Advocates for Youth is an organization that is dedicated to improving sexual and reproductive health among adolescents and securing the rights of young people.
Advocates for Youth recognizes that sex education should equip people with tools to make informed decisions about sex and relationships, instead of withholding information and telling young people not to have sex.
The organization works with AMAZE to publish animated videos that provide children and adolescents with accessible and age-appropriate sexual information. More information about AMAZE can be found here.
Advocates for Youth offers a K-12 sex education curriculum specifically for students with intellectual disabilities that includes all of the topics the Centers for Disease Control and Prevention has labeled as essential. The curriculum emphasizes the importance of rights, respect, and responsibility, and covers topics such as gender identity, race, and healthy relationships. This curriculum can be found on the Advocates for Youth website, linkedhere.
In addition to making efforts to improve sexual education in the classroom, Advocates for Youth hosts virtual and in-person events for people interested in learning more! Some of their previous events involved discussions about STIs, abortion, and consent.
Oak Hill Center for Relationship and Sexuality Education (CRSE) looks to educate and increase access to important sexual health information through various preventative programs. They also aim to decrease the vulnerability to sexual abuse that the intellectual/developmental disability community endures. They offer different curriculums, workbooks, parent/caregiver workshops, professional development workshops and therapeutic education.
Their most recent curriculum, Positive Choices, is designed for secondary students and aims to improve critical judgement about sexual health and relationship safety. On top of this, students will learn life skills, safe boundaries, women’s and men’s health, healthy relationships, and sexuality. This curriculum can be purchased on the Oak Hills website and costs $430. The teacher’s manual can be purchased for $180, and the student workbook is $25. Information is linked below: http://relationshipandsexuality.oakhillct.org/positive-choices/
A new curriculum called “Healthy Relationships and Autism” is now available from Wesley Spectrum (a behavioral health organization with several locations in the Pittsburgh, PA area). It was designed to teach skills to adolescents and young adults with Autism Spectrum Disorder or cognitive challenges in the areas of self care, sexuality, and relationship development. Their website has an example lesson to help you determine if it would be right for your students. They do not publish their pricing information (you have to email them for more information but they will send you a sample packet).
I have not used this curriculum but there is some evidence of it’s effectiveness. A study published in School and Educational Psychology evaluated this program with six students. These students showed increases in sexual knowledge which they retained one month after completing the class.
The Program for the Education and Enrichment of Relational Skills (PEERS) was originally developed at UCLA by Dr. Elizabeth Laugeson, Founder and Director of the UCLA PEERS Clinic, and Dr. Fred Frankel in 2005 and has expanded to locations across the United States and the world. PEERS is a manualized, social skills training intervention for youth with social challenges.
There are four options for getting training in PEERS. (1) The PEERS Certified Training Seminar last two days and is hosted at UCLA. It is designed specifically for mental health professionals and educators interested in learning and/or implementing the PEERS intervention into their clinical practice. (2) PEERS provides off-site training seminars, presentations or talks for a variety of agencies based on their specific needs. These may range from 1-4 days, with varying costs. (3) The PEERS Certified School-based Training for Educators is designed exclusively for teachers, school psychologists, counselors, speech and language pathologists, administrators, and school-based professionals who are interested in learning to implement The PEERS Curriculum for School-based Professionals. Attendees will obtain 24 hours of training over 3 days and this training also takes place at UCLA. And (4) PEERS provides off-site School-based training seminars, presentations or talks for a variety of agencies based on their specific needs. These may range from 1-4 days, with varying costs.
The PEERS program naturally lends itself to sex ed instruction. For example, the adolescent program focuses on
How to use appropriate conversational skills
How to find common interests by trading information
How to appropriately use humor
How to enter and exit conversations between peers
How to be a good host during get-togethers
How to make phone calls to friends
How to choose appropriate friends
How to be a good sport
How to handle arguments and disagreements
How to change a bad reputation
How to handle rejection, teasing, and bullying
How to handle rumors and gossip
This video features a program that uses PEERS for sex ed
This publication was developed and written by Vanderbilt Leadership Education in Neurodevelopmental Disabilities (LEND). There is a boy version and girl version. Each version has a booklet for parents or teachers and supplemental materials which include storyboards and visuals that you can use in implementing the methods outlined in the toolkit. It is free and there is a Spanish version!
In the first week of the adult human sexuality class, we focus on meeting the others in the class and establishing a level of respect and expectations for the class.
First, the group will create a list of rights and responsibilities. We’ll start with a writing reflection of what participants think the rights and responsibilities should be. As needed the facilitators will prompt important rights/responsibilities that should be included on the list including: to be heard, to ask any questions, to not be put down, to pass, to not have assumptions made about you, to have your own feelings, to say hello and good-bye to group members, to be present and confidentiality. We will briefly discuss each right/responsibility. These rights/responsibilities will be posted in each session. The rights and responsibilities help establish safety and the tone of the sessions. They serve as a guideline so participants know what is expected.
We will also create a question box and name cards and then there will be an ice breaker activity so the group gets the chance to learn about each other. Then, there will be a discussion about what human sexuality is and discuss the group’s thoughts of human sexuality.
