Welcome to the Life Planning Education Program Print

A Lesson Plan from Life Planning Education: A Youth Development Program (Chapter One)

NOTE:  Life Planning Education (LPE) is currently being revised. The printed/for-sale version includes an older version of this lesson plan. Please make sure you have looked at the PDF of Life Planning Education before purchasing - that is the version that is available to buy.

Purpose:
To introduce the program, explain its purpose and invite adolescents to share their expectations

Materials:
Newsprint and markers or board and chalk; one copy of proposed program plan for each participant; Leader's Resource, Ground Rules; decorated Question Box; and one journal [optional] for each participant

Time:  20 to 40 minutes

Planning Notes:

  • Before you introduce the program to participants or others, review the Leader's Guide preceding this chapter to be sure you understand the assumptions and values on which the program is based.
  • Participants should help plan the program. Create a tentative program plan by writing out the proposed topics for each session.  Make copies of the tentative plan to distribute to the adolescents at the first session. Leave plenty of space on the handout for the participants to write in their suggestions for topics, guest speakers, etc.  Involving the adolescents as much as possible in program planning and implementation will create a participant-centered environment that will keep youth engaged with the program.
  • If you have previously led a Life Planning Education program, invite former participants to help introduce the program and share some of their experiences.
  • Create an attractive, eye-catching Question Box. Decorate an old shoe box or other container and cut a slot in the top large enough to admit 3 x 5 index cards.
  • If this program is school-based, you may be required to grade students.  Several options will allow you to fulfill this requirement while keeping participants engaged with the activities rather than focused on grades.
    • Grade adolescents on their participation in activities and processing.
    • Have participants grade themselves as to how well they achieve the goals and objectives they set.
    • Grade on portfolios that participants compile throughout the program.  Portfolios can include journal entries, completed handouts, drawings, written reflections about an activity or experience, and other products of the adolescents’ participation.
  • Decide whether you will ask the participants to keep a journal during the program.  Keeping a journal can contribute to learning and self-assessment.  Journals encourage reflection and provide practice in writing as well as a written record of the adolescents’ growth and experience.  You can encourage the use of journals in several ways.
    • Build in a five- to 10-minute segment at specific times, such as the end of each session, so participants can record their thoughts.
    • Ask participants to respond to specific questions in their journals or ask them to write about their experience.
Ask the adolescents to decide, individually, whether or when they will share what they write in their journal. Participants should always be able to keep their journal confidential.

Procedure:

  1. Welcome the participants to Life Planning Education.  Enthusiastically point out that this will be a unique opportunity for everyone to learn from each other.  Reflect on some of the facets of the program that make it special.
    • The adolescents will participate actively in the program. They will not just listen.  They will contribute information to discussions, help choose topics, and participate in experiential activities.
    • Participants will have opportunities to discuss feelings, values, and attitudes as well as factual information.  Often, there will be no right or wrong answer.  Participants’ individual experience will determine their answers.
    • The adolescents will practice skills important to building a fulfilling life.
    • The program will focus on sexuality in an open, honest manner, providing information and  opportunities to discuss all aspects of sexual development, emotions, values, and behaviors.
  2. Explain the concept of life planning, why Life Planning Education was developed, and what you expect this particular program to accomplish.  Make the following points plus any others that are important to you:
    • Life Planning Education is a program to help adolescents develop the knowledge, attitudes, and skills they need to make healthy decisions and to achieve a healthy, satisfying adulthood.
    • By participating, adolescents can learn information and practice behaviors that will help them achieve their own life plans and realize their own dreams.
    • A primary focus of Life Planning Education is to help adolescents avoid possible negative outcomes from sexual relationships, such as unintended pregnancy and sexually transmitted infections (STIs), including HIV.
    • Life Planning Education demonstrates that sexual and reproductive decisions can affect adolescents’ vocational and career achievements and vocational and career aspirations can affect adolescents’ sexual and reproductive decisions.
    • Life Planning Education frankly and honestly addresses issues of real importance to youth.
  3. Distribute copies of the proposed program plan you created.  Read it aloud, then ask the group for their ideas.  Ask them the following questions:
    • Does this address your concerns?  Does it miss any important concerns?  If so, what does it miss?  [Be honest if some concerns of the participants are beyond the scope of the program. Offer to find out what other programs in the community may address those concerns; then do so, and report back at the next session.]
    • Which of the topics are especially important to you?
    • Where should we spend more of our time?  Less of our time?
    • Use newsprint to collect the ideas and suggestions on topics and concerns.  Promise to bring to the next session a program plan that incorporates the ideas and suggestions that are within the scope of the program. Then do so.
  4. Write the word Expectations on the board or newsprint.  Ask what the participants hope to gain from the program.  List their responses.  [Address any that are beyond the scope of the program.  Again, as in Step 3, offer to find out what other programs may meet these expectations and report back at the next session.]  Say that, on the revised program plan that you will present at the next session, you will indicate how the program will meet the expectations that are within the scope of the program.
  5. Explain the need for group rules to regulate how everyone (leaders and participants) will interact while in the program. Emphasize that these rules will be important because the program addresses topics that can be very personal, such as values and sexuality.  The rules will ensure that everyone feels safe participating in the program.  Give examples of program topics and activities in which participants may be reluctant to participate unless they are sure that what they say won’t provoke hostility or disrespect.  Such examples could include: using competitive games to see which team knows the most about drug abuse or contraception; role playing about relationships and dating; discussing personal values; and making difficult decisions about tough situations.
  6. Write Ground Rules on newsprint or the board.  Ask participants to think about rules that will help ensure that no one feels put down or disrespected.  List participants’ ideas and, if they haven’t come up with some important rules, make suggestions from the Suggested Ground Rules in the Leader’s Resource.
  7. Post the list of group rules and explain that these will help keep the group focused on the activity and working well together.  Ask everyone to agree verbally to the final list of ground rules or ask them to sign a written contract regarding the rules at the next session. Either way, everyone agrees to abide by the rules the group has set and to call on one another to keep the rules.
  8. If participants are present from former Life Planning Education programs, introduce them and ask them to share some of the highlights of their experience.  Encourage the group to ask questions and talk openly with the guests.
  9. Review logistics, such as:
    • When and where the group will meet for each session
    • Attendance requirements
    • Whether participants will keep a journal and, if so, how journals will be used  (If you plan to use journals, distribute them now.)
    • Your expectations regarding activities outside of scheduled sessions
    • Whether participants are graded and, if so, on what basis
    • Parental permission forms
    • Other points.
  10. Point out that asking questions is important part of participating in this program and that you will do your best to answer all questions.  Introduce the Question Box and explain that it will provide the opportunity for participants to ask questions and make comments on the program anonymously.  Explain that you will respond to every question put in the box except questions about your personal life.  Say that all questions are okay unless they are written just to be inappropriate or to shock.  Encourage the adolescents to use the Question Box at any time.
  11. Conclude the activity using the discussion points below.

Discussion Points:

  1. Do you have any questions about the program?
  2. Have you ever been in a program like this?  If so, what would you like to tell us about it?
  3. Do you expect this experience to be different from others you have had?  How?
  4. What particular strength do you bring to this program?  Will you share it with others?