Topics In Brief

All Topics In Brief
	Abstinence Adolescent Development Advances In Reproductive Health Building Resiliency Through Culture Changing Social Norms Child Sexual Abuse Communities of Faith and Teen Pregnancy Prevention Condoms Contraception Educating Youth With Developmental Disabilities Emergency Contraception (EC) Friendship Gay, Lesbian, Bisexual, Transgender and Questioning Youth Girls' Development Health Belief Model Impact of Alcohol and Drug Use on Adolescents Male Involvement Managing Controversy Media Literacy Parent-Child Connectedness Parent-Child Connectedness: Bridging Research and Intervention Design Parent/Teen Communication Peer Education Positive Sexuality Pregnancy Options Pregnancy Prevention Program Evaluation Basics Promoting a Healthy Body Image Puberty Racial and Ethnic Disparities in Adolescent Reproductive Health Self Esteem Sexual Assault Sexually Transmitted Infections Social Learning Theory Teens and Older Partners Using Research to Improve Practice Wait for Sex Working with Preteens Working with Young Children (K-3) Youth Development Youth Mentoring

Working with Preteens

This edition of Topic in Brief includes the following sections:

An Introduction to the topic
Definitions related to the topic
An Overview of the Issues
Information about What Educators Can Do, and
More Information/Resources

Introduction

This edition of ReCAPP focuses on preteens. Preteen-aged youth are likely to be experiencing rapid physical development at the same time they are building relationships and ready to explore their sexuality. In this edition, we will focus on taking advantage of opportunities to establish communication and help preteens safely navigate their journey of self-discovery.

Definitions

"Preteens" refers to young people in 4th, 5th, 6th and/or 7th grades, or who are about 9-12 years old. During these years — also called "early adolescence" or "preadolescence" — youth grow and change physically, socially and psychologically. Youth at this age may:

Enter puberty. Some girls enter puberty as early as age 10; boys typically enter puberty at age 12.
Become more modest and tend to seek privacy more often.
Experience emotional ups and downs and struggle for more independence.
Develop romantic crushes on friends, older teens, music and movie stars, or sometimes teachers and counselors.
Continue to attach importance to same-sex friends. Often, cliques form at this time.
Feel awkward about themselves and wonder, "Am I normal?"
Be strongly influenced by their peer group, even if parents remain their most important source of values.
Continue to learn society's expectations about appropriate behavior, and may become preoccupied with how their peers dress and behave.
Masturbate to orgasm.
Begin to use sexual language and enjoy romantic or sexual fantasies.
Face decisions about sex and drugs. Moreover, because they may have little experience dealing with the consequences of their decisions, they may not realize the potential impact of their actions and take risks unknowingly.
Consider or initiate sexual intercourse.

(When Sex Is The Subject, 1991)

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An Overview of the Issues

Many sexuality educators believe that we as Americans offer our children too little information too late. In fact, research suggests that sexuality education is most effective when youth are not yet sexually active (Kirby, 1992). Educator and author Pam Wilson (The Sexuality Education Challenge, 1994) finds that teachers often "want to have open, honest discussions" with their preteen students but feel held back by lack of support from school administrators and parents. Expressing concern, Wilson states that "if our goal is to encourage the development of sexually healthy adults, we must start early to promote positive attitudes and important skills."

Other professionals recommend that adults share more sexual health information with preteens. Some physicians, for example, share the belief that youth, especially girls, should learn about sexual health sooner than they do now (Kaiser Daily Reproductive Health Report, December 19, 2001). According to Dr. Ursula Steadman, OB/GYN with the University of Connecticut Health Center, doctors are responsible to provide good reproductive health information to preteens. Steadman advises that a girl should be offered an opportunity "to discuss issues that she is not comfortable talking about with her parents" at the onset of puberty, before she becomes sexually active. Steadman notes that, since girls are beginning menstruation as early as age 10 or 11, pediatricians should also routinely discuss reproductive health issues with their preteen patients (Waldman, Hartford Courant, 12/18).

