7th Grade- Interpersonal Communication & Relationships (ICR)

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7th Grade- Interpersonal Communication & Relationships (ICR)

Notebook

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You will use this notebook throughout this unit. This notebook will introduce each lesson followed by an activity and/or assignment(s) and videos. Assignments are highlighted in yellow throughout the notebook with a on slides you must complete.

At the conclusion of the unit, you will have completed the entire notebook for multiple grades.

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Table of Contents

GROUP RULES

• Slide 4

Lesson 1 : Relationships

• Slides 5-18

Lesson 2: Abstinence

• Slides 19-30

Lesson 3: Positive Benefits of Delaying Sexual Intercourse

• Slides 31-45

Lesson 4: Sexually Transmitted Infections or STIs

• Slides 46-68

Lesson 5: Preventing Sexually Transmitted Infections

• Slides 69-92

Lesson 6: Sexual Abuse

• Slides 93-122

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Group Rules

1. Confidentiality
2. No put downs, we must treat each other with RESPECT.
3. Be supportive of each other
4. Use “I statements”
5. Avoid making assumptions about others
6. You have the right to “pass”
7. Dealing with discomfort
8. Respect diversity

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Lesson 1: Relationships

TO DO:

• Read slides 5-18
• Complete all highlighted assignments on slides 8, 11, 12, 15, 16, 17

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STATEMENT OF OBJECTIVES:

• Recognizing healthy and unhealthy relationships is a lifelong skill. By the end of the lesson, you will be able to compare characteristics of each and seek relationships that are healthy.

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STANDARDS:

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• 7.ICR.1.1 Contrast characteristics of healthy and unhealthy relationships.
• W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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Lesson 1: Relationships

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Essential Question:  What is the importance of having a process to foster healthy relationships and also end unhealthy relationships?

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Relationships: Focus Step

Lesson 1: Relationships

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DIRECTIONS: Create a bubble map to identify the different relationships that you have in your lives. In the center of the map write “relationships” and then allow the different types of relationships to spoke off (immediate family, step family, extended family, friends, acquaintances, coaches, teachers) Insert more bubbles if necessary using the insert shape tool

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RELATIONSHIPS

TYPE HERE

TYPE HERE

TYPE HERE

TYPE HERE

TYPE HERE

TYPE HERE

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Social Health 

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Characteristics of Healthy Relationships

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List 5 characteristics of a healthy relationship.

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Characteristics of Unhealthy Relationships

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List 5 characteristics of an unhealthy relationship.

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Navigating relationships can be difficult

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What would you do?

Mike is attending a new middle school next year. He does know a few students at this school but not many. One day his buddy Dave, who goes to the new school, called him to meet him and the rest of the basketball team at the movie theater. Mike was excited because he knew the basketball team is known as the cool group at school. When Mike gets to the theater he sees Dave and the team. Mike goes over and Dave tells him they are going to see the new R-rated horror movie. Mike is conflicted because he wants to hang out with Dave and make friends with the basketball team but he also knows that his parents have a rule that he can only see R-rated movies with an approved adult. 

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Identify the decision that needs to be made

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Make a Healthy

Decision!

Identify the decision that needs to be made

Gather relevant information from reliable sources

Choice 1

Choice 2

Choice 3

Negative outcomes of Choice A

Negative outcomes of Choice B

Negative outcomes of Choice B

Positive outcomes of Choice A

Positive outcomes of Choice B

Positive outcomes of Choice C

1._______________

2._______________

3._______________

4.__________

___________

___________

___________

___________

___________

Who might be affected by my choice?

Who might influence my choice?

Act upon my choice

5.__________

6.__________

7.__________

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Lesson 1: Relationships

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Written Response: Read the quote and explain what this quote means to you. Include the following questions within your writing.

• What qualities do you bring to a friendship?
• Which of these qualities would you like to improve?
• In the future, how will you handle unhealthy relationships/friendships?

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“ The first step in the art of friendship is to be a friend; then making friends takes care of itself “ by Wilfred A. Peterson

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Written Response

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Relationships: Closure

Lesson 1: Relationships

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It is important to be able to know the difference between healthy and unhealthy relationships. Having healthy relationships is of benefit to your well-being.

