This program is a well-researched, mini-curriculum, designed for high school health classes or small training groups. It can be readily adapted to any busy class schedule. The instruction incorporates role-playing and discussion to build awareness about coercive sexual behavior and how to prevent it.
The series includes four units, which can be viewed together or separately:
Unit One: Coercion – What Is It?
The purpose of this unit is to create more awareness among teens about coercive sexual behavior. Specifically, the instruction has these goals:
- To show that coercive sexual behavior violates individual rights.
- To recognize that coercive sexual behavior can happen in different ways.
- To understand the hurtful effects of coercive sexual behavior.
- To explore why coercive sexual behavior happens.
- To clearly define coercive sexual behavior.
- To differentiate healthy sexual development from coercive sexual behavior.
Unit Two: Beliefs, Attitudes, and Expectations.
The purpose of this unit is to explore and understand teens' underlying attitudes, beliefs, and expectations about coercive sexual behavior. Specifically, the instruction has these goals:
- To be able to identify different forms of sexual coercion.
- To recognize and responsibly deal with "mixed messages".
- To explore popular misconceptions (myths) teens have about coercive sexual behavior.
- To build skills around recognizing coercive behavior and beliefs.
- To examine differences in personal expectations for sex.
Unit Three: Refusals and Responses
The purpose of this unit is to build positive social skills for refusing sexual advances and responding to refusals. Specifically, the instruction has these goals:
- To explore how couples can better deal with differences in personal expectations for sex.
- To understand why refusals may be to difficult to give for females, and take for males.
- To learn about and practice caring ways to refuse and respond to sexual advances.
Unit Four: Virtual Date
- It is virtual because the viewer takes the perspective of the person going on a date—what that person sees, thinks, and does. And yes, this activity is for everyone. There is a story version for guys and for girls.
- It is interactive because the viewer plays a key role in directing the events of the story. At certain points, the story stops and the viewer has to decide what he or she will do next on the date. Choices lead cooperative or coercive outcomes.
- It is educational because the viewer receives feedback from the actors about the particular outcome he or she created.
