Issuu

Teen Talk High School Family Guide Welcome to Teen Talk High School! The purpose of this family guide is to support families as they engage in conversation about Teen Talk High School topics with their young people. It includes information about each lesson’s topics, as well as suggested conversation starters around each topic. The Teen Talk High School course typically consists of 9 to 11 one-hour sessions. This summary is a sample of how instructors may organize the topics in a Teen Talk High School (TTHS) course. Sequencing of course content may be changed to suit a school’s specific needs. Sessions may be combined if appropriate. Students complete an Intro Survey on the first day and an Exit Survey on the last day to identify knowledge gains and student’s opinions about the Teen Talk course. Wondering how to get started with these conversations? Parents often note that engaging in brief, frequent chats with their young person is less intimidating for everyone than having one “The Talk”! If you’re feeling unsure of where and when to have these conversations, we recommend having them in the car, or while on a walk. This way, you and your young person are facing forward rather than making direct eye contact, and focused on something external at the same time, which can help to take the pressure off. We also recommend using generalized language such as “some people might do xyz” rather than referring to your own direct experiences around these topics to limit embarrassment for your young person. Finally, remember that while you may have strong feelings on these topics, it is important to make space for your young person’s thoughts and feelings. Try to avoid lecturing, and instead focus on conversation and being an “askable adult” for their future questions and needs. We at Health Connected hope this guide brings you closer to your young person and encourages sharing experiences in the future!

Table of Contents:

Lesson 1: Introduction Lesson 2: Sexual and Reproductive Anatomy & Conception Review Lesson 3: Gender & Sexual Identities Lesson 4: Consent & Intimacy Lesson 5: Birth Control Lesson 6: Pregnancy Options Lesson 7: Sexually Transmitted Infections & Barrier Methods Lesson 8: Sexual Violence Prevention Lesson 9: Relationships Lesson 10: Body Image & Media Literacy Lesson 11: Decision-Making & Communication Lesson 12: Review

Lesson 1: Introduction Teen Talk High School Family Guide, 2027

This session establishes the foundation of safety and openness for the entire course. Instructors introduce the group norms to create a supportive space for all learners. Personal values are defined and examples are provided. Students explore where their own values come from and learn about how operating within our personal values system increases well-being and enables us to have healthier relationships with ourselves and others. In addition, it is critical that students have opportunities to consider their own values about gender, sexuality, and relationships in a facilitated classroom environment to help build confidence in communicating their values with peers and partners. Universal values, morals, and ethics are also explored as just as with personal values, they paint the whole picture of what motivates our actions. Students are encouraged to communicate with trusted adults via the trusted adult interview, “Back in the Day.” Students also learn about their legal right to access confidential medical care and a clinic list and helpful resources are provided (CA Family Code Section 6925). There is also a discussion on the social determinants of health with the purpose of providing information about how external circumstances can influence health outcomes and a person’s quality of life. Similarly, health equity is explored as the idea that everyone should have the opportunity to experience optimal wellbeing. Finally, an entry survey is taken to compare with an exit survey taken within the final session to measure knowledge gains.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious, and playful approach. Let your teen do most of the talking and follow their lead. Most young people want to engage more openly with their parents/guardians about sexual health, but anticipate awkwardness, so they avoid it. Perhaps start with one easy question and let your student know that you’ll both improve as Teen Talk progresses. If nothing else, they will get the message that you are open to talking, available, and interested. I noticed you had Teen Talk today. How did your class respond? Did they take it seriously? Were they having fun? Were people contributing and asking questions? Did anything funny happen? What did you think about it? It’s helpful to lead with less intimate questions or questions about the group and finish off with a personal question. Can you share some personal values you have and have noticed that are present in our family? Why is it important to talk about personal values in the first lesson of Teen Talk? Creating space for young people to clarify their personal values is good preparation for future lessons on sexual health. The construction of an internalized set of personal values to guide decisions and actions is influenced most by parents and guardians. Can you think back to a time when acting from a personal value of yours has contributed to your sense of wellbeing in your life and relationships? Here, the goal is to invite your teen to understand the importance of living in integrity with their personal values.

Teen Talk High School Family Guide, 2027

Were you surprised about the access you have to sexual health services? You are trying to draw out how they feel about minors accessing health services without their parent’s permission, and perhaps the age of access. Why would someone not want their parent’s help? If you were ever in a situation where you needed access to clinic resources, would you feel comfortable telling me? Finish with the reassurance you would really like to support them if they ever needed help, and how important this law is to protect and help young people who feel like they cannot go to their parents/guardians for help.

Teen Talk High School Family Guide, 2027

Lesson 2: Sexual and Reproductive Anatomy & Conception Review This session explains sexual and reproductive anatomy using biological terminology and simple internal and external diagrams. Although the diagrams depict typical male and female anatomy, there is discussion about body diversity and a positive approach towards human variation is modeled. There is also discussion about sperm production, period products, fertilization, reproductive assistance techniques, family diversity, conception, prenatal care and development, and vaginal and cesarean birth. Furthermore, there is information provided about the definition of sex assigned at birth as well as definitions of endosex and intersex. Anatomical language and knowledge establishes a foundation for the discussion on conception and pregnancy, and for future lessons on contraception, and sexually transmitted infections. This lesson also covers various human body systems and their purposes, for a well-rounded approach to the human body. In addition to the reproductive system, other systems discussed are the nervous system, respiratory system, circulatory system, endocrine system, muscular system, skeletal system, integumentary system, lymphatic system, immune system, urinary system, and digestive system. The collaboration of each of the bodily systems and how they come together to help maintain a person’s health is underlined. In regards to sexual development, primary sex characteristics and secondary sex characteristics are explained as different patterns of anatomy which develop in different bodies. The ‘why’ behind these differences is explained by sexual reproduction and sexual pleasure. When discussing conception, prenatal development is explored in terms of sex determination and sex differentiation. Intersex surgery performed on babies is addressed as well as reasons why it is no longer a recommended practice. The brain’s relationship to being the catalyst for puberty changes in terms of the increased production of hormones such as estrogen and testosterone is explained. Neuroplasticity and a person’s ability to continue learning and growing throughout their life is discussed. The lesson is supported by slides and labeling worksheets. Sometimes the students have already covered reproductive anatomy in science class, in which case, Health Connected educators conduct a shorter anatomy review lesson.

Suggested Questions for Parents/Guardians to Ask: These questions are just a guide and may vary considerably depending on the previous conversations you have had with your young person. Young people are seeking straightforward, honest answers from trusted adults, so if you’d like to be the primary resource for your young person, try to have an easygoing, relaxed approach to model how you will respond to questions about bodies and sexual health in the future. What is something new that you learned about how the bodily systems (such as the reproductive system) work to keep you healthy? Supporting the value of the bodily systems is important for teens to understand that their bodies are working for them. What struck you about why intersex surgery is no longer recommended? Did any thoughts, emotions, or feelings in your body come up when you learned about this once-accepted practice? This might be a good opportunity to have a discussion with your teen about any other sexual health related norm that was common when you were young but is no longer standard now.

Teen Talk High School Family Guide, 2027

What did you learn about as the reasons why a person may seek reproductive assistance? What are some ways this might be achieved? You may want to share with your teen if you considered using or did use any form of reproductive assistance to have your young people yourself. This can open up the dialogue about how common it is to use reproductive assistance techniques. Media Links: Activity 2.2: Stages of Human Reproduction Pregnancy 101

Teen Talk High School Family Guide, 2027

Lesson 3: Gender & Sexual Identities This session establishes a common language and understanding about gender identity and sexual orientation so that students may be informed and respectful, regardless of personal opinion and values. The compulsory inclusion of gender identity and sexual orientation by the California Healthy Youth Act (CA Education Code, Sections 51930 (b)(2-3); 51933(d)(1,5-6)) aims to promote empathy and understanding in an effort to improve the wellbeing of all students, particularly those who identify as LGBTQ+. The identity iceberg is explored as well as social identities and identify-related experiences such as intersectionality and microaggressions. Components of gender identity and types of attraction and sexual orientation are explored. Systems of oppression that come from power imbalances and directly impact our health and quality of life are also highlighted. Gender identity, third-gender categories, gender attribution, pronouns, respectful interactions, gender dysphoria, gender euphoria, transitioning, attraction, and the process of discovering one’s identity and appreciating their identity is discussed.

