Choices Two Should Know
Curriculum
nd
2 Edition, September 2009
ACKNOWLEDGEMENTS
The Choices Two Should Know curriculum was originally written in 2007 by:
Serena Holguin, MPH, CHES
This curriculum was created with the support of community members of El Paso,
TX. We thank you for your support!
Advisory Board Members
Bonnie Aguilar Consultant
Liz Arellano Teen Parent Services, Ysleta Independent School District
Robert Avila, STD/HIV Public Health Supervisor City of El Paso Department of
Public Health
Officer Slade Davis El Paso Police Department NERCC/PAR/Community Services
Luisa A. Kell Teen Parent Services, Ysleta Independent School District
Rebecca Manriquez, M.Ed Planned Parenthood Center of El Paso
Ari Medina, Executive Director STARS (Sexual Trauma &Assault Response Services)
Argelia Morales Communities in Schools, Socorro Independent School District
Irene Ovalle, BS CHES City of El Paso Department of Public Health
The Choices Two Should Know curriculum was revised in 2009 by:
Sue E. Beatty, BS
Michelle M. Fournier, BS, CHES
Randy R.Gutierrez, BS, CHES
Isabel Soto, BS, CHES
INTRODUCTION
The Choices Two Should Know curriculum was created out of a need to provide quality
sexual health education to youth in a high Hispanic population. Most parents and school
district personnel believe that youth need accurate information regarding sexuality in
order to make healthy choices. Many do not feel qualified to provide this type of
education and seek help from others. Most of the available curriculum for sexual health
is either very lengthy (8 to 10 sessions) or is a one-shot attempt to give youth critical
information. The one-shot session is usually not long enough to ensure youth are getting
the information needed to make appropriate choices. The lengthy curriculum poses a
challenge for schools to fit it in among the academic year.
Choices Two Should Know is the happy medium. The curriculum is a comprehensive
sexual health education option that is flexible to fit the needs of a school or organization.
The curriculum is abstinence-based meaning that every lesson, including the
contraception lesson, encourages abstinence and emphasizes that abstinence is the only
100% effective way to prevent pregnancy and STDs or HIV. The curriculum meets the
requirements of Texas Law as written in the Texas Education Code §28.004. The law
states that school districts, upon recommendation from the School Health Advisory
Council and approval of the School Board must:
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Present abstinence from sexual activity as the preferred choice of behavior in
relationship to all sexual activity for unmarried persons of school age;
Devote more attention to abstinence from sexual activity than to any other
behavior;
Emphasize that abstinence from sexual activity, if used consistently and correctly,
is the only method that is 100% effective in preventing pregnancy, sexually
transmitted diseases (STDs), infection with Human Immunodeficiency Virus
(HIV) or Acquired Immune Deficiency Syndrome (AIDS) and the emotional
trauma associated with adolescent sexual activity;
Direct adolescents to a standard of behavior in which abstinence from sexual
activity before marriage is the most effective way to prevent pregnancy, STDs
and infection with HIV or AIDS;
Teach contraception and condom use in terms of human use reality rates instead
of theoretical laboratory rates, if instruction on contraception and condoms is
included in curriculum content; and
Not distribute condoms in connection with instruction relating to human sexuality
Although abstinence is the preferred choice for all teens, statistics tell us that it is not
always the choice of all teens. Those teens that do choose to engage in sexual activity
need accurate and reliable information on contraception and safe sex.
The
comprehensive portion of the curriculum comes from an optional, after-school, or out-ofschool session covering contraception. This session requires a separate permission form
from the parent and only those students attending the full course are given the option of
attending this class. The contraception class gives effectiveness rates for the perfect user
and the non-perfect user to help adolescents understand that the way a contraceptive is
used is just as important as actually using one. Until comprehensive sexual health
education is accepted in Texas schools, the contraception component will remain an
optional session of the curriculum. Condom use is demonstrated but condoms are never
distributed to those in the class.
The theme of Choices Two Should Know is “Love, Loyalty, and Friendship”. Youth are
encouraged to first love themselves before giving their love freely to someone else. This
emphasizes the importance of self-esteem and self-worth. Loyalty to themselves, their
family, and their values is stressed as the backbone to making critical decisions. Finally,
friendship is discussed as the foundation of all relationships.
