School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 3. Responsible behaviour: protected sex: 5 No to unprotected sex (demonstration) - How to be assertive with someone who doesn’t want to use a condom

School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)

Unit 3. Responsible behaviour: protected sex

		(introduction...)
		1 The condom - Information about the condom
		2 Arguments people use against using condoms - How to deal with a partner who is negative about condom use
		3 How to use a condom - Humorous explanation about condom use
		Condom practice - Students practice putting a condom on a model
		5 No to unprotected sex (demonstration) - How to be assertive with someone who doesn’t want to use a condom
		6 No to unprotected sex (class participation) - How to be assertive with someone who doesn’t want to use a condom
		7 No to unprotected sex (individual participation) - How to be assertive with someone who doesn’t want to use a condom

5 No to unprotected sex (demonstration) - How to be assertive with someone who doesn’t want to use a condom

Purpose

Using the skills learned in Unit 2 on assertive behaviour, students learn to use an assertive message with a partner who doesn’t want to use a condom or doesn’t have one to use.

What the teacher does

1. Decide how to teach this activity:

a) Provide each student with an activity sheet and have them follow the script as the teacher reviews the steps and role-plays the situation.
b) Review the steps and role-play the situation with another student (only two activity sheets are needed).

2. Have a student (peer leader) read each step as you (or another student) read the script.

3. Do the role-play three times - first with a refuse ending, then a delay ending, and finally with a bargain ending. You may want to use different students for the second and third role-play.

4. Tell them that the next step is for the whole class to develop the three different endings.

What the peer leader(s) does

Peer leaders can help the teacher by:

· Playing a role in the situation with the teacher.
· Role-playing an ending with another student (peer leader).