SEXUAL RE-EDUCATION
Created for Ages 50 +
Designed by
The Sexy Sex Advocates
Cerene Adrienne, Bailey Brandt, Josh Keller, Kaitlyn Reay, Truc Tran
OVERVIEW
The unit plan for a sex re-education class with the target audience being the retirement community of Mirabella Portland Retirement at 3550 SW Bond Avenue in Portland Oregon. The facility is a high class high rise in downtown Portland with a five star rating. The age of the residents is 60+, with each class being around twenty-five people. There are 350 residents total. The residents are middle to high class with a substantial portfolio to support them for the high fees that are charged monthly to live here. The class will be one hour, twice a week for seven and a half weeks. The socioeconomic range of the residents is middle to high class.
The range of dependency for Mirabella is wide offering everything from full continuing care to fully independent. Other care offered is short term rehab, long term care, a dementia unit that has a separate secure area with nurses specially trained dementia, and end of life and hospice care.
The need of this target population is shown in the statistics that certain elderly populations are having a higher incidence of STI’s which states that a sexual re-education class may be what they need. Menopause, old age, chronic diseases and elderly abuse are all things that affect this population and their sexual health. Our goals for this Unit Plan are to help educate them on sexuality, give them resources to access for proper information and assistance and also help show them how to have safe sex practices to help lower the statistics on STI’s among the elderly.
Statement of Purpose
Throughout a person’s adolescent and then adult life sexuality is a major theme. It is an irreplaceable aspect of a person’s life and is important in building long-term romantic relationships, as well as maintaining those relationships. Sex and sexuality is something everybody thinks about, whether it is talked about often depends on the individual’s cultural and familial background. However sexuality is all over America’s media channels – so everybody living in this country is faced with some form of advertised sex daily. Whether our sexualized media is helping or hurting us is debatable, but what is not a question is how often we as a society leave the older adult population (those 65 and up) out of the conversation. This is posing many problems for the elder community; it has been shown that turning 65 does not remove a person’s sexuality or desire to partake in sexual activity, in fact there have been many documented instances that the sex lives of older adults can be quite active and enjoyed by the person’s partaking in the activity. Many psychologists agree that sexuality in older adults can be a thriving part of their identities and important to these elders as individuals. It is our intention as health educators to help address the sexuality issues older adults face, help improve their sexual health, and help in providing more resources.
The older adult population is sexually active – no matter how much younger adults may try and ignore this – the issue is that older adults (much like teenagers) are going to do what they want to do, even if you discourage them or ignore the problem. Proof that older adults need access to comprehensive sexuality education can be seen in the rise of sexually transmitted infections (STI’s). An article published by the American Association of Retired Persons on May 17, 2011 states that “…in Arizona's Maricopa and Pima counties — home to large retirement communities just outside Phoenix — the percent of reported cases of syphilis and chlamydia increased twice as fast as the national average from 2005 to 2009. Reported cases were up 87 percent among those 55 and older in those counties”. The article continues in much the same way just discussing other areas and states in America – but all the reporting’s found that STI rates were increasing at much faster rates in older adults than in younger populations. This fact is a very clear and strong reason why comprehensive sexuality re-education is extremely important for the elder community. Many members of the current elderly population are coming from the generation that was the first to become more open about their sexuality ‘“The flower children who were in their 20s back in the 1960s are now in their 70s," said Salagubang. Jameson (2011) stated, "They're the make-love-not-war generation, and old habits die hard"’.
One aspect of America’s media and marketing strategies that is currently trending also has to do with how much weight the nation puts on the importance of western medicine and pharmaceuticals. The pharmaceutical companies make many different drugs that target sexual issues that older adults can sometimes face, and it is very common for the older adult population to be heavily saturated with marketing for these drugs. “Julia Gill, director of the Division of Disease Control for the Florida Department of Health, said the heavy marketing for sex-enhancing pharmaceuticals aimed at seniors is also pushing the trend.” (Jameson, 2011).
Another aspect of the older adult community is the rising numbers of lesbian, gay, bisexual, and transgender identified members of the community. There is still not a comprehensive sexuality curriculum that addresses many LGBT issues in youth environments, let alone in the elder community. There are many stories of LGBT older adults who do not feel safe disclosing their orientation to staff at nursing homes or in group living situations, and many of them are separated from their significant others. It is extremely important that in any sex education curriculum, LGBT people are included and represented in accurate ways – including in topics such as safe sex and terminology. Not integrating LGBT issues into sexuality education is going to make many older adults who identify with the community feel alienated and unsafe. According to the National Council on Elder Abuse (NCEA) (2013), “It has also been approximated that 1.5 million adults, aged 65 or older, are LGB”. As the numbers show – there is a significant amount of older individuals who identify as lesbian, gay or bisexual. These individuals do face discrimination within the aging services they try and access. The NCEA (2013) states “In a survey of 416 LGB elders, aged 60 or older, 65% of respondents reported experiencing victimization due to sexual orientation (e.g. verbal abuse, threat of violence, physical assault, sexual assault, threat of orientation disclosure, discrimination) and 29% had been physically attacked. This is exactly why it is important to include this population in the sex re-education curriculum our group has developed. We believe in the equality of all people, and believe that one really positive way to help support the LGBT elder population is by spreading awareness and resources through the curriculum we developed.
Most younger and middle-aged adults I’m sure would like to think or hope that their sex lives are always going to be satisfactory, until the day they are no longer on this earth or maybe are incapable of engaging in sexual activity. Keeping that in mind, one could understand from a personal view why elder sexuality is an important issue that should be addressed. If you were an older adult facing rising STI rates in your community and weren’t sure who to turn to, wouldn’t you want a comprehensive sexuality re-education class to be available to you? It is important to remember that the number of years you have been alive for does not affect your sex drive or sexuality. Sex drives can be affected by other things, such as stress or medical problems, but a person’s age is not a good sole predictor of whether or not the individual is going to be interested in being sexually active. Sexuality is present over the entire lifespan of an individual, and does not just magically disappear one day when a person turns 65 years old.
Our group believes strongly in the importance of quality comprehensive sexuality education and is excited to be able to build a curriculum around sex and the elderly. Reducing the elder population to a group of people who no longer have romantic feelings, or sexual desires is ignorant and simply not the case. It is important to support all people in being able to achieve their greatest level of health and older adults deserve to be included in the complete health education spectrum not just information pertaining to things like cardiovascular disease, stroke and deteriorating brain conditions. Older adults are fully complete people, and part of being a complete person is having sexual desires and having certain identities around sexuality. The following sexual re-education curriculum is designed to support this idea and to try and carve a path for older adults to have continued access to sexual health education, and to be fully supported in all aspects of their lives.
