School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 2. Responsible behaviour: delaying sex: 11 Your assertive message (class)

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

Unit 2. Responsible behaviour: delaying sex

		(introduction...)
		1 Reasons to say NO - Reasons for delaying sex
		2 To delay or not to delay (a, b) - Case Study - Reasons for and against sex
		3 “Lines” and more “lines” - Pressure to have sex
		4 Guidelines: help to delay sex - Help for delaying sex
		5 What to do? - Case studies on sex for delaying sex
		6 Affection without sex? - Alternatives to sexual intercourse
		7 What’s next? - Ranking physical activities
		8 Am I assertive? - Definition of passive, aggressive, and assertive behaviours
		9 Who’s assertive? - Case studies - types of behaviours
		10 Assertive messages - Four steps to assertive behaviour
		11 Your assertive message (class) - Four steps to assertive behaviour
		12 Your assertive message (individual) - Four steps to assertive behaviour
		13 Responding to persuasion (demonstration) - How to refuse, delay, bargain
		14 Responding to persuasion (class activity) - How to refuse, delay, bargain
		15 Responding to persuasion (individual) - How to refuse, delay, bargain
		16 You decide - Activity on gender differences
		17 Dealing with threats and violence - Case study on violence in dating
		18 Being assertive every day - Take-home activity on being assertive

11 Your assertive message (class) - Four steps to assertive behaviour

Purpose

By preparing an assertive message with the whole class, it is easier for students to prepare their own assertive message during the next activity.

What the teacher does

1. Decide how you are going to do this activity:

a) Provide each student with an activity sheet and have them fill in the “bubbles” as you do the activity with the whole class.
b) Put the activity on the blackboard and fill in the “bubbles” with the suggestions from the class (only one activity sheet needed).
c) Place students in small groups and provide each group with an activity sheet. Have the group develop ideas for step 1 and then ask for suggestions from each group. Select the best suggestion and have the recorder from each group enter that step in the “bubble”. Do the same for steps 2, 3, 4.

2. Read the situation at the top of the page. Also read step 1.

3. Ask students for suggestions for the first “bubble”. Take the best one and have the students write this on their activity sheet.

4. Do the same for steps 2, 3, response of the other person and step 4.

5. When the message is finished, role-play the message with a student playing the part of Adula.

What the peer leader(s) does

Peer leaders could:

· Be in charge of a small group
· Role-play the developed message with the teacher or another peer leader