An issue which often accompanies the physiological changes for youth at this age is the challenge of their school experience. Most students encounter a transition within the school setting from elementary to middle or junior high school. This transition is difficult for some preteens who are not ready for the added responsibility and independence. When their difficult transition from elementary school is followed by negative experiences during middle school, odds increase that a teenage girl will drop out of school and risk becoming pregnant. So preteens experiencing difficulty in school deserve special attention. (Get Organized, The National Campaign to Prevent Teen Pregnancy, 1999)

Establishing good communication with preteens is especially important while they are experiencing so many physical and emotional changes. Many teens benefit from talking about these changes. However, communicating about sexuality is very individual, and preteens vary greatly in how they approach the subject of sex. Some young people ask questions freely and often, while others are able to ask a question only when particularly puzzled by something. Still others never ask questions, which may be explained by many reasons, including:

They may not have a curious nature.
They may be shy, embarrassed, or feel a sense of shame about the subject.
They may prefer to find their own answers.
They may have picked up the message from adults around them that it's not okay to talk about sexuality.

(When Sex Is The Subject, 1991)

However, one question that is often on the minds of preteens whether or not it is expressed, directly or indirectly, is "Am I normal?" Many preteens have doubts about whether their own developmental changes are normal and how they compare to their peers. The discomfort of having to ask if they are normal, coupled with a fear of learning that they aren't, makes some preteens dread initiating communication with adults about these sensitive issues. Therefore, adults should take responsibility for providing adequate opportunities to enable open communication with young people in a safe environment.

Health and sexuality education programs which stimulate communication between preteens and adults must be carefully considered and sensitively crafted. According to Pam Wilson (The Sexuality Education Challenge, 1994), "the messages that children receive in response to questions leave a lasting imprint on their sexual development, . . . [so] we educators must carefully critique the concepts that come through in the content, process, and environment of our programs."

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What Educators Can Do

It's important that educators thoughtfully choose reproductive health and sexuality programs for their content and process and incorporate a learning environment that preteens feel comfortable participating in. Preteen youth are generally open to hearing new information. However, educators can enhance learning by setting aside adequate time for students to be reflective, time to think about how the information might apply to their own lives.

In addition, a comfortable learning environment can be fostered by setting groundrules or classroom conditions designed for students to feel safe while sharing with each other and expressing their feelings or questions.

Other suggestions for educators who work with preteens include the following:

Engage parents as partners. Inform your students' parents in advance about your program's content and values. Involving parents from the start can help reassure them that you respect their role as their children's primary educators. You can also assign homework that students can complete with their parents. Then, at the end of your program, send home an evaluation form for parents to provide their input about the program.
Use teachable moments. According to educator and author Peggy Brick, (The Sexuality Education Challenge, 1994), "Teachable moments, essential for a meaningful approach to children's sexual learning, are likely to be overlooked or misused unless teachers have had training in recognizing them and significant opportunity to rehearse using them." Try to enhance your comfort level in responding to teachable moments. If training is not available, you can form a coalition of educators to help each other address these aspects of professional development. An organized group of educators can support one another in recognizing teachable moments, developing responses and practicing responses together.
Take off your "adult glasses" when talking to young people. Understand what they are really asking when they ask a question, remembering that young people are more concrete thinkers than adults. Some general guidelines to follow when you respond to them:
- Be honest and authentic in answering their questions.
- Answer their questions with concrete, age-appropriate language, (e.g., sometimes less is more).
- It is important to use clear, non-technical words and straightforward explanations.
  
  (See this month's Educator Skill entitled Answering Preteens' questions about Sexuality for more information.)

Remember that girls and boys develop at different rates. Preteen boys tend to laugh, disrupt the discussion and avoid talking about their feelings whereas girls may show more interest in listening, asking questions and learning from classroom activities. For this reason, some teachers prefer to separate boys from girls for sexuality education classes. Even so, many experts suggest at least some mixed gender classes to encourage dialogue between all youth. Since many elementary school teachers are female, finding adult role models who can transcend gender role stereotypes can be very important. This may require finding and using male teachers who can be trained to facilitate sessions with boys.
Be aware of cultural influences. Preteen social development is shaped by many environmental factors, including religion, ethnicity, and popular culture such as television, movies and music. Knowledge of these factors — as well as the ability to weave references to them throughout learning activities — can keep educators and other adults plugged into the world that preteens inhabit. Moreover, educators should have an awareness of the types of influences that will affect their students' beliefs and values to make their teaching — and students' learning — more meaningful.
Teach and model tolerance. Too often, children are cruel and tease each other over differences in appearance. It is not surprising then that differences in gender identification or sexual orientation (even a hint of it) are an especially dangerous weapon used for harassment. Teachers should be on the lookout for harassment and seek ways to "foster an environment of tolerance and to educate children about the impact prejudice and discrimination has on all of us." (Wilson, The Sexuality Education Challenge, 1994)
Encourage young people to support and help each other work through their insecurities. Look for occasions to teach youth that they have the knowledge and empathy to help each other during many difficult times. While preteens may not have much life experience and don't have all the answers, learning to listen to each other with caring and concern may be enough to help their peers, especially those who feel isolated. Educators should model and reinforce supportive behavior during class time to ensure the same quality of interaction outside of school. Learning how to give and receive emotional support can lead to positive social development, meaningful relationships, and feelings of connectedness throughout life.

