Table of Contents
An Educational Theatre Program ................................................................................ 1
What Is It? .............................................................................................................. 1
Educational Objectives .......................................................................................... 1
Why Is It Needed? .................................................................................................. 1
Confidential Hotlines ............................................................................................. 2
How to Use Nightmare on Puberty St. ................................................................ 3
A Parent’s Guide to Nightmare on Puberty St. .................................................... 4
Activity 1: Peer Power and Friendship .......................................................................... 5
5 Steps for Peer Power, Handout 1.1 .................................................................. 9
How Good a Friend Are You?, Handout 1.2...................................................... 10
Activity 2: Groups, Labels and Self-Esteem .................................................................. 11
There’s a Name for You, Handout 2.1 ............................................................... 14
Activity 3: Getting Help ........................................................................................... 15
Depression: Define It—Defeat It, Handout 3.1 ................................................ 18
Activity 4: Abstinence ............................................................................................. 19
Ways to Say No…and Still Show Affection, Handout 4.1 ............................... 22
Say NO to Sex, Say YES to Caring, Handout 4.2 ............................................. 23
Resources ............................................................................................................. 24
Organizations ....................................................................................................... 24
Kaiser Permanente Community Library ............................................................. 24
Character Descriptions ............................................................................................ 25
Written by Judith L. O’Rourke, MA; Regina Dwerlkotte, PhD; and Jeanne Casey, CHES,
of Kaiser Permanente’s Educational Theatre Programs, with contributions by Jan Crain
Hunter, Victoria Zakrzewski and Karen L. Chin.
Edited by Kathleen Middleton, MS, CHES, and Iris Dorfman, ToucanEd Publications.
Copyedit by Netha Thacker.
Art, design and layout by Ann Smiley.
Copyright Kaiser Permanente 1996
All rights reserved, Educational Theatre Programs, P.O. Box 12916, Oakland CA 94604,
(510) 987-2223. Reproduction permissionIntroduction
given for classroom use of materials.
5
Nightmare
on Puberty St.
An Educational Theatre Program
What Is It?
Nightmare on Puberty St. is a professionally
produced live theatre program presented free of
charge to middle school students as a community service of Kaiser Permanente. Comedy,
music, dance and emotional drama take students in grades 6 through 8 on a tongue-incheek journey along the rocky road to adulthood.
The cast includes four ethnically diverse
middle school characters who, amid adolescent
exuberance, wrestle with tough decisions and
fluctuating self-esteem. They discover their
own answers to the essential adolescent question, “Am I normal?”
The impact of the one-hour program is
immediate. Images of puberty brought to life
onstage give students, teachers and parents
permission to talk about crucial health issues
they may have found difficult to discuss,
including:
■ peer pressure and self-esteem
■ first feelings of sexual attraction
■ depression and thoughts of suicide
■ coping with violent environments
■ talking with parents and peers
Introduction
The program sets the stage for follow-up
activities in classes described in the following
sample lesson plans.
Educational Objectives
Students will identify with the youthful performer/educators and discover:
■ decision-making skills to resist negative peer pressure
■ the uses of positive peer pressure and
how to be a good friend
■ the impact of labels and name-calling
■ how to seek health information and
help from adults
Why Is It Needed?
The greatest threat to adolescent health today
is high-risk behaviors. Young adolescents
experience an astonishing range of pressures,
which can lead them to engage in aggressive
behavior, experiment with drug use and sexual
activity or even attempt suicide.
1
Confidential Hotlines
These community organizations and their numbers are subject to change. This listing is provided
as a community service and does not represent an endorsement by Kaiser Permanente.
