Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

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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
Roleplaying to Enhance Refusal Skills(Continued)References for Lessons That Describe a Similar Activity More Fully1. Becoming a Responsible Teen, Session 5, Activity 4: Assertive Communication Demonstration2. Becoming a Responsible Teen, Session 5, Activity 5: Assertive Communication Practice3. Cuidate!, Module 6, Activity B: Using SWAT Technique and Scripted Roleplays4. Cuidate!, Module 6, Activity C: SWAT Techniques and Roleplays5. Draw the Line, Grade 7, Class 4, Activity 4.5: Student Roleplays6. Draw the Line, Grade 8, Class 4, Activity 4.4: Practice, Practice, Practice7. It’s Your Game, Grade 8, Lesson 7, Computer-Based Activity: It’s a Zoo: The Partner Challengeand Protecting Your Rules8. It’s Your Game, Grade 8, Lesson 10, Activity III: Under Pressure9. Making Proud Choices, Module 7, Activity E: Introduction to SWAT and Scripted Roleplays10. Making Proud Choices, Module 8, Activity A: Safer Sex Negotiation Skills and Video Clip11. Making Proud Choices, Module 8, Activity B: Practicing and Enhancing Negotiation Skills:Unscripted Roleplays12. Reducing the Risk, Class 3: Introduce Refusals13. Reducing the Risk, Class 4: Using Refusal Skills (All activities)14. Reducing the Risk, Class 5: Delaying Tactics (All activities)15. Safer Choices, Level 1, Class 2, Activity 2: Effective NO Statements16. Safer Choices, Level 1, Class 2, Activity 3: Student Skill Practice17. Safer Choices, Level 1, Class 3, Activity 2: More Ways to Say NO18. Safer Choices, Level 1, Class 3, Activity 3: Refusal Roleplays19. Safer Choices, Level 1, Class 7, Activity 3: Refusal Skills Roleplays20. Safer Choices, Level 2, Class 6, Activity 3: Student Skill Practice21. Safer Choices, Level 1, Class 6, Activity 4: Real Situations: Unscripted RoleplaysChapter 7 Increasing Self-Efficacy and Skills 95
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Reducing AdolescentSexual RiskA The
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ETR Associates (Education, Training
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AcknowledgmentsThis book evolved ou
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Activities, Boxes and FiguresActivi
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1 IntroductionThis book was created
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• Children of teenage mothers are
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Table1-2 The 17 Characteristics of
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Each of the following chapters focu
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“determinants,” “behaviors,
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model, provide evidence regarding h
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to avoid unwanted sex and then synt
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Figure2-3 An Example of a Logic Mod
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Table2-2Learning Objectives to Redu
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Table2-2Learning Objectives to Redu
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Table2-3Learning Objectives to Incr
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3 Increasing KnowledgeKeys to Incre
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Table3-1Number of Studies Reporting
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Box3-1Types of Activities to Increa
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partner does not mind using a condo
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methods more often. For example, th
Page 53 and 54: 4ImprovingPerceptions of Risks—Bo
Page 55 and 56: 1. Do teens’ perceptions of risk
Page 57 and 58: a. Presentations and discussions of
Page 59 and 60: Table4-5Examples of Items That Have
Page 61 and 62: Pregnancy Risk Activity and Follow-
Page 63 and 64: STD Handshake(Continued)Important C
Page 65 and 66: 5AddressingAttitudes,Values and Bel
Page 67 and 68: Theories ofAttitude ChangeAttitudes
Page 69 and 70: Although both quality and quantity
Page 71 and 72: • When arguments are presented by
Page 73 and 74: that it is possible to improve thes
Page 75 and 76: c. Use simulations to demonstrate p
Page 77 and 78: Table5-4Examples of Survey Items fr
Page 79 and 80: Table5-4Examples of Survey Items fr
Page 81 and 82: Activity 5-2Dreams, Goals and Value
Page 83 and 84: Activity 5-4“Dear Abby”Descript
Page 85 and 86: 6CorrectingPerceptionsof Peer Norms
Page 87 and 88: Is there a gap between perceptions
Page 89 and 90: 3. Use concepts, language, symbols,
Page 91 and 92: Table6-4Examples of Items That Have
Page 93 and 94: 7 Increasing Self-Efficacy and Skil
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Page 101 and 102: Activity 7-1Lines That People Use t
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Page 107: Activity 7-5Using Condoms Correctly
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Page 112 and 113: attitudes about condoms and contrac
Page 114 and 115: Activity 8-1Description of Activity
Page 117 and 118: 9IncreasingParent-ChildCommunicatio
Page 119 and 120: ehavior may be quite complex (Jacca
Page 121 and 122: 5. Give students multiple homework
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Page 125 and 126: Activity 9-1Description of Activity
Page 127 and 128: Activity 9-3Human Sexuality Board G
Page 129 and 130: 10 ConclusionsKeys to Reducing Sexu
Page 131 and 132: Figure10-1Assessing Factors in Curr
Page 133 and 134: sexual minority youth and pressure
Page 135 and 136: Table10-1Instructional Principles I
Page 137: Table10-1Instructional Principles I
Page 140 and 141: Incidence The number of new cases o
Page 143 and 144: ResourcesThree kinds of resources a
Page 145 and 146: Science-Based Practices: A Guide fo
Page 147 and 148: National Longitudinal Study of Adol
Page 149 and 150: Changing Social Normshttp://www.etr
Page 151 and 152: Advocates for Youth, Young Women of
Page 153 and 154: ReferencesAbelson, R., and Prentice
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Coyle, K. (2006). All4You2! Prevent
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Lapsey, D.K. (1993). Toward an inte
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Weed, S.E., Olsen, J.A., DeGaston,
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