Mediator	Learning objectives covered in IYG-Tech
1. Students will not have sex
Knowledge of…	Reproductive system (functional anatomy)/Types of sex (oral, anal, vaginal)/Consequences of sex (physical, emotional, social)/“Personal limits or rules”/Situations (places, peers, times) & signs (loss of “control”, pressure, feelings) that may make it hard to say no to sex;/Characteristics of clear refusal skills/Abstinence as being the only 100% effective way of avoiding HIV, STD, or getting pregnant./ Pressures/influences (social, peer, partner, media) to have and not have sex/Communicating your rules to friends &/or partner & reasons why this is important/Alternate activities (e.g. movies, pizza, meet friends) and ways to suggest these/Avoidance strategies/Signs as cues to use refusal strategies/Personal rules regarding sex & intimate behaviors.
Skills and self-efficacy to…	Decide to not have sex/Identify signs & situations that may make it hard to say no to sex (e.g., peer pressure, social situations, when you really like the person) & use refusal skills/Communicate your personal rules to friends &/or partner/Identify & listen to signs and situations that may make it hard to say no to sex & avoid those situations (e.g. physically avoid the situation; use refusal/negotiation skills)/Suggest an appropriate alternative activity to sex.
Outcome expectations that…	The decision to not have sex will reduce the risk of getting HIV, STDs or becoming pregnant/Communicating your personal intentions and limits will lead to a better relationship with your partner/Communicating personal rules & intentions will decrease risk of HIV/STD & pregnancy/A healthy relationship is not predicated on sexual activity/Avoiding a high risk situation, alternative activities, &/or use of appropriate refusal skills will lead to successful abstinence without jeopardizing interpersonal relationships & reduce the risk of getting HIV, STDs or becoming pregnant./Deciding to not have sex will lead to increased self-respect/Use of refusal skills will keep you from doing things you don’t want to do (non-sex related) without jeopardizing friendships.
Perceived norms that…	Teens communicate their personal limits to friends/Teens communicate their personal limits regarding sex to their partners/Most middle school students do not have sex/Most middle school students feel it is important to not have sex.
Normative beliefs that…	Significant others approve and respect your refusing to have sex/People may have different personal rules regarding different behaviors/Friends approve of you communicating your personal rules/Your partner approves of you communicating your limits/Others approve of you recommending alternate activities to sex/Significant others approve and respect you refusing to do things that you choose not to do (non-sex related behaviors)/Significant others approve and respect your decision to avoid situations that may make it hard to say no to sex/Most parents feel it is important to practice refusal strategies to not have sex.
Social support to…	Use alternate activities/Decide to not have sex/Establish and communicate your personal intentions and limits/Avoid and/or help identify signs of risky situations/Use refusal strategies to not have sex.
2. Students Will Have Healthy Relationships With Their Friends, Girlfriends, or Boyfriends
Knowledge of…	Characteristics of healthy &unhealthy relationships/Healthy & unhealthy ways you behave in a relationship/Pressures & influences (social, peer, media) to have and not have healthy relationships/Expectations about healthy relationships/Ways to communicate expectations about relationships to friends & partner/Relationships with friends & partners that are not healthy/Situations where you come in contact with friends or partners that are not healthy/Strategies to avoid friends or partners that are not healthy/Alternative activities to being in unhealthy relationships.
Skills and self-efficacy to…	Evaluate relationships/Recognizing signs of unhealthy relationships/Have healthy relationships/Listen to your friends’ or partner’s expectations in relationships/Avoid unhealthy relationships/Communicate expectations in relationships/Engage in alternative activities to being in unhealthy relationships.
Perceived norms that…	Most peers can have healthy relationships.
Social support to…	Set and communicate expectations for healthy relationships./Evaluate relationships/Decide to have a healthy relationship/Avoid unhealthy relationships.