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Lesson 2: Abstinence

TO DO:

• Read slides 20-30
• Complete all highlighted assignments on slides 24 & 29

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STATEMENT OF OBJECTIVES:

• Abstaining from early sexual activity is a healthy choice for young people. By the end of the lesson, you will be able to explain how others (including culture, media, and family) affect your decisions.

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STANDARDS:

• 7.ICR.2.1 Explain the effects of culture, media, and family values on the decision to become abstinent.
• W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

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Lesson 2: Abstinence

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Essential Question:

Why is it important for a person to be able to identify the internal and external factors that influence their decision making, especially in regards to abstinence?

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Bell Ringer

Lesson 2: Abstinence

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• What does the word abstinence mean to you? 
• List some things that you could choose to abstain from.

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Lesson 2: Abstinence

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Abstinence

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Shoulder Partner: What are some reasons to abstain from sexual intercourse?

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Influences can impact your decision positively or negatively to practice abstinence

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1.

2.

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5.

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Influences on practicing abstinence

Analyzing Influences 

• Look at the External Factors
• Look at the Internal Factors

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External factors

• Positive influences of external factors
• Negative influences of external factors

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Internal Factors

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• Positive influences of internal factors
• Negative influences of internal factors

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I am sure everybody is doing it!

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Mixed Messages about Sex

Any communication that is contradictory, inconsistent, or unclear, especially in its motives or intent.

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• What are some mixed messages that we can receive about sex?

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Lesson 2: Abstinence

Lesson 2: Abstinence

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Abstinence is a positive choice for students who may feel pressure from a variety of sources including their peers and the media.

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Lesson 3: Positive Benefits of Delaying Sexual Intercourse

TO DO:

• Read slides 32-45
• Complete all highlighted assignments on slide 44

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STATEMENT OF OBJECTIVES:

• In Health class today, you will learn how waiting to engage in intimate sexual behavior will benefit you now and in the future.

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STANDARDS

•  7.ICR.2.2 – Identify the positive benefits of delaying sexual intercourse.
• W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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Lesson 3: Positive Benefits of Delaying Sexual Intercourse

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Essential Question:

Why is it important for a person to use the decision making process when deciding to delay sexual intercourse?

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Bell Ringer

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• How old will you be in 10 years?
• Where do you see yourself living in 10 years?
• What is your dream job?
• What goals do you need to set for yourself to reach your dream job?

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Let's review

Lesson 3: Positive Benefits of Delaying Sexual Intercourse

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What does it mean to be abstinent?

What are some personal reasons to practice abstinence?

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What are some health reasons to practice abstinence?

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What are some relationship reasons to practice abstinence?

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Making a tough 

decision?

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Use the S.T.A.R. 

decision making model

Stop

Lesson 3: Positive Benefits of Delaying Sexual Intercourse

Give yourself time to make the right choice

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Think

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Consider the possible consequences

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Act 

Lesson 3: Positive Benefits of Delaying Sexual Intercourse

Behave consistently with your choice

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Review

Evaluate whether the decision was right for you

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Application 

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Using the S.T.A.R. decision making model write a letter to yourself about the goals you want to accomplish in the future. 

• Include how you want to accomplish these goals.
• Make sure to include how delaying your decision to engage in sexual intercourse will help you reach your goals. 

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Directions: Write a letter to yourself about goals you want to accomplish in the future. You should include how you want to accomplish these goals and how using the STAR decision making model will help you. You should also include how delaying your decision to engage in sexual intercourse will help you reach these goals.

Examples: Education, Employment, Hobbies, Finances

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Lesson 2: Abstinence

Lesson 2: Abstinence

Lesson 4: Sexually Transmitted Infections or STIs

Lesson 3: Positive Benefits of Delaying Sexual Intercourse

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Being able to use the STAR decision making model process can help delay sexual intercourse.

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Lesson 4: Sexually Transmitted Infections or STIs

TO DO:

• Read slides 46-68
• Complete all highlighted assignments on slides 48, 63, 64, 65-67 (on paper)

STATEMENT OF OBJECTIVES:

• Sexually transmitted infections have become more common among young people. After today’s lesson, you will learn how these diseases are transmitted, their symptoms, and how to prevent them.

STANDARDS

• 7.ICR.3.1 Recognize common STDs (including HIV and HPV), modes of transmission, symptoms, effects if untreated, and methods of prevention.
• W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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Lesson 4: Sexually Transmitted Infections or STIs

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Essential Question:

Why is it important for a person to be able to list common STIs and know the practice to avoid them and treat them?

