Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

Activity 5-3Sexual Values LineDescription of ActivityObjectives: Students will be able to:Express reasons young people should or should not have sexRisk and Protective Factors Affected:Values and attitudes about having sexActivity:The educator asks students to imagine that they have a brother or sister who is a year younger thanthemselves and who doesn’t know whether to have sex for the first time. He/she is asking you whathe/she should do.After students spend a few minutes writing down what they would tell their brother/sister, theyare asked to stand in one corner of the room representing their recommendation that theiryounger brother/sister have sex at this time in his/her life, at another corner representing theirrecommendation that their younger brother/sister wait to have sex, or somewhere in betweenrepresenting their uncertainty.When standing in locations representing their beliefs, students are asked to voluntarily state whythey believe their younger brother/sister should or should not have sex. It is important to havestudents in different locations express their views.Important Considerations in Using It1. This activity may only be effective when a majority of the students believe their brother/sistershould not have sex. If the students are older and sexually experienced, the group norm andpressure may be to have sex, rather than not to have sex. Thus, this activity should only beconducted with students who are young enough or sufficiently favorable to abstinence to givestrong reasons for waiting until older.2. Students should not be forced to participate if they are uncomfortable taking a position in theclassroom.3. Sexually active students may use this to give testimony as to why they wish they had waited.References for Lessons That Describe a Similar Activity More Fully1. Reducing the Risk, Class 11: My Kid Sister72 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs