The National Day to Prevent Teen Pregnancy

Lets Talk About Sex Service Learning Project Activity

Background
On the first Wednesday of Mayand throughout the month of Maywe stop and take a
second to ask: how might teen pregnancy affect our lives? Whether it means delaying
your goals, changing your life plan, or simply taking on something really, really tough
like becoming a parentright in the middle of a time in your life when you already have
so much going on.
So this National Day, we want you to stop and think about...wait for it...sex. Ever think
about it? Of course you dowho doesnt? What about actually having sex? What will
you do when youre in that situation? The best time to think about how youd handle
something risky is before it actually happens. Will you say no? If so, how will you say
it? And if you do go all the way, how will you protect yourself and your future?

Teen Pregnancy Prevention: Why does it Matter?

Many young people engage in sexual risk behaviors that can result in unintended health
outcomes. For example, among U.S. high school students surveyed in 20131
47% had ever had sexual intercourse.
34% had had sexual intercourse during the previous 3 months, and, of these
41% did not use a condom the last time they had sex.
15% had had sex with four or more people during their life.
Only 22% of sexually experienced students have ever been tested for HIV.
25% of high school students who were currently sexually active drank alcohol or
used drugs before last sexual intercourse
Sexual risk behaviors place adolescents at risk for unintended pregnancy, sexually
transmitted diseases (STDs), loss of education, career opportunities and living in
poverty:
Nearly half of the 20 million new STDs each year were among young people,
between the ages of 15 to 24.4
Approximately 273,000 babies were born to teen girls aged 1519 years in 2013.5
3 in 10 teen American girls will get pregnant at least once before age 20. Thats
nearly 750,000 teen pregnancies every year.
Parenthood is the leading reason that teen girls drop out of school. More than 50%
of teen mothers never graduate from high school.
Less than 2% of teen moms earn a college degree by age 30.
The United States has one of the highest teen pregnancy rates in the western
industrialized world.
In 2011, the teen birthrate in the United States fell to the lowest level recorded in
nearly 70 years of tracking teen childbearing.
In 2008, the teen pregnancy rate among African-American and Hispanic teen girls,
ages 15 to 19, was over two and a half times higher than the teen pregnancy rate
among white teen girls of the same age group.
8 out of 10 teen dads dont marry the mother of their child.

A sexually active teen who doesnt use contraceptives has a 90% chance of
becoming pregnant within a year.
More than half of all mothers on welfare had their first child as a teenager. In fact,
two-thirds of families begun by a young, unmarried mother are poor.

To reduce sexual risk behaviors among youth, schools and other youth-serving
organizations can help young people adopt lifelong attitudes and behaviors that support
their health and well-beingincluding behaviors that reduce their risk for unintended
pregnancy and STDs.

Overview of Service Learning Activity

Objectives
The goal of this project and activity is to provide a curriculum-based intervention to educate
young people on issues such as responsible behavior, relationships, pregnancy and STD
prevention and to promote healthy behavior and responsible decision making in the lives of
teenagers.
Lets Talk about Sex is suitable for use in group or class settings in clinics, communitybased organizations, or schools/colleges. It should be noted, however, that the subject
matter is mature and in some cases quite graphic in nature, and may not be appropriate for
participants under the age of 16.

Activity
Lets Talk about Sex is three 1-hour classes/workshops consisting about one sexual risk
behavior. There are interactive activities (e.g., role-play exercises, visualizations, etc.),
constructed primarily around Sex Ed in a Bag Series by Karen Rayne, Ph.D., accompanied
by lecture and augmented with discussion and other activities.

Consent to Bicycle
Consent is a frequent topic in many high school and college classrooms. This activity adds to
the body of activities concerning consent by inviting participants to actively engage with the
language of consent and consider its effectiveness at conveying intent and desire. This
activity is best done after a group has considered how to make sexual decisions.
Session 1: Increase knowledge about sexual risk behaviors that could lead to unintended
pregnancies, STDs including HIV/AIDS such as sexual assault.
Modify values, beliefs, and attitudes that impact sexual behavior.

