School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 2. Responsible behaviour: delaying sex: 5 What to do?

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

5 What to do? - Case studies on sex for delaying sex

Purpose

Students need to practice using the guidelines for delaying sex in real-life situations.

What the teacher does

1. Decide on a method for doing this activity.

a) Provide an activity sheet for each student and have them work individually, in pairs or in small groups.
b) Write the list “Help for delaying sex” on the blackboard and then read aloud each situation. Ask students to select the 3 best ways (from the list on the board) of helping the person in each situation (only one activity sheet needed).
c) Divide students into small groups and provide one sheet for each group (only one sheet per group needed).

Note: If you need more time for this activity you might have one third of the class or groups do one situation each.

2. Provide the answers for each situation. These may vary from group to group and student to student and are only suggested answers.

· Situation 1
Help for Jeline
1) Decide how far you want to “go” (your sexual limits) before being in a pressure situation.
2) Be honest from the beginning, by saying you do not want to have sex.
3) Decide your alcohol limits before being in a pressure situation.
· Situation 2
Help for Romain
1) Avoid going to someone’s room (or house) when there is no one else there.
2) Be honest from the beginning by saying you do not want to have sex.
3) Pay attention to your feelings; when a situation becomes uncomfortable, leave.
· Situation 3
Help for Nadino
1) Do not accept presents and money from people whom you do not know very well.
2) Avoid secluded places where you could not get help.
3) Be honest from the beginning, by saying you do not want to have sex.

3. Have students select three guidelines that would be most useful personally for them (answers will vary from student to student).

What the peer leader(s) does

· Write the activity on the blackboard (if that method is used).
· Be a group leader and report back to the class (if that method is used).

What should be done by parent(s)
(if a Parents’ Guide is used):

Students might take this activity home and read and/or discuss the situations and answers with their parents (if each student is given an activity sheet).

Additional preparation

Teachers might want to decide on other (than those given here) acceptable answers for each situation, before doing this activity with students.