Module 6 - Guidelines for Building an Education Plan for Sex Education

  • What are the gaps in skills/knowledge needed for the individual?

    1. Consider:

      1. individual's interests, needs and abilities
      2. medical, psychological and psycho-social evaluations or other relevant clinical documentation
      3. recommendations of professionals who have knowledge of the individual
    2. Topics to address in assessment (see Table on following page)

  • What is the model (format) for instruction?

    1. Group instruction
    2. Individual instruction
    3. Combination of group and individual
    4. Developmentally and age appropriate (Module 4)
    5. Trauma-informed principles (Module 5)

  • Who will teach?

    1. Consider qualities of a good sexuality educator: Information/Knowledge, Skills, Respect and Values (Module 3)
    2. Consider steering committee, staff training, involving community partners, support needs of staff through use of trauma-informed principles (Modules 4 and 5)

  • What materials/resources will be used?

    1. Approved curricula and resources
    2. Developmentally and age appropriate (cognitively, physically and emotionally) (Module 4) Adult learning style, multiple formats, pacing, a chance to practice and rehearse (Module 4) Trauma-informed principles (Module 5)

  • How will we evaluate progress?

    1. Check for understanding with the individual; stay current with their interests and needs
    2. Checking with the educational team and steering committee (if applicable)

The Assessment should address the topics below as appropriate to the person's understanding and circumstances (interests, experience, rights, communication style and other relevant factors). The assessment process may be completed using a formal tool or through an interview/discussion.

TOPIC EXAMPLES
Individual's interest in learning about topics and issues related to healthy adult relationships, including sexual relationships e.g. Dating, expressions of intimacy (hugging, kissing, holding hands), privacy, romance, sexual touching, kissing and intercourse, sexual decision-making, sexual rights, etc.
Understanding the typical standards regarding adult relationships e.g. Relationships develop over time, another person can't force you to do something you don't want to, sexual rights, friendship vs. sexual relationships, etc.
Self-protection understanding and skills e.g. will deflect someone who makes unwanted advances, understands others must provide permission to touch one's body, will alert others if feeling threatened, sexual rights, etc.
Understanding of boundaries e.g. personal space, interpreting cues from others, communication, sexual rights, etc.
Sexual practices/behaviors that may be risky and/or harmful to self and/or others e.g. illegal sexual activities, privacy considerations, unwanted pregnancy, sexually transmitted diseases, knowledge of the consequences of risky choices both legal and personal health consequences, etc.
Safe masturbation practices e.g. privacy, sanitation, non-harmful, sexual rights, etc.
Sexual identity e.g. including LGBTQ and other topics related to sexual orientation and identity, sexual rights, etc.