Sexy Ring Tones

This activity is designed to be an engaging, fun, and fast-paced conversation starter about
boundary setting, decision-making, and coercion within the context of sexting. Discussion
questions include what constitutes an appropriate way to make a request of a partner, how
to decline a request, and what to do when someone has (or you have) pushed too hard.
Session 2: Increase knowledge about Sexting and the correlation between sexual risk
behavior and unintended pregnancy.
Build communication skills to prevent risky sexual behaviors and increase condom use.

Sex on the Beach

Alcohol is blamed for many social issues, even as it is used to smooth over social engagements at high
rates. Education around alcohol and sexuality tends to be focused on statistics and sexual assault. Many
students, both over and under the legal drinking age, find these approaches difficult to relate to. This
activity leads students through experiencing and seeing what research shows are the effects of alcohol
on social interactions and then prompts student-led discussions.
Session 3: Modify attitudes about the effects of alcohol and its relationship to sexual risk
behaviors.
Build refusal communication skills.
Build condom use skills.
Increase awareness about how life choices can impact decision-making and health.

Unique Features of Service Project

There is no cost for participating in the program, and each participant will receive a safe sex
packet with various types of condoms, information and candy. This project is scheduled to
happen the 1st Wednesday in May during the National Day to Prevent Teenage Pregnancy
Campaign. ORI 102 First Year Experience Students will collaboratively teach at least three
Health Education classes with instructor on the three topics above.
The program will be utilizing freshman college students as "peer educators" to present
the Lets Talk about Sex curriculum to the participants. They will teach the program and act
as role models for the participating teens. The college students will obtain credit for their
service learning requirement and they will also benefit from the information learned
implementing the activity.

Theoretical Framework
The primary theoretical underpinning of the intervention is a cognitive-behavioral approach,
focusing on elements of the Information-Motivation-Behavioral model (IMB). Cognitivebehavioral therapy seeks to change a person's thinking and behaviors by educating the
person and reinforcing positive experiences that will lead to fundamental changes in the way
that person behaves. IMB posits that information is a prerequisite to risk-reduction
behavior; motivation to change those behaviors determines prevention behaviors, and
behavioral skills affect whether a knowledgeable, motivated individual will be able to change
his or her behavior.

References
1. CDC. Youth Risk Behavior SurveillanceUnited States, 2013. MMWR 2014;63(SS-4).
2. CDC. Diagnoses of HIV infection and AIDS in the United States and dependent areas, 2013. HIV
Surveillance Report, Volume 25.
3. CDC. Estimated HIV incidence in the United States, 2007-2010. HIV Surveillance Supplemental
Report 2012;17(No. 4).
4. Satterwhite CL, et al. Sexually transmitted infections among U.S. women and men: Prevalence
and incidence estimates, 2008. Sexually Transmitted Diseases, 2013; 40(3): pp. 187-193.
5. Martin JA, Hamilton BE, Osterman MJK, Curtin SC, Mathews TJ. Births: final data for
2013. National Vital Statistics Report. 2015;64(1).

8. Shuger, L. (2012). Teen Pregnancy and High School Dropout: What Communities are Doing to Address
These Issues. Washington, DC: The National Campaign to Prevent Teen and Unplanned Pregnancy and
Americas Promise Alliance.

Kost, Kathryn, and Stanley Henshaw. U.S. Teenage Pregnancies, Births and Abortions 2008:
National Trends by Age, Race and Ethnicity. New York: Guttmacher Institute. [Online].
Accessed February 11, 2014, .
2

StayTeen. "Stay Informed: Teen Pregnancy." StayTeen. Accessed March 10, 2015. .

HealthResearchFunding.org. "22 Important Unplanned Teenage Pregnancy Statistics."

HealthResearchFunding.org. Accessed March 10, 2015. .

StayTeen. "Stay Informed: Teen Pregnancy." StayTeen. Accessed March 5, 2015. .

Boonstra, H. "Teen Pregnancy: Trends And Lessons Learned." The Guttmacher Report on Public
Policy 5, no. 1 (2002). Accessed February 11, 2014,
http://www.guttmacher.org/pubs/tgr/05/1/gr050107.html.

