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

Mahopac 371
( Teacher Notes on Lesson 4
(
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Background
Special Considerations
Syllabus Connection
This Iessonrriay be used as part of the required teaching units that
deal with chfld sexual abuse. 'It is taught in some districts by guidance
counselors or school nurse-teachers. Regardless of who
teaches this lesson, these skills will provide the foundation for all
later learnings about self-respect, self-esteem, and how to say nothese
are considered a basis for AIDS prevention.
During the Identification and Effective Communication portions of
the lesson, it is important to help students understand that rules
exist to define and maintain order for all people. They will be
familiar with traffic rules and' school! classroom rules but may not
be aware that there are rules to protect their person (body). These
rules help students to know how to behave in a threatening situation,
but the students need ample opportunity to practice how to:
• sayno
• get away
• tell someone.
Role-playing a variety of situations is a useful technique which
allows for rehearsal. The use of dolls is suggested in the Effective
Communication activity, as students at this age may be sensitive to
a role-playing experience of this nature.
When choosing situations to role-play, you should be guided by the
level of discussion that has preceded this lesson. Some situations to
role-play may include:
• A stranger asks a student to come with him/her.
e A student is home alone and someone rings the doorbell.
• A friend tries to touch a private part of the student's body.
Should situations arise during this activity that might indicate possible
abuse, follow your district's child abuse reporting procedures.
IX Safety, First Aid, and Survival - recognizing how safe environments
promote health and well-being and learning procedures to
reduce safety risks and respond effectively in emergencies.
(pp. 34-35) .
X Community Health - understanding the importance of developing
health services responsive to present and projected community
needs and for becoming a contributor to the health of the community.
(pp. 36-37)
(continued on next page)
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