Suggested Questions for Parents/Guardians to Ask: Conversations about gender and sexual identity are steeped in beliefs and values. Young people inherit values from parents, family, and culture, but will begin to establish an internalized set of personal values over the next few years. The discussions you have are therefore important opportunities to listen carefully and communicate openly so you can be a sounding board and a resource for your young person. Can you teach me some of the terms used in today’s session? Language about gender and sexual orientation is always changing. Can you update me? Even if you are completely up to date with language, students love the opportunity to teach their parents something. Have you experienced intersectionality personally before? If so, which identities overlapped and how did this overlapping affect you? If not, what is one way you think identities could come together and influence someone’s experience in the world? This is a great way to encourage your teen to consider how the information they learned in class can apply to their life. If they haven’t had a personal experience of intersectionality, they can foster compassion for the experiences of others. Has there ever been a time someone incorrectly assumed something about your identity? You can then encourage your young person to share how this made them feel and you can use this conversation to talk about why we shouldn’t stereotype other people. What are some gender expectations that you have felt pressured to uphold in your life? Did this feel natural or unnatural to you? This can be a good question to ask your teen to critically consider how comfortable they feel expressing themselves with expectations they might be struggling with. Is your school a supportive place for LGBTQ+ people and for people who identify differently than their peers? How do you think the representation of LGBTQ+ people in the media has changed the way your peers perceive gender and sexuality? This final question is difficult, but young people constantly surprise us with their thoughtfulness and insight.

Teen Talk High School Family Guide, 2027

Media Links: Activity 3.1: Identity Iceberg Kimberlé Crenshaw: What is Intersectionality?: Activity 3.2: Gender and Sexual Identities What it Means to Identify as Two-Spirit Extra Activity The Gender Tag: Authentic Gender Expression

Teen Talk High School Family Guide, 2027

Lesson 4: Consent & Intimacy This lesson is designed to provide students with information regarding the prevalence of abstinence in high school, and the value of refraining from sexual behaviors with a partner in high school to prevent certain health outcomes. These health outcomes include getting an STI or getting pregnant and the possible health outcomes of sexual touching, oral sex, anal sex, and vaginal sex are explored. In addition, the various considerations a person may make prior to engaging in a sexual behavior are discussed, such as the STI statuses of both parties, the pregnancy prevention method(s), the legality of the act based on the ages and consent of the involved parties, and the values that both people may hold around sexual behaviors. This lesson also highlights the importance of affirmative consent, boundaries, and sexual agency. The brain-body connection is also explored in terms of consent and the fight-flight-freeze survival mechanism. Examples of what consent sounds like are reviewed in great detail to promote student understanding. Moreover, this lesson covers how intimacy can manifest in a person’s life in terms of partnered, solo, sexual and non sexual behaviors. Education prior to experience promotes thoughtful, consensual, and responsible sexual decision-making in the future.

Suggested Questions for Parents/Guardians to Ask: This is the ideal opportunity to speak with your young person. The most difficult aspects of the discussion have been expertly explained in the classroom, paving the way for a conversation about your family’s values regarding abstinence and sexual decision making. Parent/young person conversations about sex are a protective factor in delaying sex. Teens who report having good conversations with their parents about sex are more likely to delay sex, have fewer partners, and use condoms and other birth control when they do have sex (Guilamo-Ramos, Jaccard & Dittus, 2010). What is your favorite self-care activity? Begin with a simple question about their hobbies or interests to ease into the conversation. What is your favorite thing we do together as a family? This is a great way to broaden the conversation around intimate behaviors to include the family unit and provides parents and guardians with a way to foster them at home. Do you feel comfortable asserting your boundaries? Is there any support I can give you to help you feel confident in acting in alignment with your values? This is an important opportunity to show your support to your teen that you want them to stand up for themselves. 76% of young people say it would be easier to delay sexual activity if they were able to have more open and honest communication with parents (Albert, 2010). What are some things someone should think about before making the decision to have sex? Students should be able to provide ideas such as personal values, STIs, unplanned pregnancy, and issues regarding emotional readiness. Parents can use this question to further reiterate emotional readiness, social pressures, and cultural and religious beliefs about sex.

Teen Talk High School Family Guide, 2027

Media Links: Activity 4.1: Comprehending Consent Tea Consent (clean) Albert, B. (2010). With one voice: America’s adults and teens sound off about teen pregnancy – a periodic national survey. The National Campaign to Prevent Teen and Unplanned Pregnancy. Guilamo-Ramos, V., Jaccard, J. & Dittus, P. (2010). Parental monitoring of adolescents: Current perspectives for researchers and practitioners. New York: Columbia Univ. Press.

Teen Talk High School Family Guide, 2027

Lesson 5: Birth Control This lesson covers the various types of birth control methods: barrier, hormonal, and ‘other’ methods. The reasons for why a person may choose to use birth control are discussed. The necessary components for a pregnancy of an egg cell, sperm cell, and uterus are illustrated. The hormones involved in the menstrual cycle are also discussed. Students practice identifying the reasons behind choosing certain birth control methods based on practice scenarios. Abstinence is promoted as being the best way to prevent a pregnancy. Students are informed of other FDAapproved methods that are proven to be very effective at preventing pregnancy should they become sexually active in the future. Teens who discuss sex, STIs and birth control with their parents are twice as likely to use condoms the last time they had sex (Weinman, Small, Buzi & Smith, 2008). Please take the opportunity to continue the conversation outside the classroom to improve the odds of your young person using contraception if, or when, they become sexually active.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious approach. This birth control session is very content heavy, so retention of the information will be dependent on your teen’s development, interest, and experience. Remember this information is intended as anticipatory guidance for most students. What birth control method do you think would suit your lifestyle and your body in the future? Why? Make sure your teen knows you are not assuming they are having sex or thinking about having sex - you are just being curious and wondering together. Perhaps this is an opportunity to talk about the importance of being prepared with information and knowledge before someone is involved in a sexual relationship. What are some important things to consider before using birth control? This is an opportunity for you to talk about your family values around sex and birth control. Include where these values come from, the reasons behind them, and why they are important for you. Why is it important to talk with your partner about topics like birth control? This is a good opportunity to talk about the importance of having enough trust in a partner to enable honest and open communication about topics like birth control. If the conversation is going well, you might even talk about other topics partners talk about in healthy relationships like personal boundaries, consent, and how respect manifests itself in a relationship. If someone didn’t have money to purchase birth control, where could they go to get it for free? Where is the closest place to our house? Your young person might have located a clinic in class that is nearby, or you can go online and find one. You might like to talk about using your own family practitioner as a resource. Weinman, M.L., Small, E., Buzi, R.S. & Smith, P.B. (2008). Risk factors, parenta communication, self and peers’ beliefs as predictors of condom use among female adolescents attending family planning clinics. Child and Adolescent Social Work Journal, 25(157). Doi: 10.1007/s10560008-0118-0

Teen Talk High School Family Guide, 2027

Lesson 6: Pregnancy Options This lesson covers reproductive justice and history and the implications laws have on certain groups. California Education Code requires that instructors objectively discuss all legal options available to a person who becomes pregnant – parenting, abortion, adoption, and Safe Surrender. This is an important opportunity for students to reflect on their own values about pregnancy, while learning to be respectful of the values of others. Health Connected encourages families to have conversations that are informed by their values and beliefs. Related practice scenarios are also explored. Readiness to become a parent is also discussed as well as various important factors to consider prior to becoming a parent. Reproductive identity is also explained. Unique challenges that teen parents face are also explored with an emphasis on support alongside these difficulties. This session is typically combined with either the birth control or sexually transmitted infections session. It is not a full session in and of itself.

Suggested Questions for Parents/Guardians to Ask: Ask the following question with a relaxed, curious approach. This question can be included with those from the accompanying session. This is an issue where personal values are really important. How have your own values about pregnancy options been made clearer? How have they been challenged? This is a valuable opportunity to share your family values about these options with your young person. Don’t assume they know the opinions you hold or what informs your opinions. Ask them if they would like further clarification – this is not necessarily an easy or short conversation. What could you do to support a friend who might choose a different pregnancy option than you? This could be a great way to foster compassion in your teen and encourage confidence in being able to provide emotional support to the people in their lives.

Teen Talk High School Family Guide, 2027

Lesson 7: Sexually Transmitted Infections & Barrier Methods The best way to prevent pregnancy and sexually transmitted infections (STIs) is NOT having any type of sex (abstinence). This is because partnered sexual intimacy has an inherent potential for harm. Ways to minimize the risks of this harm are discussed. Comprehensive sexual health education aims to prepare students with knowledge and skills so they might make informed, safe choices in the future. Providing education on both abstinence and ways to minimize risk of STIs and pregnancy is an approach that is more effective, realistic, and complies with the California Healthy Youth Act. Students learn about the prevention, symptoms, and treatment of STIs and the importance of STI testing. A condom demonstration is included in this session, to promote safe and effective condom use to help prevent the transmission of STIs and protect against pregnancy. The demonstration may, or may not, involve student participation. Health Connected encourages student participation to increase learning outcomes.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious approach. It is important to maintain a positive attitude towards sexual behavior (within the context of your family’s values and beliefs) whilst recognizing the responsibilities that a sexual relationship brings. While engaging in no sexual behaviors is presented as 100% effective in preventing STIs, most trusted adults want their young people to have healthy and satisfying sexual relationships eventually. Why might learning about condoms in high school be helpful even though most students are not having any type of sex? This is an opportunity to affirm abstinence as well as reinforcing how having knowledge prior to experience can help a person make informed, responsible, and intentional decisions. How can the inherent potential for harm in partnered sexual intimacy be reduced? Even if your young person is not currently engaging in sexual behaviors, this can be an important question to consider for their future. What are some ways HIV is passed and what are some ways it is not passed? This is a good question for encouraging active listening in class and lessening the stigma associated with HIV. Media Links: Activity 7.4: Condom Demonstrations Trojan Condoms Unrolled Extra Activity HIV: The Neglected Pandemic

Teen Talk High School Family Guide, 2027

Lesson 8: Sexual Violence Prevention This lesson covers the importance of fostering a culture of consent in order to prevent sexual violence. The effects of imbalanced power dynamics on sexual violence prevalence is discussed. Sexual harassment, sexual assault, rape and human trafficking are also explained in terms of definitions and what to look out for in order to seek help. How to help a teen’s friends and community is also explored. The various justice system approaches are also discussed in terms of how they relate to violence. Various scenarios are explored and students are encouraged to identify if sexual violence took place, what type and why there wasn’t consent. In addition, students are invited to identify red flags and pink flags in different scenarios which could indicate sexual violence.

Suggested Questions for Parents/Guardians to Ask: Ask the following question with a relaxed, curious approach. How can you offer support to a friend who may have experienced sexual violence? This can help your teen feel empowered to support their friends. What are some pink flags that would be concerning if you noticed them in a partnered relationship? Pink flags, aka concerns that might not be as extreme as red flags, but that still might indicate danger of the situation turning dangerous, can be harder to identify. Yet, it is still very important that teens know what to look for in terms of pink flags to protect themselves. Media Links: Activity 8.1: Our Sexual Bill of Rights Stop Sextortion I Am Jasmine Strong

Teen Talk High School Family Guide, 2027

Lesson 9: Relationships This session discusses the difference between healthy versus unhealthy relationships behaviors and examples are provided. The cycle of relationship abuse is also identified as well as why people stay in abusive situations and what victim blaming looks like. This session incorporates an interactive activity that encourages critical thinking and analysis to help students recognize healthy, unhealthy, and abusive behaviors in relationships. Intimate partner violence can occur among any group regardless of sexual orientation, gender, socioeconomic status, race/ethnicity, religion, or culture, and youth are one of the highest groups affected by it. Students explore how gender roles and expectations can influence behavior in a relationship and how popular culture affects young people’s expectations of relationships and romance. Resources from One Love are used to provide age-appropriate “couplets” to identify unhealthy behaviors within relationships.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious approach. This session contains many serious protective messages. This is a good opportunity to show support for your student and confirm that you are a trusted adult your student can rely on. Do you know anyone who wants to be in a relationship for unhealthy reasons? What makes you think that? Make sure you tell your student you don’t need to know their name – you are interested in your young person’s assessment of the situation, not gossip. When you think about a friendship or romantic relationship you are in, are the behaviors you notice healthy or unhealthy? This can be a great way to encourage your teen to critically think about the health and quality of their relationships. If they identify an unhealthy behavior, it opens up the opportunity for you to help them. What does the cycle of abuse look like? Why might some people feel hesitant to leave an abusive relationship? This is a great way to solidify the knowledge learned in class and to enable your teen to identify the cycle of abuse. Media Links: Activity 9.1: Love is Learned Register in One Love’s Education Center to access the “10 Signs” and “Because I Love You – Delete” videos

Teen Talk High School Family Guide, 2027

Lesson 10: Body Image & Media Literacy This session discusses media literacy in terms of social media and other forms of media such as song lyrics. Students analyze the messages they portray about sex, love, and relationships. The media’s portrayal of certain beauty standards, gender norms, and heteronormativity is explored. Representation in the media is also discussed as well as scenarios in which representation is lacking or when representation can be harmful. In addition, body image in the media is also discussed and teens foster healthy body image through making affirmation artwork. Moreover, pornography’s purpose and impacts on peoples’ views of sex and the developing brain is discussed.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious, and playful approach. These questions are just a guide and may vary considerably depending on the previous conversations you have had with your young person. Let your teen do most of the talking and follow their lead. What types of messages do the songs you usually listen to have? The media your teen is exposed to can impact how they view relationships, love, and sex. What are positive aspects about yourself that you appreciate? Perhaps you want to also share what you value about yourself to encourage your teen to have a healthy body image. How can I help you have a more positive self-image? Be ready for your teen to mention how you may criticize the way they dress or how they wear their jeans, make up, hair, etc. Listen to their feelings, and if appropriate, apologize. Ask them if they would like to know why you care so much about how they are perceived. See it as an opportunity to tell them how much you care for them. It is not an opportunity to lecture and get them to change their hairstyle! Media Links: Activity 10.1: Behind the Scenes: Media Analysis Are You Living an Insta Lie? Social Media vs. Reality Activity 10.3: Affirmation Creations Evolve – A Poem by Sonya Renee Taylor

