ch11

Psychology in Action

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this exercise gives them the task of being in charge of creating a STD Prevention Program at the local high school. What intervention techniques do they believe will really make a difference in the actual behavior of teenagers? What factors are necessary other than the information contained in this chapter? Divide the class into groups of 6-8 people. Each group has 15 minutes to come up with suggestions for such a program. After presenting their ideas the rest of the class discusses why such an intervention would or would not work given what they know about how teenage sexual behavior. The point of this difficult assignment is less to create a perfect program than to explore the complexity of changing sexual behavior. Brain-Based Learning Activity 11.2 - Helping Your Younger Brother/Sister Hold a short discussion on where your students received most of their information about sexuality growing up and the quality or accuracy of the various sources (Parents, media, friends, magazines, books, school, Internet, videos etc.). Chances are most of them learned from their peers with a lot of mixing of fact, fiction, fibbing and ignorance. Then give them the following task: Their younger brother/sister (10-14 years old) has come to them and asked them to tell them about sex. Their assignment is to determine what are accurate, appropriate and accessible sources of sexual information that they would feel comfortable sharing with their sibling in person or by referral. This deceptively simple assignment can be extended into a research project where the students actually go out and locate sources locally available. Be sure to address not only the need for factually correct information but for a setting or a relationship that offers the right amount of emotional support or comfort level. Again, sexuality emerges as a complex and multilevel process. Instructor's Resource Guide                                Chapter 11                                       Page  101                                                                      
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Brain-Based Learning Activity 11.3 - Dimensions of Gender Each student writes the answers to the following questions on a sheet of paper. Be sure to mention that their answers will remain confidential unless they choose to share them in the subsequent class discussion. Since I am a ___________ (man/woman = your own sex) I am supposed to 1)____________________ 2)_____________________ 3)_______________ I am never to 1)____________________ 2)_____________________ 3)_______________ I can get a way with 1)____________________ 2)_____________________ 3)_______________ If I was a ___________ ( sex opposite of your own) I would be expected to 1)____________________ 2)_____________________ 3)_______________ I wouldn't be allowed to 1)____________________ 2)_____________________ 3)_______________ I could get away with 1)____________________ 2)_____________________ 3)_______________ Be prepared for a lively, engaged and humorous debate as students "take sides" and discover the perspective of the other gender.
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  • Human Sexuality, Sexual intercourse, Sexual arousal, Orgasm

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