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This curriculum represents the current approach to prevention education about sexually transmitted diseases (STD) for students in grades 7-12, combining health messages about STD, including HIV/AIDS, into one curriculum. The instructor's guide discusses adolescents' need for STD/HIV prevention education; presents information about the effectiveness of STD prevention and goals and implementation strategies for school STD/HIV prevention education; and offers and selected information resources. Two lesson plans (one for five sessions and one for eight sessions) are presented. Next, the manual highlights 19 learning opportunities (e.g., identifying STD/HIV issues, dating and avoiding STD/HIV, resisting negative peer pressure, STD/HIV support and help sources, and Internet STD/HIV advice council). The learning opportunities are intended to reinforce the health-enhancing attitudes, behaviors, and skills emphasized in the student manual. The final section presents five types of test questions: true/false, multiple choice, short answer, essay, and life situations. Two appendixes offer handouts (sources of STD/HIV help, STD/HIV summary sheet, and guidelines for correct condom use) and worksheets (e.g., identifying STD/HIV issues, spread of STD/HIV opinion, choosing abstinence, and barriers to condom use). (SM)

EveryBody is a curriculum that emphasizes prevention of human immunodeficiency virus (HIV) and other sexually transmitted diseases (STDs) among early adolescents. It fosters active learning and facilitates communication about HIV/STD prevention and promotes safer behaviors. EveryBody incorporates current research on adolescent development so it can meet students where they are. Its abstinence-based approach promotes risk elimination as the safest way to prevent HIV/STD infections, endorsing risk reduction as an important component of HIV/STD prevention strategies. Lessons and activities promote development, internalization, and use of prevention-related skills and knowledge, commitment to lifelong health, self-efficacy, hope for the future, and courage. EveryBody aims to prevent interconnected high-risk behaviors and encourage interconnected protective behaviors. The curriculum addresses relevant psychosocial issues such as the experience of fear and anger in the context of HIV/STD prevention. It examines anger as an uncomfortable emotion and guides students to see that such emotions do not necessitate self-destructive risk taking. Six chapters include: (1) "Developmental Issues"; (2) "Teaching EveryBody"; (3) "Recommended Sequences for EveryBody Activities"; (4) "Information about HIV and AIDS"; (5) "Information on STDs"; and (6) "Information on Alcohol and Other Drugs." Twenty-four activities are included. (SM)

This booklet focuses on the importance of national implementation of comprehensive, effective human immunodeficiency virus (HIV) education for students in school, explaining that prevention education is most effective if initiated before students start to engage in risky behaviors and is reinforced from then on. This booklet examines: "The Work of Prevention"; "Developing HIV Education" (risk behaviors, matching message to maturity, healthy sexuality and relationships, the role of self-esteem, fear and education, and teens and awareness of risk); "Barriers to Effective HIV Education"; "The Politics of HIV Education" (abstinence-based versus abstinence-only programs, research on HIV education, the role of advocacy, and family involvement and local norms); "Professional Training in HIV Education" (inservice training and psychosocial issues in teacher training); and "Model HIV Education Curricula" (elementary, middle, high school, and community-based). The booklet concludes that informed educators can contribute significantly to public advocacy for effective and comprehensive school-based HIV education. A list of resources is included. (SM)

This teacher's guide focuses on ways to prevent teenage pregnancy by teaching and practicing the interpersonal skills necessary to help teenagers abstain or utilize effective contraception methods. The practice in this carefully-tested, 15-lesson curriculum comes in the form of role plays, class discussions, and homework assignments that focus on helping students to improve interpersonal skills and to gain confidence in their ability to manage difficult situations. The introduction states that this distinctly active approach to teenage pregnancy prevention is based on a promising educational model that combines cognitive and social skills training. While providing information about abstinence, contraception, and sexually transmitted diseases, this document blends the facts with a series of skill-building exercises. The curriculum thoroughly covers the advantages of sexual abstinence and encourages teenagers to choose abstinence through several skills integration lessons. For those teenagers who are already sexually active, the curriculum reinforces the use of contraceptives. Homework assignments are included that give students the opportunity to interview their parents or guardians about their attitudes about abstinence and sexuality. The curriculum also provides detailed "Parent Notification and Permission" guidelines for educators, which address informed consent for student participation in the program. (ABL)

