Sexual Assault and Dating Violence
Education Curriculum
Prepared by:
Tyson Kay
Christiana Tawzer
Compiled from the following sources:
San Diego Sexual Assault Risk Reduction Curriculum 2001
Michigan Dating Violence “It’s a Big Deal” Curriculum 2002
Cuidate: A Culturally-Based Program to Reduce Sexual Risk Behavior
Among Latino Youth
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
LESSON 1: Intro. to Sexual Assault and Dating Violence
Objectives
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Go over aspects of consent.
Be able to define sexual assault.
Identify behaviors that are considered sexual assault.
Summarize the lesson
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Ask a student to briefly define sexual assault in his or her own words.
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Tell the class that in the next lesson they will learn how to recognize warning signs that indicate
the risk of being sexually assaulted. They will also learn how to reduce that risk.
Answer Key to quiz on next page
•
Questions 1-5 are False.
•
Questions 6-10 are True.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Student Handout
1. Sexual assault is the same thing as rape.
T/F
2. Sexual desire is the motivation for sexual assault.
T/F
3. Strangers commit most cases of sexual assault.
T/F
4. Victims of sexual assault "ask for it" by the way they dress or act.
T/F
5. Weapons are frequently used in sexual assault crimes.
T/F
6. Alcohol and drugs are often involved in cases of sexual assault.
T/F
7. Both men and women can be victims of sexual assault.
T/F
8. The majority of sexual assault victims are between the ages of 14 and 25.
9. It can still be sexual assault even if no physical force is used.
10. The most common place for sexual assault occurs is in someone’s home.
T/F
T/F
T/F
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
Utilized from the Michigan Domestic Violence Prevention & Treatment Board
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.

Sexual assault is any sexual activity without consent. It is not about romance and passion but
about power and control. Sexual assault includes:
o Penile/vaginal sexual intercourse
o Contact between the genitals and mouth
o Contact between an anus and a
o Penetration of the vagina or anus with a foreign object including a finger
When one of the following exists
o
o
o
o
o
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Force, even if there is no bruise or injury
Fear, even if the victim didn’t fight back
A person is disabled and cannot give consent
A person is severely intoxicated or unconscious as a result of drugs or alcohol
The victim is under the age of 18.
Physical force is not the only kind of force that makes one person submit to the demands of
another. Non-physical force is called coercion. U. S. government crime statistics indicate a
woman is sexually assaulted every six minutes.
The incidence of sexual assault has increased four times as fast as the overall crime rate.
While males can be victims, 95% of reported sexual assaults involve female victims. Adolescent
girls are at extremely high risk of being sexually assaulted
Recent data indicates over two-thirds of all sexual assault victims reported to law enforcement
agencies were under the age of 18 at the time of the crime.
Sexual assault can be by a stranger or non-stranger. A stranger is someone completely unknown
to the victim. A non-stranger is someone the victim has known at least briefly.
The majority of assaults are committed by NON-strangers.
These assaults are less likely to be reported. The victim may not even recognize the assault as a
crime
Knowing the perpetrator complicates the trauma of the assault. In addition to dealing with the
physical and emotional effects of the assault, the victim also must deal with feelings of betrayal
of trust
Even if the victim knows or has just met the perpetrator, the assault is still a crime.
Ask the students where and when (time of day, day of week) they think most sexual assaults
occur.
Most sexual assaults occur in the residence of either the victim or the perpetrator between 6:00
PM and midnight, usually on Thursdays, Fridays or Saturdays.
In most sexual assaults, (non-stranger and stranger), NO weapon is used.
o Ask the students what other types of force can be used to coerce a person into having
sex?
53% of teens reported using drugs or alcohol prior to being sexually assaulted.
Use of alcohol and/or drugs increases the potential risk of sexual assault by diminishing the
ability of the victim to recognize or escape a dangerous situation. For example, the victim: may
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.

not recognize warning signs (perpetrator’s behavior), may not assert personal boundaries
clearly, may lose consciousness.
Even if the victim has voluntarily used drugs or alcohol, the assault is still a crime.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
LESSON 2: Risk Reduction

Review previous lesson by going over power/control wheel, equality wheel (5-10 min)
Objectives (30-40 min)
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Students will be able to identify red flags for sexual assault.
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Students will be able to demonstrate ways to reduce the risk of sexual assault.
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Students will be able to identify resources for victims of sexual assault.
1. Introduce the lesson
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Review power/control wheel, equality wheel, and definition of sexual assault.
•
Announce objectives for today.
2. Present red flags for sexual assault
• Explain that red flags are small signs in a person’s behavior or communication that tell you
that things are not OK.
. These red flags can be things that are said or done that make you feel like the person
you are with is not safe or cannot be trusted.
. A red flag is sometimes described as a small voice inside of you or an “uh-oh” feeling
that is warning you that something isn’t right and to be careful.
•
Ask the class for some examples of red flags they think would precede a non-stranger sexual
assault.
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Distribute the student handout, “Red Flags” and review it with the class.
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Point out that what constitutes a red flag may differ from person to person or situation to
situation. The key is to pay attention to how you feel. If something makes you feel
uncomfortable or doesn’t seem right, pay attention to that feeling and be careful.
3. Analyze the sexual assault scenarios
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Divide the students into pairs and give each pair a sexual assault scenario.
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Instruct the pairs to read their scenario, identify the red flags in the story and record them in the
spaces provided at the bottom of the sheet.
4. Discuss the sexual assault scenarios
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When the students have finished working on the scenarios, reconvene the class. Ask for a
volunteer to read his team’s scenario and the red flags they identified.

