How does your line fit with your values—the meaning you would want for any level of physical intimacy? Consider under what conditions, when, and with whom you would ever move your boundary line. Answer the questions on the benefits of setting the line above the bolded line. Be as specific as possible about emotional, health, and social benefits. Then answer the question on the risks of going below the bolded line. Challenge yourself to be specific and to consider all areas: health risks, risks for your future, emotional risks, risks to friendships, freedom to explore and meet new people, etc. Being clear about your line can help you stick to your intentions. Allow 4 minutes (or assign as homework). When finished, say: Remember, once you move from just friends to romantic interests, it’s important to start talking. The more you are clear in your own head, the more you’ll be able to assert what you want to a partner and not be pressured. (Note: Teens will complete My Personal Plan, workbook pgs. 35–36, in Lesson 11.) (PP) Pass out Parent-Teen Connection—Intimacy and Sexual Decisions, Resource 10c (pg. 206). Teens are to ask their parent or trusted adult to read the 5 connections that build intimacy on pg. 33 of their workbook, as well as the story of Mariah on pg. 32 and the story of Ebony on pg. 33. Together, discuss the 5 dimensions of intimacy and compare the decisions of Mariah and Ebony. Ask your parent or trusted adult what he or she feels the benefits are in deciding to leave sex out of teen relationships. Ask him or her to sign and return for credit. Notes 1 With One Voice 2012. A survey by the National Campaign to Prevent Teen and Unplanned Pregnancy. August 2012. 2 See surveys conducted by the National Campaign to Prevent Teen and Unwanted Pregnancy, With One Voice 2012. https://success1st.org/uploads/3/4/5/1/34510348/wov_2012.pdf 3 Child Trends. (2003). See research brief, “First Time: Characteristics of Teens’ First Sexual Relationships” (ChildTrends.org) Parent-Teen Connection LESSON 10 203 Copyright 2018 Marline E. Pearson
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