Long range goals and General objectives
1. Goal: Participants will acquire a set of workable and practical safe sex techniques.
Cognitive: By the end of the session, students will be able to list and describe the top three STI’s discussed in the lecture with pen and paper with 80% accuracy.
Cognitive: Following the discussion students will be able to verbally list three safe-sex barriers with 100% accuracy.
Psychomotor: By end of session, student will demonstrate how to put a condom on a sex toy without damaging it by using the method demonstrated in the lesson plan.
2. Goal: Participants will leave the class with a greater understanding of sexuality.
Cognitive: By the end of the session, students will be able to verbally define terms used as outlined in the lesson plan with 80% accuracy.
Affective: Following the discussion on basic sexuality, the student will be able to verbally justify their beliefs of three sexual techniques or positions that they can apply to their lifestyle.
Psychomotor: After the discussion students will be able to demonstrate the proper lubrication on sex toys using the proper technique taught in the lesson plan.
3. Goal: Participants will gain confidence to use the resources given in class.
Cognitive: Following the lesson, students will be able to list on paper three resources they can use in the future with 80% accuracy.
Affective: Following the discussion on resources, students will be able to verbally discuss how the resources provided will be able to impact their sexual activity and practices.
Psychomotor: Students will be able to properly demonstrate the proper use of three different barriers on sex toys.
Behavioral Objectives
Cognitive:
Upon completion of the sex re-education class
1. By the end of the session, students will be able to list and describe the top three STI’s discussed in the lecture with pen and paper with 80% accuracy.
2. Following the discussion students will be able to verbally list three barriers with 100% accuracy.
3. By the end of the session, students will be able to verbally define terms used as outlined in the lesson plan with 80% accuracy.
4. Following the lesson, students will be able to list on paper three resources they can use in the future with 80% accuracy.
5. Following the discussion on anatomy, the students will be to verbally name the parts of genitalia of both male and female.
6. Following the lesson, students will be able to list on paper three scenarios to say no with 80% accuracy.
7. Following the lesson, students will be able to list on paper three signs of physical abuse with 80% accuracy.
8. Following the lesson, students will be able to list on paper three ways to have consensual sex with 80% accuracy.
9. By the end of the session, students will be able to verbally discuss terms of sexual dysfunction and signs and symptoms in the lesson plan with 80% accuracy.
10. By the end of the session, students will be able to list and describe the top three safe sexual positions for various mobility discussed in the lecture with pen and paper with 80% accuracy.
11. Following the discussion students will be able to verbally list three alternative actions to intimacy with 100% accuracy.
12. By the end of the session, students will be able to verbally identify three chronic illnesses affecting sexual happiness with 80% accuracy.
13. By the end of the session, students will be able to list three ways to treat/alleviate symptoms of chronic diseases affecting sexual happiness using pen and paper with 80% accuracy.
14. Following the lesson, students will be able to list on paper the knowledge they have learned and can use in the future with 80% accuracy.
Affective:
1. Following the discussion on basic sexuality, the student will be able to verbally justify their beliefs of three sexual techniques/positions that they can apply to their lifestyle.
2. Following the discussion on resources, students will be able to verbally discuss how the resources provided will be able to impact their sexual activity and practices.
3. After the discussion, students will be able to justify what cleanliness habits they think are most effective.
4. Following the discussion on the LGBTQ population, the student will be able to verbally list three ways they can change how they view/relate to this population.
5. Following the discussion on rape and consent, students will be able to verbally discuss how the information provided will be able to impact their sexual activity and practices towards others.
6. Following the discussion on rape and consent and sex in the community, students will be able to verbally discuss how the information provided will impact their understanding of sexual, physical, and financial abuse.
7. Following the field trip to the sex shop, the student will be able to verbally justify their beliefs of three sexual techniques/positions/props that they can apply to their lifestyle.
8. Following the discussion on sexual dysfunction, the student will be able to verbally justify their beliefs of three sexual techniques/positions that they can apply to their lifestyle.
9. By end of session, student will show a willingness to learn more about alternative sexual positions and practices.
10. By the end of the session, students will be able to verbally list two resources to the instructor that they feel can be of use to them if presented with these chronic diseases.
Psychomotor:
1. By end of session, student will demonstrate how to put a condom on a sex toy without damaging it by using the method demonstrated in the lesson plan.
2. After the discussion students will be able to demonstrate the proper lubrication on sex toys using the proper technique taught in the lesson plan.
3. Students will be able to properly demonstrate the proper use of three different barriers on sex toys.
4. By the end of the class, students will be able to point out different parts of male and female sex organs on a diagram.
5. After the discussion students will be able to demonstrate the proper way to talk to a transgender person.
6. Following the lesson, students will be able to properly demonstrate the proper way to ask for sex and how to say no.
7. After the discussion students will be able to demonstrate how they can use the skills or toys they learned about on the field trip
8. Students will be able to properly demonstrate the proper use of three different barriers on sex toys.
9. Students will be able to properly demonstrate the proper use of the knowledge obtained in the class with the quiz that is given.
