I Decide for Me:
High School Program

Sexual Risk Avoidance Education: A 5-day, 45-50-minute presentation with relevant truth, compelling facts, and medically accurate data.

Day One
  • Introduction of the presenter and organization
  • Importance of conversations surrounding these topics with trusted “go-to” adults
  • Definition of sexual activity/sexual abstinence
    • Definition of sex: All actions intended to sexually arouse/gratify i 
    • Definition of sexual abstinence: Refraining from all actions intended to sexually  arouse/gratify
    • Consent must accompany sexual activity
    • Survivors of crime are not considered sexually active
    • Concept of secondary abstinence is explained: Future sexual activity is not obligated regardless of past sexual activity
  • Statistics from CDC’s Youth Risk Surveillance regarding how many teens are/are not sexually  active
    • Most teens are NOT sexually active – Nationwide, 30.1% high school students are sexually active ii 
    • 67% females and 53% males who were sexually active indicate regret iii 
  • Holistic Model of Health – mental, emotional, social, ethical, and physical health concept
  • Contraception facts are given regarding physical risk reduction; emphasis is placed on risk avoidance as physical risk reduction is on physical, not protective of the whole person (mental,  emotional, social, and ethical)
Day Two
  • A critical look at marriage (referenced statistics provided supporting marriage as a healthy  institution for sexual activity) 
  • Forward-thinking skills regarding “marriage busters”
    • Co-habitation – data indicates living together prior to marriage will not ensure better  odds of marriage success
    • Faithfulness – a challenge to students to live in ways to honor their future relationships  is discussed
    • The impact of pornography
      • How prominent is pornography? Data discussion
      • Understanding how pornography can negatively impact relationships
      • How can we avoid pornography? Steps of accountability and ways to avoid pornography are reviewed

Marriage Bed Skit-connecting the dots between today’s choices and tomorrow’s relationships.  This skit entails the story of a bride/groom who made choices to introduce sexual activity into relationships prior to marriage. Each previous partner is brought into the story resulting in 19  students sitting on the “marriage bed.” The purpose of the skit is to encourage students to consider their actions in relationships prior to marriage and expose students to data regarding sexual risk exposure to Sexually Transmitted infections/diseases. (Backed with data from U.S. Dept. of Centers for Disease Control)

Day Three
  • Goal-setting – a revelation regarding how our choices today impact our future
  • Success sequence – economic data prove if an American graduated from high school, works a  full-time job, and waits until 21 to marry before having a child there is a 2% chance of living in poverty. If one does not achieve these3 norms in this order there is a 76% chance of living in poverty. iv
  • Obstacles to future health discussed
    • Encouragement to not let past mistakes dictate future behavior
    • A hard look at the influence/motive of the entertainment industry
    • Body/brain development obstacles (prefrontal cortex not fully developed until mid-’20s)
    • Drug and alcohol use decrease our ability to make healthy choices
    • Self-identity; every person is worth protecting and respecting
    • Social Pressure: most teens are NOT sexually active
  • Unplanned pregnancy –
    • Data and statistics
    • Risk avoidance = sexual abstinence
    • Prenatal development
    • A holistic look at the impact
    • The importance of healthy father involvement
Day Four
  • Sexually Transmitted Diseases
    • Data and statistics – mostly garnished from U.S. Centers for Disease Control o Risk Avoidance = sexual abstinence is the only 100% effective method
    • Risk Reduction = only focuses on physical; disregards holistic health
  • Dating Game Skit –a demonstration of choices and consequences associated with sexual activity/abstinence. This skit entails the mixing of water containing saliva to simulate the exchange of bodily fluids to discuss the consequences of such. Consequences discussed are
    • Fear of pregnancy
    • Sexually Transmitted Infections/Sexually Transmitted Diseases
    • Chlamydia (discussion of most common, bacterial STI’s)
    • Herpes Simplex Virus II (HSV) (symptoms shown)
    • Human Papilloma Virus (HPV) (symptoms shown)
    • Freedom of worry/regret discussed for a couple who does not participate in the mixing of DNA fluids in the skit
Day Five
  • Tools for a healthy relationship
    • Encouragement for teens to discuss these and other important topics with trusted “Go-To” adults
    • Committing to have/develop character of a faithful spouse should one determine to marry someday
    • Drawing boundaries/articulating boundaries early in dating relationships
    • Gain/share knowledge with others
  • Equipping teens for a lifestyle of sexual abstinence
    • Identifying desired character qualities
    • Healthy dating guidelines – a brainstorming activity of ideas to keep dates public reduce tempting situations
    • Ways to show love non-physically – a brainstorming activity of ideas regarding how to demonstrate love non-sexually
  • Empowering encouragement
    • Articulate boundaries confidently
    • Encouragement to refrain from putting oneself in vulnerable positions
    • Ideas to get out of intimate/awkward settings 
  • Encouragement to write a letter to future spouse making a commitment to him/her to think of them and live a life that doesn’t involve health risks

*Each I Decide for Me (IDFM) program uses anonymous, matched entry and exit surveys to confirm changes in attitude, knowledge  and intended behavior change for the purpose of measuring the program’s effectiveness.

i The Medical Institute for Sexual Health

ii CDC Youth Risk Behavior Surveillance 2015: 

iii With One Voice Periodic national Survey, Albert, p.8 August 2012 2012.

iv Creating an Opportunity Society, Haskins & Sawhill, p. 70, Race, Ethnicity, and the Education Gradient in health,  Health Affairs 27, no.2 (2008).

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