About the Curriculum
The curriculum, in its entirety, consists of six (6) sessions and all six sessions are
recommended in order to provide a comprehensive approach to sexual health education.
Each session is designed to be approximately one hour, but the sessions can be shortened
or lengthened depending on need and time available. The curriculum can also be flexible
in that sessions 3, 4, 5, and 6 can be presented as a single session without the others. The
assembly can also be omitted from the package if it poses scheduling or logistical
problems. If the curriculum is not used in its entirety, the youth pre/post-tests should not
be used as they cover sessions 2 through 5. The curriculum is written for middle schoolage youth (ages 12-14), but can easily be adapted to the high school level.
Session 1: Parent Session – This session is designed to give a brief overview of the
curriculum to parents so they will know what their son/daughter will be exposed to
during the educational experience. In addition, the session helps parents know that they
are the best teacher of values for their children and can also be a great resource for sexual
health information.
Session 2: Assembly – The assembly is designed as an introduction to the classroom
components to follow. It is meant to be entertaining and lively and at the same time get
the youth to start thinking about what they know and don’t know about sexual issues.
The assembly touches on each of the three subjects to be covered in the classroom.
Session 3: Abstinence – This session defines abstinence as not engaging in any form of
sexual activity. It stresses that abstinence is a positive healthy decision for youth and
helps the learner explore the consequences of early sexual activity.
Session 4: Sexually Transmitted Diseases (STDs) - This session contains information
and pictures on STDs, their transmission route, their symptoms, and treatment. It is a
factual presentation about disease and clearly states that the best prevention is abstinence.
Session 5: Sexual Violence – This classroom session deals with all aspects of sexual
violence to include sexual harassment, sexual assault, and date rape. It also discusses risk
prevention and what to do if someone is a victim. Most importantly, the discussion
includes why and how to show respect for others’ sexual boundaries.
Session 6: Contraception – This after-school or out-of-school session provides factual
information on a variety of contraceptive alternatives. Contraceptives are available for
the youth to see and demonstrations on correct usage are conducted. Success rates and
failure rates of each device is discussed.
Each session includes a lesson plan with learning objectives, materials needed,
preparations, outlines and activities. Some sessions include alternate activities that can
be chosen based on time or preference. All sessions except the assembly include a power
point presentation with speaker notes to assist the presenter with having all available
information.
The curriculum is designed with pre- and post-tests to assist with evaluation. The Parent
session and the Contraception session have separate pre- and post-tests to be given
immediately before and immediately after the session. For the main component of the
curriculum (sessions 2 through 5), the pre-test should be given prior to the Assembly and
the post-test after the Sexual Violence session.
Instructional Strategies used in the Curriculum
Opinion Expression and Development: The purpose of this instructional strategy is to
promote rational formulation and effective expression of opinions. As a result of using
this strategy, learners will be able to rationally formulate and express their own opinions
on given health proposals, get reactions from their peers and become effective in
interacting with others (Fodor, Dalis, & Giarratano-Russell, p. 90, 2002).
Information Acquisition: The purpose of this strategy is to promote learners’
acquisition of information. As a result of using this strategy, learners will be able to
demonstrate their ability to develop a more in-depth understanding of health information
by actions such as listing, defining, matching, underlining, and completing (Fodor, Dalis,
& Giarratano-Russell, p. 90, 2002).
Skill Development Instructional Strategy: The purpose of this strategy is to promote
learners’ development of a skill. As a result of this strategy, learners will be able to
demonstrate a higher level of critical thinking skills such as analyzing, inferring,
interpreting, summarizing; using social and personal skills such as coping, effective
communication, assertiveness, refusal, and decision making (Fodor, Dalis, & GiarratanoRussell, p. 90, 2002).
Concept Development Instructional Strategy: The purpose of this strategy is to
promote learners’ knowledge of a concept definition and their ability to use that concept.
As a result of using this strategy, learners will be able to recall the definition as well as
use the concept to build or design a product, explain a health condition consistent with
the concept definition, categorize examples or situations consistent with the health
concept, or use the concept as the basis for predicting a health condition, outcome or
situation (Fodor, Dalis, & Giarratano-Russell, p. 91, 2002).
