Making decisions about dating can be tough, especially if you don’t really know what types of decisions to make. This graphic can be used to help steer the conversation about dating and how to make healthy decisions. It is available for download here.
Both Hape and Melissa & Doug have made anatomically correct body puzzles.
Hape sells boy and girl puzzles separately for around $20.00 each. The children are pre-pubescent and European American. The video below shows a child completing the puzzle. The toys are distributed by Hape but are actually made by a company called Beleduc out of Holland. Beleduc also has a great pregnant mother puzzle that is a little difficult to find.
Melissa & Doug make a magnetic human body play set that includes children of both genders for about 13.00. The children are early adolescents and European American.
Anatomy and Reproduction were the topics for week 2. We started off the session with a game called “Parts and Post-it Notes” to talk about body parts with the participants. To play this game we had a giant piece of paper with the outline of a body on it. We gave the participants post-it notes to write down the body parts that they knew and asked them to place them on the outline of the body.
After this activity, the participants were told that for the rest of the class they would be focusing on body parts related to reproduction (another way to refer to sex organs or private parts). The participants were then directed to the next activity where they practiced saying terminology related to reproduction out loud and recording their responses to how saying the words made them feel.
When the participants finished the terminology activity, we spit them into two groups to start the fruit anatomical model of reproductive organs using fruit. The participants were shown a picture of the parts of the body and were giving tooth picks and flash cards to label the fruit parts and their functions. This activity was great for the participants to learn the vocabulary in a little abstract and safe way! For a more concrete example of reproduction, we used the “Miracle of Life” video to explain the process.
We ended this session by having the participants briefly summarize that they learned during the session.
For more information on anatomy view our Human Sexuality 101 Week 2- Anatomy, EXPLAINING ANATOMY, YOUTUBE EDUCATIONAL RESOURCES: HEALTHCHANNEL, SEXPLANATIONS, AND CSPH, ADULT HUMAN SEXUALITY WEEK 2- ANTATOMY & REPRODUCTION posts
This Week’s Materials
This activity can be used to teach about different intimate activities, either alone or with a partner. All of the actions come in a word list form and in a visual form. The activity includes a continuum worksheet in which activities can be classified as “less intimate” and “more intimate”.
One way to use this activity is to teach what sex is. We often assume that people understand what sex is, but people have difficulty with understanding sex even when it is explained. First list the acts of intimacy in a continuum and then discuss “where sex starts” or “which activities are sex and which ones are not. This is more difficult than it seems. For example, it is not uncommon for students to start with thinking that “kissing above the waist over the clothes” is sex. When we teach this activity, we encourage students to express their own understanding of what is more or less intimate but because the concept of a spectrum is difficult, we guide them at the anchors of what is the most inmate and least intimate. By seeing sex in the context of different sexual activities it helps fill in some of the gaps.
Instead of a continuum you could use categories- the categories we use help reinforce the idea of a continuum as well. There is also a list of different levels of intimacy that can be used to classify these activities. Using the activity in this way is consistent with the concept of postponement- postponing intercourse until a relationship is more serious of formalized.
Sometimes when people see all the different acts of intimacy they are surprised but it is important to be inclusive of all different forms of sexual expression. We also don’t use all the different acts with every group, but we’ve given you a pretty comprehensive list that you can tailor to meet your student or child’s needs.
Flirting can be a difficult subject to talk about because it always varies. This aid has some typical behaviors that are flirting, maybe flirting, and not flirting. It’s important to note that this is not a exhaustive list and that some of these behaviors are not guarantees of flirty or not flirty behavior, but it is a great place to start the conversation. This activity can be used to steer a conversation about how and when flirting occurs, and the fluidity of these behaviors.
Download the signs of Flirting activity here.
Teaching and learning about privacy can be difficult and confusing. This activity uses a continuum of privacy (using private, semi-private, and public) to help differentiate privacy levels. There are two topics: body parts and places. You can use this activity to explain different privacy levels and explain contextual differences (i.e. a stomach can be a public body part at the beach, but a private body part at school) . Download the privacy activity places and body parts here!
Parents are often afraid of the day that their daughter comes home and says she has a boyfriend! This social story having a boyfriend addresses this event to help a young girl understand what your expectations might be when it comes to having a boyfriend. We went with the strategy of instructing on how she can interact with her “boyfriend” in many age appropriate ways, for example, she can look at him, giggle, and then look away.
