cindi@risehfl.org - training - 318

Stellar Sexual Health Education facilitator training
Description: 

This facilitator training enables facilitators to provide excellent sexual health education to youth and adults AND to "stellarize" other curricula so it is more affirming, accessible, and trauma-informed while adhering to local and state restrictions. This facilitator training includes strategies for guiding a well-rounded exploration of whole people, especially when cultural norms might challenge scientific and psychological reality.

Learn how to facilitate in ways that are intentionally trauma-informed, antioppressive, and accessible to people with various learning styles and abilities. Stellar Sex Ed facilitator training can help facilitators of any curriculum, even in strictly regulated Tennessee public schools, create a more trauma-informed, inclusive experience for students.

  • Learn how to engage participants' imagination and actively encourage exploration and curiosity.
  • Find out what curriculum, facilitator, and administration characteristics enhance racial equity in sex ed--and why that is important.
  • Learn to think about human inner and outer space from new perspectives, free from shame and fear tactics.

RISE recommends at least two facilitators work together on any workshop or class, so if your organization is considering sending one facilitator trainee, please consider sending two or collaborating with another organization. Let us know at RISE if you might need cofacilitators—we love collaborating!

Topic(s): 
Conscious and unconscious bias about race, ethnicity, and culture disclosure
Consent and interpersonal and sexual violence
Contraception, pregnancy, and reproduction
Creating an inclusive and affirming learning environment
Disclosure
Effective teaching strategies
Healthy relationships
HIV and other sexually transmitted diseases/infections
LGBQ+ identities
Puberty and adolescent development
Racial and reproductive justice
Responding to challenging questions
Transgender and gender expansive identities
Sexual and reproductive anatomy and physiology
Values
State(s): 
Alabama
Alaska
American Samoa
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of Columbia
Florida
Georgia
Guam
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Northern Mariana Islands
Ohio
Oklahoma
Oregon
Pennsylvania
Puerto Rico
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
U.S. Virgin Islands
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Age Group(s): 
Grades 3-5
Grades 6-8
Grades 9-10
Grades 11-12
Format: 
In person
16 hours
$500/Includes access to one level of Stellar Sexual Health Education
Indicator 1 (K-12): Describe the importance of teachers’ maintaining professional boundaries when teaching sex education.
Indicator 2 (K-12): List three factors to consider regarding personal disclosure when teaching sex education
Indicator 3 (K-12): Demonstrate how to reduce the impact of educators’ passive and/or active personal disclosure on the educational environment. (S)
Indicator 4 (K-12): Explain the roles and responsibilities of a mandated reporter.
Indicator 5 (K-12): Explain the state- and district-mandated reporting requirements and procedures.
Indicator 1 (K-12): Define racism (including individual, interpersonal, institutional, ideological, structural, and systemic), racial micro-aggressions, and reproductive justice.
Indicator 2 (K-12): Name three sexual health inequities and some of their systemic causes (e.g., African American women living with HIV have expressed mistrust toward healthcare professionals, in part, as a result of systemic racism).
Indicator 3 (K-12): Describe three ways power, privilege, prejudice, discrimination, and stereotypes related to age, race, ethnicity, sexual orientation, gender, gender identity, socio-economic status, immigration status, and/or physical or intellectual ability can impact sexual health and reproductive justice.
Indicator 4 (K-12): Describe three effective response strategies when a student or school community member has been hurt or wronged by bias.
Indicator 5 (K-12): Describe three strategies educators can use to acknowledge and proactively work to mitigate the impact of bias on their students’ sexual health and multiple, intersecting identities.
Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Indicator 2 (K-12): Demonstrate three strategies for creating culturally responsive classrooms. (S)
Indicator 3 (K-12): Describe three elements of a trauma-informed approach to sex education.
Indicator 4 (K-12): Demonstrate three strategies of a trauma-informed approach to sex education (e.g. giving trigger warnings before content on sexual assault and allowing students the right to pass as appropriate, etc.). (S)
Indicators
Sex Education In Schools Indicators: 
Indicator 1 (K-12): Describe three health (e.g. physical, social and/or emotional) and/or academic benefits of sex education for young people
Values Indicators: 
Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.
Indicator 2 (K-12): Describe how verbal and nonverbal expression of personal values, and comfort with topics related to sex education, could impact one’s teaching
Indicator 3 (K-12): Explain the importance of educators refraining from sharing their personal values when implementing sex education.
Indicator 4 (K-12): Demonstrate the ability to respond effectively to students’ values-based comments and questions. (S)
Conscious and unconscious bias about race, ethnicity, and culture Indicators: 
Indicator 1 (K-12): Define conscious and unconscious bias and explain how they could influence one’s teaching of sex education.
Indicator 2 (K-12): Describe three impacts that conscious and unconscious bias could have on cross-cultural interactions when teaching sex education.
Indicator 3 (K-12): Explain how an educator’s personal beliefs about racial and reproductive justice could influence their teaching of sex education.
Indicator 4 (K-12): Describe three strategies to reduce the impact of conscious and unconscious bias and enhance cross-cultural interactions in the classroom when teaching sex education.
