Chapter 7: Modeling the Skills.
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| Title: | Chapter 7: Modeling the Skills. |
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| Authors: | Tonks, Douglas |
| Source: | Teaching AIDS. 1997, p123-147. 25p. |
| Subject Terms: | *AIDS education, *AIDS prevention, *Sex education, *Teacher-student communication, *Role playing, AIDS awareness |
| Abstract: | This article provides teachers with structured methods and plot lines for effective modeling to help students protect themselves from the dangers of AIDS contracted through high-risk sex or drug use. Although many of the skills seem quite simple and commonsensible, they can be more difficult to apply to real-life situations than they appear. High-risk situations that call for these skills are often quite emotional and do not always allow for clear thinking by participants. When teachers, assistants, or other students model the skills before a classroom full of students, they provide examples of how the students can use the skills in their own lives. After the skills have been introduced and thoroughly discussed, teachers can themselves model correct behavior that incorporates the skills, or they can ask an assistant or peer educator to do so. Seeing the skills in action will be an important step for students to understand how to incorporate them into their own lives. Students learn by example, and the modeling of these refusal skills is one of the most obvious and effective methods of providing that example to them. Modeling risk-reduction behavior for students essentially boils down to performing skits to illustrate that behavior. This is similar to the role playing activities that the students themselves will be called upon to do later, but it does not include the same level of improvisation and adlibbing. The more basic skills require only one person, while the advanced skills need two, whom we will call the Tempter and the Temptee. |
| Database: | Education Research Complete |
| Abstract: | This article provides teachers with structured methods and plot lines for effective modeling to help students protect themselves from the dangers of AIDS contracted through high-risk sex or drug use. Although many of the skills seem quite simple and commonsensible, they can be more difficult to apply to real-life situations than they appear. High-risk situations that call for these skills are often quite emotional and do not always allow for clear thinking by participants. When teachers, assistants, or other students model the skills before a classroom full of students, they provide examples of how the students can use the skills in their own lives. After the skills have been introduced and thoroughly discussed, teachers can themselves model correct behavior that incorporates the skills, or they can ask an assistant or peer educator to do so. Seeing the skills in action will be an important step for students to understand how to incorporate them into their own lives. Students learn by example, and the modeling of these refusal skills is one of the most obvious and effective methods of providing that example to them. Modeling risk-reduction behavior for students essentially boils down to performing skits to illustrate that behavior. This is similar to the role playing activities that the students themselves will be called upon to do later, but it does not include the same level of improvisation and adlibbing. The more basic skills require only one person, while the advanced skills need two, whom we will call the Tempter and the Temptee. |
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| ISBN: | 9780415908757 |