Outline of Content
15 lesson plans (60 minutes)
1. Anatomy
2. Safe sex
· Condoms
· Lubes
3. Sexually transmitted infections
4. HIV/AIDS
5. LBGTQ community
(Guest Speaker – Gay and Grey)
· Safe sex
· Issues with acceptance
6. Rape/Consent/Domestic Violence
· Hotline for reporting rape
o Use puppet show
7. Sexual/Physical/Financial Abuse
· Abuse from home health care worker
o Physical/Sexual
o Emotional
o Financial
· Effects of the abuse
· Signs of abuse
8. Sex in a nursing home
· When and where
· How
9. Masturbation / Toys/Alternative Sexual Practices
· Sex workers/prostitution
10. Field Trip to Sex Shop
· Continuation of masturbation/toys/alternative sexual practices
11. Relationships
· Marriage after widowhood
· Life after …
o Grieving and loss
o Commitment
12. Sexual issues for older adults
· Lubrication and ED
o Sex after menopause
o Lowered sex drives
o Cancers of sex organs
· Self-exams – monthly
13. Safe Sexual positions and props
· Sex is healthy
· Tips for bettering/considering sex
· Health conditions that may affect sex
· Comfortable sex positions
14. Chronic illness affecting sexual happiness
· Lowered testosterone
· Sexual dysfunctions
· Support system
· Medications
· Caregiving
15. Wrap-Up and Overview & Evaluation & Party
· Overview of last fourteen topics
· Quiz from Lesson 2
· Closing party
Methods/strategies/learning opportunities
Music
Icebreaker
Lecture
Brainstorming
Experiments and Demonstrations
Educational Games
Mass Media
Guest Speakers
Panels
Cooperative Learning
Puppets
Guided Imagery
Problem Solving
Humor
Field Trip
Audiovisual materials
Word Games
Value Clarification
List of materials
- computer
- projector for PowerPoint
- dildos
- cucumbers
- condoms
- lube
- female condoms
- gloves
- usb drive
- sex swing
- dental dam
- paper
- pencils
- quizzes
- magnifying glasses
- games with prizes for winners
- CD player or MP3 player
- With songs loaded on it
- Projector
- Dry erase markers
- Clear paper for projector
- Printed quizzes and master key
- Chairs
- Handouts for STI quiz
- Table
- Puppets, stage, props, curtain
- USB
- Handout on resources
- Handout for Domestic Violence
- Guided imagery cd
- Speakers
- Kleenex
- Book with guided meditation script
- Handout on list of common toys and explanation
- White board
- Bus and bus driver
- Dvd player
- Ballroom Confidential Documentary
- Handout on Sex after menopause
Evaluation Activities
Q & A periods
Quizzes - one at beginning and one at end of class
Evaluation form to be filled out at end
Block Plan
Lesson 1: Anatomy
Lesson 2: STIs and Safe Sex Practices
Lesson 3: Sexually Transmitted Infections
Lesson 4: HIV/AIDS
Lesson 5: LGBTQ Population
Intro: Music (2 Min)
Intro: Evaluation quiz (10 min)
Evaluation: Go over questions (10 min)
Lecture: HIV/Aids (40 min)
Lecture: LGBTQ terms (5-8)
Icebreaker: virginity (10-15 min)
Lecture: Safe sex (20 min)
Educational game: Musical chairs (30 min)
Brainstorming: Q&A (10 min)
Panel/guest speakers: Gay and Gray (25 min)
Lecture: Anatomy (30 min)
Demonstration: Barriers (20 min)
Lecture: STIs (20 min)
Mass media/case study: Watch video of case study (10 min
Brainstorming: Q&A (10 min)
Brainstorming: Q&A (2-10 min)
Brainstorming: Q&A (10 min)
Cooperative learning: small group discussions (10 min)
Evaluation: verbal learning eval (2-10)
Cooperative Learning: large group discussion (10-15 min)
Lesson 6: Rape and Consent
Lesson 7: Sexual/physical/ emotional abuse
Lesson 8: Rape & Consent follow-up
Lesson 9: Masturbation/Toys/ Alternative sexual practices
Lesson 10: Fun at the sex shop
Puppets: Puppet show on consent (30 min)
Lecture: abuse from health care worker (20 min)
Cooperative learning: Open discussion (15 min)
Lecture: Masturbation (15 min)
Field trip: Trip to SheBop female sex shop (60 min)
Cooperative learning: discussion on puppet show scenarios (10-15 min)
Audiovisual: videos on abuse in homes (15 min)
Lecture: Domestic violence (10-15 min)
Audiovisual materials/humor: masturbation video (15-20 min)
Lecture: Consent vs. rape (10-15 min)
Brainstorming: Open discussion/Q & A. Handout resource guide (25 min)
Guided imagery: Meditation (10 min)
Cooperative Learning: Q&A (15 min)
Problem solving: Discussing safe, consensual sex situations
Lesson 11: Relationships
Lesson 12: Sexual Issues
Lesson 13: Safe Sex Positions and Props
Lesson 14: Chronic illness affecting sexual happiness
Lesson 15: Recap and evaluation and party
Lecture: Relationship issues in older adults (20 min)
Word games: Sexual issue game/handout (20-25 min)
Lecture: Sexual positions and tips (40 min)
Lecture: Chronic illness issues and relationships (40 min)
Lecture: review (30 min)
Cooperative learning: Open discussion (15 min)
Value Clarification: Q&A (15 min)
Brainstorming: discussion (20 min)
Brainstorming: Q&A or Open Discussion (20 min)
Icebreaker/ evaluation: students express key takeaways (30 min)
Audiovisual materials: Ballroom confidential documentary (30 min)
Lecture/ discussion: older adult sexual issues (15 min)
Evaluation: Re-administer quiz (15 min)
Lesson Plans
Lesson Plan 1
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Community Setting: Mirabella Retirement Community
Date: April 1, 2014
Topic: Sex Re-Education
Lesson Title: Anatomy
Age of Target Population: 50 years old and up
Demographics: Upper middle class and retired
Goal: Students will leave the class with a greater understanding of anatomy.
Cognitive: Following the discussion on anatomy, the students will be able to verbally name the parts of genitalia of both male and female.
Psychomotor: By the end of the class, students will be able to point out different parts of male and female genitalia on a diagram.
Affective: After the discussion, students will be able to justify what cleanliness habits they think are most effective.
Introduction: The instructors will provide an icebreaker to get the participants warmed up, since it will be the first time ever meeting. Then the instructors will go over basic terminology for male and female anatomy and several functional issues that older adults face.
(2 min) Music for Intro to Class – Salt N Pepper “Let’s Talk about Sex”
Method: Music
Materials: CD player and CD
(10 – 15 min) Icebreaker – Name and when you lost your virginity?
Method: Icebreaker
Materials: Pen and Paper
(30 minutes) Anatomy
Method: Lecture
Materials: Power point, handouts, paper and pencil
· Provide a Handout of pictures of both sexes anatomy
Female Anatomy
· Body parts
· Hysterectomy – vaginal dryness
· Menopause
· Cleanliness
Male Anatomy
· Body parts
· Circumcision in older gentleman
· Erectile Dysfunction
· Cleanliness
(2 – 10 min) Q & A - if no questions then:
Method: Brainstorming
Materials: Paper and Pen, Projector, Markers
(2 – 10 min) Go around the room and tell us something new you learned
Method: Evaluation
Materials: Nothing
Culmination: By the end of the lesson the instructors will have thoroughly gone over male and female anatomy, discussed issues like vaginal dryness and erectile dysfunction, and gotten the participants warmed up and excited about future classes. The next lesson plan will go over sexually transmitted infections.
Anticipated Problems or Possible Solutions: Projector doesn’t work, instructor forgets handouts and pencils, CD is scratched or CD player breaks or is forgotten. Instructors sing the song and make participants laugh, and discuss topic without handouts and bring the handouts next class period.
