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

Mahopac 119
2. In the full group, read the lines. Have volunteers share effective
responses to each statement. Use several lines on one student to
show how they can just repeat the refusal over and over without
having to think up new lines.
Demonstrate
Role Play
l.Recruit students to act out both parts of the script At a Party
(Scripted role play 4.2). Explain that they will need to pay attention
to the verbal and nonverbal skills as they watch the actors.
Give them a copy of the Observer Checklist (Fonn 4.4) to use to
indicate whether the actors used the five refusal skills.
2. After actors have read and demonstrated the role play, review the
skills that were used. Ask observers for examples of:
• saying no
• body language that said no
• repeated refusals
• suggestions for an alternative
• relationship building
Role-Play in Small Groups
l.Explain to students that they will be working in small groups on
role plays. In their group they will be rotating through various
roles. Each student will have the opportunity to read a script
(scripted role), respond to a script (unscripted role) and watch
(observer).
Pass out the role play At a Party (Role play 4.3). At their seats,
give students no more than five minutes to write down what they
might say in the role play to avoid unprotected sex when they
have the unscripted part. They can use these responses to help
prepare for the role play, although they should not just read when
they do the role play. They should act as if this is a real scene and
they have no script to rely on-they have to rely on themselves.
2. Have students divide into groups with a mixture of males and
females. Students should bring their role plays and ideas for responses
to the group. ()
71
/If