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Bell Ringer

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• In your own words define what stigma means to you.

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What is Stigma?

Sexually Transmitted Infections (STIs)

Reduce Your Risk

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Lesson 4: Sexually Transmitted Infections or STIs

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What are STIs?

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Lesson 4: Sexually Transmitted Infections or STIs

The CDC numbers do not lie

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Why are young people at a greater risk for infection?

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Failure to use condoms

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How are STIs spread?

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• Having vaginal, oral, or anal sex with an infected partner
• If you are sexually active, you are at risk 
• You don't have to go "ALL THE WAY" as some STIs are spread by skin-to-skin contact

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What are the most common symptoms of STIs?

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No Symptoms 

SYMPTOMS 

• Penile drip or discharge
• Sores, bumps, or blisters around genital or anal area
• Burning with urination
• Swollen or tender testicles

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Females

• Unusual vaginal discharge, odor, burning, or itching
• Pelvic pain or lower abdominal discomfort
• Irregular vaginal bleeding that is not your period
• Pain with intercourse
• Sores, bumps, or blisters around your genital or anal area
• Burning with urination

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If you

have

them...

Males

If I get an STI or if my partner has an STI, how will I know?

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Where can I get tested?

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• There are places that offer teen friendly, confidential, and free testing.

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If I have an STI can it be treated?

• Some STIs can be treated and cured
• Some STIs can be treated and symptoms managed with medication
• A doctor must prescribe medication
• Take all medicine you are given
• Partner must be tested and treated too
• Abstain from sex until everyone is treated

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I don't have any symptoms so there is nothing to worry about, right?

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• If you are sexually active you should get tested annually or between partners
• Untreated STIs can result in infertility 
• Some STIs are fatal if left untreated (HPV, HIV, syphilis)

Prevention

• Abstinence is the only 100% method of prevention
• FDA approved methods of prevention
• Latex condoms/dental dams
• Polyisoprene condoms/dental dams
• Polyurethane condoms/dental dams

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Must use an FDA approved method 

correctly and consistently every single time!

If you are sexually active you ARE at risk for an STI

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• You can do everything right and still get an STI
• 50% of the sexually active population will have an STI in their lifetime.

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Reduce the stigma!!

Lesson 4: Sexually Transmitted Infections or STIs

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Directions: Read and respond to two separate scenarios. Share your advice to the person in the scenario.

Scenario 1- Alecia and her boyfriend are getting pretty close. He has had sex before but she has not. She has heard STIs are an epidemic among kids their age. What should she do to stay safe? What should she do if she is worried that she might have already caught something? Make sure to provide accurate information and resources if applicable. How can one advocate to reduce the stigma around STI’s to ensure Alecia gets the help she needs?

Your Response:

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Lesson 4: Sexually Transmitted Infections or STIs

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Directions: Read and respond to two separate scenarios. Share your advice to the person in the scenario.

Scenario 2- Alex has been talking to his friends about STIs and they have told him some conflicting information. He believes that he can only get one STI at a time and that it will go away on its own. What information should Alex be provided about STIs? How can one advocate to reduce the stigma around STI’s to ensure Alex gets the help he needs?

Your Response:

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Your turn...

• You do the research
• In groups research your assigned STI
• Use the CDC fact sheet for accurate information
• Fill out the guided research page

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After completing your group research sheet, fill out the info on your group facts poster. Color code your poster and cut out the individual pieces of information and place around the room. Individually complete your STI notes sheet while doing a gallery walk around the classroom.

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STI Notes Sheet

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Individually complete your STI notes sheet while doing a gallery walk around the classroom.

Lesson 2: Abstinence

Lesson 2: Abstinence

Lesson 4: Sexually Transmitted Infections or STIs

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Knowing about the risks of sexuallly transmitted infections will help you make good choices to avoid or seek care for them.

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Lesson 5: Preventing Sexually Transmitted Infections

TO DO:

• Read slides 69-92
• Complete all highlighted assignments on slides 85 & 91

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STATEMENT OF OBJECTIVES:

• There are methods of preventing STIs that are safe and effective. By the end of the lesson, you will be able to describe the importance of correct and consistent use of these products by those who are sexually active

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STANDARDS

• 7.ICR.3.2 Summarize the safe and effective use of FDA-approved methods of preventing sexually transmitted diseases
• W.7.5 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

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Lesson 5: Preventing Sexually Transmitted Infections

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Essential Question:

What is the importance of advocating for the correct use of FDA approved internal and external condoms?