Evaluation: Instructors will evaluate their success at relaying the information by how accurately participants can label and identify anatomy parts on a diagram.
Lesson Plan 2
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 3, 2014
Topic: Sex Re-Education
Lesson Title: Sexually Transmitted Infections & Safe Sex Practices
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will acquire a set of workable and practical safe sex techniques.
Cognitive: By the end of the session, students will be able to list and describe the top three STI’s discussed in the lecture with pen and paper with 80% accuracy.
Cognitive: Following the discussion students will be able to verbally list three barriers with 100% accuracy.
Psychomotor: By end of session, student will demonstrate how to put a condom on a sex toy without damaging it by using the method demonstrated in the lesson plan.
Introduction: We are providing information regarding the most prevalent STI’s and demonstrating safe sex procedures and techniques.
(10 min) Basic knowledge quiz (cognitive)
Method: None
Materials: printed quizzes, pens/pencils for participants, master key for instructors
Quiz
1. STI’s
a. Can you get HIV from kissing?
b. Can you get STI’s from oral sex?
c. How many ways can an STI be transmitted?
3. Rape
a. Difference between rape and consent?
b. If yes was said before no, is it still rape?
4. Masturbation
a. What do you think is safe lubrication?
b. Do you think that Vaseline is a proper lubrication?
5. Safe sex
a. Do you know what a dental dam is used for?
b. Do you know how to put on a condom?
6. Do you identify with LGBTQ or do you consider yourself an ally?
7. What is your current relationship status?
a. Single
b. Married
c. Sexually active
d. Partnered
8. Porn
a. Have you watched porn in the last year?
9. Chronic disease
a. Can a chronic disease affect your sex life?
10. Do you think you have a healthy sex life?
a. If not, do you want to?
(Do a re-quiz at the end of the lesson plans! – using it as a self-assessment)
(20 min) Safe Sex Lecture (power point)
Method: Lecture
Materials needed: (Dildos, dental dams, condoms, lube, and gloves,)
Demonstrate proper use of barriers and explain how each works (affective – willingness to learn proper barrier use)
· Condoms
o How to put it on alternatively
o How to ask a partner to help you
· Dental dams
· Gloves
Discuss need for lubrication
(20 Min) Hands on Demonstration (psychomotor part)
Method: Experiments and Demonstrations
Materials needed: cucumbers, condoms
· Hand out cucumbers and condoms
(10 min) Q & A – anything we didn’t cover or any clarification
Culmination: We will discuss key STI’s, signs/symptoms, how they can be transmitted, and how to use safe sex techniques to decrease exposure and likelihood of contracting STI.
Anticipated problems or Possible Solutions: forgetting quizzes or writing utensils, power point projector may not work properly, forgetting props and materials. If quizzes are forgotten, we will talk to our contact at Mirabella and request to use their facility to reprint or use pens from their stock. If the projector does not work (tech failure), we continue lecture without slides. If we forget any props for demonstration, we will send one of the instructors to the store for at least condoms and cucumbers.
Evaluation: We will determine success level by observing the class participation with proper barrier techniques. We will also determine success level by Q & A time provided after lecture: assess how well the information was understood and clarify remaining questions.
Lesson Plan 3
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 8, 2014
Topic: Sex Re-Education
Lesson Title: Sexually Transmitted Infections
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will acquire a set of workable and practical safe sex techniques.
Cognitive: By the end of the session, students will be able to list and describe the top three STI’s discussed in the lecture with pen and paper with 80% accuracy.
Cognitive: Following the discussion students will be able to verbally list three barriers with 100% accuracy.
Psychomotor: By end of session, student will demonstrate how to put a condom on a sex toy without damaging it by using the method demonstrated in the lesson plan.
Introduction: During this lesson, instructors will go over quizzes participants answered during the previous class period and address various misconceptions and popular misunderstandings regarding sexually transmitted infections. Instructors will facilitate STI game (musical chairs) to incorporate humor and fun into a weighty topic. Following the game, instructors will give short lecture regarding the particulars of STIs.
(10 min) Go over the quiz
(30 min) STI Game – Musical chairs
Method: Game
Materials: Chairs, Handouts, Pencils, Paper
Handout with groups of STI’s with blanks to fill in
· Chlamydia
· HIV/AIDS
· Gonorrhea
· PID
· Syphilis
· Hepatitis B
· HPV
· HSV 1 & 2
Songs played during game
Let’s talk about sex – Salt n Peppa
Birthday Sex - Jeremih
Ignition – R. Kelly
It Wasn’t Me - Shaggy
Fair Exchange – Tupac
Like A Virgin – Madonna
Bump and Grind – R. Kelly
I’m too sexy – Right Said Fred
(20 min) STI Lecture
Method: Lecture
Materials: PowerPoint, computer, projector
Review the STI’s that are most common in the elderly
· Syphilis
· Chlamydia
· HIV (Brief overview – more in depth discussion next lesson)
· HSV
· How long it takes to show up on a STD/STI test
Go over any questions that came up with the game
Culmination: We did a fun Sexually Transmitted Infections game and learned about what STI’s were most common and then gave a lecture on the ones we just learned about in the game and talked about the ones that are most common in the elderly. We will discuss in more detail HIV and AIDS next lecture.
Anticipated Problems or Possible Solutions: Forget music, music player won’t work, don’t have enough chairs, some people maybe can’t play the game due to mobility and others may be uncomfortable.
Evaluation: The games lends itself as a method of evaluation on the knowledge that the students have on STIs and allows us to focus on what they do not know.
Lesson Plan 4
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 10, 2014
Topic: Sex Re-Education
Lesson Title: HIV/AIDS
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will acquire a set of workable and practical safe sex techniques.
Cognitive: By the end of the session, students will be able to list and describe the top three STI’s discussed in the lecture with pen and paper with 80% accuracy.
Cognitive: Following the discussion students will be able to verbally list three barriers with 100% accuracy.
Psychomotor: By end of session, student will demonstrate how to put a condom on a sex toy without damaging it by using the method demonstrated in the lesson plan.
Introduction: In this lesson plan, the instructor will go over the specifics of HIV/AIDS, including transmission, the effects on the body, testing procedures, and risk factors for older adults. We will also open up a question and answer period and then watch a short video.
