Lesson 4 – Addiction – Riverside Physical Education

Materials Used: Townsley, D., Hughes, R., & Crooks, C. (2016). The Fourth R: Healthy Relationships, Safe Choices, Connected Youth. London, ON: The University of Western Ontario.

Introduction

In this class, you will be sharing your findings about various substance use and addictive behaviors. You will take a closer look at knowing when these behaviors start becoming a problem or an addiction.

Activity #1 – Identifying When Behaviors Become Problematic

Strategy: Substance Use Discussion Continuum

In pairs, look at your Substance Use and Other Behaviours Card (laminated)
Imagine a continuum, with one end of the continuum representing No Problems while the other end of the continuum representing High Risk for Problems.
Discuss your card with your partner and decide where the scenario fits along the continuum. What criteria did you use in the placement of the card on the continuum?
Move to the continuum area and stand where you think the card belongs (take your card with you). Make the long line into a circle to create a better discussion environment.
Read your card and describe the criteria as to why you stood where you are on the continuum.
Discuss: How would you recognize that substance use is becoming a serious problem?

(Possible responses: missing school, looking high all the time, not completing work, becoming withdrawn sometimes, out of control at parties, change in peer group, failing courses, getting in trouble at home, stealing, potential risk for consequences, etc.)

The Centre for Addiction and Mental Health’s definition of an addiction is that an addiction has the 4 C’s present:
- 1. Craving
- 2. Control – loss of control with respect to the amount or frequency of use
- 3. Compulsion to use
- 4. Consequences – using despite being aware of the negative outcomes
Someone who has an addiction typically experiences negative impacts in many different areas of their life.
If you notice that a friend is having any of the difficulties discussed on the continuum, then your friend is in need of support.

Activity #2 – How Alcohol, Marijuana and Vaping Affects the Body and Brain

Activity #3 – Influences, Consequences, and Protective Factors Related to Binge Drinking/Marijuana Use

Step One: Snowball Throw

Answer each question below on a different piece of coloured paper.

Why do youth binge drink? Use marijuana? Vape?
What are the health concerns related to drinking, marijuana use and vaping?
How does binge drinking, marijuana use and vaping affect relationships? (parents, friends, partners, teachers, employers)
Some youth engage in harmful alcohol, marijuana and/or vaping patterns because of psychological distress. What types of positive coping strategies would you recommend instead?

Crumble up each piece of paper and throw it to the corresponding colour target when your teacher says, “go!

Step 2: Setting Up the Groups

The class will be divided into 8 groups. Each group will get a topic, and will need their device to record ideas.
One student should retrieve half of the snowballs that relate to their topic. (The other group that is assigned the same topic will take the other half of the snowballs.)

Step 3: Gathering Information

Look at all of the information provided on the snowballs and work together to write a summary of the ideas.

Step 4: Presenting Ideas

Present the ideas your group has summarized.

Activity #4 – Thinking About Support

Strategy: Four Corners

The Four Corners Signs read Absolutely, No Way, Yes but… and No but…
Think to yourself about the following statement: Is it possible to help a friend who is struggling with an addiction or is showing signs that their behaviours are having a negative impact on their lives?
Move to stand by one of the signs that best represents how you feel about the topic.
If your group has over 8 people, you will be split into sub groups. Take turns, to explain to the group why you chose to go to that corner.
A student will present the ideas on behalf of the group.

Activity #5 – Assignment – How Do Your Habits and Choices Influence Your Daily Life? If you notice that you have addictive behaviours, what steps can you take to get back to healthy living? Be specific.

Strategy: Personal Reflection

My Personal Health and Wellness Inquiry

The purpose of your Personal Health and Wellness Inquiry is to create a culminating health and wellness plan. Your plan is created and built by you, based on your own personal inquiry into a number of important questions about your health and wellness. It is a journey of learning more about yourself, exploring a variety of valuable topics, and understanding how they relate to you. You will use each lesson’s topic as a springboard to the begin your personal inquiry. It is expected that you will refine and improve your responses, as you gain more knowledge and understanding, until the final product is completed in grade 10. A draft will be submitted at the end of each of the three units.