Planned Parenthood Federation of America, Inc. "Pregnancy and Childbearing Among U.S.
Teens." PlannedParenthood.org. Accessed February 11, 2014,
http://www.plannedparenthood.org/files/PPFA/pregnancy_and_childbearing.pdf.

Kost, Kathryn, and Stanley Henshaw. U.S. Teenage Pregnancies, Births and Abortions 2008:
National Trends by Age, Race and Ethnicity. New York: Guttmacher Institute. [Online].
Accessed February 11, 2014, http://www.guttmacher.org/pubs/USTPtrends08.pdf.

StayTeen. "Stay Informed: Teen Pregnancy." StayTeen. Accessed March 10, 2015. .

American Civil Liberties Union. "Preventing Teenagers from Getting Contraceptives Unless
They Tell a Parent Puts Teens at Risk." ACLU.org. Accessed February 11, 2014,

https://www.aclu.org/reproductive-freedom/preventing-teenagers-getting-contraceptives-unlessthey-tell-parent-puts-teens-.

10

StayTeen. "StayInformed: Teen Pregnancy." Stay Teen. Accessed March 10, 2015. .

11

Hamilton, Ph.D., Brady E., and Stephanie J. Ventura, M.A.. "Birth Rates for U.S. Teenagers
Reach Historic Lows for All Age and Ethnic Groups." CDC.gov. Accessed February 11, 2014,
http://www.cdc.gov/nchs/data/databriefs/db89.htm.
Boyer, C.B., Shafer, M-A., Shaffer, R.A., Brodine, S.K., Pollack, L.M., Betsinger, K., Chang,
Y.J., Kraft, H.S., Schachter, J. 2005. Evaluation of a cognitive-behavioral, group,
randomized controlled intervention trial to prevent sexually transmitted infections and
unintended pregnancies in young women. Preventive Medicine, 40, 420-431.

Condom Wise
Condom Wise
This learning activity is designed for 14- to 18-year-olds. Youth participating in this activity
should have been given basic information about condoms and other birth control methods.

Objectives
1. To establish a group norm that using condoms is the recommended choice for
sexually active youth.
2. To encourage youth who are surrounded by negative condom use norms to stay
committed to their positive attitudes about condom use.
3. To introduce the concept of committing to use condoms for at least the first six
months of a sexual relationship.

Time
30 to 45 Minutes

Materials

Three placards reading: "Yes," "No," and "Depends"

Paper and pencil for each youth

Procedure
I.

Introduce The Activity:

Tell students that now that they have learned about condoms, it is time to apply
what they know to decisions about when to use condoms. Tell them that they will be
asked their opinions about whether or not a "case study couple" should use
condoms. Let them know that their answers will be private unless they feel
comfortable sharing with the group.

II.

Present Case Study and Questions:

A.

Pass out paper and pencils. Ask youth to make a column of numbers on the
left-hand side of the page, from one to six.

B.

Read the description of the case study couple below:

Jared and Maria have been together for several months. They dont know
about each others sexual histories, but both assume the other has never had
sex (or at least unprotected sex) with anyone else. Recently, their kissing
sessions have gotten more "involved." They havent talked about it yet, but
they are both interested in having sex sexual intercourse that is.

C.

Read the questions below and ask the youth to answer each question by
writing either "yes," "no," or "depends" on their paper next to the number for
each question. Warn them that they may not use all six numbers. Tell them
that if they choose "depends," they must write a brief explanation about why
they chose that response.

1.

Do you recommend Jared and Maria use condoms?

2.

Here is some new information about the couple: One of them has had
unprotected sex with three other people, one of these three people is
known for "getting around," or having sex with a lot of people. Do you
recommend Jared and Maria use condoms?

3.