(40 minutes) HIV/AIDS Lecture
Method: Lecture
Materials: pen/pencil and paper
· What it does to your body/immune cells
· HIV status VS. AIDs status with T-cell count
· How it is contracted
· What body fluids can transmit
· How to get tested/how long it takes to show up on a test
· Resources for where to get help with it if you have it
· The risk is increasing due to infected individuals living longer and actively involved in the elderly sexual community
· Risk factors for older adults
(10 minutes) Q&A
Materials: no materials needed
Method: Brainstorming
Any questions that have come up during lecture or from last lecture
(10 minutes) Watch a video on a case study
Method: Mass Media
Materials: pen/pencil and paper
Culmination: By the end of the lesson plan, the instructor will have gone over HIV/AIDs transmission, effects on the body, and risk factors for older adults, and testing procedures. The next lesson plan will cover the LGBQT community.
Anticipated Problems or Possible Solutions: The projector does not work, PowerPoint will not load, Instructor forgets to bring pen/pencil and paper, and the students feel uncomfortable about subject material
Evaluation: The instructor will evaluate the success of the lesson plan through participation in the Q&A session, as well as the student’s participation and answers to the cognitive objectives.
Lesson Plan 5
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 15, 2014
Topic: Sex Re-Education
Lesson Title: LGBTQ Population
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will leave the class with a greater understanding of sexuality.
Cognitive: By the end of the session, students will be able to verbally define terms used as outlined in the lesson plan with 80% accuracy.
Affective: Following the discussion on the LGBTQ population, the student will be able to verbally list three ways they can change how they view/relate to this population.
Psychomotor: After the discussion students will be able to demonstrate the proper way to talk to a transgender person.
Introduction: We are providing a solid knowledge base of sexual minorities, and the learner will have more knowledge about appropriate terms to use to refer to the LGBTQ community.
Developmental section
(5 – 8 minutes) Introduction to LGBTQ Terms and Definitions
Method: Lecture
Materials: Computer, Projector, Screen, PowerPoint
Identify terms:
· Gay
· Lesbian
· Queer
· Transgender
· Transman – FTM
· Transwoman - MTF
· Transvestite
· Cross-dresser
· Intersexed
· Asexual
· Bisexual
· Transsexual
· Genderqueer
· Gender non-conforming
(25 minutes) Gay and Gray Panel
Method: Guest Speakers and Panels
Materials: Tables and Chairs
· Biggest issues that affect them in the retirement community
· Social support
· Friendships
· Things that they enjoy about being an older adult and gay
(10 minutes) Q & A for Panel
Method: Brainstorming
Materials: None
(10 minutes) Break into small groups and discuss
Method: Cooperative Learning
Materials: Computer, Power-point, Projector, Screen, Pen/Pencil & Paper
(Up on screen list of questions to be answered is displayed)
· How have your perceptions changed since hearing the panel speak?
· What are ways you can be an ally?
· Are you aware of any mistreatment of this community within Mirabella?
· What do you think could be done about any mistreatment that you have noticed?
(10 -15 minutes) Group Discussion
Method: Cooperative Learning
Materials: None
· Go over 4 questions asked
· Discuss any issues that come up
· Talk about feelings
Culmination: Discussed LGBTQ terms, have panel discussion with Gay and Grey and group work about their changing views. Our next lesson plan will go over Rape and Consent.
Anticipated Problems or Possible Solutions: Technology not working, panel could be late or lost or not show, attendance could be low, power could go out. If Panel did not show up, we would play Gender Gummy Game.
Evaluation: We will determine we have been successful with the lecture by the feedback per the discussion and Q & A.
Lesson Plan 6
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 17, 2014
Topic: Sex Re-Education
Lesson Title: Rape & Consent
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will gain understanding of difference between rape and consent.
Cognitive: Following the lesson, students will be able to list on paper three scenarios to say no with 80% accuracy.
Affective: Following the discussion on rape and consent, students will be able to verbally discuss how the information provided will be able to impact their sexual activity and practices towards others.
Psychomotor: Following the lesson, students will be able to properly demonstrate the proper way to ask for sex and how to say no.
Introduction: We are doing a puppet show to demonstrate various rape and consent scenarios and we expect them to fully comprehend what each means.
(30 minutes) Puppet Show
Method: Puppets
Materials: Puppets, props, stage, curtain
Consent
· Scenario 1: Woman approaches Man, man is not interested, he says no.
· Scenario 2: Man approaches Woman, Woman is intoxicated, and they have sex.
· Scenario 3: Man approaches Man, makes a pass, Man 2 turns down Man 1.
· Scenario 4: Man is in Woman’s room, but then she changes her mind. Consent was withdrawn. He keeps pushing. She gives in but it is not what she wants.
· Scenario 5: Woman approaches woman. Consent is given. They have sex.
(10 – 15 minutes) Discussion of Puppet Show and views of Consent and Rape
Method: Cooperative Learning
Materials: None
(10 – 15 minutes) Lecture of Consent vs. Rape
Method: Lecture
Materials: Computer, Screen, PowerPoint, USB
· What constitutes consent?
· No means No – even if you got a Yes
· Definition of Rape
· Resources for help
· Brainstorm one safe person in your life that can help you through the process
· Prevention
Culmination: Went over Rape and Consent, used puppets, lecture. Will continue discussion in next lesson.
Anticipated Problems or Possible Solutions: Forget puppets, participation is lacking or not responding well, If puppets do not go over well, we can role play the same method. People may be uncomfortable or people may leave or get upset.
Evaluation: With the discussion will help us know if we were successful via their verbal feedback, if the audience was enjoying the show. If objectives were not met, we will cover anything in the next lecture.
Lesson Plan 7
Group Members: Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 22, 2014
Topic: Sex Re-Education
Lesson Title: Sexual/Physical/Financial Abuse
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will gain understanding of varying methods of sexual, physical, and financial abuse and ways to prevent and spot it among peers
Cognitive: Following the lesson, students will be able to list on paper three signs of physical abuse with 80% accuracy.
Cognitive: Following the lesson, students will be able to verbally summarize the types of abuse to the instructor with 80% accuracy.
Affective: Following the discussion on rape and consent and sex in the community, students will be able to verbally discuss how the information provided will impact their understanding of sexual, physical, and financial abuse.
Introduction: Participants will gain the knowledge of how to spot signs of abuse in peers and gain the resources to report and support them or themselves.
