Guiding youth to lead healthy and safe lives.


Teen Pregnancy
& STD Prevention

You Can’t Prevent Something You Don’t Understand

Is there anything more awkward or embarrassing than talking to your kids about sex? You’re not alone—most parents feel this way. But because there are so many physical and emotional risks involved when teenagers have sex, it’s important to engage your kids in open, informed, nonjudgmental conversations. These conversations can, and probably should, focus on reasons why waiting to have sex is a good idea. They may roll their eyes at you, but you have a better chance at keeping them healthy and safe.

“This program was very effective and I think had a positive impact on everyone.”

7th grader at Creston Middle School

Rights, Respect, Responsibility (3Rs)

Rights, Respect, Responsibility (3Rs) provides middle school students with the knowledge, confidence, and skills necessary to remain sexually abstinent, thus eliminating their risk of sexuality transmitted disease (STDs) and teen pregnancy. In direct alignment with the National Sexuality Education Standards and National Health Education Standards as a proven, evidence-informed curriculum, 3Rs is an eight-session program that is medically accurate, age-appropriate, and free of social biases. 3Rs fosters responsibility by respecting young people’s rights to honest sexuality education.

What Students Learn:

Session 1

Change is Good!

By the end of this lesson, students will be able to:

  • Name at least one physical, social, cognitive, and emotional change young people go through during adolescence.
  • Identify at least two websites that contain additional medically accurate information about puberty and adolescence for young people their age.

National Sexuality Education Standards Alignments:

  • Describe the physical, social, cognitive, and emotional changes of adolescence.
  • Identify medically accurate sources of information about puberty, adolescent development and sexuality.

Session 2

Talk About Sex

By the end of this lesson, students will be able to:

  • Describe three different types of communication people use.
  • Demonstrate how to effectively use assertive communication in relationships.

National Sexuality Education Standards Alignments:

  • Demonstrate the use of effective communication skills to reduce or eliminate risk for STDs, including HIV.
  • Demonstrate the use of effective communication and negotiation skills about the use of contraception, including abstinence and condoms.

Session 3

Everybody’s Got Body Parts – Part One

By the end of this lesson, students will be able to:

  • Name at least two parts of the female internal and external sexual and reproductive systems.
  • Describe the function of at least two parts of the female internal and external sexual and reproductive systems.
  • Demonstrate a basic understanding of the menstrual cycle.

National Sexuality Education Standards Alignments:

  • Students will be able to describe the male and female sexual and reproductive systems, including body parts and their functions.

Session 4

Everyone’s Got Body Parts – Part Two

By the end of this lesson, students will be able to:

  • Name at least two parts of the male internal and external sexual and reproductive systems.
  • Describe the function of at least two parts of the female internal and external sexual and reproductive systems.
  • Demonstrate a basic understanding of the menstrual cycle.

National Sexuality Education Standards Alignments:

  • Students will be able to describe the male and female sexual and reproductive systems, including body parts and their functions.

Session 5

Protecting Your Health: Understanding and Preventing STDs

By the end of this lesson, students will be able to:

  • Define STDs and HIV.
  • Name at least three common STDs and how they are transmitted.
  • Compare sexual behaviors that put people at high, low, or no risk for STDs.

National Sexuality Education Standards Alignments:

  • Define STDs, including HIV, and how they are and are not transmitted.
  • Compare and contrast behaviors, including abstinence, to determine the potential risk of STD/HIV transmission from each other.
  • Describe the signs, symptoms, and potential impacts of STDs, including HIV.

Session 6

Birth Control Basics

By the end of this lesson, students will be able to:

  • Describe the impact of correct and consistent use of a birth control method on how effective it is at preventing pregnancy.
  • Correctly recall that there is generally a gap between when a person may start to have vaginal sex and when they may wish to get pregnant, which makes using effective birth control important.
  • State correctly what emergency contraception is.

National Sexuality Education Standards Alignments:

  • Explain the health benefits, risks, and effectiveness rates of various methods of contraception, including abstinence and condoms.
  • Define emergency contraception and its use.
  • Identify medically accurate information about emergency contraception.

Session 7

Healthy or Unhealthy Relationships?

By the end of this lesson, students will be able to:

  • Characterize, in their own opinion, at least one relationship trait as either healthy or unhealthy.
  • Name at least two types of power differential in relationships, as well as their implication for the relationship.
  • Describe at least two ways in which an unhealthy relationship can become a healthy one.
  • Apply their understanding of healthy relationships to a couple represented in the media.

National Sexuality Education Standards Alignments:

  • Compare and contrast the characteristics of healthy and unhealthy relationships.
  • Explain the criteria for evaluating the health of a relationship.
  • Describe the potential impacts of power differences such as age, status or position within relationships.

Session 8

The World Around Me

By the end of this lesson, students will be able to:

  • Name at least two people or entities from which young people receive messages about relationships and sexuality.
  • Describe at least one message young people might receive about sex and sexuality from each of these sources.
  • Explain how these messages can have an impact on a young person’s sexual decision-making.
  • Reflect on how examining these influences can have an impact on their self-concept and body image, which can affect their own sexual decision making in the future.

National Sexuality Education Standards Alignments:

  • Analyze how friends, family, media, society, and culture can influence self-concept and body image.
  • Examine how alcohol and other substances, friends, family, media, society, and culture influence decisions about engaging in sexual behavior.
  • Analyze the ways in which friends, family, medica, society, and culture can influence relationships.
  • Analyze the impact of alcohol and other drugs on safer sexual decision-making and sexual behaviors.

Indiana law (IC 20-10.1-4-11) states, “when sexuality education is taught, abstinence from sexual activity outside of marriage must be stressed. Instruction must teach that abstinence outside of marriage and a mutually monogamous relationship inside of marriage are the best ways to avoid out-of-wedlock pregnancy, sexually transmitted diseases, and other associated health problems.” LifeSmart Youth adheres to Indiana’s legal requirements in our abstinence-based programs. We also utilize the medically accurate definition of abstinence as “not engaging in vaginal, oral, or anal sex.”

In accordance with Indiana law SB65, parents of the youth served by LifeSmart Youth are provided Opt In consent forms for the Human Growth & Development and 3Rs programs.

This program requires an eight-session commitment. Sessions can be combined to fit block scheduling. For more information or to schedule a program, contact us at (317) 667-0340 or info@lifesmartyouth.org.

Help us guide Indiana youth to lead healthy and safe lives.