Social Cognitive Theory
The curriculum is based on Social Cognitive Theory. Social Cognitive Theory assumes
that there is interdependence among the characteristics of the person whose behavior is
targeted for change, the attributes of the behavior itself, and the environment in which the
behavior is to take place (Deeds, Hayden, Ramsey, Rice et al, 2000, p. 93). The theory
specifies a core set of determinants, the mechanism through which they work, and the
optimal ways of translating this knowledge into effective health practices.
Social Cognitive Theory Construct
Behavioral Capabilities
Construct Use
Students will gain knowledge and skills on
sexual health and how to apply it to their overall
sexual health.
Self-Efficacy
Students will learn how to communicate personal
sexual values with a partner and how to correctly
use a condom.
Outcome Expectancies
Students will be able to view their behavioral
capabilities and their self-efficacy as a positive
meaning to their sexual health behavior.
HOW TO USE THIS CURRICULUM
Facilitators
Facilitators should be well-versed in current sexual health issues that face adolescents.
They should be comfortable discussing sensitive topics with young people and be able to
present factual information without including their own belief system. The role of the
facilitator is to give information to youth, not to preach or share his/her own opinion.
While personal stories may be appropriate, they should be used in the content of
reinforcing the message of the lesson and not to give an opinion on right or wrong
choices.
Certified Health Education Specialists or Certified Health Teachers are the ideal
facilitators for the parent session and the classroom sessions. The facilitator for the
assembly can be someone with motivational speaking experience or has a unique gift for
reaching out to youth on various topics. It is recommended that all facilitators review the
complete curriculum, practice teaching the sessions with peers prior to teaching to youth,
and be observed by an experienced educator the first time the curriculum is presented.
Scheduling
It is recommended that the facilitators work with organizations, school districts, and
individual schools according to their guidelines. Open communication is important to
ensure all logistics are taken care of and everyone knows the time commitment, spacing
needs, equipment needs, etc. to have a well-run program. The lessons can be spaced out
at intervals that work best for all parties. If there is a long time interval between sessions,
it is extremely important that the facilitators review what was taught at the previous
session. This will create a smooth transition from one lesson to the next, and will show
continuity of the subjects as they relate to sexual health. A sample guide (Coordinating
Choices Two Should Know at Your School) is included in the appendix that can be
adapted to your situation.
Parent Invitations and Permission Slips
Planning in advance is the most important rule to remember when working with parents.
Be sure coordination with the organization or school occurs with ample time to send
parent invitations and permission slips home with students. This will ensure that parents
have time to review the information and make a decision about the participation of their
child. We have generally sent the invitation to the parent session and the permission slip
home with the student at the same time. This should occur about one week before the
parent session. That way even if the parent can’t or chooses not to attend the parent
session, he/she can still sign the permission slip and send it back with their child.
Work with the school or organization to explore ways to increase participation in the
parent session. Some schools have an automated calling system that will call parents
with a message to ask their child about the invitation and permission slip, and then will
call again the day before the parent session to remind them to attend. Other schools offer
incentives to students that return the permission slip (either approved to attend or not) or
if their parent attends the parent session. Having snacks or child care available is helpful
when possible and if you have a bilingual community, having an interpreter on site at the
parent session that offers simultaneous translation is a real plus.
Assembly and Classroom Sessions
The assembly is designed for all of the students that return a permission slip allowing
them to participate in the program. It is usually held in the gym or cafeteria. It can also
be held in an auditorium with a stage. A reliable sound system is critical to the success of
the assembly. Most schools have a sound system, but some are not very reliable. Check
with the school in advance about their sound system. If it is not reliable, consider
purchasing a portable sound system and taking your own. Also check with your
facilitator about their likes and dislikes. Some prefer a hand-held microphone while
others prefer a wireless one. Do your best to meet the needs of everyone. Require that
the school instruct the teachers to stay with their students during the assembly for crowd
control. When students feel they are unsupervised, they are more likely to get out of
hand. The facilitator needs to be very comfortable working with large groups of youth
and have skills with crowd control as well. At the end, the facilitator should tell the
students that they will be attending classroom sessions soon and to hold their questions
until that time. It is expected that the students will have many questions after the
assembly. That is the purpose of the assembly, to get them thinking and talking about
sexual health issues.
