M.A.R.S. Sexual Health Education Classes
In order to promote reproductive health and responsible sexuality among males age 13-25, M.A.R.S. utilizes two strategies: sexual health education classes and individual clinic consultations with peer health educators.
Overview 
M.A.R.S. offers a comprehensive sexual health curriculum that meets the National Health Education Standards for high school age students. The M.A.R.S. curriculum also meets the Age-Appropriate Sexuality Education Topic Guidelines, which are published by Oregon's Department of Education. For an overview of the M.A.R.S. Curriculum and health standards addressed by each session, click here.
What sets M.A.R.S. apart from other sexual health education curriculums?
Peer Education Model
M.A.R.S. utilizes a peer-to-peer model because research shows that peers are a significant influence on attitudes and behaviors during adolescence. Our M.A.R.S. Outreach Workers, who are college-age males, facilitate the sessions. This has provided students the opportunity to learn from peers similar in age, who speak the same language, and who the students feel they can relate to.
Male Involvement
Another highlight of the M.A.R.S. curriculum is its special focus to involve males in the area of sexual and reproductive health. Engaging males in sexual health and gender role discussions is the key to a holistic approach. Though the curriculum aims to increase male involvement in these topics, females are welcomed, included and important contributors to the discussion.
Engaging Activities
The curriculum at times uses tactics that are a little outside the box, offering activities to model behaviors, and also to give a chance for the students to peer teach. The curriculum is dynamic and uses teaching methods that accommodate different learning styles. The M.A.R.S. curriculum can also be adapted to meet the needs of diverse groups of students and different class sizes. We believe in our curriculum and we are eager to offer it wherever welcome!
M.A.R.S. Curriculum
The M.A.R.S. Outreach Workers facilitate discussions with groups of young men and women age 13-25 in high school and college classes, youth groups, support groups, fraternities, residence halls, and other organizations. They work as peer educators and teach a seven-session curriculum that covers:
Introductory Session: Introduction to M.A.R.S. and Development of Group Values
Session I: Media and Social Influences on Sexual Behavior
Session II: Defining Sex, Identifying Risks, & Decision Making
Session III: Talking about Sex – Communication Skills
Session IV: Abstinence and Other Contraceptive Methods
Session V: Sexually Transmitted Infections
Session VI: Healthy Relationships & Consent
Examples of Health Education Class Activities
Although the M.A.R.S. curriculum is not yet available to the public, we would like to provide you with examples of some of the activities used during the M.A.R.S. Health Education Classes. These activities are informative and designed to be interactive.
During the series, participants will be sharing their ideas and opinions with each other. Hence, it is important for the group to work together to establish a set of values or group norms that they all agree to before the classroom series begins. Examples of group norms that participants develop include:
- Respect others' values and opinions.
- Raise your hand if you have something to share.
- Respect confidentiality.
- Everyone is responsible for his or her own learning.
- Everyone has the right to pass.
- Use non-offensive, respectful language.
Session I – Media and Social Influences on Sexual Behavior
During Session I, the M.A.R.S. Outreach Workers utilize examples from popular media culture (print and television ads, film, children's toys, etc.) to demystify the influence of pop culture on young people's perceptions of masculinity and femininity. Participants discuss the true meaning and implications of social and media messages.
To reinforce this concept, M.A.R.S. Outreach Workers facilitate an activity called The Gender Box:
- To begin this activity, the M.A.R.S. Outreach Workers draw two large squares on a board. One box is labeled "Act Like a Man" and the other is labeled "Act Like A Lady".
- Students are then asked to reflect on what it means to "act like a man" or "act like a lady". Their responses are written in the box.
- Then students are asked to think of words males and females are called when they "step outside" of the box of what are socially accepted gender roles. These responses are written outside the box.
- Sample boxes may look like this:
The M.A.R.S. Outreach Workers will then ask follow up questions such as: "What is the purpose of these names? What are some of the consequences of boys being called these names? What can happen to males and females emotionally if they step out of their respective boxes? What can happen to males and females physically if they step outside of their respective box?"