This document is a student workbook for a program which focuses on ways to prevent teenage pregnancy by teaching and practicing the interpersonal skills necessary to help teenagers abstain or utilize effective contraception methods. It includes worksheets, homework assignments, role plays, quizzes, handouts, and forms to be used in conjunction with the program. Role plays present situations in which teenagers are at risk of pregnancy, sometimes with the full situation disclosed and others which ask the students to complete the responses of the teenagers. Homework assignments include talking to parents about contraception and teenage pregnancy, shopping for contraceptives, visiting a clinic, and imagining how a sexually transmitted disease would affect the teenager's life. Worksheets are provided on the meaning of abstinence to the student, handling crisis situations, birth control myths and truths, self-examination about avoiding pregnancy, and sticking with contraception and abstinence. Handouts are included on possible delaying tactics, situations requiring decisions about contraception, and a vignette about the changes in a girl and boy's relationship. Quizzes are presented on effective refusals and refusing or delaying sex. (ABL)

The National Center for Children in Poverty(NCCP)has developed a series of issue briefs on the effects of welfare reform on children living in poverty. This issue brief is based in part on "Map and Track: State Initiatives to Promote Responsible Fatherhood," a report supported by The Annie E. Casey Foundation and prepared by NCCP in 1997. The issue brief expands on some of the information on federal changes in the welfare program presented in "Map and Track" and outlines the provisions in the PRA that are related to fatherhood. Of particular interest to educators will be the discussion of the provisions pertaining to "Abstinence Education" (p. 16). Also presented are ways states can help children by including responsible fatherhood as part of their welfare reform agenda. The issue brief takes into account the PRA's legislative emphasis on responsible parenthood and the role of noncustodial and nonresident fathers as economic providers for their children. Main sections of the issue brief are: (1) "What We Know about Low-Income Fathers"; (2) "Fathers as Economic Providers"; (3) "Engaging Fathers in the Nurturing of Their Children"; (4) "Evaluating the Effectiveness of Father-Related State Policies"; and (5) "A Framework for States to Analyze the Implications of the Fatherhood-Related Provisions in the PRA." The brief concludes with a glossary of welfare reform terms. (EV)

This curriculum, directed primarily to students in grades five and six, is a 5-week sexuality education program designed to promote sexual abstinence as the best decision young people can make for themselves. The guide is divided into three general areas of emphasis: Knowing Myself, Reltating to Others, and Planning My Future. These sections are divided into six units that focus the content of the curriculum. The lessons in each unit illustrate and reinforce the themes and skills of each unit and section. Section one, "Knowing Myself," helps students feel good about who they are as individuals; presents factual information relating to male and female reproductive anatomy and physiology, and the changes of puberty; and deals with the establishment of values and decision making. The lessons in section two, "Relating to Others," are intended to broaden students' understandings of communication and to develop skills for more effective communication. The final section, "Planning My Future," is designed to help students discover a sense of connection between their decisions and behavior and life outcomes. Teaching tips, suggestions for answering student questions, and a family handout consisting of a permission letter, guidelines for talking to preteens about sex and sexuality, and suggested reading material for parents and guardians are provided. Transparency masters, student handouts and a glossary are included. (LL)