Steps

Open your Office 365 Word document titled My Personal Health and Wellness from Unit 1 lesson 1
Create a Heading – Unit 2 Lesson #2 – How Do Your Habits and Choices Influence Your Daily Life?
Using information provided in this unit, personal reflection, and additional research, answer the question above to the best of your ability in complete sentences. Please feel free to use real life examples whenever applicable.

Health Education Rubric

Materials Used: Townsley, D., Hughes, R., & Crooks, C. (2016). The Fourth R: Healthy Relationships, Safe Choices, Connected Youth. London, ON: The University of Western Ontario.

Introduction

This lesson will focus on practicing communication skills, problem solving and decision-making.

Activity #1 – Reviewing Social Influence/Pressure

Strategy: Group Discussion

When thinking about types of influences or pressures you face related to substance use, there are two main types: direct and indirect.
Turn to a partner to discuss the difference between direct and indirect influence/pressure.
Possible responses:
- Direct- being offered a substance or being asked if they would like to use a certain substance. This might include being actively encouraged to use it or being teased, rejected or criticized for not using a substance. For example: You are on your way to a coffee houseor school dance and the group of friends that you are walking with pull out some alcohol and hand it to you and say, “Here…try some of this.”
- Indirect- seeing other people using substances (i.e., friends, people in music videos, movies, billboards, etc.), which creates subtle pressure. It leads to the feeling that “if they are doing it then it must be okay for me to do it too” or that “it’s normal because everyone is doing it.” For example: You are at your friend’s house because her older brother is having a party. When you arrive, your friend is drunk and everyone else is too. It makes you feel strange if you are the only person not drinking.
Do you have any real life examples of direct or indirect pressure to share (keeping in mind the “no name rule”)?

Activity #2 – Understanding Delay, Refusal and Negotiation Skills

Strategy: Practicing Written Skills

You are going to have an opportunity to now practise writing a delay, refusal or negotiation type of response. Please note, you should not be agreeing to take part in the high risk activity.

Pick up a Scenario from the box and read it to yourself. Choose ONLY ONE box to write in. Then scrunch up the paper into a ball. When the teacher calls out, “snowball” throw the paper ball towards the box at the front.
- Delay, Refusal, and Negotiation Skills Scenarios
Repeat until all boxes are filled and you are holding on to a fourth piece of paper.
In pairs, share your scenario and the responses that are written on the paper, then share out with the class.

Activity #3 – Preparing for Culmination Assignment

Strategy: Instructions for Role Play Assignment

Read the Substance Abuse Role Play Outline and Rubric
- You may either pick a scenario from the Delay, Refusal and Negotiation Skills Scenarios that were used earlier in the class or you may choose a topic of your own as long as it relates to addictive behaviors (such as drugs, alcohol, vaping, gaming, gambling, pornography, excessive online use, etc.)
You have a few minutes to plan now and will have thirty minutes in the next class to plan. You will present your role plays next class.

Activity #4 – Assignment – How Can You See Yourself Using the Skills of Delay, Refusal, and Negotiation in Your Daily Life?

Strategy: Inquiry

My Personal Health and Wellness Inquiry

Steps

Open your Office 365 Word document titled My Personal Health and Wellness from Unit 1 lesson 1
Create a Heading – Unit 2 Lesson #4 – How Can You See Yourself Using the Skills of Delay, Refusal, and Negotiation in Your Daily Life?
Using information provided in this unit, personal reflection, and additional research, answer the question above to the best of your ability in complete sentences. Please feel free to use real life examples whenever applicable.

Health Education Rubric

DELAY, REFUSAL AND NEGOTIATION SKILLS SCRIPT

Both the reader and respondent need to raise their hands to show that they are looking around for a partner. Once they see each other, they should give a high five. Play rock, paper, scissors. Whoever wins will be the reader below.

Reader: “Your good friend asks you to steal some beer from home for tonight when all of your friends are getting together.”

Respondent: (pause and look at the Guidelines for Respondent to make sure you are responding in an assertive way)

“You know what, I really can’t because my parents are going to be in all night. Besides, I really don’t like drinking beer and we have a game first thing tomorrow. Why don’t we just hang out and watch Netflix instead. I can bring some food, though.”

Point out that in the actual activity, the other partner would now read their scenario and then the pair would trade cards and raise their hands to find a new partner.