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More Information/Resources

Organizations and web sites with information on working with preteens:

Planned Parenthood Federation of America
810 Seventh Avenue
New York, NY 10019
212/541-7800
www.plannedparenthood.org
ETR Associates
4 Carbonero Way
Scotts Valley, CA 95066
831/438-4060
www.etr.org
Sex Information and Education Council of the United States (SIECUS)
130 West 42nd Street, Suite 350
New York, NY 10036
212/810-9770
www.siecus.org
Alan Guttmacher Institute (AGI)
120 Wall Street
New York, NY 10005
212/248-1111
www.agi-usa.org
National Campaign to Prevent Teen Pregnancy
2100 M Street NW, Suite 300
Washington, DC 20037
202/331-7735
www.teenpregnancy.org
Advocates for Youth
1025 Vermont Avenue NW
Suite 200
Washington, DC 20005
202/347-5700
www.advocatesforyouth.org
Kaiser Family Foundation
2400 Sand Hill Road
Menlo Park, CA 94025
650/854-9400
www.kff.org
Girls Incorporated
120 Wall Street
New York, NY 10005-3902
800/374-4475
www.girlsinc.org
National Education Association
1201 16th Street, NW
Washington, DC 20036
202/833-4000
www.nea.org
National Parent Teacher Association
330 N. Wabash Avenue, Suite 2100
Chicago, IL 60611
800/307-4782
www.pta.org
National Association for the Education of Young Children
1509 16th Street, NW
Washington, DC 20036-1426
800/424-2460
www.naeyc.org
The Network for Family Life Education
Rutgers, The State University
100 Joyce Kilmer Avenue
Piscataway, NJ 08854-8045
732/445-7929
www.sxetc.org
National Network for Youth
1319 F St., NW, Suite 401
Washington, DC 20004
202/783-7949
www.nn4youth.org
American Social Health Association (ASHA)
PO Box 13827
Research Triangle Park, NC 27709
919/361-8400
www.iwannaknow.org

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Suggested books and curricula:

Our Whole Lives
(a comprehensive sexuality education curriculum)
Unitarian Universalist Association
25 Beacon Street
Boston, MA 02108
617/742-2100
www.uua.org/owl/facts.html
When I'm Grown
(a life skills program in three volumes)
Advocates for Youth
1025 Vermont Avenue NW
Suite 200
Washington, DC 20005
202/347-5700
www.advocatesforyouth.org/publications/catalog.htm
The What's Happening to My Body? Book for Girls . . A Growing Up Guide for Parents and Daughters
By Lynda Madaras
Newmarket Press
New York, NY, 1988
212/832-3575
The What's Happening to My Body? Book for Boys . . A Growing Up Guide for Parents and Sons
By Lynda Madaras
Newmarket Press
New York, NY, 1988
212/832-3575
Get Organized: A Guide to Preventing Teen Pregnancy (Volume 1: Focusing on the Kids)
Edited by Tamara Kreinin, Susan Kuhn, Anne Brown Rodgers, and John Hutchins
The National Campaign to Prevent Teen Pregnancy
Washington, DC, 1999
202/331-7735
Guidelines for Comprehensive Sexuality Education . . Kindergarten - 12th Grade
National Guidelines Task Force
Sex Information and Education Council of the U.S. (SIECUS)
New York, NY, 1992
212/819-9770
The Sexuality Education Challenge . . Promoting Healthy Sexuality in Young People
Edited by Judy C. Drolet & Kay Clark
ETR Associates
Santa Cruz, CA, 1994
800/321-4407
Teach & Talk . . The Subject is Sex
By Pamela Wilson, Marcia Quackenbush, and William H. Kane
ETR Associates
Santa Cruz, CA, 2001
800/321-4407
Sex … The Facts, The Acts & Your Feelings
By Dr. Michael Carrera
Crown Publishers Inc.
New York, NY, 1981
The NiteStar Program
(a theater-based prevention program for 5th-6th graders)
St. Luke's Roosevelt Hospital Center
1111 Amsterdam Ave, Scrymser 1
New York, NY 10025
212/523-3599
www.wehealnewyork.org/nitestar

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