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Lesson 5: Preventing Sexually Transmitted Infections

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• Red Card = MYTH

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• Yellow Card = UNSURE
• Green Card = FACT

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I don't have symptoms of an STI, so I don't need to be tested.

MYTH

People can be carriers of STIs (don't have symptoms), but can pass the STI on to their partner.  If you are engaging in sexual activity you should be getting screened/tested regularly.

1 in 2 sexually active young people get an STI before age 25 and most will not know it. 

FACT

We need to reduce the stigma around STIs.  You can do everything right and still contract an STI.

You can tell if someone has an STI by looking at them.

MYTH

Some people may have symptoms, but most will not.  It is important to talk about your sexual history and STI status with your partner(s).

If I need to be tested for STIs my doctor would automatically test me.

MYTH

STI testing is not part of an annual physical.  You must request to be tested for STIs and ask the doctor which ones you can be tested for.

Fewer than 15% of individuals age 15-24 get tested for an STI annually.

FACT

Lack of transportation, money, insurance, and fear of parents finding out prevent this younger age group from getting tested.

I've only had one partner, so I do not need to get tested for STIs.

MYTH

If you are sexually active you need to get screened/tested for STI's regularly.

What is the mission of the FDA? 

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• To ensure the safety and effectiveness of medicines and medical devices

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What are the FDA approved methods for preventing STIs? 

FDA - The Food and Drug Administration

Advocacy 

• Taking a healthy stand
• Promoting healthy norms & behaviors
• Advocate to friends the importance of using FDA approved methods for preventing STIs
• To do this you must know the different methods and describe how to use them.

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Before

In the moment

• Wash-up
• Slide the condom to the side and carefully tear the package open
• Squeeze the tip of the condom and place it right side up on the head of the penis
• Unroll the condom to the base of the penis before ANY sexual contact
• Have intercourse

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After

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Condom DON'TS.

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• Do Not use petroleum products like oil or Vaseline
• Do Not reuse condoms
• Do Not flip condom over if put on upside down

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Condom Line Up  

If you have been given a card, come up to the front of the room and arrange the cards in order.

Lesson 5: Preventing Sexually Transmitted Infections

Your Turn: Number the Steps in the correct order

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BEFORE

Store condoms in a cool dry place.

Obtain latex/latex free (polyisoprene/polyurethane) condoms

Check the condom expiration date and the integrity of the packaging

Both partners consent to sex and consent is maintained throughout

Discuss safer sex

IN THE MOMENT

Squeeze the tip of the condom and place it right side up on the the head of the penis

Slide the condom to the side and carefully tear the package open

Have intercourse

Wash up

Unroll the condom to the base of the penis before ANY sexual contact

AFTER

Carefully remove the condom, tie it off, and throw it in the trash

Wash-up

Hold the base of the condom and withdraw the penis while it is still erecT

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Were you surprised by the number of steps to put a condom on properly??

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Was this an easy task?  Why or why not?

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Condom Line-Up: Steps

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BEFORE

Discuss safer sex

Obtain latex/latex free (polyisoprene/polyurethane) condoms

Store condoms in a cool dry place.

Both partners consent to sex and consent is maintained throughout

Check the condom expiration date and the integrity of the packaging

IN THE MOMENT

Wash up

Slide the condom to the side and carefully tear the package open

Squeeze the tip of the condom and place it right side up on the the head of the penis

Unroll the condom to the base of the penis before ANY sexual contact

Have intercourse

AFTER

Hold the base of the condom and withdraw the penis while it is still erect

Carefully remove the condom, tie it off, and throw it in the trash

Wash-up

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Lesson 5: Preventing Sexually Transmitted Infections

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Review

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Putting it all together

• Advertisements should include the following elements
• A creative and appropriate name for the condom with two adjectives 
• Explain what a condom is
• Three considerations for condom use (example, should be latex/or polyisoprene) 
• Include a DON’T for condom use (example, store in wallet) 
• Include color and visuals for appeal 

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Student Name:______________

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Condom Name:______________

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Score:____________

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IT IS WRITTEN BY

NAME OF CONDOM

A CONDOM IS

DON’T DO THIS!!!!!!