Again, the objective of the Gender Box activity is to show the messages that society sends males and females about what it is to be a man or a lady.
Session IV – Abstinence and Other Contraceptive Methods
During Session IV, the M.A.R.S. Outreach Workers conduct an activity called You Become the Expert. The purpose of this activity is to help participants learn about the different types of contraceptive methods in a fun and creative way.
In this activity, groups of participants work together to learn and deliver information about contraceptive options to their peers. The group is asked to represent a company that manufactures or promotes one method of contraception, including abstinence. The participants create a commercial that will promote their method, and provide the audience with the key information about their method from their worksheet.
To further critical thinking, the class is provided a description of a young couple that is making a decision about contraception. The class works together to asses the pros and cons of each method as it applies to the fictitious couple. Discussion questions include:
- "What factors should the couple consider when choosing a method of birth control?"
- "So, because the method you've selected as a good fit for this couple, does that mean it is the best method for everyone?"
- "How can we define 'best method'?"
- "Which method is the only 100% way to protect against pregnancy and disease?"
- "Besides abstinence, which method, if used correctly, is most effective at protecting against pregnancy?"
- "What consequences might occur if the couple were under the influence of drugs or alcohol and they were using this method?"
Again, the goal of this activity is to help participants learn about the different types of contraceptive methods and to present them with factors to consider when choosing which method is best for them.
M.A.R.S. Sexual Health Class Results
In the first three years under the U.S. Office of Polulation Affairs male-involvement grant, M.A.R.S. provided services to over 11,500 people in Benton, Deschutes and Jackson Counties. Of these, over 5,500 have participated in a M.A.R.S. health education class.
Pre- and post-survey evaluation data show there is a statistically significant increase in the following for M.A.R.S. participants:
- Sexual health knowledge (STIs and birth control)
- Knowledge of free sexual health services available
- Attitudes about healthy relationships
- Self-efficacy communicating about abstinence, safe sex and healthy relationships
- Self-efficacy refusing sex
- Self-efficacy buying condoms
- Percieved peer norms about condom use and sex
- Intentions to use condoms
Testimonies From M.A.R.S. Classroom Participants
In this section, we share with you real testimonies from people who have participated in M.A.R.S. Sexual Health Education Classes.
"Dear M.A.R.S. Guys,
Thank you so much for spending so much time coming to talk to our class about sexual health and adolescence. It was really refreshing to have speakers that were informative without giving lectures and using scare tactics as ways to discourage us. It was interesting how you related gender roles to domestic violence. I really liked how each class somehow related to the next and the activities were not tedious and helped the information sink in. It's good that there is an organization such as M.A.R.S. because often the focus on sexual health is just for girls and women, it seems that men aren't often encouraged to talk and ask questions about their sexuality and health. What we discussed in class covered all different aspects of sexuality, which kept the classes interesting instead of just focusing on one thing specifically.
Thank you so much for your time and energy."
Student from Corvallis High School in Corvallis, OR
"Dear M.A.R.S. Guys,
Thanks so much for taking the time to come into our class. I really learned a lot about how to make responsible decisions in my relationships. I really liked all of the activities we did in class. My favorite was when we had to do skits. It was fun to get to know you guys. It always helps me learn better if the teachers are laid back and that's what you guys did. I wish you both luck in your future after college and thanks again."
"No Glove, No Love. Wrap it up, B"
Student from Corvallis High School in Corvallis, OR
"For now on, safe sex is better. I wish I would have done this a long time ago."
Participant from the YES House (substance abuse residency rehabilitation home) in Corvallis, OR
"I liked how you made us participate in groups and present stuff."
Participant from the YES House (substance abuse residency rehabilitation home) in Corvallis, OR
"I thought that the M.A.R.S. program was very useful and helpful….I learned a lot about stuff that I wouldn't ever want to ask about. The fact that the M.A.R.S. people were close in age with us helped a lot because I could relate more."
Student from Corvallis High School in Corvallis, OR
"I liked this activity [Definition of Abstinence] today. It made me think about what is too far and what is right for me."
Student from Corvallis High School in Corvallis, OR