Developmental Section:
(20 minutes) Lecture on abuse from home health care worker/CNA
Method: Lecture
Materials: PowerPoint, projector, handouts of resources
Types of Abuse:
· Physical/Sexual abuse
· Emotional
o Humiliation
o Neglect
Signs of Physical Abuse:
· Bruising
· Difficulty walking
· Lack of appetite/rapid weight loss
Signs of Emotional Abuse:
· Scared or timid behavior
· Withdrawal
· Agitation/aggression
· Confusion/worsening mental state
Signs of Financial Abuse:
· Significant withdrawals from accounts
· Items or cash missing from household
· Random items arriving at house
How to respond/report this kind of abuse
· Older Adult Protective Services
· Report to Director of Home/Facility
· Talk to a friend to get help
· Report it to police
· Rape crisis hotline
(15 minutes - Video)
Materials: Projector, Computer
Method: Audio Visual
Show a few videos on Abuse in Nursing Homes
· You Tube
(25 minutes - Open Discussion & Q & A)
Materials: Handout on Resources
Method: Brainstorming
· Open it up to participants to discuss their own personal experiences with this
· Talk about how it was dealt with
· Answer any questions that came up
Culmination: We went over signs and symptoms of abuse, way to spot and report it and watched a few short videos on abuse in homes and then opened it up for discussion and Q&A.
Anticipated Problems or Possible Solutions: Projector won’t work, computer doesn’t start, people are uncomfortable, forget handouts.
Evaluation: We will use the Q & A to evaluate how the lesson went.
Lesson Plan 8
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 22, 2014
Topic: Sex Re-Education
Lesson Title: Rape & Consent Wrap Up and Sex in a Retirement Community
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will gain understanding of difference between rape and consent and with sex in the community.
Cognitive: Following the lesson, students will be able to list on paper three ways to have consensual sex within the community with 80% accuracy.
Affective: Following the discussion on rape and consent and sex in the community, students will be able to verbally discuss how the information provided will be able to impact their sexual activity and practices towards others.
Psychomotor: Students will be able to properly demonstrate the proper way to ask for sex and how to say no.
Introduction: We will be doing a class led discussion on rape and consent and how to create a safe place to decompress. We expect them to walk away with a broad understanding of the topic and the tools to help them if they find themselves in a situation.
Developmental Section:
(15 minutes) Open Discussion about Rape & Consent and content discussed
Method: Cooperative Learning
Materials: Handout on Resources
· Reactions to scenarios
· Questions answered
· Resources discussed
(10 - 15 minutes) Lecture on Domestic Violence
Handout: Resources for Domestic Violence
· Discussion on Statistics for Multnomah Country DV rates
· Talk about what domestic violence and what it is
· How to get help
(10 minutes) Meditation
Method: Guided Imagery
Materials: CD, speakers, book with script, Kleenex
· Guided imagery to help relax and bring students back to calm
(15 – 20 minutes) Sex in the Community
Method: Problem solving
Materials: None
· Open discussion about safe ways to have safe, consensual sex without getting caught.
Culmination: Resources for rape situations, discussion on reactions and feelings on subject. Next lecture will be on Safe Sexual Positions and Props
Anticipated Problems or Possible Solutions: Upset feelings or anger, work through any issues that come up and talk it out.
Evaluation: We can determine we are successful by the way they react to us.
Lesson Plan 9
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 24, 2014
Topic: Sex Re-Education
Lesson: Masturbation / Toys/Alternative Sexual Practices
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will leave the class with a greater understanding of sexuality.
Cognitive: By the end of the session, students will be able to verbally define terms used as outlined in the lesson plan with 80% accuracy.
Affective: Following the discussion on basic sexuality, the student will be able to verbally justify their beliefs of three sexual techniques/positions that they can apply to their lifestyle.
Psychomotor: After the discussion students will be able to demonstrate the proper lubrication on sex toys using the proper technique taught in the lesson plan.
Introduction:
Developmental Section:
(15 minutes) Lecture: Masturbation: Hands On
Method: Lecture
Materials: Handout – list of common toys and explanation
· Oral sex, glass dildos, strap-on, fisting, vibrators, mutual masturbation.
· How to lubricate properly
· Scientific evidence – good for your health
(15 - 20 minutes) Video
Method: Humor
Materials: Video
· Watch a humorous video on masturbation
· Or one on things you shouldn’t use
(15 minutes) Q & A
Method: Cooperative Learning
Materials: White board and marker
Culmination: Students learned about masturbation and proper use of sex toys, lubrication and methods of sexual positions. A funny video was played and we had a question and answer section. Next lesson we will be going on a Field Trip to She Bop
Anticipated Problems or Possible Solutions: You tube doesn’t load, technical difficulties, forget handout. Some of them might be uncomfortable with it.
Evaluation: We will determine we have been successful by the Q&A and by participation.
Lesson Plan 10
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: April 29, 2014
Topic: Sex Re-Education
Lesson Title: Fun at the Sex Shop
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will leave the sex shop with a greater understanding of sexuality and ways to broaden their own sex lives.
Cognitive: By the end of the session, students will be able to verbally define terms used as outlined in the lesson plan with 80% accuracy.
Affective: Following the field trip to the sex shop, the student will be able to verbally justify their beliefs of three sexual techniques/positions/props that they can apply to their lifestyle.
Psychomotor: After the discussion students will be able to demonstrate how they can use the skills or toys they learned about on the field trip.
Introduction: Going on field trip to SheBop toy store and expect them to learn new and fun techniques.
Developmental Section:
(60 + minutes)
Method: Field Trip to SheBop 909 N. Beech St. Portland OR
Materials: Bus and Bus driver, handicapped accessible, notify SheBop we are taking a tour (make it early before shop opens)
Culmination: Having them experience various sexual techniques and techniques.
Anticipated Problems or Possible Solutions: Bus driver doesn’t show up or transportation issues, shop is open or ready for us to show up, we get lost, inclement weather, and students could be uncomfortable. Give an alternate assignment to those who do not want to attend like a quiz or an essay.
Evaluation: Interacting with people, chatting with classmates and discussing with that they learned.
Lesson Plan 11
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: May 1, 2014
Topic: Sexual Re-education
Lesson Title: Relationships
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will gain confidence to use the resources given in class.
Cognitive: By the end of the lesson, students will identify issues surrounding relationships later on in life by circling appropriate choices on the worksheet with 90% accuracy.
Affective: Following the discussion on issues surrounding relationships later on in life, the learner will verbally discuss various forms of relationships, life after widowhood, and how to communicate with children regarding new romantic relationships.
Psychomotor: By the end of the session, students will create a play where they can act out examples of ways to handle issues surrounding relationships later on in life by using productive strategies of dealing with it.
Introduction: The class will discuss issues surrounding relationships later on in life, including various forms of relationships (casual and committed), various types of relationships (open, monogamy, and polyamory), moving on after losing a life partner, and how to communicate with adult children regarding new romantic relationships.