REASONS TO USE A CONDOM

EXTRA INFO YOU WANT TO ADD

Lesson 5: Preventing Sexually Transmitted Infections

Lesson 2: Abstinence

Lesson 2: Abstinence

Lesson 5: Preventing Sexually Transmitted Infections

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Today you learned that there are effective methods to prevent the spread of STIs. Everyone who is sexually active has the right and the responsibility to access FDA-approved methods of prevention and treatment.

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Lesson 6: Sexual Violence

TO DO:

• Read slides 94-121
• Complete all highlighted assignments on slides 116, 118, & 120

STATEMENT OF OBJECTIVES:

• In today’s lesson, we will cover forms of sexual abuse including harassment, assault and trafficking. You will then be able to understand how these behaviors would make one feel. You will also learn strategies to avoid and report unwanted and inappropriate sexual advances.

STANDARDS

• 7.ICR. 3.3 Recognize that sexual harassment may contribute to sexual abuse and sexual assault and sex trafficking and the feelings that result from these behaviors.
• 7.ICR.3.4 Use strategies to be safe, reject inappropriate or unwanted sexual advances, and to report incidents to an adult when assistance is needed.
• W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

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Essential Question:

Why is it important to be able to identify and understand the difference between sexual harassment, sexual abuse, and sexual assault? How can a person advocate for another’s right to be treated with respect?

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Bell Ringer   

Describe a time when you had to get or give consent....

Sexual Harassment

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Any form of unwanted sexual attention

• What are some examples?

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What do you do if you are being sexually harassed?

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What is Sexual Assault?

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• An act in which a person is sexually intimate with another person without their consent, ranging from touching to penetration
• Sexual assault is never the victim’s fault

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Consent in More Detail

• How to give consent...
• How to ensure you have consent...
• Is consent reversible???

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• Interaction between a child and an adult (or another child) where child is used for sexual stimulation of perpetrator or observer (includes touching and non touching behaviors)
• Happens to 1 in 6 males and 1 in 4 females before they turn 18

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What is Child Sexual Abuse & Exploitation?

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What do you do if you are sexually assaulted?

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• Immediate medical attention may be needed including testing for STIs and pregnancy prevention
• This is a serious issue and a trained professional can help the victim process their feelings
• The assailant may repeat the crime if not held accountable.

Why is it important to report sexual assault/abuse/exploitation?

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Things to Know about Making a Report

Everything is evidence. 

DO NOT:

• Shower or bathe
• Throw away clothes you were wearing at the time of the assault
• Use the restroom
• Brush teeth or gargle
• Put on makeup
• Eat or drink anything
• Clean up the crime scene

What is Stalking?

Lesson 6: Sexual Violence

• Willful malicious, repeated following or threatening
• Can occur in person or online
• Cyberstalking – the attacker harasses a victim using electronic communication (email, IM, or messages posted to Instagram, Facebook, Twitter, a Website or a discussion group

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Protect Yourself from Stalking

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Lesson 6: Sexual Violence

What is

Sex Trafficking?

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Lesson 6: Sexual Violence

Sex Trafficking – If you are under 18 and involved in exchanging sexual acts or favors for something of value like money, drugs, food or even a ride somewhere then that is considered sex trafficking, as well as exchanging or trading nude pictures or videos.

A trafficker can gain a victim’s trust by promising them love, a relationship or safety; this is called “grooming.”

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A trafficker might

• lie to
• trick
• threaten their victims.

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What does a trafficker do?

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Lesson 6: Sexual Violence

6 Stages of Grooming

1. The first stage is targeting. Traffickers usually prey on girls and women although boys and men can be victims too. They usually look for people who show a vulnerability they can exploit. They can meet or find their victim in person or online. Traffickers can meet children on online games, social media, and even homework sites.
2. The second stage is gaining trust. This can be done by casual conversation and befriending. This provides the trafficker access to the victim.
3. The third stage is filling a need or helping the victim. They use their vulnerability against them by providing whatever need they are seeking to fill. Examples include gift-giving or offering special or extra attention.

