Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

Activity 7-3Description of ActivityObjectives: Students will be able to:Refuse having unwanted sexRoleplaying to Enhance Refusal SkillsRisk and Protective Factors Affected:Self-efficacy and skills to refuse unwanted sexActivity:Students are asked to brainstorm situations where they have witnessed others refuse to dosomething they did not want to do and then asked to identify the common characteristics of thoseeffective refusals. If the students do not think of the following characteristics, be sure to includethem:• Stating “no” clearly (e.g., using the word “no,” being direct and saying what you won’t do)• Repeating “no,” if needed• Using a firm tone of voice• Using body language to emphasize the refusalTwo members of the class (preferably peer leaders or two other people who can model the skillswell) complete a scripted roleplay in which one person successfully refuses having sex with the otherperson. The roleplay includes the characteristics above. The educator asks the students whether theroleplay included each of the four characteristics and asks for examples of each of them that weremodeled in the roleplay.The students are divided into groups of three and given two copies of a similar handout with anew scenario and scripted roleplay. Each person in the group practices refusing sex effectivelywhen pressured by a second person in the group. The third person observes the entire roleplay,then verbally answers questions about how well the student refusing sex did so. For example,how did the person refuse sex? What body language was used? How could the refusal have beenmore effective? If need be, the roleplay is repeated in the group until each person completes itsuccessfully.Important Considerations in Using ItThis activity should be followed by additional roleplaying activities that teach refusal skills and thatmay involve more difficult situations. The first activities should be fully scripted in advance so thatthe person refusing unwanted sex simply has to read the lines, state them clearly and forcefully anduse appropriate body language. More advanced and later roleplays should provide a limited scriptfor the person refusing, requiring students to develop their own words to refuse sex.Educators should circulate during the small-group practices to make sure that everyone completesthese roleplays successfully and to actively manage the classroom environment.The educator should compliment the students on their success in effectively refusing unwanted sexand correct any misuses of the roleplays, as needed.(Continued)94 Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs