School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 2. Responsible behaviour: delaying sex: 16 You decide

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

16 You decide - Activity on gender differences

Purpose

Boys/men often have different ideas about delaying sex from girls/women. Most of these are old ideas and need to be changed.

What the teacher does

1. Decide how to teach this activity.

a) Provide an activity for each student and have them do the activity individually, in pairs or in small groups.
b) Read the statement. Ask the students to indicate if they agree or disagree. (Only one activity sheet is needed.)
c) Put the students in small groups and have them complete the activity (one sheet per group needed).

2. You will have to explain to the students that they should indicate “agree” if, generally speaking, they think the statement is correct or right for themselves, and “disagree” if they think that this is not the right way of thinking or this idea is incorrect or wrong.

3. Next, the students are asked to change the old statements into new ones by completing the unfinished statements.

4. After the students have completed the activity you should conduct a class discussion. The agree-disagree can be clarified by a show of hands. Ask students to volunteer their answers to the unfinished sentences.

5. Ask students to suggest new statements and choose the one that receives wide consensus.