Here is some new information about the couple: Jared and Maria
decide to get tested for STIs including HIV. Since the window period
for knowing if you have HIV (the time it takes for HIV antibodies to
develop in response to HIV in the body) is six months, the clinic
counselor recommends that Jared and Maria either do not have sex OR
that they use condoms every time they have sex for six months. After
that time, they can be retested and will know for sure whether or not
they are infected with HIV.
Do you recommend Jared and Maria use condoms?
Explain to the youth that clinic educators are recommending that any
sexually active couple, teen or adult, commit to using condoms for at
least the first six months of their sexual relationship. This trend of
making six-month condom commitments has three real benefits:

4.

It reduces a couple's chances of having unprotected sex.

It allows time for complete and accurate HIV testing.

It relieves the couple of the task of researching other contraceptive

options until their relationship is established.

Here is the last prepared question (a repeat of the first question):

Jared and Maria have been together for several months. They dont
know about each others sexual histories, but both assume the other
has never had sex (or at least unprotected sex) with anyone else.
Recently, their kissing sessions have gotten more "involved." They
havent talked about it yet, but each of them is interested in having
sex (intercourse). Do you recommend Jared and Maria use condoms?

III.

5.

(Optional): Allow a youth to add or change the details of the Jared and
Maria Story. Then ask the group if they recommend that Jared and
Maria use condoms.

6.

(Optional): Repeat Step #5 with another youth.

Have Youth Choose Their Corners:

Hang the "Yes," "Depends," and "No" placards in three corners of the room. Let the
youth know that you will ask the questions again, and they are invited to stand in
the corner of the room that corresponds with their answer. Once in their corners, ask
two to three youth from each corner to share why they are in that corner.
Educators' Note: If a large portion of the group is uncomfortable doing this part of
the activity, collect the answer sheets discretely. Shuffle the sheets and pass them

out to youth. Instruct youth to stand in the corners that correspond to the answers
on the sheets they were given. This way all answers will be shared but in an
anonymous and less embarrassing way.
IV.

Lead Large Group Discussion:

Have the youth return to their seats. Choosing from the following questions, lead a
discussion about what they learned from the activity.
A. What did you learn from this activity?
B. Did seeing other teens' opinions about condom use change your opinion?
Explain.
C. What did the majority of the group think Jared and Maria should do in
Question #4 (the repeat of Question #1)?
D. How does it feel to agree with the majority of the group? How does it feel to
disagree with the majority of the group?
Follow up with one of these two types of responses:
For a condom supportive group: Explain that when our attitudes and
opinions are consistent with those of our peers, it can be easier to do what we
feel is right. Reflect back that the wisdom of this group was to recommend
condom use. So remember when you hear negative things about using
condoms, your peers recommend that sexually active youth should use
condoms.
-- OR -For a condom negative group: Explain that having a "minority opinion"
about condom use can sometimes make it hard to stick to your opinion. You
can gain support by hanging out with friends who share your opinion, avoid
getting romantically involved with someone who does not share your opinion,
and remind yourself using self-talk why you believe what you do.
E. If you had a friend who told you he or she was going to have sex with
someone, would you feel comfortable sharing your opinion? Explain.
F. Under what circumstances should sexually active couples use condoms?
G. What do you think about the "committing to condoms for six months" trend?
H. When should a couple not use condoms?

Summary and Closure

I.
II.

Thank the youth for participating in the activity.

Summarize the condom supportive messages and other important points that arose
during the activity or discussion, which may include:
Condoms protect against pregnancy, STIs and HIV.

The trend of new couples committing to condoms for six months is becoming a more
common practice for youth and adults.

Condom use was recommended by the majority of the group.

When ones beliefs are consistent with the social norm, it is easier to act on them.

Sex and Alcohol: A Risky Mix

Objectives
After completing this activity, high school students will be able to identify:
1. reasons why people use alcohol,
2. negative things that can happen as a result of mixing sex and alcohol, and
3. ways to reduce risk and harm if mixing sex and alcohol.

Time
50-60 Minutes

Preparation
1. Make copies of student case studies, "Veronica's Story" and "Mark's Story" for
each student.
Note: Links on this page with the Portable Document Format icon require Adobe
Acrobat Reader to view and print them. You can download this free software
at:http://www.adobe.com/prodindex/acrobat/readstep.html.

