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| Home : Infectious Diseases : Sexual Health : Lesson Plans for Sexual Health Educators : Birth Control Methods : |
Workshop on Birth Control Methods and the Prevention of Unplanned PregnanciesGoalThis workshop will enable students to become more knowledgeable when choosing a type of birth control in order to prevent unplanned pregnancies and sexually transmitted infections. SummaryThe workshop will help students become familiar with different types of birth control through thinking exercises, discussions as well as specific examples. The students will thus be better equipped to make informed decisions with regard to birth planning. ThemesMethods of contraception, how they work, their advantages and disadvantages; prevention; unplanned pregnancies. Suggested activitiesExposés, discussions, exercises, specific examples, work in teams. Objectives
General Objective 1During the workshop the students will become more knowledgeable about various birth control methods. Specific ObjectivesBy the end of the workshop the student will be able to:
General Objective 2The workshop will help the students develop their ability to make informed choices in regard to birth planning. Specific ObjectivesBy the end of the workshop the student will be able to:
General Objective 3During the workshop the students will become more aware of the responsibilities inherent to teen pregnancy. Specific ObjectivesBy the end of the workshop the student will be able to:
Procedure1. Teacher's introduction to the subjectThe teacher presents the objectives, the general plan as well as the limits of the program; the workshop's intent is to help students learn more about different methods of birth control in order to avoid unplanned pregnancies and prevent sexually transmitted infections (STIs), including HIV/AIDS. The teacher then explains how the workshop will proceed and gives specific instructions. The students should be encouraged to actively participate, to listen to others' arguments and points of view and to critically examine the ideas presented without criticizing the people who presented them. The emphasis should be placed on respect and listening. The teacher specifies that this workshop concerns all students because the responsibility for contraception belongs to both males and females. The students are asked to react to the scheduled activities. Length: 5 minutes Purpose: Introduction to the context of the workshop Teacher's role:
Required material: None
Part One: Objective 12. Exposé on methods of contraception*The teacher begins this activity by explaining that impregnation occurs when the ovum meets the spermatozoon (sperm-a-ta-zow-on). The purpose of birth control is to prevent this meeting one way or another. The teacher goes on to show that there are four categories of contraceptive methods:
When one or the other method does not work due to forgetfulness or an accident, it is possible to use emergency methods (i.e., emergency contraception pills). The teacher insists that these do not in any way replace the above-mentioned methods and should only be used as a last resort. The teacher gives a copy of the recap table listing all the methods of contraception (annex #4) to each student. He/she goes through the list by asking the students to read the information related to each method as follows: the way it works, its rate of efficiency, its advantages as well as its disadvantages. The teacher specifies that the rate of efficiency implies the correct and consistent use of any given suggested method. The teacher makes sure that the students have understood the information thus far. He/she may have them add comments of their own or ask questions if they wish to do so. The teacher then asks the students to react to these different methods of contraception and may wish to spend more time discussing the birth control pill, condoms and Depo-provera, the methods most frequently used by adolescents. He/she can ask some of the following questions:
The teacher ends this activity by specifying that abstinence, male and female condoms, and in some cases spermicide are the only methods protecting not only against unplanned pregnancies but also against STIs, including HIV/AIDS. Length: 15 minutes Teacher's role:
Required material: *The teacher may refer to the frequently asked questions, the glossary and the diagram (annexes #1, #2 and #3) at any time during the workshop.
Part Two: Objective 23. Debate on the resistance to using birth controlThe teacher explains to the students that people sometimes "forget" to use contraceptive methods; in other cases, they use them incorrectly. The teacher asks the students to split into two groups of equal size and distributes a copy of annex #5 to the first group, representing the "cons". This group is asked to make a list of all the possible reasons people do not consistently and effectively use birth control. The second group, the "pros", are asked to list the advantages of birth control on their copy of annex #5. The teacher can check in with both groups and offer help if need be. Length: 5 minutes Teacher's role:
Required material:
4. Discussion on contraceptionThe teacher asks one of the "con" members to read a first argument and invites the members of the "pro" group to respond based on the answers from the previous exercise. During the discussion the teacher ensures discipline by giving everyone a chance to speak. He/she may also stimulate the discussion with the help of annex #6. The exercise ends when both groups have run out of arguments. Length: 10 minutes Teacher's role:
Required material: 5. Specific examplesThe teacher asks the students to split into groups of three or four and to choose one spokesperson per team. He/she distributes a copy of annex #7 to each group and asks volunteers to read the scenarios out loud. Each group of students must discuss the cases and come to an agreement regarding the suggestions they would offer to the adolescents in each case. The teacher may check in with each group and offer some guidance if need be. The teacher addresses every case and asks the spokespersons to offer a recap of the suggestions they would offer to their colleagues. The teacher then asks the other groups to complete or correct the information and may participate in the correction with the help of annex #8. Length: 10 minutes Teacher's role:
Required material:
Part Three: Objective 36. Exercise on maternity and paternityThe teacher asks the students to split into teams of three or four, each of which chooses a spokesperson. The teacher explains that being a parent has an impact on our lives on several levels: maternity and paternity have social, academic, family, financial, and other ramifications. He/she asks the girls to imagine being pregnant and the boys to imagine their girlfriend being pregnant.
The teams transcribe their answers onto annex #9. The teacher checks in with each team and offers some guidance if need be. The teacher then asks the spokespersons to offer a recap of the discussions that took place among their groups. The teacher writes the answers on the board through keywords. With the help of the following questions and annex #10, he/she then begins a discussion to allow the students to express their feelings regarding teen maternity/paternity issues:
The teacher wraps up the workshop by mentioning that there are several resource centres at their disposal should they wish to obtain additional information. He/she may consult annex #11 to answer further student questions. Length: 15 minutes Teacher's role:
Required material: Prepared for the Population and Public Health Branch
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Last Updated: 2005-03-08 | |
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