National AIDS Hotline
1-800-342-AIDS
TDD: 1-800-AIDS-TTY
San Francisco AIDS Foundation Hotline
1-800-FOR-AIDS
(tri-lingual, information on HIV and AIDS)
California Youth Crisis Hotline
1-800-843-5200
(referrals for suicide, rape, pregnancy, sexuality
issues, and other youth crises)
(1-800 NUMBERS ARE FREE TO CALL AND
DO NOT SHOW UP ON ANY PHONE BILL)
AIDS Night Line
1-800-273-AIDS
Líneas de Emergencia:
Alcohol and Drug Information, Treatment and Referral
Hotline
1-800-662-HELP
TDD: 1-800-228-0427
Al-Anon Family Group Headquarters
1-800-356-9996
Child Help USA
1-800-4-A-CHILD
TDD: 1-800-2-A-CHILD
(24 hour, multilingual counseling and referrals)
California Runaway Hotline
1-800-231-6946
Línea Nacional de Ets
1-800-344-7432
(informacion acerca de las enfermedades de
transmision sexual)
La Línea Para Jóvenes en Crisis
1-800-843-5200
(ayuda para problemas de suicidio, violación y
cuestiones de sexualidad)
La Fundacion del Sida de San Francisco
1-800-367-2437
(LAS LLAMADAS A ESTOS NÚMEROS SON
GRATIS, CONFIDENCIALES Y
NO APARECEN EN LA CUENTA DE
TELÉFONO.)
Sexually Transmitted Diseases Hotline
1-800-227-8922
Lyric Youth Talkline
1-800-246-PRIDE
(confidential counseling for youth with
questions,thoughts, and concerns about sexual
orientation)
2
Introduction
How To Use Nightmare
on Puberty St.
This program is much more than an
assembly. Careful attention to cross-curriculum learning will insure a successful
experience for all students. Please let us
know how you use the activities!
Schedule and Checklist
Two weeks (or more) before the performance of
Nightmare:
■ Review this Teaching Guide.
■ Make sure performance area has
lights.
■ Send A Parent’s Guide to Nightmare
on Puberty St. home with students
or publish the parent guide in your
school newsletter.
Attend the performance with students.
Principals, teachers and other staff need to see
the same performance the students see. When
school staff model attentive audience behavior,
students learn how to be good audience members.
Right after, and in the days following the performance:
■ Hand out the Student Guide pamphlets — same day is best.
■ Use the activities in this Teaching
Guide.
■ Post the Student Guide pamphlet that
actors bring on performance day and
hotline numbers in the classroom.
Introduction
One week later, mention Nightmare again:
■ Discuss the issues of peer pressure
and family pressure that you see as
most appropriate to the challenges
your students are facing.
■ Remind students about the toll-free
hotline numbers.
■ Practice the 5 Steps for Peer Power.
Integration Ideas
“Far too often, students do not get adequate
help in understanding what they are going
through both physically and emotionally
during this time in their life. Your program not
only helped on the day it was presented but
will continue to provide a platform for discussion as the classes work on the issues throughout the next few weeks.”
Middle School Principal,
San Jose, California
Please let us know how you integrate this
program into your curriculum. Send your
ideas to:
Educational Theatre Programs
P.O. Box 12916
Oakland, CA 94604
3
A Parent’s Guide to
Nightmare on Puberty St.
Puberty is a time when young people
learn to make health choices that will affect the
rest of their lives. Kaiser Permanente’s Nightmare on Puberty St., a live theatre play for 6th
to 8th graders, is the story of 4 middle school
students who learn that puberty doesn’t have
to be a nightmare.
Helpful Tips for Talking
with Your Pre-Teen
Starting Out:
Talk about yourself: how you felt at their age
and how you feel now.
Ask what your children thought of Nightmare. Have they or their friends experienced:
pressure to fit in, cliques or gangs, friendship
problems, first feelings of sexual attraction,
depression or thoughts about suicide? How
could such problems be solved? Who could
help? Suggest parents, teachers, counselors
and hotlines.
When You Talk:
■ Encourage questions. Say things such
as, “That’s a good question.”
■ Use “I” messages. Instead of saying:
“You make me so angry; you’re such a
mess,” try saying, “When I see that your
room is a mess, I feel angry. I want you to
clean your room once a week. I’m willing
to help you build shelves.” Say what you
feel and want, without accusing, so
4
■
■
children don’t feel the need to defend
themselves. Ask your child to use I messages, too.
Keep discipline separate from talking.
Your child might not hear important
information if it is given in anger. Choose
a time to talk when you can both hear and
listen to each other.
Don’t make assumptions. Let your child
know “I trust you” through your words
and actions. Let your child know that
thinking about sex is normal, and that
you know that thinking or asking about
something is not the same as doing it.
When You Listen:
■ Listen actively. (Nod or say “uh-huh.” Use
eye contact.)
■ Check out what you’ve heard. “You seem
mad at me. Is that right?”
Good listeners help children figure out how
they feel, instead of telling them how they
should feel.