Ask for other red flags from any other pair with the same scenario.
•
Repeat this process with each of the scenarios.
Points to include in the Discussion
• “No” MEANS “No” Say it clearly, loudly and mean it.
. Always believe that your partner means what he or she is saying. Show respect for your partner’s
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
feelings
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If a person believes he or she will be in danger by saying “no”, (getting beaten or killed because
they can’t get away), and gives in to having sex, this is assault – even if the threat wasn’t real or
acted upon.
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The victim is never to blame for the assault.
. Often a victim feels guilty or blames oneself for the assault. This questioning or blaming
oneself can begin during the assault and reduce the victim’s ability to escape the
situation.
. Self-blame can have profound negative effects on the victim’s recovery from the assault.
5. Present ways to reduce the risk of sexual assault
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Explain that sometimes when a person is in an emotionally or physically dangerous situation,
they freeze and aren’t able to protect themselves.
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Tell the class that one of the best things a person can do to prevent a sexual assault is to think
about those situations ahead of time. Identifying strategies or plans to avoid or escape a
dangerous situation increases the likelihood that a potential victim will recognize trouble and be
able to take action.
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Distribute the “Risk Reduction Tips” student handout.
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Display the “Risk Reduction Tips” transparency and review the methods students can use to
protect themselves from non-stranger sexual assault.
6. Present what to do if someone is sexually assaulted
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Tell the class that if someone has been sexually assaulted they will experience many different
emotions. Although these feelings can be overwhelming, there are ways a victim can help her or
himself.
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Display the transparency “What to do After a Sexual Assault”. Briefly discuss the actions.
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Ask students to think of someone they would go to if they or someone they know was sexually
assaulted.
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Ask a few students to share the identity of the person they chose to help them.
7. Summarize the lesson (5-10 min)
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Distribute the student handout “Personal Bill of Rights”.
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Point out the rape crisis hotline number at the bottom of the sheet.
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Identify other community resources, including a resource on campus.
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Remind students that no one has the right to force or coerce them to have sex.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
Red Flags
Red flags are small signs in a person’s behavior or communication that tell you things are not OK.
•
Red flags can be things that are said or done that make you feel like the person you are with is
not safe or cannot be trusted.
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A red flag is sometimes described as a small voice inside of you or an “uh-oh” feeling that is
warning you that something isn’t right and to be careful.
It’s a red flag if the person you are with:
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Is much older than you and wants to go out with you or “get to know” you
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Has a reputation for being a “player”
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Makes suggestive remarks about your clothes or your appearance
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Ignores, interrupts or makes fun of you
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Sits or stands too close to you or stares at you
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Drinks too much or uses drugs
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Tries to get you to use drugs or alcohol
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Tries to touch or kiss you or gets into your “personal space” when you barely know him/her
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Wants to be alone with you before getting to know you
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Does what he/she wants without asking what you want
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Gets angry or sulks if he/she doesn’t get what he/she wants
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Pressures you to be alone together
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Pressures you to have sex
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Tries to make you feel guilty for saying “no”
Write down any other things that are red flags for you:
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(for instructor reference)
Examples of Red Flags
A small voice inside of you that tells you something isn’t right, that “uh-oh” feeling
• Much older and wants to get to know you
• Is a player
• Suggestive remarks
• Ignores, interrupts, makes fun of you
• Sits or stands too close
• Drinks/ uses drugs
• Tries to get you to drink/use drugs
• Enters your “personal space” too quickly
• Wants to be alone too quickly in a relationship
• Only does what he/she want
• Gets angry/sulks if doesn’t get own way
• Pressures you to be alone
• Pressures you for sex
• Makes you feel guilty for saying “no”
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
Scenario #1
As you read the scenario below, look for the red flags for sexual assault and write them in the space at
the bottom of the sheet.
Jordan's Story
Jordan was excited and a little nervous. She checked her makeup and hair; she wanted to look really
nice for Josh. Jordan met Josh through a mutual friend and had been immediately attracted to him.
After a couple of weeks of flirting, Josh asked Jordan to the beach party.
At the party, Josh paid a lot of attention to her. Jordan was enjoying getting to know Josh. She had
heard some rumors that he had “a lot of girlfriends” but he seemed really sweet and genuine. She could
tell he liked her too. Josh smiled at Jordan and pulled her close. Jordan put her arms around Josh's neck
and put her face on his chest. Josh began to rub Jordan's back and let his hands wander down to her
buttocks. Jordan felt uncomfortable about the way Josh was touching her, so she pushed him away and
suggested they get something to drink.
Josh took Jordan's hand and led her over to the cooler. He handed her a beer and gave her a long, slow
kiss. Jordan was surprised by the kiss and felt unsure about her feelings. She laughed nervously and
began talking about how much she liked the beach as Josh led her away from the party.
When Josh and Jordan got away from the noise of the party, Josh suggested they sit and talk. Jordan
hesitated. She told Josh that she was feeling a little sick and should probably go home. Josh said, "We
won't talk long. I just want to get to know you better." He took Jordan's hand and pulled her down
beside him on the sand.
Jordan sat down feeling confused. Josh began to kiss her. He pushed her down onto the sand and
unfastened the back of her bra. Jordan stopped responding to his kisses and said she wanted to leave.
Josh ignored her and said, "Don't worry, I won't hurt you." and had sex with her. Jordan felt guilty and
wondered what she had done to make Josh act that way.
List the red flags you found in this scenario
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
Scenario #2
As you read the scenario below, look for the red flags for sexual assault and write them in the space at
the bottom of the sheet.
Ana’s Story
Ana went to the party to have a good time, to meet some people. At the party she saw Eric, a guy she
met once or twice before. She saw him looking her direction even though he was talking to some
other guys.
Ana went over and started a conversation. She really liked his looks and he seemed nice. As Ana
learned more about him, she found that she was attracted to him and thought she would enjoy
getting to know him better.
Ana really enjoyed the party -- probably because of Eric. She was surprised and flattered when he asked
if he could take her home. When he suggested going to his place, it sounded like a good idea. Ana was
enjoying his company and thought that she didn’t want to do anything stupid that would ruin her
chances with him.
When they got to his apartment, he put on some music and they talked for a little while. Then he
kissed her. Ana didn’t mind that, but when he started to pull at her blouse, she got upset. She got up
to leave and he grabbed her hand. He told her to sit down, that he just wanted to talk. Ana was
uncomfortable, but she didn’t want to hurt his feelings. Plus, she liked him, so she sat down.
Things really changed in a hurry. He went from Dr. Jekyll to Mr. Hyde. Ana remembered him saying,
"Just relax -- you know it feels good." She was really scared then and tried to get away from him.
That’s when he grabbed her hands and held her down. Ana started to cry and kept begging him to stop,
but he just ignored what she was saying and forced himself on her. Ana couldn’t believe it was
happening.
List the red flags you found in this scenario
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
Scenario #3
As you read the scenario below, look for the red flags for sexual assault and write them in the space at
the bottom of the sheet.
Dream Romance
Jennifer actually thought she knew what she was doing. The problem was that she was 15 years
old when she was sexually assaulted by a 26-year-old man.
It started with an innocent crush. "I thought Gabe was really cute. I used to dream about him asking
me to marry him and taking me away to some island paradise." That never happened.
Instead, one night Jennifer’s older brother invited her to go dancing with them. There was no problem
getting in the club, Jennifer had piled on tons of makeup and she looked old enough. The older crowd
thought it might be fun to see Jennifer drunk. " I remember my brother yelling, ‘Let’s get my sister
drunk!’ and everyone with us cheering."
As the night wore on Jennifer drank and danced. At around 3 a.m., her brother left with some friends
to go pick up his girlfriend. “Ten minutes later Gabe led me out of the club," remembers Jennifer. “He
drove to the nearest motel and got a room. Then he began to kiss and touch me."
"I’d never been touched like that. I’m not sure what I was thinking. I guess I felt lucky that Gabe actually
liked me. I didn’t ask him to stop because I was afraid he’d stop liking me and leave." That night Gabe
had sex with Jennifer. She never screamed or fought back or even said, "no."
The next day, Jennifer went to Gabe’s house to see him. She thought that now they would be together
forever. When she got there, Gabe wouldn’t talk to her and she found out that he lived with his
girlfriend, someone his own age.
Jennifer was exploited and molested. At 15 years old she was too young to consent to sex.
List the red flags you found in this scenario
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
Scenario #4
As you read the scenario below, look for the red flags for sexual assault and write them in the space at
the bottom of the sheet.
Sweet Sixteen
Jessie was excited about Friday night. Her cousin was turning sixteen and they were having a big party.
A lot of her friends were coming to the party. There would be good food, good music and dancing.
The evening started off great, she was having fun and her cousin seemed really happy.
As things were getting going, someone offered Jessie a drink of orange juice with tequila. Jessie decided
that even though she didn’t drink, it wouldn’t hurt to try it. She was going to sleep at her aunt’s house,
all her friends and cousin were there, so why not?
Later that night, as the party was winding down, one of her cousin’s friends arrived – he was with two
guys Jessie had never seen before. She thought it was kind of weird that they showed up so late, but
her cousin seemed to be cool with it.
The guys were kind of quiet. Jessie noticed the guy named Martin staring at her and watching her
dance with her friends. After a while, Martin came over. It turned out that he knew her cousin’s friend
from school. Martin seemed kind of drunk. He told Jessie that they had been partying at the park
before coming over. He headed to the kitchen for another beer and offered to get a drink for Jessie.
She really didn’t want one, but she said yes to be polite.
A little while later, after sipping the drink Martin brought her, Jessie started to feel dizzy and sick. She
was vaguely aware of Martin coming over to her and telling her she needed fresh air. She didn’t want to
go with him but he took her hand and led her outside and to his car. Jessie didn’t want to sit in his car,
but she couldn’t seem to say the words. He helped her into the car. The next thing Jessie knew, Martin
was forcing her head down into his lap.
List the red flags you found in this scenario
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student handout)
Be Safe- Risk Reduction Tips
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Set sexual limits. Think about what sex means to you, decide what your sexual limits are and
how far you want to go. It is your body and no one has the right to force, harass or coerce you
into doing anything that you don’t want to do.
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Practice being assertive and stating what you want.
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Get to know people before giving them a lot of information about you or trusting them.
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Avoid dating or hanging out with people who are a lot older than you.
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Find out about how the person you are with feels or what he or she expects. You may not want
the same thing.
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Hang out with others who share your values.
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Hang out where there are other people and you feel safe.
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Avoid alcohol and drugs. Your best defense is having a clear mind.
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Be aware of “date rape drugs” and how they are used.
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Establish “buddy systems” with your friends and watch out for one another. Agree to tell each
other when you are leaving.
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Always have extra money to get home.
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Have a plan for someone you can call if you need help.
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Do not be alone with him in his home, your home or a friend’s home.
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Don’t do anything that you don’t want to do just to avoid disagreement, unpleasantness or
embarrassment.
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Stop or slow down before you get to your sexual limit.
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Use a confident voice and body posture. Look directly at him or her and say “No” in a firm,
serious voice. Match your body language to your words – don’t laugh and smile while saying
“No”.
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Trust your instincts. If you feel uncomfortable, scared or pressured act quickly to end the
situation. Say “Stop it.” and leave or call for help.
BE AWARE – TRUST YOUR INSTINCTS – BE ASSERTIVE
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
Dating Rights:
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I have the right to refuse a date without feeling guilty.
I have the right to ask for a date without being crushed if the answer is “no.”
I have the right to choose to go somewhere alone without having to pair up with someone.
I have the right not to act “macho” or seductive.
I have the right to say “no” to physical closeness.
I have the right to say, “I want to know you better before I become involved or before we have
sex.”
I have the right to say, “I don’t want to be in this relationship any longer.”
I have the right to equal relationships.
I have the right not to be abused physically, sexually, or emotionally.
I have the right to change my life goals whenever I want.
I have the right to have friends, including those of the opposite sex.
I have the right to express my feelings.
I have the right to set limits, to say “no” or “yes,” and to change my mind if I so choose, without
permission from anyone else.
I have the right to stop doing something, even in the middle of it.
I have the right to have my morals, values, and beliefs respected.
I have the right to say “I love you” without having sex.
I have the right to be ME, even if it is different from the “norm,” or from what you want me to
be.
I have the right to say “I don’t want to please you at this time, or do that.”
I have the right to talk with others about my relationships.
I have the right to be as open or as closed as I feel comfortable.
Reprinted from Utah Coalition Against Sexual Assault handout, which derived it from: Man-toMan: When Your Partner Says No: Pressured Sex and Date Rape by Scott A. Johnson. ©Safer
Society Press, P.O. Box 340, Brandon, VT 05733.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
LESSON 3: Decision-Making
1. Introduce the lesson

