School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 2. Responsible behaviour: delaying sex: 12 Your assertive message (individual)

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

12 Your assertive message (individual) - Four steps to assertive behaviour

Purpose

Students are given the opportunity to develop and practise their own assertive message.

What the teacher does

1. Decide how to teach this activity:

a) Provide an activity sheet for each student in the class and have them write out an assertive message individually or preferably in pairs.
b) Divide the students into small groups and provide one activity sheet per group.

2. Either assign a situation (there are four) to the students or let them choose their own.

3. Have them write out an assertive message for their chosen situation.

a) Have the groups role-play the situations they have been assigned or have chosen.

b) Ask for volunteers to role-play their script in front of the class. Look for verbal and non-verbal aspects of their message. Be very positive if they volunteer.

What the peer leader(s) does

Peer leaders could:

· Volunteer to role-play their script
· Lead a small group (if working in groups)