THE 3 Ls OF
PARENTING:
■
Limits: Be clear and consistent.
■
Listening: Listen actively, attentively and
often.
■
Love: Without conditions. Make it clear
that you still love your child even when
your child’s behavior is not okay.
Introduction
ACTIVITY 1
PEER POWER
AND FRIENDSHIP
■ ■ ■
How to Have Fun, Keep Real Friends and Stay Out of Trouble
Description
Time
This is an important follow-up activity to
reinforce concepts and build student skills after
seeing Nightmare on Puberty St. It involves
analytical thinking and role playing as demonstrated by Nightmare actors after the performance.
Teacher and students brainstorm peer
pressure situations. Selected students role play
characters in a variety of situations while using
5 steps for personal power.
Objectives
Students will:
■ demonstrate effective refusals to peer
pressure
■ identify positive peer pressure
activities
■ describe the complex nature of
friendships
■ identify positive and negative
friendship qualities
1–2 class periods
Preparation
Make copies of student handouts:
■ 5 Steps for Peer Power 1. 1
■ How Good A Friend Are You? 1. 2
Make and post cue cards for role plays:
■ Create Your Own Lines
■ Use All 5 Steps
You will also need:
■ butcher paper or chalkboard
■ 3x5 cards or paper for each student
■ a hat or a bowl
Activity 1: Peer Power and Friendship
5
Directions
Peer Pressure
1.
hoops if you want to practice. Hope you
change your mind.
Conduct a class discussion
Ask students:
■ How do we define peer pressure?
■ What examples did you see in Nightmare? Examples include pressure to:
beat up someone, change clothing
style, have sex, not have sex.
2.
Brainstorm negative pressure situations
Ask students to brainstorm a list of potential negative peer pressure situations students
experience. Examples include pressure to:
fight, smoke, cut school, drink alcohol, do
someone else’s homework, take drugs, have
sex, shoplift, lie, not do homework. Write
responses on the board or butcher paper.
3.
Review Peer Power steps
Ask students:
■ Is peer pressure always negative?
Post the 5 steps written on butcher paper
or write them on the board. Pass out the 5
Steps for Peer Power handout for students to
read. Have students take turns reading each
step aloud and explaining it in their own
words.
For example:
Step 1: Ask Questions — Why do you
want to do that?
Step 2: Name the Trouble — That’s
marijuana - it’s illegal!
Step 3: Say What Might Happen — I
could kill off my brain cells; or We could get
high, do something stupid and hurt ourselves..
Step 4: Suggest Something Else —
Let’s go shoot hoops.
Step 5: Leave and Leave the Door Open
— I’m outta’ here! I’ll be at the park shootin’
6
4.
Students write own steps
Have students write their own version of each
step on the 5 Steps for Peer Power handout.
5.
Select situations
Ask students to write an example of peer
pressure on a card or slip of paper and put it
into the hat or bowl. They may choose from
the ones listed or make up a new one.
Draw one situation from the hat or bowl
and write it on the board.
6.
Demonstrate selected role play
Ask for 3 students to use the 5 Steps for
Peer Power to perform a role play in front of
the class. One student plays the pressurer and
the other student uses the 5 Steps for Peer
Power to refuse. The third student acts as the
5 Step Voice cuing the student under pressure.
Instruct students to choose only one response
from each step.
7.
Teams practice
Team students in triads. Each group
draws 1 card from the hat or bowl, which they
will role play. Tell the groups to decide who
will play the pressurer, resister and the 5 Step
Voice for this card. Tell students to act out the
situation on the card. In one scene, the pressuring student does convince the resister to
do something. In the second scene, the pressuring student keeps up the pressure and does
not convince the resister.
Point out these cue cards to students and
use them for side coaching:
■ Create Your Own Lines
■ Use All 5 Steps
Activity 1: Peer Power and Friendship
Directions
continued
8.
Switch practice situations
Call out “time to switch” to the second
scene after 3 to 5 minutes. After another 3 to 5
minutes, have the pairs draw a second card.
Tell students to switch roles and follow the
same procedure as above.
9.
Discuss role plays
Ask students:
■ How does it feel to have to
walk away from a friend
to stay out of trouble?
■ How does it feel to be the
one left?
■ How does it feel to change
your mind, and drop the
negative pressure and make a positive
choice?
Look for students to draw conclusions
that while peer pressure is difficult, it is
possible to get out of a situation and
remain friends.
