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

Mahopac 205
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Leave space for writing "doubt" and for writing "doubt busters."
These are things you can do or say to yourself to make using a
condom easier. The last four to six ideas canjust be listed. "Doubts"
and "doubt busters" might include the following examples:
DOUBT: I' ll look like a beginner if l don't know what to do with
the condom.
DOUBT-BUSTER ACTION: I'll practice putting a condom on
my fingers so I'm sure I'll know how.
DOUBT: It will/oak as if l planned it Ifl have the condom ready.
DOUBT-BUSTER ACTION: I could tell him orher that we could
go shopping for it together.
DOUBT: It won't feel as good if we use a condom.
DOUBT-BUSTER ACTION: Be sure we don't rush so we can
enjoy the whole time together before and after the condom.
DOUBT: He or she won't keep going out with me If l don't have
sex.
DOUBT-BUSTER ACTION: Think of other ways to keep the
relationship interesting.
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DOUBT: He or she might think l am HIV-infected or have another
STD if l suggest using a condom.
DOUBT-BUSTER ACTION: I can say that I don't have anything
infectious, but this is good protection anyway.
DOUBT: It won't work if l don't do it right.
DOUBT: It might start an argument if l say no.
DOUBT: The condom might break.
For the first four ideas, work with the class to generate the "doubt
busters" that counter the "doubts" and then identify what can be
said or done to improve the likelihood of success. Leave the rest
of the ideas on the board.
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190
2. Now repeat the exercise for abstinence. Ask students for doubts
about their ability to stay abstinent in the face of the temptation to
have sex. Many of the items may be similar to the ones you have
already listed and will address issues like: (1) I wil1 seem inexperienced
or silly; (2) he or she will think that I don't love him or her
enough to do anything; (3) it might start an argument and hurt our
relationship. Add these ideas to the list of doubts that you generated
before.
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