Developmental Section:
(20 minutes)
Method: Lecture
Materials: PowerPoint, projector
· Relationships in general
· Life after widowhood, commitments, types of relationships (open, polyamory, monogamy, etc.), communication
· How to talk to your kids and keep communication open while discussing how to move on after their other parent has died
(15 minutes)
Method: Cooperative learning
Materials: pen and paper
· open discussion about what was just lectured
(30 minutes)
Method: Audiovisual materials
Materials: DVD player
Ballroom Confidential Documentary (2013)
Culmination: We learned today about life after widowhood, like after relationships, different kind of relationships and how to communicate with your children about your life after other parent’s death.
Question: How would you start a conversation with your children about your dating life?
Well, the important thing is to be honest and keep it simple.
Anticipated Problems or Possible Solutions: DVD player could not work, forgot DVD, projector won’t work. Participants may not be comfortable, may be emotional.
Evaluation: By the end of the class, the participants will have met the objectives by participating in the group discussion and understanding what was lectured about. The instructor will review and effectiveness of the DVD with the participants.
Lesson Plan 12
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: May 6, 2014
Topic: Sex Re-Education
Lesson Title: Sexual Issues
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will leave the class with a greater understanding of sexuality.
Cognitive: By the end of the session, students will be able to verbally discuss terms of sexual dysfunction and signs and symptoms in the lesson plan with 80% accuracy.
Affective: Following the discussion on sexual dysfunction, the student will be able to verbally justify their beliefs of three sexual techniques/positions that they can apply to their lifestyle.
Affective: Following the discussion on sexual issues, the student will be able to show willingness to learn more about sexual dysfunction and follow up research.
Introduction: This class will discuss sexual issues like erectile dysfunction, sex after menopause, lowered sex drives, dryness and ways to help overcome these issues.
Developmental Section:
(20 - 25 minutes)
Method: Word Games
Materials: Paper and pencil, projector
Handout: http://www.womansday.com/sex-relationships/sex-tips/the-truth-about-sex-after-menopause-99603
Matching Sexual Issue Game
· What is the condition that affects 25% of men’s sex lives?
o Erectile Dysfunction
· What does menopause do to your vagina?
o May make it hard to orgasm
· What is best used method for vaginal dryness?
o Water based lubrication
(20 minutes)
Q & A
Method: Value Clarification
Materials: Pen and Paper
Give participants opportunity to discuss game and issues discussed
Go over any clarifying points
(15 minutes)
Method: Lecture/Discussion
Materials: PowerPoint, projector, pen and paper
· Go over what to do about Erectile Dysfunction
o Viagra
· Talk about right kinds of lubrication
· Sex toys
· How to calm yourself before sex to help achieve orgasm
Culmination: Today we learned about sexual issues for older adults such as ED, vaginal dryness, lowered sex drive, and postmenopausal sex.
Anticipate Problems or Possible Solutions: People may be uncomfortable, the projector won’t work, the PowerPoint won’t load, people may not want to participate in Q & A, and we could make it light hearted and not be such a heavy discussion.
Evaluation: By the end of the class, students will have a better understanding of sexual issues and how to deal with the problems that are associated with them. The question and answer section will clarify for instructors what the students understood.
Lesson Plan 13
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: May 8, 2014
Topic: Sex Re-Education
Lesson Title: Safe Sex Positions and Props (exercise to support safe healthy sex)
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will acquire a set of workable and practical safe sexual positions.
Cognitive: By the end of the session, students will be able to list and describe the top three safe sexual positions for various mobility discussed in the lecture with pen and paper with 80% accuracy.
Cognitive: Following the discussion students will be able to verbally list three alternative actions to intimacy with 100% accuracy.
Affective: By end of session, student will show a willingness to learn more about alternative sexual positions and practices.
Introduction: In this class, we will discuss overcoming issues older adults face regarding intimacy/intercourse and health issues. We will discuss positions that alleviate stress on weakened backs and joints. We will discuss a variety of ways to be intimate in addition to intercourse. We will discuss intercourse and commonly misperceived risk factors for various negative health outcomes, such as heart attacks and strokes.
Developmental Section:
(40 minutes)
Method: Lecture
Materials: Projector, computer, PowerPoint
· Discuss how sex is healthy for older adults:
o deepens relationships
o improves mental and physical health
o lengthens life expectancy
· Discuss tips for bettering or considering sex:
o communicating with partner in an open, playful, intimate way
o Be open to new ideas
o Accept and appreciate your aging body
o Focus on foreplay, have fun, and allow yourselves time to rev up the engine
o Be aware that intimacy is more than merely physical intercourse
§ holding, touching, kissing, tickling, caressing, teasing
o Don’t be shy and relax
· Discuss health conditions that may restrict sexual function: when in doubt, consult with your primary care provider.
o Joint pain
o Weakened back
o High blood pressure
o Risk for cardiac infarction and stroke due to cardiovascular disease: the chance of having a heart attack due to intercourse is very small. If concerned, speak with physician about when to safely resume sexual activity
o Hormonal problems
o Depression/anxiety
o Diabetes
· Discuss sexual positions that may be more comfortable
o Don’ts: missionary, doggie style. These place enormous pressure on joints and back
o Side positions: couple lay on side in spooning position, vaginal penetration
o this limits major stress on joints and eliminates full body weight placed on one partner
o Mutual masturbation
o Oral sex
o Shared fantasy
o Morning intercourse
§ More energy after rest
§ Men are more likely to have a hard erection in the morning
o Toys to aid in stimulation if one partner has arthritis or tires easily
(20 minutes)
Method: Brainstorming and discussion
Materials: none
Participants will brainstorm ways to be intimate or participate in intercourse that would be feasible for their health status. Participants may discuss with each other, with partners, or quietly consider these to themselves.
Culmination: In this session, we have discussed various ways to be intimate and communicative with one’s partner. We have discussed techniques that would aid older adults in satisfying intercourse in ways that do not cause stress on joints, pain, or risk for negative health outcomes. We discussed ways for older adults to overcome issues in intercourse and allowed participants to discuss and brainstorm ways for them to modify intimacy and intercourse to suit their needs and the needs of their partners.
Anticipated Problems or Possible Solutions: Technology failure, participants uncomfortable with discussion and brainstorming. Make it light hearted and maybe skip over more risky topics to avoid discomfort, depending on the crowd.
Evaluation: We will evaluate the class based on participation in the brainstorming and discussion session.