Teen Talk High School Family Guide, 2027

Lesson 11: Decision-Making & Communication This lesson teaches teens self-advocacy when in situations where they might need to refuse something or navigate rejection. Different scenarios are provided where students can practice either refusing something they are not comfortable with or managing their rejection when someone else refuses their ask. Students have the opportunity to imagine and critically evaluate situations they might find themselves in the future, so they can more confidently withstand pressure, make decisions informed by their own values and knowledge, and assertively articulate their choices.

Suggested Questions for Parents/Guardians to Ask: This is an opportunity for you to talk about your values and how they relate to sexual relationships. Remember that young people are emerging as independent thinkers and are resistant to being told ‘the rules.’ Parents/guardians will have more effective and harmonious discussions if they have a curious approach and explain the reasoning that informs their opinions. Have you ever experienced rejection? How did you navigate it similarly and differently than the model you learned in class? This can be a great way to talk about something hard in your young person’s life and maybe also share an experience where you dealt with rejection? Do you feel comfortable refusing something? You can ask your young person what refusing something would mean to them and what not refusing something that didn’t feel right to them would mean. Media Links: Activity 11.1: What Gives?: Refusal and Rejection Skills Scene from “The Notebook” (2004) Scene from “Harry Potter and the Goblet of Fire” (2005)

Teen Talk High School Family Guide, 2027

Lesson 12: Review Students play a fun, educational game to review and embed the learning that occurred during the Teen Talk High School course. They take an exit survey to measure knowledge gain and give feedback about their learning experience. The homework activity, “Back in the Day,” is collected, and students reflect on the experience of interviewing their trusted adult. Privacy is respected and no responses are shared. Students are encouraged to involve trusted adults as important partners in their sexual health and relationships education going forward.

Suggested Questions for Parents/Guardians to Ask: Congratulations – you did it! We hope you continue to engage your young person throughout their adolescence, and beyond. What was something meaningful you learned during Teen Talk? Is there something you learned that might potentially change your behavior over the next few years? Encourage your student to link new knowledge with life application and behavior. If they cannot come up with an example, you might suggest linking new knowledge of birth control and being able to choose a birth control method that suits their body and lifestyle. Their new knowledge of STIs might prompt them to ask a future partner to be tested. Being able to imagine scenarios where peer pressure is involved might inspire them to figure out refusal strategies and assertive language before they are in the situation. Where could you go if you needed medical/sexual health advice? Can you name two people that you could go to for relationship advice? Reiterate your enthusiasm to help your student navigate the tricky bits of relationships, identity, and sexuality throughout adolescence, and help them to connect with people and resources to help them on their way. Do you think our communication about these topics has become easier and more comfortable over the last two weeks? What can we do to make it even better? This is an opportunity to acknowledge that perhaps the conversations were a bit awkward to begin with, but with practice, they have improved. Congratulate yourselves! Do I have your permission to check in with you every now and again about these topics? Explicitly asking for permission to check in regularly with your student sends a strong message of respect, as well as intentionality.

Teen Talk High School Family Guide, 2027

Conclusion Teen Talk High School typically consists of 9-11 hours of instruction. This document is an example of how the Teen Talk High School course may be taught in the classroom. Topics may be taught in a different sequence and some lessons may be combined, depending on the many influencing factors in schools and school districts. Thank you for using this guide to bring your values, beliefs, and opinions into this important conversation. Please contact parents@health-connected.org for information on parent workshops and Family Talk workshops to support you and your teen. You can also find resources like book recommendations for young people and their trusted adults as well as recommended websites at www.health-connected.org/resources. We recommend previewing each resource, to make sure it’s a match with your family’s values. Want to get in touch with us? Reach out to parents@health-connected.org. We would love to hear what you found helpful from this guide, and how we can further support you and your young person.

Teen Talk High School Family Guide, 2027