Health Resource Catalog



Overview – Healthy Relationships

PURPOSE

• Provide a brief overview of healthy relationships

• Identify at least 4 ways students want to be treated in relationships

• Identify at least 3 signs of unhealthy relationships

• Share resources for additional help when possibly confronting abuse or faced with unhealthy relationship

MATERIALS

• White board or newsprint sheets

• Small sheets of paper (index card size) to handout to students

• Relationship statement cards – between 18-20

• Tape

• How I want to be treated by my girlfriend or boyfriend handouts

• Hanging out or Hooking up Cards

• SBC Brochures, consent forms

PRESENTATION

INTRODUCTION – 5 minutes (1:20-1:25) – Alison

• Today we are going to spend some time thinking about relationships and what makes a healthy relationship

• We will talk about what we are looking for in our relationships, as well as how to recognize signs that there may be problems in a relationship

• For purpose of this class, we are going to focus on romantic or dating relationships. We all have lots of relationships in our lives – friends, family, girlfriends, boyfriend, with peers, teachers, etc.

WHAT IS YOUR OPINION ABOUT LOVE? – 10 minutes (1:25-1:35) – Alison

• There are lots of different opinions about being in love and relationships. We will talk about our opinions further in this next activity. Everyone will need a pen or pencil for next activity.

• Write on board – A = agree, D = disagree, NS = not sure

• Pass out index cards to each student, have them number cards 1-4

• Post four statements up on the board and read them aloud. After read each statement, ask students to write down whether agree, disagree, or not sure about statement

o Jealousy is a sign that someone really loves you.

o A person can fall in love many times.

o A person can prove they are in love by having sexual intercourse.

o In healthy relationships, both partners have separate interests and identities.

• Once read through all statements, go back to each on one at a time and discuss. Ask for show of hands of how many A, D, NS for each statement.

o Play devil’s advocate if not much disagreement among the group.

HOW I WANT TO BE TREATED BY MY DATING PARTNER (I.E. GIRLFRIEND/BOYFRIEND) - 10 minutes (1:35-1:45) - Kate

• Handout How I want to be treated by my boyfriend or girlfriend handout

• Ask each student to look over the list of ways and circle five most important ways would like to be treated in a relationship and read directions at bottom after selected five and fill out bottom of sheet

• After students complete sheet, ask individual to share what quality they put as most important & why. If others also had that quality, raise hands.

o What would ___________________ look like in a relationship?

o What are examples of not ____________________________ in a relationship?

• Go through a few examples with class and discuss as a group.

IS THIS A HEALTHY RELATIONSHIP? – 15 minutes (1:45-2:00) – Alison & Kate

• Many teens and adults have trouble deciding whether or not relationship is good for them. It can be difficult to tell the difference between a healthy and unhealthy relationship.

• This activity, will identify healthy and unhealthy behaviors.

o Break teens into groups of 3 or 4 and give each group 3 or 4 cards with statements about relationships. Group should discuss each statement and decide if describes a healthy or unhealthy relationship. Once decided, post under appropriate sign.

o Once done, read off all cards under each sign. Get feedback from group if think cards in the right spot.

▪ Are there any cards that should be moved? Which ones and why?

▪ Were there any characteristics that you were unsure about in your small groups?

▪ Looking at lists, do you think most teens are in healthy or unhealthy relationships?

SCENARIOS – (if time allows – 5-10 minutes) - Kate

Read through scenarios one at a time as a group, and ask for opinions from the group members.

1.) Your friend Elisha and John, a guy she met at work, have been going out for a while. One day, John showed up at Elisha’s school and saw her give a male friend a hug. John grabbed her arm and pulled her to his car where he called her a slut and a cheater.

If I saw this happen…

● I would tell Elisha that I was concerned about her and help her find information about abusive relationships.

● I would tell another friend and hope that they would do something to help Elisha.

● I would leave it alone. If Elisha didn’t say anything to me, it’s not my place to get involved.

2.) Christina and your friend Eric have been dating for a year. Christina is really jealous and always accuses Eric of cheating on her even though he hasn’t. She texts him constantly and checks all his emails. When they fight, she calls him names and tells him no one else will ever love him.

If I heard Christina yelling at or putting Eric down…

● I wouldn’t say anything. Eric should be able to defend himself.

● I would tell Eric that he didn’t deserve to be treated that way and that he should consider ending the relationship.

● I wouldn’t say anything to either of them, but I would let other friends know that I thought it was wrong.

3.) Rebecca and Janet met at the mall. When they first began dating, Rebecca was very sweet. Over time, she started putting Janet down and once ended a fight by slapping her. Things got worse and Rebecca told Janet if she ever left her, she would kill herself.

If I knew about all of this and another friend asked me if I thought Janet was ok…

● I would tell them to stay out of it—they are both girls. If Janet doesn’t ask for help, it’s nobody’s business.

● I would pretend I didn’t know and tell them to ask Janet directly.

● I would tell them I was also concerned about Janet and that we should go together to offer our help.

SCHOOL-BASED CLINICS AND OTHER RESOURCES – 5-10 minutes (2:00-2:10) - Kate

• Basic review of SBC services

o Physicals, counseling, sick checks, birth control, STI testing, pregnancy testing, nutrition counseling, etc

• Process to use clinic – new patients have to fill out forms & need parent consent form signed and turned in order to use full clinic and all services

• Some services teens can still access without parent consent

• Explain teens have right to confidential discussions with doctor/nurse & can access confidential health care services including birth control/contraception, pregnancy care, STI tx, some mental health services without having to tell parents – “Minor’s Consent”

• In context of our discussion today about relationships, wanted to emphasize that we have counseling available at the school based clinic

o We all have a variety of relationships with our family, friends, romantic partners

o If facing challenges with any of these relationships and want to talk with someone about it, SBC is a great resource to do so

• Hand out hanging out or hooking up cards, or cards

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