lindsey's choice: saying no to peer pressure

Social Pressures to Use Drugs : 

Social Pressures to Use Drugs Project Alert Lesson 5

Incorporation of Standards: 8th Grade : 

Incorporation of Standards: 8th Grade 2.3.A: Analyze family pressure as influences on the use of alcohol, tobacco, and other drugs During the video, the parent makes it clear that she does not want her daughter using drugs. We discuss during evaluation of “Ways to Say No” how family plays a role in our reasons to not use drugs 4.1.A: Use effective refusal and negotiation skills to avoid risky situations, especially where alcohol, tobacco, and other drugs During evaluation of “Ways to Say No,” students discuss the effectives of different refusal strategies During skits, students practice using refusal skills. Teacher and students provide feedback regarding use of refusal skills 1.7.A: Explain why most youth do not use alcohol, tobacco, or other drugs During review of skits and the end of the video clip, students can identify why those teens chose not to use drugs 2.1.A: Analyze internal influences that affect the use and abuse of alcohol, tobacco, and other drugs During discussion of skits and video, we discuss “How do you think the main character felt during the situation?” During interview of adult or parent, students will hear a first person perspective on the effects of peer pressure

Goals : 

Goals To help students understand and identify social pressures to use drugs To provide examples of how to resist social pressures to use drugs To give students practice in resisting social pressures

Think-Pair-Share : 

Think-Pair-Share What types of peer pressure do teens face? Think for 2 minutes, talk with your partner, and be prepared to share with the class

Ways to Say No : 

Ways to Say No Goals It’s hard to resist the pressures to use drugs, but if you practice resisting, you can resist You can say no without being rejected or embarrassed

Evaluation of “Ways to Say No”: Jigsaw : 

Evaluation of “Ways to Say No”: Jigsaw You will be placed into groups of 4. There will be a Reader and a Recorder. Directions: The Reader reads aloud the definition of the “Way to Say No” The Reader reads the quotes The group shares what are the positives of this “Way to Say No” and the Recorder writes them down on the chart paper The group shares what are the negatives of this “Way to Say No” and the Recorder writes them down on the chart paper Your group has 7 minutes at each station. When I say “rotate”, move to the next station.

#1: Simply Say “NO” : 

#1: Simply Say “NO” Why does it work? Easiest strategy Avoids arguments

#2: Give a Reason : 

#2: Give a Reason Why does it work? Use of “I” statements Not preachy or judgmental May include excuses

#3: Give an Alternative : 

#3: Give an Alternative Why does this work? Good way to say no politely Makes it clear the drug is being rejected, not the person Less likely to generate hostility

#4: Stand Up to Pressure : 

#4: Stand Up to Pressure Why does it work? You don’t have to give a reason if you don’t want to Stops the cycle of pressure Assertive

#5: Leave the Scene : 

#5: Leave the Scene Why does it work? You are safe Have a back up plan

#6: Avoid the Scene : 

#6: Avoid the Scene Why does it work? Saves you from pressure You are safe Show that you are strong

Lindsey’s Choice Video : 

Lindsey’s Choice Video Now we are going to see a video situation with no ending. It’s about a girl, Lindsey, who has a decision to make Watch carefully because you will be placed in groups, assigned a “Way to Say No,” and perform your skit to the class

Skits : 

Skits We’ll be doing skits called One Way Lindsey Can Say ‘No.’ Each group is to come up with a skit that shows Lindsey saying ‘no’ based on the “Way to Say No” your group is assigned. After we break into groups, choose a Director, who will assign parts and be responsible for getting people to work together. There is one Lindsey, Diane, Eric, and Mike for each skit. Each group should have a Recorder to write down your group’s solution and who plays each part.

Recorder : 

Recorder The Recorder should use the following form to prepare the skit

Skits : 

Skits While watching, think about How did Lindsey say ‘no?’ Would I have done this? What would I have done differently?

Lindsey’s Choice : 

Lindsey’s Choice We are now going to see the solutions on the video and compare them with the ones we came up with Think-Pair-Share: Did you think her solution was a good one? What did you like about? How do you think Lindsey felt about saying ‘no?’ How did Eric react when Lindsey said ‘no?’

Parent/Adult Interview: Peer Pressure : 

Parent/Adult Interview: Peer Pressure Homework: You will interview a parent or another trusted adult Ask the questions like a reporter, and write your answer in the space provided DO NOT have the adult write the answers

Additional Activities & Reactions : 

Additional Activities & Reactions Additional activities I would follow up with a lesson on friendship to teach that friends do not pressure each other to do things the other person does not want to do I have invited graduates of our school to talk to our 8th graders about peer pressure and how they have resisted I would do a follow up lesson on what a bystander is, and how to be proactive in helping friends make healthy and safe choices Student reactions My students enjoy moving around the classroom, so when we conduct jigsaw and rotate to different stations, they become more engaged in the activity I have students guess which strategy each skit is showing as a form of assessment. Students became enthusiastic about performing, and enjoyed the activity Students identify with feeling “left out” or isolated because of choices. We talked about the importance of having a buddy to help keep each other accountable