School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 2. Responsible behaviour: delaying sex: 14 Responding to persuasion (class activity)

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

14 Responding to persuasion (class activity) - How to refuse, delay, bargain

Purpose

An example of distraction and persuasion makes it easier for students to learn to deal with these problems and develop their own strategies.

What the teacher does

1. Decide how to teach 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) Divide students into 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” provided. Do the same for the other steps and responses in the activity.

2. Read the situation at the top of the page. Also read step one and the words that might be used.

3. Ask students for suggestions for step 1 and select the best one. Have the students put this in the first “bubble” on their activity sheet.

4. Do the same for the remaining steps and responses.

5. When the message is finished, role-play it with a volunteer student (or peer leader) three times using a different ending (refuse, delay, or bargain) each time.

6. Discuss the question; different answers are possible.

What the peer leader(s) does

The peer leaders should be able to:

· Role-play with the teacher
· Be in charge of a small group
· Write the activity on the blackboard