(066) Development of Sex Education and Violence Prevention Curriculum for Adolescents

Abstract

Introduction Controversy surrounding sex education for youth has led to increased clinical content in these curricula, emphasizing health implications of sexually transmitted infections and pregnancy prevention methods while failing to acknowledge nuanced areas such as pleasure or masturbation. The increasingly medicalized approach to sex education for high school students represents a missed opportunity to provide students with broader insight into topics that surround sexual health behaviors. Objective The purpose of our project was to develop an inclusive, comprehensive sex education and interpersonal violence prevention curriculum. Methods A curriculum was designed with the following learning objectives: 1) help students identify their sexual beliefs and their societal influences, 2) normalize sexual exploration and pleasure, and 3) address safe partner engagement. The first section of the curriculum focuses on the differentiation between gender and sexuality. Students are then encouraged to consider how these identities have been influenced by purity culture that deems sexuality permissible only within the context of a cis-gendered, heterosexual married couple. A second activity then validates individuals’ sexual preferences and normalizes the pursuit of personal pleasure through exploration and discussion of masturbation. The conversation is then expanded to tools for partnered pleasure including communication, consent, and sexually transmitted infection and pregnancy prevention methods. The final section of the curriculum addresses partner relationships outside of strictly sexual interactions and provides information about healthy relationships, behaviors concerning for intimate partner violence, and intervention techniques for both members of these relationships and bystanders. Results A pilot version of the curriculum was delivered to a group of high school students attending a summer program for aspiring healthcare professionals (n=13). A post-intervention survey was developed to assess students’ self-reported change in knowledge on a scale from one (no improvement) to five (improved a lot). Among the students who completed the evaluation (n=6), the average response was 3.67 for gender and sexuality topics, 3.83 for sexually transmitted infections and pregnancy prevention, and 4.50 for interpersonal violence recognition and intervention. Conclusions For future iterations of the curriculum, pre-assessment surveys will be distributed to measure students’ familiarity with gender, sexuality, contraception, and healthy relationships; thus, allowing the curriculum to be customized based on individual population needs. Additionally, methods for improving feedback survey adherence among students are being explored. Relationships with local high schools are currently being established to allow for wider distribution of the curriculum. Ultimately, this curriculum seeks to gain insight into the efficacy of normalizing desires and stressing personal pleasure to improve factual knowledge about sex and sexuality as well as bolster students’ confidence in assessing and addressing harmful relationship dynamics. Disclosure No