Procedure
Introduce the activity
1. Explain that this activity aims to explore issues of mixing sex and alcohol. The
educator should establish ground rules among students to guide the discussion if
he/she has not already done so.
Educator's Note Regarding Confidentiality:

In framing the discussion, the educator should identify and communicate to the students
the limits of their confidentiality.

The activity will be much more effective if students can be assured that adults will hold
anything they say about sexual activity or drug use in confidence.

If the educator is presenting in a classroom where teachers or other staff will be in the
room, the activity and confidentiality should be discussed among the adults beforehand.

If there are any adults in the room who cannot hold such information in confidence,
students should be warned so that they can make choices about what to disclose.

Pass out and process "Veronica's Story" with students.

1. Have students volunteer to read the story aloud, one paragraph at a time, plus the
final discussion questions.
2. Break the group into groups of four or five. Have half the groups brainstorm answers
to Question #1; the other groups brainstorm answers to Question #2.
3. Give the groups five minutes to brainstorm, and ask each group to select someone to
record the answers.
4. Ask the recorder to write down all answers given rather than debate whether the
answers are good or not.
5. After five minutes, reassemble the whole group and ask for reports from the small
groups who looked at Question #1: "What might be some of the reasons that
Veronica likes to drink?"
6. Record answers on the board or on a flip chart. Be sure to include the following:
o

fit in/peer pressure

makes her feel less inhibited

helps her "escape" from problems

feels good/to have fun

7. Ask for reports from the groups who looked at Question #2: "What are some
negative things that could happen if Veronica keeps mixing sex and alcohol?"
8. Record answers on the board or on a flip chart. Be sure to include the following:
o

unwanted pregnancy

HIV

STIs

rape/sexual assault

regret

emotional upset

9. Have the whole group brainstorm answers to Question #3: If Veronica decides to
keep mixing sex and alcohol, what can she do to protect herself from some of those
negative things? Be sure to include the following:
o

"Abstinence/not drinking is the safest thing she can do, but if Veronica wants to
drink, she should consider drinking in moderation. That means to know her limits
and not drink too much."

Veronica can bring condoms herself.

Veronica can ask for more information from the clinic about the pill and whether
her fears are based in reality.

Veronica can make sure that she and her friends look out for each other.

Educator's Note:
Students expect educators to disapprove of alcohol/drug use. Slogans from the War On
Drugs campaign from the '80s and '90s like "Just Say No" are nice in theory, but they do
nothing to help young people develop the critical thinking skills needed to navigate the

challenges of growing up today. The War On Drugs campaign also spread shaming
messages that promoted negative labels like, "Users are losers."
In response to the question, "What might be some reasons that Veronica likes to drink?"
students may give judgmental responses like: stupidity or low self-esteem.
With responses like these, educators need to ask questions like:

Stupidity: "People generally have a reason for the things they do that make sense to
them at the time. What do you think Veronica is looking for in her choice to drink
alcohol?"

Low Self-Esteem: If Veronica's self-esteem is low, what might she get out of drinking?

The point here is to identify the positive intent in Veronica's choice to drink. If we see
Veronica from the vantage point of her strengths and intelligence, we can link her positive
intentions to positive choices that she can make to protect herself if she chooses to keep
mixing sex and alcohol.

Pass out and process "Mark's Story" with students.

1. Repeat processing procedure used for "Veronica's Story."

Final discussion questions:

1. How are Veronica's and Mark's stories different?
2. How are they the same?

Summarize the Activity

1. Summarize the activity by stating that:
o

There are many reasons that people choose to drink.

There are many bad things that can happen if you mix sex and drugs.

The way to protect yourself 100% is not to mix sex and drugs.

If you do choose to mix sex and drugs, it's important to be safe and know your
limits.

Variations on the Activity

1. If time is short, do only one case study, whichever seems more relevant.
2. If there is time, have two sessions. Use one case study for each session, with longer
small group time and more in-depth discussion.
3. Break students into single-gender groups and have young women read one case,
young men the other. (It might be useful to have young women read Mark and
young men read Veronica.)