j----_. - New York Civil Liberties Union

Mahopac 135
o . You are alone with the boy or girl.
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b. You may have done a lot of touching and feeling close.
You can still stop and decide not to have sex or you can still use
protection. But if you go past a red alert signal without stopping
and/or preparing first, your life may be forever changed.
4. List "Yellow Alert" and "Red Alert" headings on the board and
offer a few examples of signs (see Teacher reference 6.1). Then
add signs that the students suggest.
5. Lead students in a discussion that focuses on what to do to avoid
unwanted or unprotected sex. Use signs offered by students to
shape the discussion;
Handling
Crisis Situations
l.Explain to students that they now have had the opportunity to
clearly identify sex alert situations. The next step is to learn to
deal effectively with those situations. That is, they need to think
about possible ways to get out of an alert situation.
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2. Distribute Handling Crisis Situations (Worksheet 6.2). Students
should name two yellow alert signs and .two red alert signs and
identify an alternative action plan for each. Tell students that red
alert situations usually require alternative actions, delaying or
refusal until the crisis passes or until you are able to get protection.
In yellow alert situations, students can avoid the situation
entirely or get protection so that a red alert situation doesn't occur.
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3. Discuss an example: If the student wrote "I get dressed up in my
sexiest clothes" as a yellow alert sign, he or she might generate an
alternative action plan such as:
a. I'm going to think through what I will do to stop if Iget close
to having sex.
b. I'll plan something to do that will keep us away from having
sex.
C. I'll stop and get protection at the drugstore before I see him or
her.
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