? True/ False
Q4. You should not participate in any sexual activity you don’t feel comfortable
with? True /False
Q5. You need your parents consent to get the pill if you are under 16?
True/ False
Q.6. Chlamydia is the most common form of STI amongst young people?
True / False
Q. 7. Being gay/ lesbian/ bisexual is a choice people make?
True/ False
Q8. Condoms are the only thing that will protect you against STI’s?
True/False
Q9. Emergency contraception must be taken within 7 days after unprotected sex? True /False
Q10. A missed period may be the first sign that a woman is pregnant?
True/False
Q11. Vomiting diarrhoea, high Vitamin C intake and antibiotics can all cause Pill failure? True /False
Q.12. 1 in 10 young people will be attracted to someone of the same sex?
True/ False
Q.13. You can legally consent to sex when you are drunk?
True/False
Q.14. You can apply for your own medicare card when you are 15years old?
True/False
Prompt Sheet
Intimacy Scale Activity
Adapted from an activity in Challenges and Change, by Lesley Mackay & Alison Cleland
Aim: To introduce the issues relating to relationship and communication
Process:
Divide class into two groups. Give each group an identical set of intimacy behaviour cards (one for each participant) and ask them to consider how intimate they think the behaviour described on their card is.
Place labels at each end of the room/floor. LEAST INTIMATE and MOST INTIMATE
Ask each group to organise themselves along the continuum from least to most depending on the degree of intimacy they considered their behaviour card to have.
Ask some of the students to volunteer what their behaviour card is and why they chose to position themselves where they did along the continuum.
Invite both groups to note the major differences in the scaling decisions between the group and ask what conclusions could be drawn from that.
Discussion should focus on:
· The difference in individuals perceptions of intimacy
· Everybody has a right to decide where his/her limit is in any relationship
· The context of the behaviour is relevant to the degree of intimacy involved
· What influences our decision about the degree of intimacy we go to?
· What happens when 2 people in a relationship want to beat different places on the line?
· Where does a relationship start and how does it continue?
· How do we know if we are in a healthy relationship
· Where /who can we go to for help or information about relationships and decisions?
BEHAVIOUR CARDS:
Public Affection / Saying I Love You / Sharing SecretsCybersex / Talking on the Phone / Going to the Movies
Tongue Kiss / Oral Sex / Intercourse
Holding Hands / Hugging / Kiss on the Lips
Sleeping Together
(No Sex) / Crying in front of / Flirting
Optional Activity
Your Take on Sexuality
Adapted from Pash with a Twist .FPWA 2006
Aim: To discuss sexuality and what factors can impact on an individuals sexual development
Process:
Make up a set of scenario cards for each small group from the resource.
Break participants into small groups. Hand out a set of scenarios and labels to each group, one person from each group to read out a scenario. As a group participants must decide under which label they will place the scenario – either OK/ Acceptable or NOT OK/not acceptable.
All group members are to agree on the placement of each scenario. If the group can’t decide the group is to place the card in a separate pile called “unsure” or “don’t know”.
Reform into large group, smaller groups report back their decisions and large group must decide which scenarios are appropriate and which are not including scenarios in the “unsure” pile.
Discussion should focus on:
· Why some behaviour is acceptable and other behaviour is not acceptable.
· Whether the age of the person makes a difference to whether the behaviour is OK or not.
· Why people disagree on what is OK and what is not OK.
· How you talk to a friend about issues that you might not agree with.
Session 2.
Contraception / Sexually Transmitted Infections
Session 2. Contraception / Sexually Transmitted Infections Total Session Time: 1.5hrs
Objectives:
· To provide students with clear factual information about contraception and
STI’s
· To increase knowledge of services available for sexual health concerns and screening for STI’s
· To develop students knowledge of how sexually transmitted infections are spread by unprotected sex
Resources:· Set of laminated pictures of the different contraceptive methods or Family Planning Contraceptive Kit
· STI Cards
· HIT and Myth Targets , Hit and Myth Statements, Blu Tac
Points to Consider:
· Prescribing contraception to a miner (under 16)
· Responsibility – contraception and safe sex takes 2
· Barriers to accessing services
· To encourage students to take responsibility for their sexual health
Review previous session and answer any questions
Activity1. OK, So What is Contraception Exactly? 10mins
Ask the students who thinks the following statement is correct;
“Girls can’t get pregnant by accident. If a girl gets pregnant, she planned to.”
Spend 2-3 minutes talking about this statement and their reactions.
Ask: “How do you prevent a pregnancy?” “What is contraception? If you were explaining to a
friend, what would you say? Write groups definition on the board.
Activity 2. Contraception Pictures & Kit 20mins
Place pictures of the different contraceptive methods and/or items from the contraceptive kit of on the floor in the centre of the room.
Ask participants to select a picture/ item of something that they know about.