Consent and Abuse of Power

Communicating and Respecting Boundaries

Healthy Intimate Relationships

HIV and STD Prevention Strategies

HIV/AIDS Review

STD Review

Prevention and Refusal Skills

This class includes comprehensive sex education regarding boundaries, refusal skills, and STD/HIV prevention strategies and aligns with National Health Education Standards (NHES). Through engaging characters, adaptive stories, conversation-based learning, and social media simulations, you'll learn about the importance of boundaries, communication, applying self-advocacy, and how it's all connected. You'll walk away with tools and strategies you can use in your life as you navigate building healthy intimate relationships.

Examine how the family influences the health of adolescents.

2.8.1

Describe how peers influence healthy and unhealthy behaviors.

2.8.3

Analyze similarities and differences between one's own and others' perspectives.

Analyze how environment and personal health are interrelated.

1.12.3

Determine the value of applying a thoughtful decision-making process in health-related situations.

5.12.2

Demonstrates ways to communicate care, consideration, and respect of self and others.

CM.C.6

Apply effective verbal and nonverbal communication skills to enhance health.

4.8.1

Demonstrate refusal and negotiation skills that avoid or reduce health risks.

4.8.2

Demonstrate effective conflict management or resolution strategies.

4.8.3

Demonstrate how to ask for assistance to enhance the health of self and others.

4.8.4

Analyze the role of individual responsibility for enhancing health.

7.12.1

Recognizes barriers that interfere with effective healthy communication and applies strategies to overcome barriers.

CM.I.5

Explores the attributes (knowledge, skills, competencies) of a nurturing, empathetic, respectful, responsible person.

RM.I.2

Employs active listening and response skills in health-enhancing ways.

CM.C.1

Demonstrates healthy ways to express needs, wants, and feelings.

CM.C.3

Demonstrates effective refusal skills in real-life health-related situations.

CM.C.7

Conducts a personal assessment of relationship management (nurturing, empathy, respect, responsibility) knowledge, and skills.

RM.C.1

Evaluate strategies for preventing and resolving interpersonal problems.

2D.3a

Analyze similarities and differences between one’s own and others’ perspectives.

2A.4a

Use communication skills to gain understanding of others’ feelings and perspectives.

2A.4b

Demonstrate perspective-taking and communication skills for building and maintaining healthy relationships and determining when and how to end unhealthy relationships.

Describe healthy ways to express friendship, affection, and love.

20.C

Describe appropriate and effective methods of communicating emotions in healthy dating/romantic relationships and marriage.

20.D

Evaluate the importance of mutual respect, trust, support, honesty, commitment, and reliability in healthy dating/romantic relationships and marriage.

20.E

Describe behaviors in dating/romantic relationships that enhance dignity.

20.F

Describe how a healthy sense of self and making decisions regarding setting and respecting personal boundaries promote healthy dating/romantic relationships.

21.F

Analyze how the school and community can affect personal health practices and behaviors.

2.8.4

Describe the interrelationships of emotional, intellectual, physical, and social health.

1.12.2

Use skills for communicating effectively with family, peers, and others to enhance health.

4.12.1

Demonstrate how to ask for and offer assistance to enhance the health of self and others.

4.12.4

Evaluate the effectiveness of health-related decisions.

5.12.7

Predicts short-and long term benefits and harmful consequences of behaviors based on the assessment.

RM.C.4

Selects and applies a health skill to improve personal health and safety.

RM.C.5

Demonstrates strategies to prevent and manage conflict in healthy ways.

CM.C.8

Applies collaboration skills to address a complex health issue.

CM.C.9

Identifies personal health decisions and analyzes related internal and external influences.

DM.C.1

Applies a decision-making model to real-life health-related situations.

DM.C.5

Analyzes perceptions of peer, family, and community normative health-related behavior.

DM.C.6

Individuals know and understand the school’s and/or employer’s sexual harassment policy.

VP.C.9

Relationship violence can cause emotional and physical harm for both males and females.

VP.C.10

Individuals know the signs of relationship violence and where to go for help and support.

VP.C.11

Define the characteristics of unhealthy or harmful relationships, including manipulation.

21.C.v

Identify protective strategies for avoiding unsafe situations that heighten the risk of sexual harassment, sexual abuse, sexual assault, sex traficking, and teen dating violence.

21.D

Explain the importance of reporting to a parent or another trusted adult sexual  harassment, sexual abuse, sexual assault, sex traficking, and dating violence involving self or others.

21.E

Examine the potential seriousness of or illness if engaging in unhealthy behaviors.

1.8.9

Analyze how the perceptions of norms influence healthy and unhealthy behaviors.

2.12.7

Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence and condoms.

PR.8.CC.3

Describe the steps to using a condom correctly.

PR.8.SM.1

Define STDs, including HIV, and how they are and are not transmitted.

SH.8.CC.1

Identify medically accurate information about STDs, including HIV.

SH.8.AI.1

Compare and contrast behaviors, including abstinence, to determine the potential risk of STD/HIV transmission from each.

SH.8.CC.2

Develop a plan to eliminate or reduce risk for STDs, including HIV.

SH.8.GS.1

SH.8.SM.1

Identify local STD and HIV testing and treatment resources.

SH.8.AI.2

Adolescents can and should avoid pregnancy and STD/HIV/AIDS.

SR.I.1

Most adolescents do not engage in risky sexual behavior.

SR.I.2

Individuals who are infected with STD/HIV may not have any signs or  symptoms but can transmit the infection to others.

SR.I.3

There are strong personal, medical and relationship building reasons for teenagers to abstain from sexual contact.

SR.I.6

Individuals who use drugs are more likely to acquire STD/HIV.

SR.I.8

The only two effective ways to avoid pregnancy and most STD infection are abstinence or using protection correctly and consistently each time an individual engages in sexual contact.

SR.C.3

Sexual transmission of STD/HIV/AIDS is not a threat to those uninfected individuals who engage in a mutually monogamous sexual relationship.

SR.C.4

An individual is at greater risk of STD/HIV infection by having one or more sexual partners who are at increased risk by engaging in sexual contact that results in the exchange of body fluids (i.e., semen, vaginal secretions, blood).

SR.C.6

Individuals who engage in sexual contact need to properly use a latex/polyurethane condom each and every time to reduce the likelihood of unwanted pregnancy or infection with STD/HIV.

SR.C.7

Latex/polyurethane condoms provide protection against pregnancy, most STD and HIV.

SR.C.9

Latex/polyurethane condoms are not 100% effective; however they provide  the best protection for individuals who are not abstinent and do not maintain a mutually monogamous sexual relationship with an uninfected partner.

SR.C.10

Correct and consistent use of a latex/polyurethane condom does not guarantee absolute protection against pregnancy and STD/HIV.

SR.C.11

Individuals who have engaged in behaviors that have put them at risk for STD/HIV need to take precautions not to infect others, to seek counseling and antibody testing and advise previous and current sexual and/or drug partners to receive counseling and testing.

Healthy Intimate Relationships

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