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Lesson 6: Sexual Violence

4. The fourth stage is isolation of the victim. Once the predator and victim begin to spend more time with each other, the trafficker will begin to withdraw the victim from other people in their lives such as family and friends. This leaves the trafficker as the only true “friend” in a victim’s life.
5. The fifth stage is sexualization and abuse. The trafficker will introduce drugs, alcohol, and pornography. The trafficker may also request sexual pictures and videos. This allows the trafficker to gain further control of the victim.
6. The sixth stage is maintaining control and power. The traffickers use verbal and psychological threats, blackmail, as well as physical violence to manipulate the victim into doing what they want

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6 Stages of Grooming cont’d…

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Do you think you’ve experienced sex trafficking?

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Sex trafficking is also sometimes called pimping. If you are under 18 and you think you are being trafficked there is a way out. Contact 1-888-373-7888 for help or to talk.

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Advocate

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• AWARENESS OF SEXUAL HARASSMENT, SEXUAL ASSAULT, SEX TRAFFICKING
• HOW TO PROTECT YOURSELF
• HOW TO REPORT INAPPROPRIATE OR UNWANTED SEXUAL ADVANCES
• EVERYONE SHOULD BE TREATED WITH RESPECT!

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Ways to Avoid a Dangerous Situation

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Be Aware of your Surroundings�

• GO WITH A GROUP, STAY TOGETHER, LEAVE TOGETHER UNLESS DECIDED ON BEFORE
• USE THE BUDDY SYSTEM
• BE A GOOD FRIEND – KEEP AN EYE ON YOUR FRIENDS AND CHECK-IN WITH THEM

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Feeling Pressured

• Stay true values and beliefs.
• Make up an excuse.
• Think of an escape route.
• Kick, scream or bite if person becomes physical or won't allow you to leave.
• Trust your instincts.

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Directions: Read each scenario and answer the questions on the following slide

Scenario 1- Jamal and Leila have been dating for 6 months. Jamal feels he is ready to have sex. Jamal invites Leila over to his house one night when his parents are at work. Alone in the house, Jamal talks with Leila about wanting to have sex and Leila tells him she’s not ready. A little later while making out in Jamal’s room, he asks her again about having sex. Leila shakes her head and says no. Jamal is disappointed but goes no further.

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Scenario 1: Answer the following questions.

1. Was consent provided or did an act of sexual assault, abuse or harassement occur?

2. If consent was not provided, what warning signs did you see?

3. If consent was not provided, how would you advocate and help the person in this scenario?

• ​

2.

3.

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Directions: Read each scenario and answer the questions on the following slide

Scenario 2- Rob and Elena are in the library, working on a school report. At the computer station, Elena begins to give Rob a backrub. “This research is boring,” she says. Rob shrugs his shoulders under her hands. Elena puts her arms around him from behind and pulls him close to her. Rob leans forward and hisses, “Cut it out, you’re going to get us in trouble.” Elena pulls him into the corner. As Rob puts his hands on her shoulders and tries to push her away, she pulls him to her and kisses him.

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Scenario 2: Answer the following questions.

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• Was consent provided or did an act of sexual assault, abuse or harassement occur?

2. If consent was not provided, what warning signs did you see?

3. If consent was not provided, how would you advocate and help the person in this scenario?

• ​

2.

3.

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Directions: Read each scenario and answer the questions on the following slide

Scenario 3- Desiree and Naomi are best friends and are at a party together after the football team wins the big game. Desiree knows some of the people since her sister attends the high school and plays on the basketball team. Desiree and Naomi are dancing and hanging out when a junior named Dan approaches them. He asks Naomi to dance and she says yes excitedly. While dancing Dan’s hands are groping Naomi on different parts of her body. Naomi likes the attention from Dan but is very uncomfortable with what his hands are doing. Naomi does not say anything but tries to put some space between them but Dan gets close again and continues to grope her. He even starts to try and move/push her into a darker area of the dance space.

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Scenario 3: Answer the following questions.

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• Was consent provided or did an act of sexual assault, abuse or harassement occur?

2. If consent was not provided, what warning signs did you see?

3. If consent was not provided, how would you advocate and help the person in this scenario?

• ​

2.

3.

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Lesson 5: Preventing Sexually Transmitted Infections

Lesson 2: Abstinence

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Young people can apply strategies to avoid sexual abuse. They can also seek help for self and others by reporting incidents to an adult.

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