6.1 v

COMMUNICATION KILLS RUBRIC

Category	Level1	Level2	Levell	Level4
	50-59	60-69	70-79	80-100
Thinking/	demonstrates	demonstrates	demonstrates	demonstrates
Inquiry	understanding of	understanding of	understanding of	understanding of
	the	the	the	the
	consequences	consequences	consequences	consequences
	of substance use	of substance use	of substance use	of substance use
	and addictions	and addictions	and addictions	and addictions
	with limited	with some	with	with a high
	effectiveness	effectiveness	considerable	degree of
			effectiveness	effectiveness
Application	uses	uses	uses	uses
	assertiveness	assertiveness	assertiveness	assertiveness
	skills with limited	skills with some	skills with	skills with a high
	effectiveness	effectiveness	considerable	degree of
			effectiveness	effectiveness
Application	uses delay,	uses delay,	uses delay,	uses delay,
	refusal and	refusal and	refusal and	refusal and
	negotiation skills	negotiation skills	negotiation skills	negotiation skills
	with limited	with some	with	with a high
	effectiveness	effectiveness	considerable	degree of
			effectiveness	effectiveness
Communication	communicates	communicates	communicates	communicates
	ideas with	ideas with some	ideas with	ideas with a high
	limited	effectiveness	considerable	degree of
	effectiveness		effectiveness	effectiveness

6.2 H

DELAY,REFUSAL AND NEGOTIATION SKILLS SCENARIOS

You and your friends want to lose weight for a school dance. Your friends decide to start smoking and they are really pressuring you to start as well. They have been smoking for two weeks, and have already lost five pounds each. They always say, “Just try it…it’s not like a hard drug or anything.”

You are at a party where there are students from every grade. Some of your friends are playing a drinking game with older students. One of your friends wants to leave the game because she has been playing for a while and feels ill. Now, everyone is calling on you to take your friend’s place in the game.

You go over to a mutual friend’s house with your dating partner. You are watching basketball on TV and your dating partner and your friend want to go out back and smoke some pot. They want you to join. You didn’t even realize that they used drugs until now.

You are playing on the school volleyball team. You have a game the day of the school formal dance. Your team is getting together to have dinner before the dance. After

dinner, some of your teammates say that they picked up some

weed and thought it would be fun if your whole team got high.

You and all of your friends are smokers and meet at the smoking area every morning, between classes, and at lunch. After learning about smoking in health class and all of the consequences, you feel like you want to quit.

Your friend watches pornography at home on the Internet. He invited you and some of your other friends to join him and to have some beer.

You are working out in the weight room with your workout partner, like you do every day after school. A senior student, who also works out regularly, tries to talk the two of you into buying steroids.

You are at a party and your friend’s older sister and her partner took you there. When it is time to leave, you and your friend are worried because her sister is completely drunk but says that she is going to drive. She says to you, “Get in the car, I’ve only had a few.”

You and some of your friends heard that there is a huge party on Friday night. You decide to go with a friend, and when you get there,you are amazed. Everyone is having such a great time. Some of your friends who have been there for a while tell you they have taken ecstasy, and they are encouraging you to try some.

One of your friends decides to have a party because their parents are out of town. Everyone is supposed to bring some alcohol from home. You know that some of your friends steal their parent’s alcohol, but you have never done this, as you know they disapprove of drinking. One of your friends is really pressuring you to bring something from home.

A good friend of yours is supposed to take Ritalin as prescribed by the doctor,but has been selling some of it to others. Now, your friend is trying to get you to buy some to try.

You are at a friend’s party. It’s a huge party and people from every grade are there. Your older sibling and their friends have never done cocaine but are talking about doing it because some of their friends have done it and have some with them. You are worried about your sibling and decide to talk to him about your concerns.

Your friend told you that he took some of his mom’s painkillers

(oxy’s) and tried them on the weekend. He said it was the best high he’s ever had and now he’s taking one every morning before school. He brought one for you to try.

Your friend tells you that he heard that you can get high just by drinking cough medicine. He asks you to check out what you have at home and bring it to school tomorrow.

You are on the football team. It’s your first year on the team but a lot of the other players chew. One of them offers some to you in the change room after practice.