Repetition is essential to mastering this
skill. The ideal is for each student to participate in 10–15 role plays in the 2 weeks after
seeing the performance.
positive, healthy activities.
Write responses on the board
and label this the Glue list —
for things we want to stick
with us. Possibilities include: sending cards to
friends; cooking food; playing basketball; going
to the beach, park or library; making a tape of
favorite songs; hugging; bike riding; skating;
blading; throwing a party; talking on the
phone; dancing; making music; acting in a
play.
Post the Glue list on the bulletin board in
your classroom, as a continual reminder to
students of healthy alternatives.
*Your students may wish to come up with their
own titles for these lists.
11. Introduce a discussion of friendship
Friendship
Explain that positive friendships are based
on healthy, positive qualities that each person
brings to the relationship. We all need these
qualities to stick with us — so this is the Glue
list.
Help students conclude that negative
friendships are based on unhealthy, negative
qualities that lead to stressful — and sometimes violent and dangerous — relationships.
These negative qualities belong on the Shoo
list.
10. Create Shoo and Glue lists*
12. Discuss Nightmare character friendships
Ask students to brainstorm a list of unhealthy things that peers sometimes pressure
each other to do — or unhealthy things that
young characters in movies often do. Write
responses on the board. Label this the Shoo
list, for things we want to keep away from us.
Include things such as violence, drugs, alcohol,
smoking, drinking and driving, shoplifting and
sexual activity.
Then ask students to brainstorm a list of
Lead a discussion about the friendships of
the Nightmare characters, starting with Nick
and Jerry. Write these on the board in the
appropriate categories. Students need not
agree — emphasize that all perceptions are
valid.
Ask students:
■ What did Nick or Jerry do that we can
put in the Glue and Shoo lists?
Activity 1: Peer Power and Friendship
7
Directions
continued
Examples for Shoo list:
■ Nick dissed Jerry, put down his
clothes and hair.
■ Nick pushed and bullied Jerry.
■ Nick wanted Jerry to be someone he
wasn’t.
Examples for Glue list:
■ Nick thought he was helping by telling
Jerry how to be cool.
■ Jerry invited Nick to the movies.
Ask students:
■ How does Jerry eventually realize
that Nick is not a very good friend?
■ Why does Jerry stop spending time
with Nick?
■ Even though Natalie and Malika had
disagreements, they stayed friends.
What did Natalie and Malika do that
we can put in the Glue and Shoo lists?
Examples for Glue list:
■ Natalie and Malika joked together and
treated each other as equals.
■ Natalie told Malika she wasn’t a
failure.
■ Natalie and Malika made
up after their argument.
■ Natalie showed she cared
by talking to her mom and
giving Malika a hotline
number when she was in
trouble.
Examples for Shoo list:
■ Natalie put down Malika
for not being physically
developed.
■ Malika put down Natalie for making
lower grades than Malika did.
Ask students:
■ What do you notice about these two
friendships? If needed, point out that
all of the characters did things that
8
could go under either the Glue or
Shoo lists.
13. Draw conclusions about friendship
Remind students that even good friendships have their ups and downs.
Ask students:
■ How do you think Malika and Natalie
felt when they were around each
other?
■ What are three qualities or behaviors
you like in a friend? Students can
choose from the Glue list or use their
own examples.
■ What would good friends never do to
each other? Students can choose
from the Shoo list or make up their
own.
Students should conclude that friends are
important to all of us, even when we start
dating or get married. We can learn how to
help friendships grow. Ask each student to
think or write in their journals about a friendship they have and one thing they could do to
make it better or stronger. Ask students to
decide (silently) when they will do what they
have chosen to do.
14. Friendship self-quiz for homework
Distribute the How Good a Friend Are
You? handout and review the directions.
When students bring the quiz back,
discuss the pros and cons of all the answers.
Students score their own quizzes and tape or
glue them into their journals.
Answers to How Good a Friend Are
You? self-quiz:
1) b. 2) a. 3) b. 4) c.
5) b. 6) a. 7) c. 8) b.
Activity 1: Peer Power and Friendship
Name ____________________________________________________________________
Period ___________________________________________________________________
HANDOUT 1.1
5 STEPS FOR PEER POWER
Directions
Write in your ideas for what Nick could have said when he was pressured to beat up on Brian.
