Crossroads+2014

The modules in the Crossroads program are:
 * 1) Negotiating Consent
 * 2) Drugs issues
 * 3) Managing the stress of HSC
 * 4) Recognising abuse
 * 5) Relaxation for stress management
 * 6) Resilience and coping
 * 7) How safe is that?

=Negotiating Consent= = =
 * 1) Watch: [] to introduce topic
 * 2) In groups and thinking about intimate relationships discuss the following questions:
 * 3) In your group define intimate relationships.
 * 4) Who might you have an intimate relationship with?
 * 5) Give reasons as to why intimate relationships will be different for all of us.
 * 6) Give reasons as to why young people might enter into intimate relationships.
 * 7) Are there any particular needs young people have in intimate relationships?
 * 8) Watch: []
 * 9) Identify and describe the factors that will influence consent being clearly given?
 * 10) Why do we need consent before engaging in any sexual activity?
 * 11) If you aren't sure you have absolute consent what are your options and what are the consequences of these options?
 * 12) Read [[file:Azeeza.docx|Azeeza's story]]
 * 13) How did you know there was consent?
 * 14) List below 10 things you could do to reduce risk to yourself and others in relation to sexual behaviour.
 * 15) Once you have consent what is the next most important thing?
 * 16) Watch: []
 * 17) Use a contraceptive kit or watch this video: []
 * 18) Students group contractive in a mind map based on natural/chemical barrier/biological prevents STIs/Doesn't Prevent STIs

=Drug Issues= > "A 16-year-old girl is at a party that some Year 12 students are holding. Her friends have brought along a bottle of vodka which they are sharing. She drinks a large quantity without really realising it. She gets verbally abusive and starts yelling at someone she doesn’t know." Using this scene, describe the events that may have taken place:
 * 1) Watch: **[]** to introduce the topic
 * 2) [[file:Alcohol True-False.pdf|Drugs & Alcohol True/False quiz]] (discuss answers at end)
 * 3) Explain the relationship between the individual, harm and environment on the level of risk
 * 4) [[image:how_risky.JPG width="358" height="250"]]
 * 5) [[file:how_risky.JPG|Link to image]]
 * 6) [[file:individual-harm-environment_cards.docx|Use these examples]] to demonstrate the relationship in more detail
 * 7) Watch & discuss:
 * 8) []
 * 9) What are the consequences of drug use described by students in the interviews? (teacher groups on board under social, physical, legal, economic & emotional)
 * 10) What concerns would you have for a friend or family member who was using
 * 11) How could you approach them and express these concerns to them?
 * 12) This is your chance to develop a story based on the scene below. After developing your story, reflect on the decisions made and how they could have changed what happened at each point in time. Here is the scene…
 * 1) two hours before arriving at the party
 * 2) ten minutes before the yelling incident
 * 3) one hour after the yelling incident
 * 4) the next school day



=Managing the stress of HSC= Teachers follow the PPTX below. Depending on your group you can either demonstrate how to make a stress ball or take them outside to make them.

Take make a stress ball:
 * 1) Put 3/4 cup of rice into freezer bag and roll it up pushing all the air out
 * 2) Cut 2x Balloons 1/2 down their neck
 * 3) Gently stretch (watch for finger nails etc) the first balloons around rice bag
 * 4) Repeat step 3, make sure necks are at opposite sides of ball
 * 5) Cut 1x Balloon about 3mm above the base of the neck
 * 6) Wrap the last balloon around the ball
 * 7) If spare balloons repeat step 6

=Recognising Abuse= = = =Relaxation for stress management=
 * 1) Watch: [] to introduce the topic
 * 2) Students complete the [[file:Type of Abuse.docx|types of abuse table]] discuss the table
 * 3) Watch: [|https://www.youtube.com/watch?v=r-xfa_aawmw]
 * 4) What types of abuse was Anya being submitted to?
 * 5) What are some signs that her friends or family might see?
 * 6) What were the barriers to Anya recognizing that her boyfriends’ behavior was abusive?
 * 7) Why did Anya finally end these relationships?
 * 8) Watch: []
 * 9) What types of abuse was Alice being submitted to?
 * 10) If you were one of Alice's friends at the party, what could you have done to help Alice
 * 11) What would you have done during or after the incident?
 * 12) How might "power" change during a party?
 * 13) List 5 strategies you can put in place to keep your self safe in abuse situations?
 * Access free meditation music
 * [|Guided relaxation script for generalised anxiety]

=Resilience and coping= Teachers to follow the PPTX below

=How safe is that?= > culture, family and peer influence. Emphasise how decision making styles will vary for each individual. However, there are some > common elements which influence our decisions throughout life. These include our personal beliefs, the positive and negative > outcomes of the decision and the physical, emotional and social consequences. >> sexual behaviour and debunk any myths which may arise**.**
 * 1) As a class, discuss what influences young people when they make decisions. Example responses include their values, beliefs,
 * 1) Have students brainstorm and record as many sexual; activities as they can ([[file:howsafe.pdf|support list]])
 * 2) As a class, discuss the positioning of each sexual behaviour. Ensure that students are familiar with the risks associated with each
 * 1) Watch: []
 * 2) How safe?:
 * 3) Allocate small groups a short story (multiple copies in a class is fine)
 * [[file:stories.docx]]
 * 1) Each group is to:
 * 2) read the story
 * 3) Decide if the risk is high, moderate or low
 * 4) List the potential for harm
 * 5) Describe a safe strategy to reduce the level of risk
 * 6) Then present their findings to class
 * 7) Impact of risk taking behaviour on emotional and social health:
 * 8) Brainstorm the emotions and thoughts a young person would experience before and after engaging in sexual activity.
 * 9) What impact would engaging in sexual activity have on the social health and relationships of a young person? Consider both the positive and negative impacts
 * 10) Do you think being sexually active affects the emotional health of males and females differently? Explain your answer.
 * 11) Do you think sexual behaviour is viewed differently for males and females? Explain your answer using examples.
 * 12) List 5 strategies you can use to ensure you make safe decisions about your sexuality?.

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