j----_. - New York Civil Liberties Union

Mahopac 107
talking and listening to parents; therefore, they should not just
give the sheet to their parents to fill out. Tell students that their
parent interview is completely confidential and they will not tum
in the homework. Instead, to verify that the homework was completed,
the student and parent will sign a form stating that they did
the assignment. This form is the only thing the student will tum in.
Refusal
Skills
NOTE TO
THE TEACHER
First the class will briefly discuss nonverbal
skills used for refusing and then deal
with verbal skills. This class demonstrates
skills and also socializes students to the
routine of role-playing and using observer
forms to note whether skills were used.
Nonverbal
Refusals
l .Tell students they will use a series of role plays to Jearn about, and
then practice, ways to say no when they don't want to have sex.
The ability/skill to say no gives us a lot of power over our lives.
Explain that "body language," (such as tone of voice, gestures, the
look on your face, the way you sit or stand) is an important way to
communicate with or without talking.
2. Ask the class to describe body language that says no to sex. Generate
a list like the one below. Write the list on the board and
demonstrate each behavior to reinforce the concept of nonverbal
eomm unication.
a. Hands-off hands--throwing hands up in a "get off of me"
gesture or using hands for emphasis.
b. Soldier body-sit up or stand up stiffly like a soldier at attention
and march away from the other person if you need to.
C. Firm voice--strong and business-like voice.
d. Serious expression-best "I mean it" face.
e. Gestures--hand and arm movements that emphasize point.
f. Fight back-at times, if everything else fails, you might have
to. use your strength to push away and protect yourself.
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