# Slides 3.6: Peer Influence, Pressure, and Refusal Skills Slide outline for Lesson 3.6, two days. Slides 1 to 11 are Day 1. Slides 12 to 22 are Day 2. The scenarios use everyday pressure only; substances and sexual pressure are health class. No skit may target a real person. ## Slide 1: Peer Influence, Pressure, and Refusal Skills - Lesson 3.6, Day 1: Self-Concept, Peers, and Stress - Unit 3: Growing Up, Getting Along - Do now, no names: one time a friend talked someone into something good. One time a friend talked someone into something not good. A made-up person is fine Notes: Hands for "I could think of a good one." Usually fewer than half. ## Slide 2: Not always the villain - Sometimes peer pressure is the only reason someone tries out for the team - Today: tell the two kinds apart - Tomorrow: exactly what to say to the bad kind Image: two arrows from a group of figures to one figure, one arrow pointing up and one pointing down. ## Slide 3: Peer, peer pressure - Peer: someone about your age or in your position - Peer pressure: when peers push you to do, say, or think something - It works because belonging matters, and at this age it matters a lot (Lesson 3.3) Notes: Students copy onto Part 1. ## Slide 4: Positive and negative - Positive: pushes you toward something good for you (try out, study, apologize, show up) - Negative: pushes you toward something harmful, unfair, or against what matters to you - Same friend can do both on the same day Notes: One example of each on Part 1. ## Slide 5: Direct and indirect - Direct: someone says it. "Come on, just do it." "Everyone is going" - Indirect: nobody says it. You see everyone doing it and feel it - Indirect is quieter and often stronger Image: two panels: one figure speaking to another; a group all wearing the same thing while one figure looks down at their own shirt. ## Slide 6: What giving in to the negative kind can cost - Trouble at school or home - A hurt friend or classmate - Lost trust - Something you cannot take back - A dent in your self-concept (Lesson 3.5) Notes: Three consequences on Part 1. ## Slide 7: Three pushes on one decision - The decision: a group chat wants a student to share a photo of a classmate who did not want it shared. "Everyone has seen it anyway" - Walk the five steps: name the choice, list options, weigh each against what matters, decide, look back - At "weigh," three columns: what family would say, what peers are saying, what media (the feed, the trend) says - Which push is loudest? Which one do you want to win? Image: the five-step decision model poster from Unit 0. Notes: Part 2 grid. Land it: "what matters" is yours, not the group's. ## Slide 8: The scenario cards - Ten cards per team - For each: positive or negative? Direct or indirect? Two possible outcomes - Specific outcomes. "Bad things" is not an outcome - Star your two hardest. 13 minutes Notes: Grade 6 and IEP/504: six cards. Circulate with the clipboard. ## Slide 9: Share - One team: your hardest card and two outcomes - Room: what would you say? - I write the answers on the board. Tomorrow they become four steps Notes: Take three lines. Leave them on the board overnight if you can. ## Slide 10: Day 1 exit card - 3 kinds of peer pressure with one example each - 2 consequences of giving in to the negative kind - 1 push (family, peers, media) that is loudest for most people your age, and why Notes: Two students read their "1." ## Slide 11: Tomorrow - Four refusal steps - Your team plans and performs a 60 to 90 second skit - Keep your starred cards Notes: Skit teams are the same teams. Say it now. ## Slide 12: Day 2: What exactly do you say? - Do now: finish this sentence three different ways: "No thanks, I ___" - Then the four steps, a model, and your skit Notes: Three sentences. Some will be the whole skit. ## Slide 13: The four refusal steps - 1. Say no clearly (a hand up). Short. No apology - 2. Give a reason (a speech bubble). Yours. Simple: "not my thing" - 3. Offer an alternative (an arrow). "Let's go to the courts instead" - 4. Walk away (a door). Leaving is a full sentence - You do not need all four. They do not have to be in order. Two is often enough Notes: Students copy onto Part 4. ## Slide 14: Why "no apology" - "Sorry, sorry, I really wish I could, but..." invites a second push - "No thanks" is complete - A reason that starts an argument is not a reason. "I have a game tomorrow" is hard to argue with Notes: This is the most common skit mistake. Say it before the skits. ## Slide 15: The model - Card: [Sal: one of yesterday's hardest] - Pusher script: "Come on. Everyone is doing it. Do not be boring." - Refuser: step 1, then step 3, then step 4 if it continues - Watch which step comes first Notes: A volunteer plays the pusher from the script. You refuse. Then ask: which step did I use first? ## Slide 16: Skit planner - One of your two starred cards - Roles: pusher, refuser, a second friend (optional), narrator or director - Which steps, in what order, one line each - What the pusher does after - 60 to 90 seconds. No real names. No real people. No substances. Nothing physical - Get my initials before you perform. 10 minutes Notes: Initial every plan. Ten seconds per team. ## Slide 17: Performances - Two minutes per team, including reset - Audience: feedback slip for each skit. Which steps did you see? Strongest line? One suggestion? - No applause until the end. Then applause for everyone Notes: Keep the order moving. 14 minutes. ## Slide 18: Feedback slip - Steps I saw: said no clearly / gave a reason / offered an alternative / walked away - Strongest line - One suggestion - Rating: worked / mostly worked / hard to tell. Because Notes: Three slips per student. Assign which skits each student rates so every team gets slips. ## Slide 19: Debrief - Which step showed up in the most skits? - Which one was hardest to say out loud? - The hardest one to say in a skit is the hardest one to say in the hallway. That is the one to practice Notes: Read one slip from another team aloud (the strongest line, not the suggestion). ## Slide 20: Positive pressure - The same steps work in reverse: you can be the friend who says "come try out with me" - Grade 8 stretch: a one-page peer advice guide, "What to say when" - Four steps, three of today's best lines, one line on being the friend who pushes up Notes: The best guides go on the wall. ## Slide 21: Day 2 exit line - "The refusal step I will practice this week is ___ because it was hardest to say" - Not read aloud Notes: On the bottom of the planner. ## Slide 22: Tomorrow - Stress: what it is, and where yours lives - A private map. Nobody reads it Notes: Collect the feedback slips by team before students leave.