Review previous lesson. (5-10 min)
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Explain that we all make numerous decisions throughout the course of each day.
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Ask students to share some of the decisions that they have already made today, e.g. to eat or
not to eat breakfast, what to wear, etc. Ask one or two how they reached the decisions they
made.
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Explain that everyone uses some kind of process, either consciously or unconsciously, to make
decisions.
Point out that some decisions are of little consequence and do not require deliberate,
thoughtful decision-making. Other decisions, however, have an important impact on our lives
and/or the lives of family, friends and others.
Give an example of an important decision such as, whether or not to go to college.
•
•
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Tell the students that in this lesson they are going to learn decision-making steps that they can
use to make thoughtful decisions that have an important impact on their lives.
2. Review the decision-making steps (15-20 min)
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Use the reference given to discuss the steps in making smart decisions: Identify the decision to
be made. List the possible options or choices. Identify the positive and negative consequences of
each option. Choose the best option. Reflect on the decision
3. Guide the class through using the decision-making steps
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Use the scenario below to model using the decision-making steps.
Scenario: Jessica has an important test in English tomorrow. She has to do well on the test to
pass the class. Just as she is sitting down to study, her best friend Mia calls. Mia has concert
tickets for that night and wants Jessica to go to the concert with her.
4. Have the students practice using the decision-making steps
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Assign the students to work in pairs. Distribute the scenarios and a decision-making worksheet
to each pair.
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Instruct the pairs to select a scenario and use the steps to decide a course of action.
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Explain that the scenarios were written about “other people” to protect student privacy.
Encourage them to select a scenario that is similar to a decision that someone they know, or
they themselves, might face.
5. Discuss the decision-making activity
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Ask for volunteers to read their scenario and decision-making worksheet. (For the sake of time,
you may want to have the students read just one positive and one negative consequence for
each option they identified.)
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
•
Ask them to explain the reasons for their final decision.
6. Discuss decision-making and sexual assault prevention
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Have the students think back on what they learned about sexual assault and sexual assault
prevention.
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Ask them to explain how what they learned impacted the decision-making steps activity, for
example, recognized sexual assault as a possible negative consequence, opted for a decision
that would reduce the risk of sexual assault, etc.
7. Summarize the lesson
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Remind students that each of us has responsibility for maintaining his or her personal health and
safety. Although no one can completely eliminate risks to health and well-being, those risks can
be significantly reduced through thoughtful decisions and actions.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Decision-Making Steps
1.
2.
3.
4.
5.
Identify the decision to be made.
List the possible options or choices.
Identify the positive and negative consequences of each option.
Choose the best option.
Reflect on the decision. Why is this decision best at this time?
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Decision-Making Scenarios
1. Lynette has decided to abstain from sex at this time in her life. The girl/guy that she is seeing has
started talking about “getting closer”.
2. Pat and his girlfriend/boyfriend have been dating for about a month. He really likes her/him and
wants things to “go a little farther”.
3. David has learned about STDs and is worried. He and his partner have been having unprotected sex.
4. Taneka is at a party. A guy that she is attracted to, asks her to go into another room to “be alone and
talk”.
5. Luis and his date are home alone. They are together on the couch and begin kissing and touching
each other. His partner begins to unbutton his pants.
6. A girl that you are friends with is being teased at school. Some male students tell her, “We will see
you after school and show you a good time”.
7. Maria’s friend calls and invites her over. He tells her that some people are coming over and bringing a
case of beer.
8. A lot of Tran’s friends are dating and have had sex. They tease him about being a virgin. One night at
a party, they point out a girl and tell him to “go for it”.
9. Delores has had a couple of beers. Her friends begin doing shots of tequila and someone hands her
one.
10. Lamont is hanging out at home with a couple of friends. No one in his family is going to be home for
several hours. There is beer in the fridge and his friends want to party.
11. Karina likes a guy a lot older than she is and he seems to like her back. No one has ever paid
attention to her the way that he does. He calls her and asks her to come on over. He tells her she means
a lot to him and he wants to get to know her even better.
12. James is partying with some friends and they are getting kind of drunk. They are playing truth-ordare. At one point, his friends dare him to have sex with one of the girls. She seems willing but he
doesn’t really want to do it. His friends are beginning to turn on the pressure.
13. Alfredo is at a party where almost everybody is pretty drunk. A couple of his friends are leaving with
a girl he recognizes from school. They tell him to get in the car; he doesn’t want to miss a good time.
14. Marcia has met a guy on the internet that is perfect for her. They have spent a lot of time in chat
rooms, “talking”. He is interested in the same things that she is, he is funny and he seems to understand
how her mom is driving her crazy. He suggests that they meet in person.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
LESSON 4: Sexual Limits with AIDS/HIV & STI Information
1. Introduce the lesson (5 min)
• Explain that sometimes we find ourselves doing something impulsively. Or we may not think about
how we will act until we are faced with a given situation. Acting impulsively or not thinking
ahead can lead to, at worst, dangerous consequences. A key step to protecting our physical and
emotional health and well-being is to think about our limits, or what we are or are not
comfortable doing, ahead of time. This is especially important when it comes to sex.
2. Define sexual limits (10 min)
•
Divide the class into small groups.
•
Ask each group to define the term "sexual limits".
•
Ask them to list reasons for setting personal sexual limits.
•
Have the groups record their definitions and reasons on butcher paper or poster board. Then
have groups display and explain their work.
Concept
•
Sexual limits are sexual behaviors that are identified by an individual as either acceptable or
unacceptable.
•
Sexual limits are personal and vary from individual to individual.
3. Conduct a class discussion about the concept of sexual limits (20 min)
•
Discuss the benefits of identifying and setting sexual limits before sexual activity.
•
Ask the class to explain how sexual limits reflect personal values and goals.
Points to include in the Discussion
• You have the right to say no to sex at any time, even if you’ve been making out and: .
•

drinking or doing drugs

started to and then decided not to continue

been together for a long time

had sex before

just been on an expensive date

gone to a private place to be alone

had sex with this person before
When is ‘yes” really “yes”? When you can answer “yes “ to these three questions:



Do we both want to have sex?
Have I said “yes” clearly?
Has my partner said “yes” clearly?
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
4. Students identify their sexual limits (5 min)
•
Explain that the next exercise is to assist them in identifying their personal sexual limits.
•
Instruct the students to take out a sheet of paper and number it from 1-20.
•
Explain that this next exercise is personal. It is to be done in silence and it will NOT be
collected.
•
Display the page, Your Sexual Limits.
•
Instruct the students to read the behaviors listed. For each behavior they are to think about
whether or not they would be comfortable and ready to engage in that behavior at this point in
their lives or if that behavior is “off-limits”.
•
Tell them to write down YES for comfortable and NO for off-limits next to the number on
their sheet that corresponds with the statement on the transparency.
•
Instruct them that when they are finished, they are to write a few sentences about how their
limits reflect their personal values.
Last, display the page, Who Supports Your Limits? Ask the students to answer the
following questions:
•
1.
2.
Who would respect your limits and support you in sticking to your limits? .
Who would you go to for information about pregnancy, sexually transmitted diseases or
sexual assault?
3.
Who would you talk with if you were pressured to go beyond your limits?
4.
Who would you talk with if you were tempted (or wanted to) go beyond your sexual
limits?
•
Tell the students that they can list the same person for each situation or as many
different people as they wish.
6.
•
•
STI & HIV/AIDS Information
Read through information on each of the STI and HIV/AIDS sheets. (10 min)
Play AIDS Jeopardy game. (remaining class time)
7.
Summarize the lesson
• Remind students that sexual limits vary from person to person and can change during
different phases of their lives. It is important that individuals decide ahead of time what is
best for them and to clearly communicate that decision to their partner.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(to be displayed)
YOUR SEXUAL LIMITS
1. Flirting
3. Kissing
2. Hugging
4. Going out with a person
4 years older
5. Going out with a person 6. Making out at a party in a
8 years older
bedroom
7. Touching partner above 8. Touching partner below
the waist
the waist
9. Using drugs together
10. Using alcohol together
11. Being home alone with 12. Drinking at home alone
partner
with partner
13. Oral sex
14. Vaginal sex with a
condom
16. Vaginal sex without a
15. Anal sex with a condom
condom
17. Anal sex without a
18. More than 2 sexual
condom
partners while in high
school
19. More than 4 sexual
20. Having sex with
partners while in high
someone you just met
school
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
WHO RESPECTS YOUR SEXUAL LIMITS?
WHO WOULD RESPECT YOUR LIMITS AND SUPPORT YOU IN STICKING TO YOUR LIMITS?
WHO WOULD YOU GO TO FOR INFORMATION ABOUT PREGNANCY, SEXUALLY TRANSMITTED DISEASES
OR SEXUAL ASSAULT?
-WHO WOULD YOU TALK WITH IF YOU WERE PRESSURED TO GO BEYOND YOUR LIMITS?
WHO WOULD YOU TALK WITH IF YOU WERE TEMPTED (OR WANTED) TO GO BEYOND YOUR SEXUAL
LIMITS?
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
AIDS JEOPARDY GAME
Procedure:
1. Post the game on white board or other display. Each question difficulty is associated with
increasing value, ranging from $100 to $500; easiest questions starting at $100. There are
bonus questions worth $600 in each category. The main difference in this game is that the
participants will provide the answer to the question, rather than answering as a question, as
the actual game does.
2. Divide the class into two teams and flip a coin to choose the beginning team. Team names
would be useful for keeping score if it is so desired.
3. The team that begins will choose the question and if they are correct in answering the other
teams selects the next category and difficulty level. The teams will answer by ringing a bell
or rapping on the desk, the first one to do so will have the opportunity to answer the
question.
4. The team that provides the correct answer chooses the category and difficulty level from
this point on.
5. This will go until the game is completed, scores are totaled and winner is announced.
6. Review the material by asking if anyone has any questions and encourage them to share
what they learned at home.
AIDS Facts
Prevention
Transmission
Condoms
$100
$200
$300
$400
$500
$600
$100
$200
$300
$400
$500
$600
$100
$200
$300
$400
$500
$600
$100
$200
$300
$400
$500
$600
Condom-Use
Knowledge
$100
$200
$300
$400
$500
$600
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
AIDS JEOPARDY ANSWER KEY
Question
Answer
AIDS Facts
$100
What does “AIDS” Stand for?
$200
$300
What is HIV?
Who can get HIV?
$400
$500
What system does HIV affect?
What happens to a person with
HIV that usually does not happen
to people with a healthy immune
system?
How long can someone be
infected with HIV before they
start to show symptoms?
Acquired Immune Deficiency
Syndrome
The virus that causes AIDS
Anyone—people are not highrisk, their behaviors are.
The Immune System
They acquire certain rare
diseases and infections.
$600 (bonus)
Prevention
$100
$200
$300
$400
$500
$600 (bonus)
Several years can go by with no
symptoms and usually takes
more than 10 years to develop
into AIDS.
Question
Answer
What are two ways to prevent
HIV transmission?
Sexual abstinence, condom use,
not sharing IV drug needles,
mutual monogamy with an
uninfected partner are valid
answers.
Abstinence.
What is the only sure protection
against sexually transmitted
HIV?
Other than abstinence, what is
the best method that offers
protection against sexual
transmission of HIV?
What 2 high-risk behaviors are
associated with HIV
transmission?
What are some safer sexual
behaviors (that won’t transmit
HIV)?
What are two things necessary
for abstinence to work
effectively?
A latex condom.
Unprotected sex (vaginal, oral,
or anal) and sharing IV needles.
Kissing, massage, manual sexual
stimulation, fantasy.
Commitment; belief that
abstinence works is important;
belief that you can get pregnant
or get an STD; recognizing a
potential sexual situation.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Transmission
$100
$200
$300
$400
$500
$600 (bonus)
Condoms
$100
$200
$300
$400
$500
Question
Answer
In what 4 ways can HIV be
transmitted?
Unprotected sex, sharing IV
needles, mom to baby through
breast milk and birth.
The general blood supply is
tested for the antibody prior to
being used.
Blood, semen, vaginal secretions,
or breast milk are all valid.
From mother to baby in the
womb or during birth;
breastfeeding.
Tears, sweat, saliva, and urine.
Why are you less likely to
contract HIV from a blood
transfusion today?
What are 3 of 4 bodily fluids that
transmit HIV?
How do most children with HIV
get infected?
What are 3 body fluids that DO
NOT transmit HIV?
Why is sexual abstinence the
best protection against sexuallytransmitted HIV?
There is no mixing of blood,
semen, or vaginal fluid.
Question
Answer
What is the material that
condoms should be made of to
protect against HIV infection?
What substance can be used
with condoms safely and
effectively to maintain structural
integrity?
What is the type of lubricant you
should never use with condoms
and why?
When is the best time to talk to
your partner about condoms?
When do you remove a used
condom?
Latex (rubber).
Water-based lubricant, or even
Silicone-based lubricant.
Oil based lubricants, such as
Vaseline or baby oil, because
they make holes in the condoms.
In the beginning of the
relationship before sex begins.
Right after ejaculation but
before the penis gets flaccid
(soft).
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Condom-Use Knowledge
$100
$200
$300
Question
Answer
Why can’t condoms be reused?
Once the condom has been
exposed to semen or vaginal
fluids, it does not offer
protection for a second use.
Because it cannot be completely
rolled down a flaccid (soft) penis.
Why should the penis be erect
(hard) when the condom is put
on?
Why should the condom be
placed on the penis before any
genital contact?
$400
Why should some space be left
at the tip of the condom when a
condom is placed on the penis?
$500
How should a condom be
removed after sexual
intercourse?
$600 (bonus)
What can happen if you carry
condoms in a hot or warm place
like your pocket?
Pre-cum or pre-ejaculate
transmits sexually transmitted
infections and contact can occur
before intercourse occurs.
It helps prevent the condom
from breaking by creating a
reservoir for the
semen/ejaculate.
After withdrawing or pulling out
the penis slowly after
ejaculation, hold the condom
firmly by the rim at the base.
Remove the condom from the
penis by rolling it off away from
your partner’s body. Roll it
slowly to the tip of the penis,
remove it carefully and throw it
in the trash. NEVER flush it
down the toilet, as it will clog the
drains.
The heat from your body can
damage condoms within 24
hours.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Chlamydia Information:
What is Chlamydia?
Chlamydia is a common sexually transmitted disease (STD) caused by the bacterium, Chlamydia
trachomatis, which can damage a woman's reproductive organs. Even though symptoms of chlamydia
are usually mild or absent, serious complications that cause irreversible damage, including infertility, can
occur "silently" before a woman ever recognizes a problem. Chlamydia also can cause discharge from
the penis of an infected man.
How common is chlamydia?
Chlamydia is the most frequently reported bacterial sexually transmitted disease in the United States. In
2009, 1,244,180 chlamydial infections were reported to CDC from 50 states and the District of Columbia.
Under-reporting is substantial because most people with chlamydia are not aware of their infections and
do not seek testing. Also, testing is not often done if patients are treated for their symptoms. An
estimated 2.8 million infections occur annually in the U.S. Women are frequently re-infected if their sex
partners are not treated.
How do people get chlamydia?
Chlamydia can be transmitted during vaginal, anal, or oral sex. Chlamydia can also be passed from an
infected mother to her baby during vaginal childbirth.
Any sexually active person can be infected with chlamydia. The greater the number of sex partners, the
greater the risk of infection. Because the cervix (opening to the uterus) of teenage girls and young
women is not fully matured and is probably more susceptible to infection, they are at particularly high
risk for infection if sexually active. Since chlamydia can be transmitted by oral or anal sex, men who have
sex with men are also at risk for chlamydial infection.
What are the symptoms of chlamydia?
Chlamydia is known as a "silent" disease because the majority of infected people have no symptoms. If
symptoms do occur, they usually appear within 1 to 3 weeks after exposure.
In women, the bacteria initially infect the cervix and the urethra (urine canal). Women who have
symptoms might have an abnormal vaginal discharge or a burning sensation when urinating. If the
infection spreads from the cervix to the fallopian tubes (tubes that carry fertilized eggs from the ovaries
to the uterus), some women still have no signs or symptoms; others have lower abdominal pain, low
back pain, nausea, fever, pain during intercourse, or bleeding between menstrual periods. Chlamydial