An easy ready guide about abuse and neglect was forwarded along to me (thank you, Jennifer). I think most agencies have adapted abuse and neglect information readily accessible to the individuals they serve and comparatively, I thought this one was nicely done. It’s made with a product called Symbols for Life. Essentially, it’s a picture package featuring individuals with developmental disabilities. One copy is $298.00 and then additional copies are discounted. A lot of times, I like to make things with pictures of the individual I’m working with, but there are times when that is inappropriate/unfeasible. I think this could be a good source for those occasions.
Here’s the Say NO to Abuse pdf if you want to check it out.
I wanted to put you in touch with a website called “Living Well with Autism“. They have several Board Maker Social Stories related to privacy.
While I think overall this site has some nice ideas, I’d be careful about using “Good Touch Bad Touch”. Good/Bad may bring up feelings of guilt, could be over generalized, and might be confusing as an assault often starts with touches that feel good then moves to touches that feel bad. Also, there are some studies that have shown that children understand the word touch differently than adults. For example they wouldn’t categorize people kissing as touching, because well, they’re kissing. I think this could be a problem for someone with an intellectual disability that doesn’t categorize well. I like the terms safe and unsafe touch. I also like saying touching makes you feel something. If a touch feels good, it’s probably safe. If a touch doesn’t feel good it’s probably not safe. Then you can teach specific kinds of touches. Having said that, the site gives you some good Social Stories to start with. Pictured left is part of one of their stories.
Just another note on language. There is a movement among abuse prevention advocates to alter some our terminology when talking about sexual abuse prevention. I mention in my workshop that we have to be careful when talking about using education to help prevent sexual abuse because it implies that the individual is responsible for reducing his or her own risk. Alternative terminology includes personal safety skills, abuse-response skills, or self-protection skills.
These models are from http://jimjacksonanatomymodels.com/ It can be a little difficult to find the kind of anatomical model that you want for a sexual education class. I’ve used these models and I think they are very instructive. They are realistic so it may not be appropriate for all audiences but a lot of folks need things this concrete. If you’re teaching condom use, make sure to use vinyl condoms (latex condoms can hurt the models). The cost of the models ranges from $180 – $660 depending on what you’re getting. It’s an investment, but a great teaching tool. WebMD has nice anatomical line drawings that are okay to print for free. http://www.medscape.com/features/ald/repro Once you get into color photos, they usually ask you to pay. You can probably find some on the internet that don’t have water marks (like on webmd or mayo clinic ) but they are usually copyrighted. This site will give you a lot of options available for purchase http://www.fotosearch.com/photos-images/reproductive-system.html This site has more medically technical options (they also have online interactive models, but those are pretty technical too). http://catalog.nucleusinc.com/generateexhibit.php?ID=9591
Here is an example of a five point scale that was developed by April Keaton, LCSW, to explain the different levels of relationships. The pyramid shape was used to convey that you might have a lot of “friendly acquaintances” but much fewer “long term relationships”. It was important for this person to connect the level of the relationship with the level of intimacy so you see examples of intimate behaviors at each level of the pyramid. There’s also an element of time built into the descriptions. You wouldn’t have to start with pyramid filled out. You could start with a blank pyramid and support an individual with filling in the levels. You could add names of individuals at each level. You can download the pdf of this image by clicking here.
Here is an activity you may want to try out for teaching about joking in context. Joking is really difficult because it’s very nuanced. It can be a great way to connect with people but also hurtful. I also think it is difficult because of the educational context- jokes that aren’t appropriate at school, work, etc. It might be okay in some places but it feels weird saying- “yeah, it’s okay to tell fart jokes with your friends.” It really easy to cross over from actual social skills to formal social skills.
I added atomically correct dolls to the resource list. This company has lesson plans available, but I have never used them. I have used the dolls before with middle school students to talk about how different people may be feeling. I also added a link to atomically correct models of reproductive organs that are more life like.
This is a social narrative in comic strip form. It supports initiating social interactions. One strip is for people you don’t know at all and the other strip is for people you know a little. I would use this in combination with role playing (can you tell I like role playing?). Over initiating and under initiating can both be a problem. This is geared more towards encouraging initiation, but it could be used to help establish boundaries too. The YAI relationship videos also cover some of this information. Click here to get as a pdf: How do I even start