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Introduction

In this class, you will learn communication strategies, be introduced to the assignment, & have time to practice your role plays so that you are prepared to present/film during the last part of the class.

PART 1: Understanding Communication Styles

PASSIVE, AGGRESSIVE & ASSERTIVE COMMUNICATION

You are now going to watch a series of videos that demonstrate communication done passively, assertively and aggressively.  Which do you think is best?

Teacher Note: Show video from 6:30-10:22

While working on your video assignment, review the Communication Styles chart below and gain a better understanding of communication.

PART 2:

Guidelines for Communicating Assertively

This is a guideline for communication in situations where there is conflict. These guidelines help people communicate assertively, appropriately and in a non-conflict manner.  Remember that sometimes there may be situations where you can ask the conversation to resume at a different time, especially if the person is under the influence of drugs or alcohol. Also, keep in mind that the skills listed below take time to develop, and will continue develop throughout your life.

Additionally, sometimes verbal resistance takes place. These conversations can be especially difficult.  It is essential to stay calm and remember the goal of the conversation is to bring resolution. During these challenging situations try to remember 3 key things:

  • Pause and think before responding
  • Maintain a calm voice
  • If the resistance is great and unreasonable, suggest to speak at another time

PART 3:

 Social Pressures/Influences

There are two main types of social influences: direct and indirect.

  • 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 house or 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.

 

PART 4:

Understanding Delay, Refusal and Negotiation Skills

 Sometimes, either through direct or indirect pressure, you will find yourself in situations in which you will need strategies to avoid negative behaviours. This is where Delay, Refusal & Negotiation come in.

 Teacher Note: Show video from 39:12-43:50

While working on your video assignment, review the Communication Styles chart below and gain a better understanding of communication.

PART 5: ROLE PLAY ASSIGNMENT

 IN GROUPS OF 2-3: Use the scenario provided by your teacher or make one up (needs to be approved) to create a role play. The role play is meant to be in the context of a friendship/relationship that you care about and hope to maintain and has to relate to substance use or related addictive behaviours (i.e. Gaming, gambling, excessive use of internet, etc.).

STEPS:

  • Decide which role each person will play.
  • Consider the IDEAL decision-making model when you think about how this situation should be resolved.
  • Keep in mind that you want to RESOLVE the conflict in a peaceful manner using some of the strategies we have practised in class including the previous unit (i.e. reflective listening, assertive communication, delay, refusal or negotiation skills, etc.).
  • Develop a role play WITH A WRITTEN SCRIPT that involves all group members.
  • Practise your role play, record, and edit it together into an organized and informative video.
  • Complete the questions and peer evaluation provided once you are done.

*ONLY ONE GROUP MEMBER NEEDS TO SUBMIT THE SCRIPT & VIDEO ON TEAMS*

*ALL GROUP MEMBERS MUST COMPLETE THE QUESTIONS AND SELF/PEER-EVALUATION ON TEAMS*

As you create your script, keep the following requirements in mind:

  1. What are the influences involved in your role play?  (i.e., difference of opinion, going against your values, pressure from friends, pressure from a dating partner, etc.)
  2. Explain how your conflict/issue was resolved.
  3. What specific skills from the two health units were used to resolve this conflict/issue?

See rubric below for evaluation criteria:

Substance Abuse Role Play Outline and Rubric

EDUBLOG REQUIREMENT

  • Create a new post for your blog, follow the instructions exactly
  1. Title – Substance Abuse Role Play
  2. Embed your video using the instructions below (preferred) / or upload the video from your device
  3. Category – PE 9 and Portfolio
  4. Tag – BrandsmaRolePlayPE9A, this must be exact, make sure you select add – (please adjust the teacher and class, e.g CuccioneRolePlayPEB )
  5. Click Publish