You’re at a party with a friend and she is doing shots every time you look over at her. At first she seemed okay, but now it has hit her really hard. She’s stumbling all over the place. She comes over to you and asks you to do a shot with her.

You and your friend smoke weed once in awhile but lately your friend seems to be smoking more. Your friend misses a lot of school and looks high every day. You’ve decided to cut back and feel like your friend needs to as well, but every day, your friend asks to go out and smoke some.

Your friend is usually pretty shy but has been getting a lot of attention lately for partying. You don’t really go to parties but now that your friend is loving all the attention, the pressure is also on you to go.

Your friend has been really low on cash lately. Your friend wants to drink at the party on the weekend and has been selling prescription drugs that were at home in order to have money to party. Your friend tells you about what a great “business” it is becoming and that you should consider doing the same.

Your good friend would like to attend university or college, however, lately she has been posting lots of partying pictures on social media. You’re worried that this party reputation will stay online and hurt her future goals.

Your friend always has cash. At a party a few weeks ago, some older students were short when buying their drugs so your friend paid the difference. Since then, these students have been hanging around your friend, who keeps buying them drugs. Your friend really believes the older students are friends but you think they are only interested in getting free

Your friend drinks high caffeine energy drinks every single day. Even though it seems like your friend is really anxious and

jittery all the time,and you don’t think it’s good, your friend

keeps pressuring you to try them.

Your friend asks you for the left over Tylenol 3’s your Mom was prescribed for her knee surgery.

Your friend tells you that he borrowed his Dad’s credit card and is going play some online poker. He asks you to play also.

Your friend tells you about some nutritional supplements she bought online that are supposed to make you look great. She tells you that you should start trying them too.

Your friend wants you to come over tonight and pull an “all nighter” to catch up on some seasons of your favourite show on NeHiix. The problem is that you have a test tomorrow in first period.

You keep getting texts in the middle of the night from your friend who is struggling with some mental health issues. It is making you feel exhausted and unable to cope with your own daily activities.

You go over to your friend’s to spend the weekend. From the second you get there, your friend is gaming, but it’s not something you like doing. For awhile you just watch Netflix but you want to do something else and your friend keeps pressuring you to game.

Your friend has created a Fantasy Football pool and is trying to get you to join in. The entry fee is $100 but that’s a lot of

money to you.

You have had a lot of stress recently. School work is piling up, you have had some conflicts with friends and life at home isn’t amazing. You have never tried drinking but your friend keeps telling you that getting drunk is the best way to forget about all of your problems. There’s a party on Friday, and your friend is encouraging you to just let loose and get drunk.

6.3 H

IDEAL DECISION-MAKING MODEL

Work through the decision making model based on the following scenario:

You have never smoked weed but a lot of your friends do. You are spending the night at one friend’s place and all of your other friends will be there. They have already been talking about smoking weed there. You are not interested in smoking weed.

Positive- Negative- Thoughts/feelings-

I.Jnit 2: Substance Use, Addictions, and
Related Behaviours

Lesson #6: Building Skills to Resist Social Influence/Pressure

6.3 REF/V

IDEAL

ECISION-MAKING MODEL REFERENCE

Ev•luate each .decision above (positive and negative consequences,thoughts, feelings}

Friend wants me to come over and smoke weed with our other friends. I’ve never done it and have no interest in doi it.

I could go over and smoke weed
I could go over and make up excuses not to smoke weed
I could just not go over at all

I could go over and smoke weed

Positive- friends won’t bug me; fit in; confident; Negative- I don’t want to do it/not good for me, could

get in trouble, might like it and want to do it more often;

Thoughts and feelings- worry about getting caught, worry about losing touch with reality or what will happen under the influence, addiction, being asked to do it over and over; feel bad about the decision

2. I could go over and make up excuses not to smoke weed

Positive- at least I can have fun with my friends but not smoke weed; proud of my decision

Negative- they might get mad and say stuff to me because I don’t want to do it; not invite me next time

Thoughts and feelings- worry that my friends will make fun of me, worried that I won’t be able to resist the pressure; worried that I won’t be included next time; proud of my decision; won’t get in trouble;

I could just not go over at all

Positive -I don’t have to worry about the pressure; feel proud of my decision;

Negative- friends might get mad and they will know why I didn’t go in the first place; left out; made fun of for not going; won’t be invited again;

Thoughts and feelings- I want to go but worry about the pressure, getting caught; worried about feeling excluded

I think I won’t go

It’s not an easy decision. Have to do what’s right for me, even if my friends might not agree

Unit 2: Substance Use, Addictions, and

Related Behaviours Lesson #6: Building Skills to Resist Social Influence/Pressure

6.4 v

DECISION-MAKING SKILLS RUBRIC

Category	Level1	Level2	Levell	Level4
	50-59	60-69	70-79	80-100
Thinking/Inquiry	demonstrates understanding of the consequences of substance use and addictions with limited effectiveness	demonstrates understanding of the consequences of substance use and addictions with some effectiveness	demonstrates understanding of the consequences of substance use and addictions with considerable effectiveness	demonstrates understanding of the consequences of substance use and addictions with a high degree of effectiveness
Thinking/Inquiry	demonstrates limited understanding of social influences	demonstrates some understanding of social influences	demonstrates considerable understanding of social influences	demonstrates a thorough understanding of social influences
Application	makes decisions for health with limited effectiveness	makes decisions for health with some effectiveness	makes decisions for health with considerable effectiveness	makes decisions for health with a high degree of effectiveness
Communication	communicates ideas with	communicates ideas with some	communicates ideas with	communicates ideas with a high
	limited effectiveness	effectiveness	considerable effectiveness	degree of effectiveness

I I

Unit 2: Substance Use, Addictions, and

Related Behaviours Lesson #6: Building Skills to Resist Social influence/Pressure

6.5 H





				effectiveness
Thinking/Inquiry	demonstrates	demonstrates	demonstrates	demonstrates a
	limited	some	considerable	thorough
	understanding of	understanding of	understanding of	understanding of
	how communication	how communication	how communication	how communication
	skills, problem	skills, problem	skills, problem	skills, problem
	solving skills and decision-making	solving skills and decision-making	solving skills and decision-making	solving skills and decision-making
	skills impact	skills impact	skills impact	skills impact
	resilience	resilience	resilience	resilience
Thinking/Inquiry	demonstrates	demonstrates	demonstrates	demonstrates a
	limited	some	considerable	thorough
	understanding of social influences	understanding of social influences	understanding of social influences	understanding of social influences
Application	makes decisions	makes decisions	makes decisions	makes decisions
	for health with limited effectiveness	for health with some effectiveness	for health with considerable effectiveness	for health with a high degree of effectiveness
Communication	communicates ideas with	communicates ideas with some	communicates ideas with	communicates ideas with a high
	limited effectiveness	effectiveness	considerable effectiveness	degree of effectiveness

6.6 H

ROLE PLAY SELF/PEER ASSESSMENT

Name:————– Due date: _ Please put a checkmark in the boxes that apply. If the person did not meet the criteria,

leave the box blank.

Additional comments:

COMMUNICATION STYLES

Passive Assertive

” ” ” ” ” ”

Aggressive

lose-win situation

soft uncertain voice

sometimes win-win outcomes

I calm voice I

I win-lose outcomes I

	loud and explosive voice

{$ {$ {$

I I I I

“I guess, maybe”

“I” statements

“You better…”

“If you don’t…, then… “

{$ {$ {$

nervous, uncertain

I confident I

doesn’t feel respects other person’s Demanding/ comfortable talking rights/own rights threatening about how they feel {$ {$

stands up for what they insensitive (doesn’t does not stand up for believe in care about other’s

what they believe in

feelings)

clearly states what they stands up for what want and why they believe in, but

I uses eye contact I

does it in a threatening way that usually escalates the problem

SKILLS FOR EFFECTIVE RELATIONSHIPS REFERENCE

There are a wide range of clips to choose from that address different areas of the curriculum and include topics such as: peer pressure, substance use, school stressors, interpersonal conflict, dating relationships, etc. It is important to review clips in advance of showing them to the students so that appropriate clips are chosen for the students in the class. You will also want to select clips that align with the topics being discussed. The lessons identify when it would be an appropriate time to show a clip.

These clips are organized into three sections. Part I focuses on demonstrating communication skills including assertive, passive and aggressive communication. Part II focuses on demonstrating skills that include delay, refusal and negotiation skills and Part Ill focuses on a combination of skills.

Note: Any scenario # that shows a * beside it is a clip that was most recently created by students (2015).

Part I- Assertive, Passive, Aggressive Communication Skills:

Scenario# Description Curriculum Focus				Communication Skills
				(in the order in which
					they appear)
1*	Pressure to send a picture of a friend from a party	Personal Safety and Injury Prevention	Passive Aggressive Assertive
2*	Choosing partner over friend	Personal Safety and Injury Prevention	Aggressive Passive Assertive
3	Friends trying to convince another friend to steal a copy of exam	Personal Safety and Injury Prevention	Passive Aggressive Assertive
4	One person didn’t complete part of a project for school	Personal Safety and Injury Prevention	Aggressive Passive Assertive
5	Accusation of partner cheating	Personal Safety and Injury Prevention	Aggressive Assertive Passive
6	Pressure to share homework	Personal Safety and Injury Prevention	Aggressive Passive Assertive
7	Rumours about cheating on partner	Personal Safety and Injury Prevention	Passive Aggressive Assertive

Grade 9 160 2015

Scenario#	Description	Curriculum Focus		Communication Skills
				(in the order in which
					they appear)
8	Accusations of cheating (couple that lives together)	Personal Safety and Injury Prevention	Passive Aggressive Assertive
9	Making fun of a friend’s FNMI culture (hunting and drumming)	Personal Safety and Injury Prevention	Aggressive Assertive Passive
10*	Gaming addiction that is impacting school work	Substance Use, Addictions and Related Behaviours	Passive Aggressive Assertive
11	Friends try to convince another friend to get high with them	Substance Use, Addictions and Related Behaviours	Assertive Aggressive Passive
12	One friend trying to convince another to get high at a party	Substance Use, Addictions and Related Behaviours	Passive Assertive Aggressive
13	One friend concerned about other friend’s alcohol use and the impact on school work	Substance Use, Addictions and Related Behaviours	Aggressive Passive Assertive
14	One partner is upset with the other partner for drinking	Substance Use, Addictions and Related Behaviours	Aggressive Assertive Passive
15	Trying to convince friend to steal weed from a parent who deals drugs	Substance Use, Addictions and Related Behaviours	Passive Aggressive Assertive
16*	Accusation of cheating on partner	Personal Safety and Injury Prevention	Aggressive Passive Assertive
17*	Internet nudes/pornography	Human Development and Sexual Health	Passive Aggressive Assertive

Part II – Delay, Refusal, Negotiation Skills:

Scenario#	Description					Skills
		Curriculum Focus		{in the order in which
					they appear)
1*	One friend pressuring the other to vandalize a car	Personal Safety and Injury Prevention	Delay Refusal Negotiation
2*	Friends are pressuring another friend to find out about a rumour they heard	Personal Safety and Injury Prevention	Refusal Delay Negotiation
3*	Friend pressuring another friend to send nude pies to her boyfriend	Personal Safety and Injury Prevention/Human Development and Sexual Health	Delay Refusal Negotiation
4	Pressure to shoplift sunglasses	Personal Safety and Injury Prevention	Refusal Negotiation Delay

Grade 9 161 2015

Scenario#

Description Curriculum Focus

Skills

(in the order in which

they appear)

Friend admits about cheating with other friend’s partner

Personal Safety and Injury

Prevention

Negotiation Delay Refusal

One partner pressuring the other to go to a party

Personal Safety and Injury

Prevention

Refusal Negotiation Delay

One friend pressuring another to retaliate against a “crew” (using a weapon)

Personal Safety and Injury

Prevention

Refusal Negotiation Delay

Pressure to participate in gang activity (stealing)

Personal Safety and Injury

Prevention

Negotiation Delay Refusal

Rumour about a friend being pregnant

Personal Safety and Injury

Prevention

Negotiation Delay Refusal

10*

Pressure to play a drinking game

Substance Use, Addictions and Related Behaviours

Delay Refusal NeQotiation

Pressure to get beer for a party

Substance Use, Addictions and Related Behaviours

Negotiation Delay Refusal

Pressure to get high before the dance

Substance Use, Addictions and Related Behaviours

Delay Refusal Negotiation

Pressure to try steroids to increase athletic performance

Substance Use, Addictions and Related Behaviours

Negotiation Delay Refusal

14*

Starting a rumour about another student re: sexual orientation

Human Development and Sexual Health

Delay Refusal NeQotiation

15*

Pressure to engage in sexual behavior

Human Development and Sexual Health

Refusal Delay Negotiation

One person tries to convince two others to drink and then makes sexual advances

Human Development and Sexual Health/Substance Use, Addictions and Related Behaviours