For the classroom sessions, work with the school to obtain a place to conduct the sessions
that is conducive to learning. Locker rooms or large areas such as gyms and cafeterias
are not conducive to learning. If those are the only options available, make the best of it,
but a classroom setting is optimal. Again, require the school to keep a teacher in the
classroom for disciplinary purposes if needed. The facilitator needs to arrive early and be
prepared when the class time starts. Being organized and having all props, handouts, etc.
ready will make the session go smoother for all. The facilitator should also be prepared
to solicit and answer student questions. Youth often ask “off the wall” questions or talk
about their personal experiences. The facilitator needs to know how to handle all types of
situations. If students are not asking questions, it might be appropriate to pass out paper
and pencils so questions can be asked more anonymously. Finally, the facilitator needs to
pay attention to students that may be showing signs of stress. The subject may be
uncomfortable for some students, especially seeing the pictures in the STD session or
learning about sexual violence. It is also important to be prepared for a student to
acknowledge sexual or child abuse following the sexual violence session. Know the law
about reporting such knowledge to the school and law enforcement agencies.
Evaluation
The Choices Two Should Know curriculum has been evaluated using pre and post
testing. Two separate evaluation teams have conducted evaluations and their reports are
available in the appendix. Sample pre and posts tests are also available in the appendix
for your use, but users of this curriculum are welcome to create their own evaluation as
they see fit. In addition to pre and post testing, facilitators should be evaluated using a
feedback form which can be completed by parents, students, observers, school personnel,
and any others that participate in the curriculum. This gives valuable feedback to the
facilitator on style of presentation and possible improvement if needed. A sample
participant feedback form is available in the appendix.
Use of the Curriculum
Formal training may not be required to use the curriculum, although being well-versed in
sexual health topics is recommended. Health Educators from the Department of Public
Health are available to answer questions or provide more formal training should it be
requested. Please contact us at 915-771-5888.
REFERENCES
1. Zeiman, M., Hatcher, R.A., et al. A Pocket Guide to Managing Contraception. Tiger,
Georgia: Bridging the Gap Foundation (2010).
2. Centers for Disease Control and Prevention (2007). www.cdc.gov.
3. Sexual Trauma and Assault Response Services (STARS), personal communication,
February 2007, El Paso, TX
4. City of El Paso Department of Public Health, personal communication, December
2006, El Paso, TX
5. King, B. (2005). Human Sexuality Today 5th ed. Upper Saddle River, NJ: Prentice
Hall
6. Terverner, B. & Montfort, S. (2005). Making Sense of Abstinence: Lessons for
Comprehensive Sex Education. Morristown, NJ: Planned Parenthood of Greater
Northern New Jersey Inc.
7. Tarverner, B. (2005). Sex ed 101: A collection of sex education lessons. Morristown,
NJ: Planned Parenthood of Greater Northern New Jersey Inc.
8. Fodor, J.T., Dalis, G.T., Giarratano-Russell, S.C. (2002). Health Instruction: Theory
and application for community, school, health care and workplace settings 6th ed.
Dubuque, IA: Kendall Hunt Publishing Company
9. Goldfarb, E. (2006, November). When is it okay? Activity presented at meeting of
The Center for Family Life Education: Planned Parenthood of Greater Northern New
Jersey on the Abstinence Experience, Somerset, NJ.
10. Ball, M. L. & Cerullo, J. A. (2004). It takes courage! Promoting Character and
Healthy Life Choices. Harrisonburg, VA: Kerus Global Educartion.
11. Clue2000: A character based abstinence education curriculum for secondary schools
(2005). Interreligious and International Federation for World Peace. Tarrytown, NY:
Interreligious and International Federation for World Peace. Tarrytown, NY:
12. The National Campaign to Prevent Teen and Unplanned Pregnancy (2007).
www.thenationalcampaign.org.
13. Texas Penal Code (2010). Penal Code Chapter 22 Assaultive Offenses.
http://www.statutes.legis.state.tx.us/docs/pe/htm/pe.22.htm
14. El Paso Police Department - Crimes Against Children (2010).
http://www.elpasotexas.gov/police/crimes_against_children.asp
15. Planned Parenthood Federation of America (2011).
http://www.plannedparenthood.org
16. Sex Etc. (2011). http://www.sexetc.org/