infection of the cervix can spread to the rectum.
Men with signs or symptoms might have a discharge from their penis or a burning sensation when
urinating. Men might also have burning and itching around the opening of the penis. Pain and swelling in
the testicles are uncommon.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Men or women who have receptive anal intercourse may acquire chlamydial infection in the rectum,
which can cause rectal pain, discharge, or bleeding. Chlamydia can also be found in the throats of
women and men having oral sex with an infected partner.
What complications can result from untreated chlamydia?
If untreated, chlamydial infections can progress to serious reproductive and other health problems with
both short-term and long-term consequences. Like the disease itself, the damage that chlamydia causes
is often "silent."
In women, untreated infection can spread into the uterus or fallopian tubes and cause pelvic
inflammatory disease (PID). This happens in about 10 to 15 percent of women with untreated
chlamydia. Chlamydia can also cause fallopian tube infection without any symptoms. PID and “silent”
infection in the upper genital tract can cause permanent damage to the fallopian tubes, uterus, and
surrounding tissues. The damage can lead to chronic pelvic pain, infertility, and potentially fatal ectopic
pregnancy (pregnancy outside the uterus). Chlamydia may also increase the chances of becoming
infected with HIV, if exposed.
To help prevent the serious consequences of chlamydia, screening at least annually for chlamydia is
recommended for all sexually active women age 25 years and younger. An annual screening test also is
recommended for older women with risk factors for chlamydia (a new sex partner or multiple sex
partners). All pregnant women should have a screening test for chlamydia.
Complications among men are rare. Infection sometimes spreads to the epididymis (the tube that
carries sperm from the testis), causing pain, fever, and, rarely, sterility.
Rarely, genital chlamydial infection can cause arthritis that can be accompanied by skin lesions and
inflammation of the eye and urethra (Reiter's syndrome).
How does chlamydia affect a pregnant woman and her baby?
In pregnant women, there is some evidence that untreated chlamydial infections can lead to premature
delivery. Babies who are born to infected mothers can get chlamydial infections in their eyes and
respiratory tracts. Chlamydia is a leading cause of early infant pneumonia and conjunctivitis (pink eye) in
newborns.
How is chlamydia diagnosed?
There are laboratory tests to diagnose chlamydia. Some can be performed on urine, other tests require
that a specimen be collected from a site such as the penis or cervix.
What is the treatment for chlamydia?
Chlamydia can be easily treated and cured with antibiotics. A single dose of azithromycin or a week of
doxycycline (twice daily) are the most commonly used treatments. HIV-positive persons with chlamydia
should receive the same treatment as those who are HIV negative.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
All sex partners should be evaluated, tested, and treated. Persons with chlamydia should abstain from
sexual intercourse for 7 days after single dose antibiotics or until completion of a 7-day course of
antibiotics, to prevent spreading the infection to partners.
Women whose sex partners have not been appropriately treated are at high risk for re-infection. Having
multiple infections increases a woman's risk of serious reproductive health complications, including
infertility. Women and men with chlamydia should be retested about three months after treatment of
an initial infection, regardless of whether they believe that their sex partners were treated.
How can chlamydia be prevented?
The surest way to avoid transmission of STDs is to abstain from sexual contact, or to be in a long-term
mutually monogamous relationship with a partner who has been tested and is known to be uninfected.
Latex male condoms, when used consistently and correctly, can reduce the risk of transmission of
chlamydia.
CDC recommends yearly chlamydia testing of all sexually active women age 25 or younger, older women
with risk factors for chlamydial infections (those who have a new sex partner or multiple sex partners),
and all pregnant women. An appropriate sexual risk assessment by a health care provider should always
be conducted and may indicate more frequent screening for some women.
Any genital symptoms such as an unusual sore, discharge with odor, burning during urination, or
bleeding between menstrual cycles could mean an STD infection. If a woman or man has any of these
symptoms, they should stop having sex and consult a health care provider immediately. Treating STDs
early in women can prevent PID. Women and men who are told they have an STD and are treated for it
should notify all of their recent sex partners (sex partners within the preceding 60 days) so they can see
a health care provider and be evaluated for STDs. Sexual activity should not resume until all sex partners
have been examined and, if necessary, treated.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Gonorrhea Information:
What is gonorrhea?
Gonorrhea is a sexually transmitted disease (STD). Gonorrhea is caused by Neisseria gonorrhoeae, a
bacterium that can grow and multiply easily in the warm, moist areas of the reproductive tract, including
the cervix (opening to the womb), uterus (womb), and fallopian tubes (egg canals) in women, and in the
urethra (urine canal) in women and men. The bacterium can also grow in the mouth, throat, eyes, and
anus.
How common is gonorrhea?
Gonorrhea is a very common infectious disease. CDC estimates that more than 700,000 persons in the
U.S. get new gonorrheal infections each year. Less than half of these infections are reported to CDC. In
2009, 301,174 cases of gonorrhea were reported to CDC.
How do people get gonorrhea?
Gonorrhea is spread through contact with the penis, vagina, mouth, or anus. Ejaculation does not have
to occur for gonorrhea to be transmitted or acquired. Gonorrhea can also be spread from mother to
baby during delivery.
People who have had gonorrhea and received treatment may get infected again if they have sexual
contact with a person infected with gonorrhea.
Who is at risk for gonorrhea?
Any sexually active person can be infected with gonorrhea. In the United States, the highest reported
rates of infection are among sexually active teenagers, young adults, and African Americans.
What are the signs and symptoms of gonorrhea?
Some men with gonorrhea may have no symptoms at all. However, some men have signs or symptoms
that appear one to fourteen days after infection. Symptoms and signs include a burning sensation when
urinating, or a white, yellow, or green discharge from the penis. Sometimes men with gonorrhea get
painful or swollen testicles.
In women, the symptoms of gonorrhea are often mild, but most women who are infected have no
symptoms. Even when a woman has symptoms, they can be so non-specific as to be mistaken for a
bladder or vaginal infection. The initial symptoms and signs in women include a painful or burning
sensation when urinating, increased vaginal discharge, or vaginal bleeding between periods. Women
with gonorrhea are at risk of developing serious complications from the infection, regardless of the
presence or severity of symptoms.
Symptoms of rectal infection in both men and women may include discharge, anal itching, soreness,
bleeding, or painful bowel movements. Rectal infection also may cause no symptoms. Infections in the
throat may cause a sore throat, but usually causes no symptoms.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
What are the complications of gonorrhea?
Untreated gonorrhea can cause serious and permanent health problems in both women and men.
In women, gonorrhea is a common cause of pelvic inflammatory disease (PID). About 750,000 women
each year in the United States develop PID. The symptoms may be quite mild or can be very severe and
can include abdominal pain and fever. PID can lead to internal abscesses (pus-filled “pockets” that are
hard to cure) and long-lasting, chronic pelvic pain. PID can damage the fallopian tubes enough to cause
infertility or increase the risk of ectopic pregnancy. Ectopic pregnancy is a life-threatening condition in
which a fertilized egg grows outside the uterus, usually in a fallopian tube.
In men, gonorrhea can cause epididymitis, a painful condition of the ducts attached to the testicles that
may lead to infertility if left untreated.
Gonorrhea can spread to the blood or joints. This condition can be life threatening. In addition, people
with gonorrhea can more easily contract HIV, the virus that causes AIDS. HIV-infected people with
gonorrhea can transmit HIV more easily to someone else than if they did not have gonorrhea.
How does gonorrhea affect a pregnant woman and her baby?
If a pregnant woman has gonorrhea, she may give the infection to her baby as the baby passes through
the birth canal during delivery. This can cause blindness, joint infection, or a life-threatening blood
infection in the baby. Treatment of gonorrhea as soon as it is detected in pregnant women will reduce
the risk of these complications. Pregnant women should consult a health care provider for appropriate
examination, testing, and treatment, as necessary.
How is gonorrhea diagnosed?
Several laboratory tests are available to diagnose gonorrhea. A doctor or nurse can obtain a sample for
testing from the parts of the body likely to be infected (cervix, urethra, rectum, or throat) and send the
sample to a laboratory for analysis. Gonorrhea that is present in the cervix or urethra can be diagnosed
in a laboratory by testing a urine sample. A quick laboratory test for gonorrhea in men with symptoms
that can be done in some clinics or doctor’s offices is a Gram stain. A Gram stain of a sample from a
urethra allows the doctor to see the gonorrhea bacterium under a microscope.
What is the treatment for gonorrhea?
Antibiotics can successfully cure gonorrhea in adolescents and adults. However, drug-resistant strains of
gonorrhea are increasing in many areas of the world, including the United States, and successful
treatment of gonorrhea is becoming more difficult. CDC now recommends dual therapy (i.e. using two
drugs) for the treatment of gonorrhea. Persons with gonorrhea should be tested for other STDs.
It is important to take all of the medication prescribed to cure gonorrhea. Although medication will stop
the infection, it will not repair any permanent damage done by the disease. People who have had
gonorrhea and have been treated can get the disease again if they have sexual contact with persons
infected with gonorrhea. If a person’s symptoms continue even after receiving treatment, he or she
should return to a doctor to be reevaluated.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
How can gonorrhea be prevented?
The surest way to avoid transmission of STDs is to abstain from sexual intercourse, or to be in a longterm mutually monogamous relationship with a partner who has been tested and is known to be
uninfected.
Latex condoms, when used consistently and correctly, can reduce the risk of transmission of gonorrhea.
Any genital symptoms such as discharge or burning during urination or unusual sore or rash should be a
