Healthy Relationships

Healthy Relationships

Toolkit

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Teacher¡¯s Guide

Acknowledgments

This report was made possible by the following individuals and agencies:

Nicole Anderson

Sara Anderson

Monica Bailey

Lisa Balland

Shauna Barfuss

Priscilla Cabral

Patsy Chandler

Trevor Crump

Carrie Jensen

Brandi LeCain

Rosa Martinez

Katie McMinn

Kimberlee Montoya

CeCie Scharman

Ashley Sokia

Julie Stephenson

Cindy Taylor

Mina Uscharawadi

Megan Waters

Julie Werner

Westminster College

CAPSA

Utah State University

Planned Parenthood

New Hope

Centro de la Familia

Utah State PTA

Westminster College

Prevent Child Abuse Utah

Your Community Connection

Centro de la Familia

Utah Department of Health

Utah Domestic Violence Council

Salt Lake School District

Westminster College

Safe Harbor

Rape Recovery Center

Center for Women and Children in Crisis

Centers for Disease Control and Prevention

Rape Recovery Center

For more information contact:

Mailing Address:

Utah Department of Health

Telephone:

801-538-6864

Violence and Injury Prevention Program

PO Box 142106

Salt Lake City, UT 84114-2106

Fax: 801-538-9134

Email: vipp@

Website: p

This Toolkit was adapted for Utah classrooms from the evidence-based curriculum ¡®Safe Dates¡¯, which

has been shown to significantly reduce psychological, sexual, and physical abuse and perpetration

in national studies.

Letter to the Educator

Welcome to the Healthy Relationships Curriculum! This curriculum was designed through cross-agency

collaboration for the purpose of teaching high school students about healthy relationships, choices, and

communication. The curriculum addresses attitudes, opinions, and behaviors related to dating abuse

and healthy relationships.

This curriculum has been developed to fulfill a need identified by community educators and agencies,

for a more current and relevant program that speaks frankly about relationships to a growing generation.

This curriculum offers a holistic approach to teaching teens how to identify abusive dating behaviors and

build healthy relationships. Topics such as values, equality, power, control, communication, and emotional

expression are all covered. The toolkit allows any educator¡ªfrom those with a limited background in

teaching healthy relationships to those with extensive knowledge on the topic¡ªto teach the lessons as a

whole program, or to pick and choose which lessons best fit the students¡¯ needs and classroom instruction.

This curriculum was created with the Utah teen in mind, including a ¡°Who Can Help?¡± section as a significant

feature located near the end of the manual. Resources from around the state have been thoroughly

researched and listed on one convenient page to help provide teens with the support they need outside

of the classroom. National and local websites are also included in an effort to encourage teens to research

more about the topics presented and to connect them to accurate and safe information on the Internet.

We hope this toolkit can provide safe and engaging classroom time for both students and educators. We

also hope it sheds light on an important part of adolescence that needs guidance and support. We are

confident the skills developed through the use of this curriculum will last a lifetime and enable people

to make healthy choices in all of their relationships.

Section 1: Defining Healthy Relationships

Section Description

Through fun activities (such as the Relationship Circle and Relationship Bingo) and class discussion, students begin

to identify what creates a healthy, respectful relationship and consider how they want to be treated in the context

of a relationship.

Preparation

? Copies of pages 1¨C5 of the student packet for each student.

? Optional: Prize for the winner of Relationship Bingo.

Explain to your students: We¡¯re here today to talk about relationships. The activities in your packet

and the topics we will be covering will help you in all the relationships in your life. This packet will help you

strengthen the relationship you have with your parents, friends, peers, and people you date.

We will be talking about:

What a healthy and unhealthy relationship looks like.

How people in our lives make us feel and how we deal with it.

How we communicate with people we love.

PART 1: RELATIONSHIP CIRCLE

Purpose: To help students identify the relationships they have with different people, how those relationships are different, and what those relationships mean to

them.

Love RESPECT Shared Peers Love Believe Peace Equal Communication Healthy

Support Live Peace EQUAL LIVE RESPECT Shared Peers Love Believe Trust Peace EQUAL

Peace

EQUAL Love

RESPECT Shared Peers Love

1. Have your students begin filling out the relationship circle on Communication HEALTHYRelationship

Support Live

Circle

Believe Peace Equal Communication Healthy Support Live Peace EQUAL LIVE

page 1 of their student packet by writing their name in the RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication HEALTHY Support

Live Peace EQUAL Love RESPECT Shared Peers Love Believe Peace Equal

middle circle.

Communication Healthy Support Live Peace EQUAL LIVE RESPECT Shared Peers Love Believe

Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL Love RESPECT Shared

Peers Love Believe Peace Equal Communication Healthy Support Live Peace

EQUAL LIVE RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication HEALTHY

2. Have your students write the names of the people they have close

Support Live Peace EQUAL Love RESPECT Shared Peers Love Believe Peace

Communication Healthy Support Live Peace EQUAL LIVE RESPECT Shared Peers Love

relationships with in the next circle. These people can be a family Equal

Believe Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL Love

RESPECT

member, friend, etc.

Shared Peers Love Believe Peace Equal Communication Healthy Support

Live Peace EQUAL LIVE RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication

HEALTHY Support Live Peace EQUAL Love RESPECT Shared Peers Love Believe

Equal Communication Healthy Support Live Peace EQUAL LIVE RESPECT Shared

Peace

3. Have your students write the names of people they know but Peers

Love Believe Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL

LOVE RESPECT Shared Peers Love Believe Peace Equal Communication Healthy

may not have a close relationship with in the outermost circle, for Support

Live Peace EQUAL LIVE RESPECT Shared Peers Love Believe Trust Peace EQUAL

Communication HEALTHY Support Live Peace EQUAL Love RESPECT Shared Peers Love

example, a coach, a teacher, a boss, or a neighbor.