Delay Negotiation Refusal

Pressuring partner to engage in sexual activity

Human Development and Sexual Health

Delay Refusal Negotiation

Pressuring partner to have sex

Human Development and Sexual Health

Negotiation Delay Refusal

Grade 9 162 2015

Scenario#

Description

Curriculum Focus

Skills

(in the order in which

they appear)

Sexual pressure to take relationship to the “next level”

Human Development and Sexual Health

Assertive

Refusal Delay NeQotiation

One friend trying to get another to facilitate betrayal/cheating

Personal Safety and Injury Prevention/ Human Development and Sexual Health

Assertive Delay Negotiation Refusal

One friend pressuring the other to steal make-up

Personal Safety and Injury

Prevention

Delay Negotiation Refusal

One partner doesn’t want the other to be alone with another friend to study

Personal Safety and Injury

Prevention

Delay Negotiation Refusal

One friend spreading a rumour about another friend

Personal Safety and Injury

Prevention

Delay Negotiation Refusal

One person is racist about another

Personal Safety and Injury

Prevention

Assertive Delay Negotiation Refusal

Friends have a discussion about

“ratting” after a recent stabbing

Personal Safety and Injury

Prevention

Assertive Negotiation Refusal

A student is trying to pass by in the hall and some others start harassing him

Personal Safety and Injury

Prevention

Delay Refusal NeQotiation

First nations youth is dating a “white” person but the friends don’t agree with the relationship

Personal Safety and Injury

Prevention

Delay Negotiation Refusal

One youth wants to buy weed and tries to convince friends not to say anything

Substance Use, Addictions and Related Behaviours

Assertive Negotiation Refusal Delay

Pressuring a friend to drink at a party

Substance Use, Addictions and Related Behaviours

Assertive Refusal Delay Negotiation

Friend considering suicide by taking pills

Personal Safety and Injury Prevention/ Substance Use, Addictions and Related Behaviours

Assertive Refusal Delay Negotiation

One partner is being abusive to

the other and a third friend steps in

Personal Safety and Injury

Prevention

Assertive Negotiation Delay Refusal

Grade 9 163 2015

Scenario#						Skills
	Description Curriculum Focus			(in the order in which
					they appear)
14	One partner approaches the other about having sex, and there is a discussion about being tested for an STI	Human Development and Sexual Health	Delay Refusal Negotiation
15	Friend raped by her uncle	Human Development and Sexual Health/Personal Safety and Injury Prevention	Assertive Negotiation

GUIDELINES FOR RESPONDENT

EELINGS: Have I said how I feel?

PTIONS: Have I offered a win-win option?

NDER

CONTROL: Am I staying calm?

IGHTS: Am I respecting my rights and the rights of others?

ALKING: Am I talking assertively?

APPEN: Have I said what I want to happen?

EALISTIC: Is my response realistic?

“No thanks”

Giving a reason or excuse

Let’s find something to do that will make us both happy.

Assertively but respectfully saying no

How about if we instead?

Walk away/or other body language showing no interest

Grade 9 166 2015

5.4 H

WRITTEN PRACTICE –

DELAY, REFUSAL AND NEGOTIATION SCENARIOS

”We are drinking before the dance Friday night. Are you in? We have a

whole bottle of vodka.”

Delay:

Refusal:

Negotiation:

“let’s go and smoke some weed instead of going to class.”
Delay:	Refusal:	Negotiation:

“My Dad gave me this credit card for emergencies. I’m going home to
do some online g	ambling with it at lunch. Come help me.”
Delay:	Refusal:	Negotiation:

Grade 9 167 2015

“Look at these••• Ifound these Tylenol 3’s in the cupboard at home. I

‘ heard it’s fun to take them••• want to?”

