Lesson 4 - Scenarios – Role Play

SASKATCHEWAN CURRICULUM

Understanding, Skills and Confidences (USC)

Outcome USC9.6

Analyze the health, economic, and social supports and challenges of addictions (e.g., tobacco, shopping, alcohol, gambling, Internet, drugs) on self, family, community, and the environment.

Indicators:

(a) Evaluate personal knowledge in terms of what is known and what needs to be learned about addictions.

(b) Determine situations where youth may feel pressured/tempted to smoke, chew tobacco, drink, gamble, or use drugs.

(c) Determine and practise the communication skills necessary to clarify personal standards regarding addictions.

(d) Examine possible consequences of addictions on the health of self, family, and community.

(e) Investigate how addictions affect the well-being of the environment.

(f) Assess family and community norms and expectations regarding addictions.

(g) Assess community supports and services related to addictions.

(h) Evaluate laws pertaining to tobacco use, alcohol use, drug use, and gambling.


Decision Making (DM)

Outcome DM9.10

Assess the role of health promotion in making healthy decisions related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness, and sexual health.

Indicators

(a) Discuss the role of health promotion in decision making.

(b) Review the determinants of health and the health action policies as important aspects of health promotion.

(c) Examine the health promotion needed in the local community.

(d) Generate strategies/alternatives to promote health in their community.

(e) Establish criteria and use them to evaluate strategies/alternatives.

Activity:

Time: 60 minutes

Below you will find a list of alcohol-themed scenarios.

Present students with the scenarios (one at a time) and engage them in role play.

Do not force students who may be reluctant to participate. They can still gain valuable information by contributing in other ways (i.e. offering suggestions for what the actors could have done differently)

Role play has been suggested as an appropriate way for students to go through the decision-making process and has been identified by students as an effective way to go through the decision-making process.

Have students role play through the decision-making process and explain their actions.

Alternate options:

If you find that you have a group of students who would not actively participate in role play there is an alternate option found below.

Place large pieces of white paper along the wall with the scenario written at the top of the page. Number the sheets.

Break students into small groups.

Send groups to a posted poster (number the groups and have them quickly find their matching number)

Instruct the students that they will have three minutes to read their scenario and come up with suggestions for what they could do if they were found in that situation.

After three minutes have the students rotate to the next poster. Repeat this process until either each group has contributed to a poster or time runs out.

Please have the counselor come speak with the class after they run
through the scenarios or during the scenarios. Arrange ahead of time, so that the counselor can ensure that they are available. The purpose is for the students
to become acquainted with the counselor and vice versa. Also, the students it is an opportunity for the students to learn how they can contact the counselor if necessary.

Materials:

large poster paper with scenarios written at the top

markers (1 for each scenario)

Scenarios

a. You and your friends are going to a party and you are the driver. Chances are good that if you only have a couple drinks you won't get caught. Your friends offer you a beer. What will you do?

b. Your date's parents are away for the weekend. He/she invites you over to watch movies on Saturday night. When you arrive, you discover that his/her older sister has brought some beer to liven up the evening. After your first beer, you start to have second thoughts, but you don't want your date to be mad at you. What should you do?

c. You head to a party with a designated driver (DD). You have had some drinks and then discover that your DD has also started drinking and ends up wasted. What will you do?

d. You are babysitting for your mother and father’s friends. They arrive home late and have been drinking. They planned to drive you home that evening. What will you do?

e. You and your friend are walking through a park at night. Some people are hanging out having some drinks. They offer you and your friend a drink. Your friend decides to have one. What will you do?

f. You are having a sleep over with some friends. Her/his good-looking older brother/sister offers you some alcohol. Will you take it?

g. Your parents are out of town for the weekend and your older brother throws a party. There are drunk people throughout the house and you don't know who half the people at the party are. What will you do? What are the risks?

h. You have the big game/concert tomorrow afternoon and your coach told everyone on the team to take it easy tonight. Some of your friends are getting together tonight and having a few drinks and they invited you to join them. What choice will you make? How will reach that decision?


      

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