Case Study - Middle School

Focused Topics Sexual Development & Behavior in K-12 Students Lesson 1 Explore Case Study - Middle School Reflection	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 23106 Name Certifier Date
Directions: Please read the following case study. Use the table below to note the physical changes, knowledge and beliefs, and behaviors that contribute to Devon and Kelly's sexual development. Review the list of factors and record your thoughts on how they influence their sexual behavior. You may find it helpful to refer to the suggested answers for additional guidance. Case Study: Devon and Kelly Devon and Kelly are 13-year-old students in your classroom. They both claimed to be “boyfriend and girlfriend” about two months ago, though they frequently break up and get back together. Devon and Kelly’s families are good friends, and they socialize together often. Other students in the school gossip about how the two of them “make out in Kelly’s bedroom” when Devon’s family is visiting. Devon and Kelly have been observed to hold hands and put their arms around each other during school, especially when getting off the bus and during lunchtime. School staff have asked that they not engage in these behaviors and explained what types of touch are appropriate, but they need to be reminded of these guidelines. Sometimes when they are “broken up,” Devon will attempt to put his arms around Kelly even when it is unwanted. School staff respond to this by telling Devon to, “Leave Kelly alone.” A teacher has separately spoken with both sets of parents about the behaviors and guidelines given to Devon and Kelly about appropriate touch while at school. Both sets of parents seem to think, “kids this age will be kids.” Kelly’s parent responded that their behaviors are “cute” and says that this is the age when kids start dating. Devon’s parent found the behavior to be funny and stated, “Devon is learning how to chase girls.” Sexual Development & Behavior Physical Changes Both are pre-pubescent or going through puberty, likely experiencing physical and hormonal changes Knowledge & Beliefs Understand the concepts of boyfriend and girlfriend and self-identify with these terms Parents are OK that they are dating and use physical affection Receive mixed messages about appropriate touch from parents and staff Devon may not understand consent Behaviors Holding hands and putting arms around each other Sometimes wanted by both, other times not consensual Factors That Influence Sexual Behavior Culture & Family Norms Families are friends, think it’s OK for their children to engage in this behavior and to be dating Devon’s parent thinks “chasing girls”–type behavior is acceptable Development Students this age begin to have more complex peer relations, friendships are very important to sense of self May feel peer pressure May desire the attention of others in a romantic way Behaviors are typical, although Devon needs support Function of the Behavior Behaviors are thought out ways to show each other affection, sometimes unwanted by Kelly Frequency & Participation Off and on for two months while at school Environment In the school environment, coming off the bus and when outdoors Effect on Others Kelly does not always want to engage in these behaviors Other students may be observing Ease of Redirection Somewhat responsive to redirection Devon needs redirection specific to consent

Reflection

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ACTIVITY ID: 23106

Name

Certifier

Date

Directions: Please read the following case study. Use the table below to note the physical changes, knowledge and beliefs, and behaviors that contribute to Devon and Kelly's sexual development. Review the list of factors and record your thoughts on how they influence their sexual behavior. You may find it helpful to refer to the suggested answers for additional guidance.

Case Study: Devon and Kelly

Devon and Kelly are 13-year-old students in your classroom. They both claimed to be “boyfriend and girlfriend” about two months ago, though they frequently break up and get back together. Devon and Kelly’s families are good friends, and they socialize together often. Other students in the school gossip about how the two of them “make out in Kelly’s bedroom” when Devon’s family is visiting.

Devon and Kelly have been observed to hold hands and put their arms around each other during school, especially when getting off the bus and during lunchtime. School staff have asked that they not engage in these behaviors and explained what types of touch are appropriate, but they need to be reminded of these guidelines. Sometimes when they are “broken up,” Devon will attempt to put his arms around Kelly even when it is unwanted. School staff respond to this by telling Devon to, “Leave Kelly alone.” A teacher has separately spoken with both sets of parents about the behaviors and guidelines given to Devon and Kelly about appropriate touch while at school. Both sets of parents seem to think, “kids this age will be kids.” Kelly’s parent responded that their behaviors are “cute” and says that this is the age when kids start dating. Devon’s parent found the behavior to be funny and stated, “Devon is learning how to chase girls.”

Sexual Development & Behavior

Physical Changes

Both are pre-pubescent or going through puberty, likely experiencing physical and hormonal changes

Knowledge & Beliefs

Understand the concepts of boyfriend and girlfriend and self-identify with these terms
Parents are OK that they are dating and use physical affection
Receive mixed messages about appropriate touch from parents and staff
Devon may not understand consent

Behaviors

Holding hands and putting arms around each other
Sometimes wanted by both, other times not consensual

Factors That Influence Sexual Behavior

Culture & Family Norms

Families are friends, think it’s OK for their children to engage in this behavior and to be dating
Devon’s parent thinks “chasing girls”–type behavior is acceptable

Development

Students this age begin to have more complex peer relations, friendships are very important to sense of self
May feel peer pressure
May desire the attention of others in a romantic way
Behaviors are typical, although Devon needs support

Function of the Behavior

Behaviors are thought out ways to show each other affection, sometimes unwanted by Kelly

Frequency & Participation

Off and on for two months while at school

Environment

In the school environment, coming off the bus and when outdoors

Effect on Others

Kelly does not always want to engage in these behaviors
Other students may be observing

Ease of Redirection

Somewhat responsive to redirection
Devon needs redirection specific to consent