Delay:

Refusal:

Negotiation:

“Hey, come on over and play beer pong with us.”
Delay:	Refusal:	Negotiation:

”Want to come over Saturday•••my parents are going to be away and I’m

just going to game all day long.”

Delay:

Refusal:

Negotiation:

“Do you want to try drinking cough syrup with me? I heard it gives you

a good buzz.”

Delay:

Refusal:

Negotiation:

Grode 9 168 2015

“My older brother smokes weed an the time•••it’s no big deal. Here•••try

some.”

Delay:

Refusal:

Negotiation:

“Here, try a shot of this. It makes you feel great.”
Delay:	Refusal:	Negotiation:

“Hey, let’s bring some alcohol on that school trip tomorrow. It will

make it so much fun.”

Delay:

Refusal:

Negotiation:

“Can you take some beer from home for tonight?
Delay:	Refusal:	Negotiation:

Grade 9 169 2015

“Why don’t Igo over to where you are babysitting tonight and we can

get into their booze?”

Delay:

Refusal:

Negotiation:

“Let’s drink an energy drink before each class. It will help us make it

through the day.”

Delay:

Refusal:

Negotiation:

“Here, put a little vodka in that energy drink. It will help you not feel

so drunk.”

Delay:

Refusal:

Negotiation:

“Come on, get in the car•••l haven’t been drinking or anything•••l just smoked a couple of joints•••no big deal.”
Delay:	Refusal:	Negotiation:

Grade 9 170 2015

“Can you lend me some money••• Ilost a lot playing cards at lunch and I

owe someone the cash but don’t have it.”

Delay:

Refusal:

Negotiation:

“Let’s ask your older sister if she can use her fake ID to get us some

beer.”

Delay:

Refusal:

Negotiation:

”Wow•••look at her••she’s so drunk•••let’s take her pic and put it up on

Facebook.”

Delay:

Refusal:

Negotiation:

“Come play this flip cup game•• you look like you need a drink.”
Delay:	Refusal:	Negotiation:

“Iknow you’re feeling stressed••• don’t worry about it. Take this pill and

you will feel so great that you will forget all of your problems.”

Delay:

Refusal:

Negotiation:

“Here, take a shot••• can’t you see that everyone does it?”
Delay:	Refusal:	Negotiation:

“Drink with us before we go to watch the game. No teachers will even

know.”

Delay:

Refusal:

Negotiation:

“If you want to get stronger and actually get results for all that weight training you’re doing, you have to try these (steroids). It’s the only

thing that really makes a difference.”

Delay:

Refusal:

Negotiation:

Grode 9 172 2015

“Will you come out and have a smoke with me. Ihate always going out

there alone.”

Delay:

Refusal:

Negotiation:

“I read all this stuff online that if we just take these nutrition supplements that I ordered, we will lose weight and look fit without

even really trying. Try one.”

Delay:

Refusal:

Negotiation:

“Ifeel like we have to drink at this party or we will be the only ones

who aren’t drinking. Here, have this beer.”

Delay:

Refusal:

Negotiation:

“Can you take a few cigarettes from home for me? I don’t have any

money and my parents don’t smoke.”

Delay:

Refusal:

Negotiation:

Grade 9 173 2015

”Want to come over and get high with me after school. Ijust tried it

last week and I love the feeling. Iknow you will too.”

Delay:

Refusal:

Negotiation:

”Want to come stay over tonight (even though it’s Tuesday) and we can pretend we are working on school stuff, but really we will watch Netflix

all night.”

Delay:

Refusal:

Negotiation:

“My older sister got me this whole bottle of alcohol and I want to drink it tonight since it’s my birthday. Come over and share it with me and

then we’ll go to our friend’s house.”

Delay:

Refusal:

Negotiation:

“Iknow your brother just had surgery. Do you think you could grab a few of his pain meds to bring over tonight and we could try them?”
Delay:	Refusal:	Negotiation:

“That was such a great event we organized. Let’s get completely

wasted tonight to celebrate.”

Delay:

Refusal:

Negotiation:

“That girl is so wasted. Some guys are taking her to that bedroom.

Want to watch?”

Delay:

Refusal:

Negotiation:

Riverside Physical Education

Home of the Rapid Nation #rsidepe

Lesson 4 – Addiction