signal to stop having sex and to see a doctor immediately. If a person has been diagnosed and treated
for gonorrhea, he or she should notify all recent sex partners so they can see a health care provider and
be treated. This will reduce the risk that the sex partners will develop serious complications from
gonorrhea and will also reduce the person’s risk of becoming re-infected. The person and all of his or her
sex partners must avoid sex until they have completed their treatment for gonorrhea and until they and
their sex partners no longer have symptoms.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Syphilis Information:
What is syphilis?
Syphilis is a sexually transmitted disease (STD) caused by the bacterium Treponema pallidum. It has
often been called "the great imitator" because so many of the signs and symptoms are indistinguishable
from those of other diseases.
How common is syphilis?
In the United States, health officials reported over 36,000 cases of syphilis in 2006, including 9,756 cases
of primary and secondary (P&S) syphilis. In 2006, half of all P&S syphilis cases were reported from 20
counties and 2 cities; and most P&S syphilis cases occurred in persons 20 to 39 years of age. The
incidence of P&S syphilis was highest in women 20 to 24 years of age and in men 35 to 39 years of age.
Reported cases of congenital syphilis in newborns increased from 2005 to 2006, with 339 new cases
reported in 2005 compared to 349 cases in 2006.
Between 2005 and 2006, the number of reported P&S syphilis cases increased 11.8 percent. P&S rates
have increased in males each year between 2000 and 2006 from 2.6 to 5.7 and among females
between 2004 and 2006. In 2006, 64% of the reported P&S syphilis cases were among men who have
sex with men (MSM).
How do people get syphilis?
Syphilis is passed from person to person through direct contact with a syphilis sore. Sores occur mainly
on the external genitals, vagina, anus, or in the rectum. Sores also can occur on the lips and in the
mouth. Transmission of the organism occurs during vaginal, anal, or oral sex. Pregnant women with the
disease can pass it to the babies they are carrying. Syphilis cannot be spread through contact with toilet
seats, doorknobs, swimming pools, hot tubs, bathtubs, shared clothing, or eating utensils.
What are the signs and symptoms in adults?
Many people infected with syphilis do not have any symptoms for years, yet remain at risk for late
complications if they are not treated. Although transmission occurs from persons with sores who are in
the primary or secondary stage, many of these sores are unrecognized. Thus, transmission may occur
from persons who are unaware of their infection.
Primary Stage
The primary stage of syphilis is usually marked by the appearance of a single sore (called a chancre), but
there may be multiple sores. The time between infection with syphilis and the start of the first symptom
can range from 10 to 90 days (average 21 days). The chancre is usually firm, round, small, and painless. It
appears at the spot where syphilis entered the body. The chancre lasts 3 to 6 weeks, and it heals
without treatment. However, if adequate treatment is not administered, the infection progresses to the
secondary stage.
Secondary Stage
Skin rash and mucous membrane lesions characterize the secondary stage. This stage typically starts
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
with the development of a rash on one or more areas of the body. The rash usually does not cause
itching. Rashes associated with secondary syphilis can appear as the chancre is healing or several weeks
after the chancre has healed. The characteristic rash of secondary syphilis may appear as rough, red, or
reddish brown spots both on the palms of the hands and the bottoms of the feet. However, rashes with
a different appearance may occur on other parts of the body, sometimes resembling rashes caused by
other diseases. Sometimes rashes associated with secondary syphilis are so faint that they are not
noticed. In addition to rashes, symptoms of secondary syphilis may include fever, swollen lymph glands,
sore throat, patchy hair loss, headaches, weight loss, muscle aches, and fatigue. The signs and symptoms
of secondary syphilis will resolve with or without treatment, but without treatment, the infection will
progress to the latent and possibly late stages of disease.
Late and Latent Stages
The latent (hidden) stage of syphilis begins when primary and secondary symptoms disappear. Without
treatment, the infected person will continue to have syphilis even though there are no signs or
symptoms; infection remains in the body. This latent stage can last for years. The late stages of syphilis
can develop in about 15% of people who have not been treated for syphilis, and can appear 10–20 years
after infection was first acquired. In the late stages of syphilis, the disease may subsequently damage
the internal organs, including the brain, nerves, eyes, heart, blood vessels, liver, bones, and joints. Signs
and symptoms of the late stage of syphilis include difficulty coordinating muscle movements, paralysis,
numbness, gradual blindness, and dementia. This damage may be serious enough to cause death.
How does syphilis affect a pregnant woman and her baby?
The syphilis bacterium can infect the baby of a woman during her pregnancy. Depending on how long a
pregnant woman has been infected, she may have a high risk of having a stillbirth (a baby born dead) or
of giving birth to a baby who dies shortly after birth. An infected baby may be born without signs or
symptoms of disease. However, if not treated immediately, the baby may develop serious problems
within a few weeks. Untreated babies may become developmentally delayed, have seizures, or die.
How is syphilis diagnosed?
Some health care providers can diagnose syphilis by examining material from a chancre (infectious sore)
using a special microscope called a dark-field microscope. If syphilis bacteria are present in the sore,
they will show up when observed through the microscope.
A blood test is another way to determine whether someone has syphilis. Shortly after infection occurs,
the body produces syphilis antibodies that can be detected by an accurate, safe, and inexpensive blood
test. A low level of antibodies will likely stay in the blood for months or years even after the disease has
been successfully treated. Because untreated syphilis in a pregnant woman can infect and possibly kill
her developing baby, every pregnant woman should have a blood test for syphilis.
What is the link between syphilis and HIV?
Genital sores (chancres) caused by syphilis make it easier to transmit and acquire HIV infection sexually.
There is an estimated 2- to 5-fold increased risk of acquiring HIV if exposed to that infection when
syphilis is present.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Ulcerative STDs that cause sores, ulcers, or breaks in the skin or mucous membranes, such as syphilis,
disrupt barriers that provide protection against infections. The genital ulcers caused by syphilis can
bleed easily, and when they come into contact with oral and rectal mucosa during sex, increase the
infectiousness of and susceptibility to HIV. Having other STDs is also an important predictor for
becoming HIV infected because STDs are a marker for behaviors associated with HIV transmission.
What is the treatment for syphilis?
Syphilis is easy to cure in its early stages. A single intramuscular injection of penicillin, an antibiotic, will
cure a person who has had syphilis for less than a year. Additional doses are needed to treat someone
who has had syphilis for longer than a year. For people who are allergic to penicillin, other antibiotics
are available to treat syphilis. There are no home remedies or over-the-counter drugs that will cure
syphilis. Treatment will kill the syphilis bacterium and prevent further damage, but it will not repair
damage already done.
Because effective treatment is available, it is important that persons be screened for syphilis on an ongoing basis if their sexual behaviors put them at risk for STDs.
Persons who receive syphilis treatment must abstain from sexual contact with new partners until the
syphilis sores are completely healed. Persons with syphilis must notify their sex partners so that they
also can be tested and receive treatment if necessary.
Will syphilis recur?
Having syphilis once does not protect a person from getting it again. Following successful treatment,
people can still be susceptible to re-infection. Only laboratory tests can confirm whether someone has
syphilis. Because syphilis sores can be hidden in the vagina, rectum, or mouth, it may not be obvious
that a sex partner has syphilis. Talking with a health care provider will help to determine the need to be
re-tested for syphilis after being treated.
How can syphilis be prevented?
The surest way to avoid transmission of sexually transmitted diseases, including syphilis, is to abstain
from sexual contact or to be in a long-term mutually monogamous relationship with a partner who has
been tested and is known to be uninfected.
Avoiding alcohol and drug use may also help prevent transmission of syphilis because these activities
may lead to risky sexual behavior. It is important that sex partners talk to each other about their HIV
status and history of other STDs so that preventive action can be taken.
Genital ulcer diseases, like syphilis, can occur in both male and female genital areas that are covered or
protected by a latex condom, as well as in areas that are not covered. Correct and consistent use of latex
condoms can reduce the risk of syphilis, as well as genital herpes and chancroid, only when the infected
area or site of potential exposure is protected.
Condoms lubricated with spermicides (especially Nonoxynol-9 or N-9) are no more effective than other
lubricated condoms in protecting against the transmission of STDs. Use of condoms lubricated with N-9
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
is not recommended for STD/HIV prevention. Transmission of an STD, including syphilis cannot be
prevented by washing the genitals, urinating, and/or douching after sex. Any unusual discharge, sore, or
rash, particularly in the groin area, should be a signal to refrain from having sex and to see a doctor
immediately.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
The Role of STD Detection and Treatment in HIV Prevention - CDC Fact Sheet
Testing and treatment of sexually transmitted diseases (STDs) can be an effective tool in preventing the
spread of HIV, the virus that causes AIDS. An understanding of the relationship between STDs and HIV
infection can help in the development of effective HIV prevention programs for persons with high-risk
sexual behaviors.
What is the link between STDs and HIV infection?
Individuals who are infected with STDs are at least two to five times more likely than uninfected
individuals to acquire HIV infection if they are exposed to the virus through sexual contact. In addition, if
an HIV-infected individual is also infected with another STD, that person is more likely to transmit HIV
through sexual contact than other HIV-infected persons (Wasserheit, 1992).
There is substantial biological evidence demonstrating that the presence of other STDs increases the
likelihood of both transmitting and acquiring HIV.