Things Nick’s friends might have said to pressure him:
“Hey, look who’s coming. Let’s get him!”
“Come on, Nick. What’s the matter with you?”
1
2
UBLE
NAME THE TRO
ing.”
“That’s bully
nce.”
“That’s viole
one
ing on some
“That’s pick
.”
fend himself
who can’t de
_____
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ASK QUESTIONS
“What are you doing?”
“Why are you picking on
him?”
____________________
_____
____________________
3
_____
____________________
_____ SAY WHAT MIGHT HAPPEN
____________________
(Consequences)
_____
uld…
____________________
hurt Brian, we co
____“I
_ f we
…get in trouble…
…at school.”
…at home.”
…with the law.”
…get hurt.”
…feel guilty.”
4
…lose friends.”
___________
SUGGEST SOMETHING ELSE
______________
5
___________
(Alternatives)
______________
_____ LEAVE AND LEAVE THE DOOR OPEN
“Listen to me, lets…
______________
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“I’ll be on the field
if you want to
_____
…play baseball/basketball.”
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.”
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rds
oa
teb
ska
pr
or
ac
es
tic
bik
r
e.
”
…ride ou
___________
Walk away.
______________
…rehearse our play.”
___________Find an adult to be
…lip sync.”
a mediator.
______________
G
et
he
t.”
ea
lp
to
fr
ng
om
thi
me
an
other adult.
…get so
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Activity 1: Peer Power and Friendship
9
Name ____________________________________________________________________
Period ___________________________________________________________________
HANDOUT 1.2
HOW GOOD A FRIEND ARE YOU?
Directions
Circle the letter that you think describes you.
How do you feel about your friends, and how do you rate yourself as a friend?
1. When something good happens to my
friends, I…
5. When I’m talking with my friends, I like
to…
a. get jealous and don’t talk about it.
b. am happy for my friends and tell
them so.
c. make a cutting remark so they
won’t get a swelled head.
2. When my friends and I disagree, I…
a. talk only about myself.
b. balance listening with talking.
c. listen, but not tell them much
about me.
6. When my friends are upset or
depressed, I…
a. listen carefully to try to understand
their opinion, and then I share my
own.
b. argue with them and try to prove
them wrong to make them change.
c. get mad and don’t hang out with
them anymore.
3. When a friend tells me a secret, I…
a. tell it to other people to show how
much I know about the person.
b. keep it — unless I think he or she
might seriously hurt themselves or
someone else.
c. keep it — unless someone else begs
me to tell.
a. try to be understanding and help
them get help if they need it.
b. try to lighten them up by teasing
them.
c. tell them to stop being a baby and
grow up.
7. If my friends start doing something
risky, like drinking, shoplifting, cutting
class, joining a gang, or carrying a gun,
I…
4. If friends have seen or been involved in
a traumatic or violent situation, I…
a. laugh to lighten the mood.
b. keep the secret with them.
c. give them a crisis hotline number
from the front of the telephone
book, or go with them to talk to a
parent or other adult.
10
Activity 1: Peer Power and Friendship
a. ignore it.
b. do it with them.
c. get them to talk to an adult we
trust.
8. When I’m with people my
friend doesn’t know, I…
a. pretend I don’t know my
friend.
b. welcome my friend and
invite him or her into the
group.
c. put down my friend.
ACTIVITY 2
GROUPS,
LABELS AND
SELF-ESTEEM
■ ■ ■
Names Are Not So Cool
Description
Time
This activity focuses on the negative
consequences of labels to discourage students
from using them. Students discuss the song
“There’s a Name for You” from Nightmare on
Puberty St. They define the meaning of prejudice, analyze self-esteem and identify ways to
avoid labels. Note: You and/or students may be
uncomfortable with some of these labels.
However, naming these words can take away
some of their power as forbidden words.
Objectives
Students will:
■ describe common responses to the
“Names” song
■ define the word prejudice
■ analyze the effects of labels
1 class period plus time for students to
prepare and present projects
Preparation
Make copies of student handouts:
■ “There’s a Name for
You” 2.1
You will also need:
■ butcher paper or chalkboard
■ 8-1/2x11” lined paper for each student
■ a hat or a bowl
Activity 2: Groups, Labels and Self–Esteem
11
Directions
Labels
1.
Conduct a class discussion
Pass out the “There’s a Name for You”
handout and have students take turns reading
the lyrics aloud.
