School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 2. Responsible behaviour: delaying sex: 15 Responding to persuasion (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

15 Responding to persuasion (individual) - How to refuse, delay, bargain

Purpose

Students learn how to deal with distracting statements and how to be assertive when someone is pressuring them to do something they do not want to do.

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 to a distracting and persuading person, individually or preferably in pairs.
b) Place the students in small groups and provide one activity sheet for each group.

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

3. Have them write out an assertive message for the situation they have chosen, in the “bubbles” (as in the class activity).

4. They should read it to themselves, make changes and men read it once more.

5. Tell the students that they may be asked to role-play their situation in front of the class.

What the peer leader(s) does

The peer leaders can help you by:

· Volunteering to role-play his or her script
· Leading a small group (if working in groups)