This curriculum, directed primarily to students in grades nine and ten, is a 5-week sexuality education program designed to promote sexual abstinence as the best decision young people can make for themselves. The guide is divided into four general areas of emphasis. Section one, "Knowing Myself," helps students feel good about who they are as individuals and deals with decision making, the establishment of values, and self-esteem. The lessons in section two, "Understanding Sexuality," address gender roles (sexual identity), male and female reproductive anatomy and physiology (including conception), sexually transmitted disease, and teen parenting. The third section, "Relating to Others," is devoted to helping students understand the impact of both verbal and nonverbal messages and develop the skill of assertive and constructive communication. This section contains three units on communication skills, relationships, and sexual decision making. The final section, "Planning My Future," is designed to help students discover a sense of connection between their decisions and behavior and life outcomes. It contains two units on goal setting and life planning. Teaching tips, suggestions for answering student questions, and a family handout consisting of a permission letter, guidelines for talking to preteens about sex and sexuality, and suggested reading material for parents and guardians are provided. Transparency masters, student handouts and a glossary are included. (LL)

This curriculum, directed primarily to students in grades seven and eight, is a five-week sexuality education program designed to promote sexual abstinence as the best decision young people can make for themselves. The guide is divided into three general areas of emphasis. These sections are divided into six units that focus the content of the curriculum. Lessons in each unit illustrate and reinforce the themes and skills of each unit and section. Section one, "Knowing Myself," helps students feel good about who they are as individuals; presents factual information relating to male and female reproductive anatomy and physiology, and the changes of puberty; and deals with the establishment of values and decision making. The units in section two, "Relating to Others," are devoted to communication skills, family, friendship, dating, and sexual decision making. The final section, "Planning My Future," contains one unit on goal setting and life planning. It is designed to help students discover a sense of connection between their decisions and behavior and life outcomes. Teaching tips, suggestions for answering student questions, and a family handout consisting of a permission letter, guidelines for talking to preteens about sex and sexuality, and suggested reading material for parents and guardians are provided. Transparency masters, student handouts and a glossary are included. (LL)

This pregnancy prevention curriculum guide for seventh and eighth grades is based upon the concept that individuals with social behavioral problems such as teenage pregnancy, drug abuse, criminal records, and other disruptive behaviors have a set of symptoms in common. Those symptoms include poor self-esteem, a lack of assertiveness, the inability to cope positively, poor decision-making skills, and lack of association with positive groups. These five symptoms form the five content areas in the curriculum. Sections for each symptom contain a brief content rationale and lesson plans which focus on the prevention of teenage pregnancy through abstinence. Two surveys on sexual attitudes are included. Each lesson plan's format includes the concept or rationale for teaching the lesson, the behavioral objective, the organization or classroom seating arrangement of the students during the lesson, an outline of the cognitive information to be taught, the activity method or how the lesson is to be taught, time required for teaching the lesson, a listing of equipment and materials required to teach the lesson, the grade level at which it is to be taught, and the North Carolina State Competency Goal which the lesson addresses. A list of suggested audiovisuals and a bibliography are included. (ABL)

This book encourages sexual abstinence as the logical, positive choice for middle school students. The book emphasizes that abstinence eliminates the risks of unwanted pregnancy, sexually transmitted disease, and emotional upheavals. This module's seven sequenced lessons are designed to develop both cognitive and behavioral skills and focus on conveying these three important messages to students: (1) don't let someone else decide your sexual behavior; (2) you can have positive relationships without engaging in sexual intercourse; and (3) you can choose to say "no" to sex. (JD)

This story, one of three in The Sexuality Decision-Making Series for Teens, contains several different possible plot lines depending on the decisions the reader makes for the characters at various "choice points." The story focuses on the theme of abstinence: Serena and James are in love and need to face the realities of their sexual feelings for each other. The story follows this teenage couple through a series of decisions, each of which affects whether or not they have sex and how they manage their lives. There is also a teenage mother in the story--Serena's friend, Shawna. The story models the following communication skills: how to bring up the subject of sex with a partner before being put in a "compromising position"; how to say no to pressure to have sex even in a situation that has gone pretty far; how to bring up the subject of sex and talk to parents about it; and how to express one's own values positively without losing friends or appearing too "square."(TE)