School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 2. Responsible behaviour: delaying sex: 9 Who’s assertive? - Case studies

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

9 Who’s assertive? - Case studies - types of behaviours

Purpose

Being able to recognize assertive, passive and aggressive behaviour in real-life situations is important for a person who wants to be assertive.

What the teacher does

1. Decide how to teach this activity.

a) Provide an activity sheet for each student and have the students work on the activity individually, in pairs or in small groups.
b) Read the two stories and ask the students to identify the behaviours of the three people in the stories (only one activity sheet is needed).
c) Place the students in groups and give out one activity sheet for each group.

2. Give the students the answers to the questions about the three people in the stories.

· Story 1

Rob’s behaviour is:	Passive
Why?
What said?	“I know you’ll think I’m crazy...” “Well, OK, I’ll go”.
How said?	Soft voice; low voice.
Body position?	Head down; hangs his head; eyes down; defeated.

Sulana’s behaviour is:	Aggressive
Why?
What said?	“You are crazy and not only that but you’re stupid too”.
How said?	Interrupts; loudly.
Body position?	Nose to nose; hands on hips.

· Story 2

Tana’s behaviour is:	Assertive
Why?
What said?	“Could we talk where no one is around” (privacy); Asks for feedback and takes other person’s feelings into account.
How said?	Calm but firm.
Body position?	Sits straight; looks person in the eye.

3. If time permits, ask students to role-play these two scenes.

What the peer leader(s) does

The peer leaders could:

· Work with a small group
· Role-play the two stories
· Write on the blackboard

Additional preparation

Teachers might want to prepare peer leaders to do a role-play of the two situations.