Over the summer, I did a 8 week sexuality class with middle school students with autism (3 boys and 3 girls). I’ve posted each lesson from the curriculum, but I thought I’d link all the posts together so you could get to them in one place. For each session there is a lesson plan, parent letter, and power point slides. Some lessons also have worksheets. I’ve also commented about how the lessons went and some ideas for adaptation. Click on the links below to go to the posts and access the materials.
This summer, at TAP in Urbana-Champaign, we are doing an eight week human sexuality group for middle school students. We have three boys and three girls in our group who range in age throughout the middle school years (from starting 6th grade to finishing 8th grade). Check out the slides that accompany the lesson.
Our first week was a blast. You can check out the full curriculum here [Sex Ed week 1]. We used a worksheet to help the students come up with their own definition of human sexuality. I love the definition we came up with as a group, “Sometimes human sexuality topics make us feel uncomfortable, but it’s a part of life, specifically, part of our private life. Human sexuality is about how we feel about people like loving someone and liking someone, but sometimes two people’s feelings may not match with each other. Human sexuality has to do with emotions, the body, and relationships.”
We sent a letter home with parents that explained the activities with fairly significant detail, touched on next weeks activities, and provided additional resources. One of the important parts of this letter was suggestions for ways to incorporate these topics at home. This week, as it was mostly about introductions, the parent component focused on using the rights and responsibilities at home.
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.
This lesson plan revolved around teaching what body image means, understanding that people feel differently about their bodies, and that people change how they feel about their bodies over time. After doing several knowledge based activities, we moved to exploring how the students felt about their own bodies.
There was one theme that was really relevant for the student we were working with. She was really interested in her perception of self and others perception of her. In her self-portrait, she focused on the things that make her her; most of these were things you couldn’t see.
We also read body stories. Each had a picture of a body. Just seeing the images was really moving. We were planning mostly for girls, but I included a story that might be more appropriate for a male audience. The young woman chose to read the story about the women who was the most traditionally beautiful (not really a big surprise). This was a story about a woman with chronic illness. Serendipitously, the body story resonated concepts that this student was working through.
During week 4, we focused on understanding crushes.
There were three activities for the participants this week:
What is a crush?
The participants first brainstormed things that a person with a crush might feel or think. Participants had different levels of understanding on what having a crush meant to them. The purpose of this activity was to help the participants to understand that crushes are a special set of thoughts and feelings about another person. We later discussed thoughts and ideas that the group may have that may be unsafe when it comes to having a crush.
Here are videos that were developed for 10 – 17 year olds on the autism spectrum regarding puberty & other sexuality topics. They are clear, concrete, and move through the material slowly (this is one of the biggest problems with videos for a general audience- they go too fast!)
My favorite thing about the videos is that the male instructor is an individual with autism.
All of the videos can be found on www.coultervideo.com, a website that sells videos by Dan & Julie Coulter. Dan & Julie are parents of a son with ASD who started creating educational videos on their vacation and now do it full time.
The main activity this week was a series of worksheets designed around walking participants through the steps of having a crush: places to meet someone, why you notice someone, deciding to talk to them or not, signs of being interested, approaching someone, asking out on a date, and saying “No”. Probably the most difficult question on the worksheets was, “why do you notice this person?” Many of the participants focused on things the would like if they got to know someone. It took several prompts, but they were able to start thinking about the things they notice about others, the things that draw their attention. When we got to different ways to approach someone there were many questions on bar etiquette. We talked about buying drinks for others, when it’s expected to approach people and when it’s not, and the difference between the bar sitting area and table sitting area. We didn’t get to our final activity, but were were going to sequence the road map with pictures of couples at different stages. We have a little bit of a time management problem because there’s no clock in the room. It’s the little things!
The previous week focused on crushes so this week’s topic, dating, was a natural extension. We did a lot of role playing and it went wonderfully. We were able to pull out parts of the role play to reinforce many of the different concepts. The last time I had done role playing was with middle school students- adults are just so much different to work with. They took the role plays very seriously and put a lot of effort in. One of the actors did turn out to have a comedic streak so the activity was fun as well as thoughtful.
We also did an activity where we asked participants to think about the characteristics in a relationship that were most important to them. We had a couple red flags on the list (like one about physical mutuality) and they were all tuned into why that is important. This activity lead to a nice open discussion where we talked about other items on the list that were important to us. For the most part, people in the group are really centered on having similar interests and values.
For those of you who have come to a workshop, this activity was similar to what we did in the workshop. We thought about power and control in relationships and specifically the benefits of having more power, benefits of having less power, drawbacks to having more power, and the drawbacks to having less power. Once we got it all up on the board we used put a circle in the center and talked about how different situations would be red flags that a relationship would be unsafe. We also did a shortened version of the “What Should I do Worksheet” and role played some of the different scenarios (like one friend calling another friend because her boyfriend just told her there was a greater age difference than she assumed).
We want more people to get good sexuality education so feel free to use our materials. If you improve on them, let me know!
One of the participants in our group loves to do trainings and so we included a online training program to identity dating violence in teen relationships. You may find this site really useful too. Dating Maters offers a 1 hour and 20 minute training that will allow you to identify examples of teen dating violence and understand the consequences of teen dating violence. The training will teach you the risk factors, protective factors, warning signs, and challenges for seeking help for teen dating violence. The material is a good starting place for adult relationships too.