Lesson Plan 14
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: May 13, 2014
Topic: Sex Re-Education
Lesson Title: Chronic illness affecting sexual happiness
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Students will acquire a greater knowledge of chronic illnesses affecting their sexual happiness
Cognitive: By the end of the session, students will be able to verbally identify three chronic illnesses affecting sexual happiness with 80% accuracy.
Affective: By the end of the session, students will be able to verbally list two resources to the instructor that they feel can be of use to them if presented with these chronic diseases.
Cognitive: By the end of the session, students will be able to list three ways to treat/alleviate symptoms of chronic diseases affecting sexual happiness using pen and paper with 80% accuracy.
Introduction: To discuss how chronic illness plays a positive or negative effect, discuss how chronic diseases can affect sexual function due to prolonged anxiety, loss of self-esteem, isolation, grief and depression. Discuss various common chronic illnesses such as diabetes, hypertension, limited mobility, arthritis and stiffening of the joints, hormonal changes, depression and anxiety, incontinence, chronic pain, respiratory disease, cardiovascular disease, dementia and cognitive impairment, and obesity.
Developmental Section:
(40 minutes)
Method: Lecture
Materials: PowerPoint & Computer
· Discuss how testosterone is lower with chronic illnesses, including metabolic syndrome, cardiovascular disease, and type 2 diabetes.
· Testosterone replacement is not recommended for certain cancers, heart failure and other conditions. Check with your doctor.
· Discuss the incidence of specific sexual dysfunctions (almost one half of men and women report one “bothersome” sexual problem)
· Discuss the necessity of a support system (formal group or close friends) with whom to discuss issues the individual faces from chronic illnesses. Since chronic illnesses have the tendency to cause someone to become introverted and isolation, open and honest communication is key both for the individual afflicted and the individual’s partner and close friends.
· Discuss necessity of discussing sexual health and function with primary care provider and working to find ways to be intimate that are healthy for the individual
· Discuss the role of exercise in alleviating symptoms for many chronic illnesses and strengthening stamina for intercourse.
· Review topics from previous discussion regarding other ways to be intimate other than the physical act of intercourse.
· Discuss medications that may affect sexuality and sexual function
· Discuss tactics to reduce medical issues during arousal, such as having medication readily accessible to mitigate symptoms
· Discuss burden on caregiving partner in intimate relationship and ways partners may address the issues that arise in a semi-dependent relationship: communicating feelings, fears, and desires; relieving stress; taking care of one’s self, both mentally and physically; not being afraid to be honest about your needs; continual verbal affirmation
(20 minutes)
Method: Q & A or Open Discussion
Materials: None
· Go over lecture material
· Open up floor for questions or open discussion
· Ask some leading questions that will get audience talking
Culmination: We discussed what problems, health or sexual, could arise from chronic illnesses. Issues with towered testosterone and estrogen and sexual dysfunctions. Also discussed using a support system to help with to communicate some of these issues. Also we discussed how difficult it can be on the caregiver and how important it is to remain open and honest.
Anticipated Problems or Possible Solutions: People could be uncomfortable. Projector could not work. Computer could break down. Let people talk about their own problems to bring it into the present.
Evaluation: The Q & A will be helpful to know if we communicated clearly enough and since the end of the Lesson plans is near, an end of the term evaluation will be done as well.
Lesson Plan 15
Names: Cerene Adrienne, Kaitlyn Reay, Bailey Brandt, Truc Tran, Josh Keller
Group Name: Sexy Sex Advocates
Date: May 15, 2014
Topic: Sex Re-Education
Lesson Title: Recap and Evaluation and Party
Age of Target Population: 65 +
Demographics: Upper middle class, retired
Goal: Participants will gain confidence to use the resources given in class.
Cognitive: Following the lesson, students will be able to list on paper the knowledge they have learned and can use in the future with 80% accuracy.
Affective: Following the discussion on resources, students will be able to verbally discuss how the resources provided will be able to impact their sexual activity and practices.
Psychomotor: Students will be able to properly demonstrate the proper use of the knowledge obtained in the class with the quiz that is given.
Introduction: We will go over everything that we discussed in the last five weeks and then do an Icebreaker that goes over what they liked the most from the class then give them the quiz they did in the beginning to test their knowledge
Developmental Section:
(30 minutes)
Method: Lecture
Materials: PowerPoint
· Anatomy
· Safe Sex
· STI’s
· HIV/AIDS
· LBGTQ community
· Rape/consent/Domestic Violence
Elder Abuse
· Sex in nursing home
· Masturbation
· Field Trip to Sex Shop
· Relationships
· Sexual Issues for older adults
· Safe Sexual positions and props
· Chronic illness affecting sexual
(10 minutes)
Method: Icebreaker/Evaluation
Materials: None
· Each individual vocalizes what was the most important thing they got from the class
(15 minutes)
Quiz
Method: Evaluation
Materials: Paper and Pen and Quiz
· Give participants the quiz that we gave them in the second lesson plan
1. STI’s
a. Can you get HIV from kissing?
b. Can you get STI’s from oral sex?
c. How many ways can an STI be transmitted?
3. Rape
a. Difference between rape and consent?
b. If yes was said before no, is it still rape?
4. Masturbation
a. What do you think is safe lubrication?
b. Do you think that Vaseline as a lubrication?
5. Safe sex
a. Do you know what a dental dam is used for?
b. Do you know how to put on a condom?
6. Do you identify with LGBTQ or do you consider yourself an ally?
7. What is your current relationship status?
a. Single
b. Married
c. Sexually active
d. Partnered
8. Porn
a. Have you watched porn in the last year?
9. Chronic disease
a. Can a chronic disease affect your sex life?
10. Do you think you have a healthy sex life?
a. If not, do you want to?
Culmination: We reviewed all content briefly and also did an icebreaker/evaluation that had each participant tell what part they liked the most about the class and then gave a quiz to evaluate our teaching skills and how much the participants learned.
Anticipated Problems or Possible Solutions: technological issues, participants uncomfortable with material. The icebreaker will be a fun way to wrap up things and bring people into the class with their own thoughts.
Evaluation: The icebreaker and quiz will be an evaluation of the class.
Works Cited
Jamison, M. (2011, May 17). Seniors' Sex Lives Are Up - and So Are STD Cases Around the Country. AARP. Retrieved March 8, 2014, from http://www.aarp.org/health/conditions-treatments/news-05-2011/seniors_sex_lives_are_up_and_so_are_std_cases.html
Mistreatment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Elders . (n.d.). National Center of Elder Abuse. Retrieved March 6, 2014, from http://www.ncea.aoa.gov/Resources/Publication/docs/NCEA_LGBT_ResearchBrief_2013.pdf