Increased susceptibility. STDs appear to increase susceptibility to HIV infection by two
mechanisms. Genital ulcers (e.g., syphilis, herpes, or chancroid) result in breaks in the genital
tract lining or skin. These breaks create a portal of entry for HIV. Additionally, inflammation
resulting from genital ulcers or non-ulcerative STDs (e.g., chlamydia, gonorrhea, and
trichomoniasis) increase the concentration of cells in genital secretions that can serve as targets
for HIV (e.g., CD4+ cells).
Increased infectiousness. STDs also appear to increase the risk of an HIV-infected person
transmitting the virus to his or her sex partners. Studies have shown that HIV-infected
individuals who are also infected with other STDs are particularly likely to shed HIV in their
genital secretions. For example, men who are infected with both gonorrhea and HIV are more
than twice as likely to have HIV in their genital secretions than are those who are infected only
with HIV. Moreover, the median concentration of HIV in semen is as much as 10 times higher in
men who are infected with both gonorrhea and HIV than in men infected only with HIV. The
higher the concentration of HIV in semen or genital fluids, the more likely it is that HIV will be
transmitted to a sex partner.
How can STD treatment slow the spread of HIV infection?
Evidence from intervention studies indicates that detecting and treating STDs may reduce HIV
transmission.



STD treatment reduces an individual's ability to transmit HIV. Studies have shown that treating
STDs in HIV-infected individuals decreases both the amount of HIV in genital secretions and how
frequently HIV is found in those secretions (Fleming, Wasserheit, 1999).
Herpes can make people more susceptible to HIV infection, and it can make HIV-infected
individuals more infectious. It is critical that all individuals, especially those with herpes, know
whether they are infected with HIV and, if uninfected with HIV, take measures to protect
themselves from infection with HIV.
Among individuals with both herpes and HIV, trials are underway studying if treatment of the
genital herpes helps prevent HIV transmission to partners.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
What are the implications for HIV prevention?
Strong STD prevention, testing, and treatment can play a vital role in comprehensive programs to
prevent sexual transmission of HIV. Furthermore, STD trends can offer important insights into where the
HIV epidemic may grow, making STD surveillance data helpful in forecasting where HIV rates are likely to
increase. Better linkages are needed between HIV and STD prevention efforts nationwide in order to
control both epidemics.
In the context of persistently high prevalence of STDs in many parts of the United States and with
emerging evidence that the U.S. HIV epidemic increasingly is affecting populations with the highest rates
of curable STDs, the CDC/HRSA Advisory Committee on HIV/AIDS and STD Prevention (CHAC)
recommended the following:




Early detection and treatment of curable STDs should become a major, explicit component of
comprehensive HIV prevention programs at national, state, and local levels;
In areas where STDs that facilitate HIV transmission are prevalent, screening and treatment
programs should be expanded;
HIV testing should always be recommended for individuals who are diagnosed with or suspected
to have an STD.
HIV and STD prevention programs in the United States, together with private and public sector
partners, should take joint responsibility for implementing these strategies.
CHAC also notes that early detection and treatment of STDs should be only one component of a
comprehensive HIV prevention program, which also must include a range of social, behavioral, and
biomedical interventions.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
LESSON 5: Assert Yourself
Objectives:
1. Introduce assertive behavior
• Explain that most people want to be understood and accepted. Knowing this is the first step
toward good communication. Good communication has two components:
. You listen to and acknowledge other people’s thoughts and feelings.
. You express your thoughts and feelings clearly and directly. This is called assertive
communication.
2. Explain the components of assertive communication
• Use the Components of Assertive Communication page to review assertive
communication with the class. .

Direct messages – say what you mean in the fewest words
possible.

Eye contact – look directly at the person.

Confident postures – lift your head and hold your body straight
and erect. Clear, even voice – speak clearly, don’t raise voice,
don’t mumble.

Facial expression matches words – don’t smile or laugh if
uncomfortable, etc.
. Use “I” statements – express the way you feel and what you want. For example, “I
want to be home on time.”
3. Model assertive communication
•
•
Use the following scenario to demonstrate the components of assertive communication.
Set the scene for the students. Ask them for suggestions about what to say and how to say it.
Using the students’ input, model the components of assertive communication. Or, ask for two
student volunteers to role play the scenario for the class (give them a few minutes to script and
practice the role play).
•
Scenario: You have been sitting in a restaurant for 20 minutes without getting service. The
waiter walks by your table.
•
Point out that one can speak assertively whether sitting or standing, customer or service
provider, stranger, friend or family member.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
4. Have the class role play in small groups
•
Tell the students that they will be working in small groups to create assertive communication role
plays. In their groups they will be rotating through various roles. Each student will have the
opportunity to act as reader, responder and observer.
. Reader: Reads the scripted lines from the worksheet to prompt the responder.
. Responder: Responds using assertive communication.
. Observer: Observes the role play, watching for the components of assertive
communication listed on the Observer Checklist. As an assertive behavior is
demonstrated, the observer checks it off the list. The observer then gives feedback to
the responder once the role-play is completed.
•
Divide the class into groups of three students with a mixture of males and females.
•
Distribute a role play scenario and observer checklist to each student.
•
Tell the students to write down how they would respond to each scripted pressure line.
•
Remind them to give a direct message in their response.
•
Begin the role plays. Remind students that each of them should take a turn at being the reader,
responder and observer.
Note to Teacher
It may be necessary for the teacher to designate who in each group will start as a reader and responder
and to guide the role play process.
During role plays, walk around the room to assess how students are using the skill. You may offer
coaching if students are stuck or using the skill incorrectly.
5.
Discuss the Role Plays
 When the small groups are finished, have the class reconvene and discuss the experience.
Discussion Questions
o What was easy about being assertive?
o What was difficult about being assertive?
o Were there barriers to using the skill? Have students suggest ways to overcome these
barriers.
o How was this exercise similar or different from reality?
6. Discuss the role of assertive communication
•
Remind the class of the red flags for sexual assault and risk reduction tips.
•
Ask them to describe how assertive communication can help reduce the risk of sexual assault.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
7. Encourage students to practice assertive communication
•
Explain that communicating assertively and effectively is a skill and needs to be practiced. The
more they practice, the easier it will be for them to say what they mean and mean what they
say.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Observer Checklist:
Components
Direct message
Role Play #1
Role Play #2
Role Play #3
Clear, even voice
Eye contact
Facial expression
matches words
Confident body
posture
“I” statements
Listen and watch the role plays and check off the behaviors that are demonstrated by the
responder. After the role play is completed, share with the responder what he or she did well
and where he or she needs improvement.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
ROLE PLAY #1 – BE SAFE
You and your boyfriend/girlfriend have been going out for a while. From the beginning you touched and
kissed a lot. On his/her birthday, you are alone and feel very close. After you both have some food and
drinks to celebrate, you begin kissing and touching and feeling really good. Your boyfriend/girlfriend
wants to have sex with you, but neither of you has protection. You don’t want to take any chances.
Person 1: “Why are you stopping now?”
Person 2:
Person 1: “It isn’t my birthday every day, you know.”
Person 2:
Person 1: “I thought this is what we both wanted, that we loved each other.”
Person 2:
Person 1: “We’ve done it before.”
Person 2:
Person 1: “Nothing bad will happen; we’ll be careful.”
Person 2:
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
ROLE PLAY #2 – AT A PARTY
You are at a party with someone you like and have gone out with a few times. The party is at a friend’s
house and their parents are gone. A lot of kids are drinking and getting high and some couples are
leaving – maybe to have sex. You don’t want to have sex and don’t want to leave the party. Your date
speaks first.
Person 1: “Let’s get out of here so we can talk – it’s too crowded.”
Person 2:
Person 1: “I just want to be with you. I thought you wanted to be with me.”
Person 2:
Person 1: “I’ve been looking forward to this night with you – please don’t spoil it.”
Person 2:
Person 1: “If I’d known you’d be like this, I wouldn’t have come here with you.”
Person 2:
Person 1: “I really thought you were going to be a lot of fun.”
Person 2:
Person 1: “Don’t worry; I’m not going to do anything. C’mon, let’s go.”
Person 2:
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
(student hand-out)
ROLE PLAY #3 – PRESENTS AND FLOWERS
You’ve been seeing someone older for a month. He/she has treated you to dinner and the movies, has
driven you places and buys you presents and flowers. You have really enjoyed all the attention. During a
party at your friend’s house, he/she suggests that you leave the party and go somewhere private. Your
date’s body language shows that he/she wants to have sex with you. You do not want to have sex. Your
date speaks first.
Person 1: “Let’s get out of here. Let’s go somewhere private.”
Person 2:
Person 1: “I just want to be alone with you.”
Person 2:
Person 1: “Look at all the fun we’ve had together; I think it’s time we got a little closer.”
Person 2:
Person 1: “Everybody else is doing it.”
Person 2:
Person 1: “I love you, but you don’t seem to care about me.”
Person 2:
Person 1: “If you really loved me, you would.”
Person 2:
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.
Resources:
"Chlamydia Fact Sheet." Center for Disease Control (CDC). N.p., n.d. Web. 17 Nov 2011.
<http://m.cdc.gov/mobilize.aspx?class=mSyndicate&language=en&menuEntryId=1&menuEntryI
ndex=1&menuId=64&noscript=false&strip=false&stripComments=false&stripImages=false&strip
Styles=true&url=http://www.cdc.gov/std/chlamydia/STDFact-Chlamydia.htm>.
Cuidate: A Culturally-Based Program to Reduce Sexual Risk Behavior Among Latino Youth. Module 6:
Building Negotiation and Refusal Skills, Actividy D.
"Gonorrhea Fact Sheet." Center for Disease Control (CDC). N.p., n.d. Web. 17 Nov 2011.
<http://m.cdc.gov/mobilize.aspx?class=mSyndicate&language=en&menuEntryId=2&menuEntryI
ndex=3&menuId=64&noscript=false&strip=false&stripComments=false&stripImages=false&strip
Styles=true&url=http://www.cdc.gov/std/gonor rhea/STDFact-gonorrhea.htm>.
Michigan State Office. N.p., 2002. Web. 1 June 2011. <http://www.michigan.gov/documents/dhs/DHSPUB-0224_172099_7.pdf>.
"The Role of STD Detection and Treatment in HIV Prevention - CDC Fact Sheet." Center for Disease
Control (CDC). N.p., n.d. Web. 17 Nov 2011. <http://www.cdc.gov/std/hiv/STDFact-STD
HIV.htm>.
"Sexual Assult Risk Reduction Curriculum." San Diego Police Department. N.p., 2001. Web. 1 June 2011.
<http://www.sandiego.gov/police/pdf/curriculum.pdf>.
"Syphilis Fact Sheet." Center for Disease Control (CDC). N.p., n.d. Web. 17 Nov 2011.
<http://m.cdc.gov/mobilize.aspx?class=mSyndicate&language=en&menuEntryId=4&menuEntryI
ndex=5&menuId=64&noscript=false&strip=false&stripComments=false&stripImages=false&strip
Styles=true&url=http://www.cdc.gov/std/syphilis/STDFact-Syphilis.htm>.
Some aspects of this curriculum may not be in accordance with the Utah State Core Curriculum and may
need to be adapted as necessary.