Ask students to identify the names the
characters were called and discuss them.
■ Malika (brain, uncool)
■ Natalie (slut, babe)
■ Nick (jock, tough)
■ Jerry (nerd)
2.
Brainstorm feelings about labels
Brainstorm emotions connected to labels.
Ask students:
■ What feelings did you have during the
song? What did the characters feel?
■ Do labels affect the way we think
about ourselves?
■ Does how we think about ourselves
affect how we act?
■ Why did Jerry sing? Point out that
Jerry began to sing when Nick put
Jerry down and called Natalie a name.
■ What might Jerry have been feeling
when Nick did that?
■ How might those feelings lead Jerry to
sing the song?
■ Have you seen people try to make
themselves feel better by putting down
others? Do you think it helps?
Write important student observations on
the butcher paper or board.
3.
Discuss effects of labels
Ask students:
■ Did any other characters in the play
think or act in a certain way because
of a label they had been given?
12
■
4.
Examples:
• Malika got depressed because people
thought she was a brain and she
received one below average grade.
• Natalie wanted to have sex because
she thought boys expected it and
everybody thought she already had.
• Nick beat up somebody because he
was supposed to be cool and tough.
Why do you think the song is in the
show? Answers may include: to show
that labels and name-calling hurt
everybody; to encourage students not
to use labels and negative names.
Define prejudice
Ask students what they think prejudice
means. Write responses on the board. Then
define prejudice as “prejudging; forming an
opinion before knowing a person or the facts
about a thing.” Ask for examples, such as: the
labels in Nightmare, deciding you don’t like
broccoli without tasting it, thinking that all tall
people are good at basketball.
Have students prepare a creative project
that defines the meaning of prejudice to
present to the class. Possible projects: a play, a
paragraph, a poster or video. Projects may be
completed outside of class and then presented.
5.
Brainstorm ways to avoid labels
Ask students to think about students they
know and their own behavior. Ask students:
■ Have you ever put a label on any of
the people you are thinking about?
■ What are some labels that students in
our school use?
■ Are there any labels that are different
from the ones in the Nightmare song?
Brainstorm and list ways to avoid using
Activity 2: Groups, Labels and Self–Esteem
Directions
continued
labels that hurt others. Examples:
■ Ask others what they think or why
they act a certain way.
■ Point out the inappropriateness of
labels when we hear others use them.
Self-Esteem
6.
7.
Demonstrate self-esteem
Explain that what we do or say and how
we act often depend on our level of self-esteem.
Our ability to respect others begins with our
ability to respect ourselves.
Ask students:
■ What does this mean to you? Do you
agree or disagree?
■ What is self-esteem or self-respect?
Ask students to stand up and demonstrate
how people with low self-esteem/self-respect:
■ sit at their desks
■ walk
■ interact or speak with other people
Figure 2.1:
About Me
If everyone acts passively, remind students that many people cover up insecurity by
bullying and intimidating.
Ask students to demonstrate how people
with high self-esteem do those things.
Encourage students to respect themselves
and others.
Who Am I? written exercise
Have students fold an 8-1/2 x 11" sheet of
paper into 3 columns while you draw 3 columns on the board. See Figure 2.1. Allow
students 5–10 minutes to label and fill in the
columns.
Then ask students:
■ Which column was harder to complete?
■ Do we really know what other people
think of us? How do we know?
■ Is it possible to be wrong about how
we think others view us?
Who Am I?
What I Think of Myself
What I Think Others Think of Me
1. My “smarts” or intelligence
2. How I treat others
3. My personality
4. My role in my family
5
My gender
6. My special talents
7. My ability to get things done
8. My appearance
Activity 2: Groups, Labels and Self–Esteem
13
ACTIVITY 3
GETTING
HELP
■ ■ ■
Who Cares? I Care.
Description
Time
This activity helps students to understand
depression and identify resources that can
help. Students identify and discuss ways the
characters in Nightmare got help. Then groups
identify and discuss common and difficult
problems of middle school students and how
to get help. Students discuss depression and
then create and present projects that define
depression and offer ways to get help.