Believe Peace Equal Communication Healthy Support Live Peace EQUAL LIVE

RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication HEALTHY Support

Live Peace EQUAL Love RESPECT Shared Peers Love Believe Peace Equal

4. Ask your students, ¡°If you were dating someone, what circle Communication Healthy Support Live Peace

EQUAL LIVE RESPECT Shared Peers Love Believe

Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL Love RESPECT Shared

would that person be in?¡± Explain to students that for the next Peers Love Believe Peace Equal Communication Healthy Support Live Peace

Shared Peers Love Believe Trust Peace EQUAL Communication HEALTHY

few minutes they will be talking about the relationship they have EQUAL LIVELiveRESPECT

Peace EQUAL Love RESPECT Shared Peers Love Believe PEACE

Support

Equal

1 Communication Healthy Support Live Peace EQUAL LIVE RESPECT Shared Peers Love

with the person they are dating.

Believe Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL Love

Believe

RESPECT

Shared Peers Love

Peace Equal Communication Healthy Support

Live Peace EQUAL LIVE

RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication

I have a relationship

but am not close with...

My closest relationships

are with...

My Name is...

Section 1: Defining Healthy Relationships

5. Begin by asking your students the following questions:

What do you think of when you think of dating?

What are some activities you do when you are dating?

6. Have one of the students write the responses on the board.

This list of responses serves as a collective definition of what dating is to this

particular group and can be referred to throughout the remainder of the

lesson.

1

Section 1: Defining Healthy Relationships

PART2: DATING BINGO

Purpose: To help students think about dating and making choices about dating.

1. Have students go to page 2 of their packets.

2. Review the directions listed on the Dating Bingo page.

3. Give students one minute to circle boxes and about four minutes to walk around and collect signatures.

4. After someone yells Bingo, check the card, and if possible, award the winner with a prize (candy, pencil,

or extra credit, etc.).

5. Discuss with your students what traits they chose and why. Then ask the students if they noticed some

of the traits you would look for in a dating partner for a friend.

Love

Healthy

EQUAL Bingo

RESPECT Peers Love

Support

Relationship

Believe Peace Equal Communication Healthy Support Live Peace EQUAL LIVE

RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication HEALTHY Support

Live Peace EQUAL Love RESPECT Shared Peers Love Believe Peace Equal

Communication Healthy Support Live Peace EQUAL LIVE RESPECT Shared Peers Love Believe

Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL Love RESPECT Shared

Peers Love Believe Peace Equal Communication Healthy Support Live Peace

EQUAL LIVE RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication HEALTHY

Support Live Peace EQUAL Love RESPECT Shared Peers Love Believe Peace

Equal Communication Healthy Support Live Peace EQUAL LIVE RESPECT Shared Peers Love

Believe Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL Love

RESPECT Shared Peers Love Believe Peace Equal Communication Healthy Support

Live Peace EQUAL LIVE RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication

HEALTHY Support Live Peace EQUAL Love RESPECT Shared Peers Love Believe

Equal Communication Healthy Support Live Peace EQUAL LIVE RESPECT Shared

Peace

Peers Love Believe Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL

LOVE RESPECT Shared Peers Love Believe Peace Equal Communication Healthy

Support Live Peace EQUAL LIVE RESPECT Shared Peers Love Believe Trust Peace EQUAL

Communication HEALTHY Support Live Peace EQUAL Love RESPECT Shared Peers Love

Believe Peace Equal Communication Healthy Support Live Peace EQUAL LIVE

RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication HEALTHY Support

Live Peace EQUAL Love RESPECT Shared Peers Love Believe Peace Equal

Communication Healthy Support Live Peace EQUAL LIVE RESPECT Shared Peers Love Believe

Trust Peace EQUAL Communication HEALTHY Support Live Peace EQUAL Love RESPECT Shared

Peers Love Believe Peace Equal Communication Healthy Support Live Peace

Love RESPECT Shared Peers

Believe Peace Equal Communication

Support

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Peace

HEALTHY

Live

Love

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DIRECTIONS

1. Think of someone you have a relationship with as you read each box below.

2. Circle the ?ve traits you think are important for that person to have.

3. Find ?ve different people in the room who have circled one of the same traits.

4. Have them sign in that box.

5. The ?rst person to get all ?ve boxes signed by a different person shouts ¡°Bingo.¡±

funny

unique

older than

me

honest

confident

romantic

smart

rich

athletic

a good

listener

independent

EQUAL LIVE RESPECT Shared Peers

Support

supportive

popular

nice to

other

people

a movie

fanatic

artsy

weird and

wacky

adventurous

outgoing

passionate

Love Believe Trust Peace EQUAL Communication HEALTHY

Love

Support

PEACE

2

Live Peace EQUAL

Love RESPECT SharedRelationships

Peers

Believe

Section 1: Defining Healthy

Support

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Equal Communication

Live Peace EQUAL Love

Believe Trust Peace EQUAL Communication HEALTHY

Believe

Communication

RESPECT

Support

Equal

Shared

Peace EQUAL LIVE RESPECT Shared Peers Love Believe Trust Peace EQUAL Communication

Live

Healthy

Peers Love

Live

Peace

Healthy

2

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