Indicator 1 (K-12): Demonstrate the ability to build rapport with students. (S)
Indicator 2 (K-12): Demonstrate three student-centered instructional approaches that support a variety of learning styles. (S)
Indicator 3 (K-12): Explain the differences between positive vs. shaming approaches to teaching sex education.
Indicator 4 (6-12): Demonstrate how to use the experiential learning cycle when teaching. (S)
Indicator 5 (K-12): Describe three effective strategies for practicing skills with students.
Indicator 6 (K-12): Describe three strategies for actively involving parents, caregivers, and other trusted adults in a sex education program.
Indicator 7 (K-12): Demonstrate the ability to analyze and tailor lesson plans to match the age, developmental stages, cultural backgrounds, and other identities of students. (S)
Indicator 1 (K-12): Explain three reasons why it is important to respond to every question students ask when teaching sex education.
Indicator 2 (K-12): Demonstrate the ability to effectively respond to three different types of challenging questions. (S)
Indicator 1 (K-12): Describe three distinguishing characteristics between healthy and unhealthy relationships, involving family, friends, and/or romantic partners.
Indicator 2 (K-12): Explain three ways that healthy relationships can positively impact personal well-being.
Indicator 3 (K-12): Describe three strategies for teaching students communication skills.
Indicator 5 (K-12): Describe three ways to help students set and respect personal boundaries in relationships.
Indicator 1 (K-12): Define consent.
Indicator 2 (K-12): Explain why consent is a fundamental right for people of all ages.
Indicator 3 (K-12): Differentiate between situations in which sexual consent is and is not present.
Indicator 6 (K-12): Explain bodily autonomy and how it relates to consent and sexual abuse prevention.
Indicator 7 (K-12): Explain the impact of childhood trauma on the decision-making and sexual health of students.
Indicator 8 (K-12): Demonstrate three strategies to prevent and/or intervene in bullying and teasing. (S)
Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), LGBQ-inclusive curricular resources, and the presence of comprehensive, enumerated anti-harassment school policies are related to improved school climate for students of all sexual orientations.
Indicator 2 (K-12): Define sexual orientation and sexual identity, including that everyone has both.
Indicator 3 (6-12): Explain the difference between sexual orientation, sexual behavior, and sexual identity.
Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 5 (K-12): Demonstrate the ability to intervene effectively in homophobic and other bullying comments and actions. (S)
Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to include positive portrayals of LGBQ+ people in lessons. (S)
Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), gender-inclusive curricular resources, and the presence of comprehensive enumerated anti-harassment school policies are related to improved school climate for students of all gender identities.
Indicator 2 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 3 (K-12): Define gender identity and sex assigned at birth.
Indicator 4 (K-12): Explain how gender identity and gender expression are distinct from each other and from sexual orientation.
Indicator 5 (K-12): Demonstrate the ability to intervene effectively in transphobic, sexist, misogynistic and other gender-related bullying comments and actions. (S)
Indicator 6 (K-12): Explain three ways that transgender and gender expansive youth are at disproportionate risk for health disparities.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of transgender and gender expansive people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to make lessons affirming for transgender and gender expansive people. (S)
Indicator 1 (K-12): Describe how puberty prepares the human body for the potential to reproduce.
Indicator 2 (K-12): List three physical, three social, and three emotional changes that occur during puberty.
Indicator 3 (K-12): Identify three practices that students can adopt for maintaining healthy habits beginning during puberty.
Indicator 1 (K-5): Explain the benefits of teaching young children the medically accurate terms for genitals.
Indicator 2 (K-12): Demonstrate the ability to use medically accurate terms for sexual and reproductive anatomy, including all external genitals. (S)
Indicator 3 (K-12): Explain the function of the individual sexual and reproductive body parts and how they typically work.
Indicator 1 (6-12): Explain fertilization, implantation, conception, and how pregnancy occurs.
Indicator 2 (6-12): Demonstrate the steps necessary for effective external and internal condom use and how to access condoms. (S)
Indicator 3 (6-12): Describe the differences in mechanisms of action and access between emergency contraception and the abortion pill.
Indicator 4 (6-12): Explain methods of contraception, including the latest medical advances that are popular among young people.
Indicator 5 (6-12): Describe pregnancy options, including parenting, adoption, and abortion.
Indicator 6 (6-12): Identify three federal and/or state laws that impact young peoples’ access to effective reproductive and sexual health care (e.g. age of consent for services, confidential access to health care services, and access to condoms)
Indicator 1 (6-12): Describe HIV and three common STDs/STIs, and how each can and cannot be transmitted.
Indicator 2 (6-12): Explain that many STD/STIs do not cause symptoms and the only way to know if you have one is to be tested.
Indicator 3 (6-12): Explain the benefits of getting tested and treated for HIV and other STDs/STIs.
Indicator 4 (6-12): Explain three facilitators and three barriers to STD/STI testing and treatment.
Indicator 5 (6-12): Demonstrate the steps necessary for effective external and internal condom use and how to access condoms. (S).