1 class period plus time for groups to
research and present projects
Objectives
Students will be able to:
■ describe ways to get help for common
and difficult problems
■ define depression
■ identify appropriate ways to deal with
depression
Activity 3: Getting Help
Preparation
Make copies of student handout:
■ Depression: Define It — Defeat
It 3.1
You will also need:
■ 8-1/2 x11” lined paper for each student
■ butcher paper or chalkboard
15
Directions
1.
List ways Nightmare characters got help
In the performance Nightmare on Puberty
St., characters got help in a variety of places.
Create a 3-column list on butcher paper or the
board and have students create a similar list on
their own paper. See Figure 3.1. Direct students to brainstorm what they remember
about the situations of the characters in the
play, and use that information to complete
each column. Fill in the example in Figure 3.1
for students:
Figure 3.1
Character
Kind of Help
Jerry
locker won’t open Nick
2.
Who/What Helped
Groups share lists and create a master list
Put students into small groups of 3 to 5 to
share and discuss lists. Then have groups
contribute to a master list on the board. When
all groups have contributed, discuss the list.
See completed example:
Character
Kind of Help
Who/What Helped
Jerry
locker won’t open
Nick
Nick and
Malika
feeling depressed
talking to friends
Natalie
concerned about
Malika
got hotline
number from
her mom
Malika
thinking of suicide
called hotline
Nick
feeling depressed
talking to school
counselor
Malika and lack of family
her parents communication
16
3.
Groups generate new lists about common
problems
Have groups meet to complete new lists
of common problems, difficult problems and
ways to get help. Then create a class list. Write
4 new headings for student lists on butcher
paper or the board: Common Problems,
Where/How to Get Help, Difficult Problems,
Where/How to Get Help.
Examples of Common Problems: homework problems; deciding what to wear; learning a new skill such as riding a skateboard,
using a computer, rehearsing a play or working
out a new dance step.
Examples of Difficult Problems: figuring
out feelings such as anger or depression;
getting in a fight with a friend; being picked on
or feeling left out; being pressured to drink,
use drugs or engage in sexual activity.
4.
Groups report
Ask groups to report to the class, presenting one of the problems they discussed. Be
sure they explain why they thought this was a
problem that needed help and why the solution
is a good one.
5.
Students take and discuss self-quiz
Have students number their papers from
1 to 4, as you do the same on the board. Read
each of the Myth statements to students and
ask them to identify it as myth or fact. (They
are all myths, but don’t let on!) Do not read
the facts the first time through.
Then read each statement again, poll
students for their answers and discuss, using
the Fact provided.
talking to
a family
counselor
Activity 3: Getting Help
Directions
continued
Myth 1: Teenagers don’t suffer from “real” depression.
Fact: Depression can affect people at any
age and of any race, ethnic or economic group.
Myth 2: Teens who claim to be depressed are weak and
just need to pull themselves together. Nobody else can
help.
Fact: Depression is not a weakness, but a
serious health disorder. People who are depressed need professional treatment. A trained
therapist or counselor can help them learn
more positive ways to think about themselves,
change behavior, cope with problems or handle
relationships. A physician can prescribe medications to help relieve the symptoms of
depression.
Myth 3: People who talk about suicide don’t commit
suicide.
Fact: Many people who commit suicide
have given warnings to friends and family,
such as saying: “I wish I were dead,” “I can’t
take it anymore; I want out,” or “My parents
would be better off without me.” Some people
even tell a friend about a plan to kill themselves before they actually do. If a friend talks
like this, take it seriously! Immediately make a
responsible adult aware of what your friend has
said.
Myth 4: Telling an adult that a friend might be depressed
is betraying a trust. If someone wants help, he or she will
get it.
Fact: Depression interferes with a
person’s ability or wish to get help. It is an act
of true friendship to share your concerns with
a counselor, a favorite teacher, your own
parents or another trusted adult.
6. Group projects
Distribute the handout Depression:
Define It — Defeat It. Assign students the task
of educating others about depression by creating a project that defines depression and
presents ways to deal with it. Possible projects
include written reports, plays, pamphlets,
games, panel discussions, posters, raps, role
plays, radio call-in shows.
7.
Groups present projects
Have groups present their projects to the
class. Discuss each presentation.
Ask students:
■ Did the presentation present both
facts and ways to get help?
■ Was the information accurate and
appropriate?
■ What were the strengths of the
presentation?
Activity 3: Getting Help
17
Name ____________________________________________________________________
Period ___________________________________________________________________
HANDOUT 3.1
DEPRESSION: DEFINE IT—DEFEAT IT
Q. What is depression?
A. Depression is more than the blues or
the blahs or normal, everyday ups and downs.
A “down” mood that lasts for more than a
couple of weeks may be a sign of clinical depression. Clinical depression is a serious health
problem that affects the total person. Depression can be very serious. It has been linked to
poor school performance, truancy, alcohol and
other drug abuse, running away, and feelings of
worthlessness and hopelessness. Suicide often
is linked to depression.
Q. What causes clinical depression?
A. We do not yet know all the causes of
depression, but certain biological and emotional factors may increase the chance that
someone will develop clinical depression.
Research strongly suggests a genetic link;
depression can run in families. Bad life experiences, difficulty handling stress, low selfesteem or extreme pessimism about the future
can increase the chances of becoming depressed. Some researchers also believe lack of
exercise and poor nutrition can contribute to
depression.
Q. Can it be treated?
A. Yes, depression is treatable. Between 80
and 90 percent of people with depression can
be helped with counseling, medications or
both. The most important step toward treating
depression — and sometimes the most difficult
— is asking for help.
Ways to Help
Be good to yourself.
Be good to your friend.
Pay attention, listen.
Avoid alcohol and other drugs.
Get help if you need it.
California Youth Crisis Hotline: 1 800 843-5200
If a friend shows signs of depression,
listen and encourage him or her to ask a parent
or teacher about treatment. If your friend
doesn’t seek help quickly, talk to an adult you
trust and respect — especially if your friend
mentions death or suicide. Help is available
from doctors, community mental health
centers or private clinics and other health
professionals.
More Information is Available
If you want more information about
depression, its symptoms and ways to get
treatment, write:
DEPRESSION/Awareness, Recognition,
and Treatment (D/ART)
National Institute of Mental Health
Public Inquiries, Room 15C-05
5600 Fisher Lane
Rockville, MD 20857
Q. Why don’t people get the help they need?
A. Often people don’t know they are
depressed, so they don’t ask for — or get — the
right help. Many people fail to recognize the
symptoms of depression in themselves or in
people they care about.
18
Activity 3: Getting Help
ACTIVITY 4
ABSTINENCE
■ ■ ■
Everybody Isn’t Doing It
Description
Time
This activity encourages students to
choose abstinence. Students list reasons teens
do and do not have sex, then discuss and
evaluate these reasons. After a review of the
decision-making process, students practice
refusals to have sex and contribute to a class
list of refusals.
Objectives
Students will:
■ explain serious consequences that
may result from teen sex
■ identify the 5 steps used in decision
making
■ demonstrate effective refusals to have
sex
■ demonstrate ways to show affection
without having sex
Activity 4: Abstinence
2 class periods
Preparation
Make copies of student handouts:
■ Ways to Say NO…and Still Show
Affection 4.1
■ Say NO to Sex, Say YES to
Caring 4.2
You will also need:
■ writing paper for each student
■ butcher paper or chalkboard
19
Directions
1.
List reasons teenagers do or do not have sex
Ask students to write their ideas on why
teenagers do or do not have sex on a piece of
paper and save these lists for use later in the
activity.
2.
Mini-lecture about sexual decisions and
abstinence
Lead a discussion about teenage sexuality
and abstinence, using the following ideas.
Reasons abstinence is the best choice for
teenagers:
■ Teenage years are a time for friends.
Good friends are one of the most
important things in your life. Many of
the reasons given by teens for having
sex can be handled better with a close
friend. Ask students for examples of
some reasons.
■ It takes time to get to know someone.
You need to share experiences,
thoughts and feelings. The support
and understanding of teens who are
going through the same physical
changes, emotional adjustments and
experiences that you are is vital to
your well-being. Ask students their
ideas about needs teens have.
■ Adding sex can actually hurt a relationship or change the focus away
from friendship. It often ruins a
friendship. Instead of the support and
understanding of a friend, you have
more uncertainty and problems.
■ All relationships have difficulties. If
you are upset when your best friend
turns on you, what will happen when
you think you are in love with a sex
partner who throws you over for
another person?
20
■
Abstinence is the best way to give
yourself a chance to fully mature
emotionally, intellectually and
physically.
The decision to abstain from sex is a
personal one:
■ Abstinence is not a one-time decision,
but must be made repeatedly. Make a
conscious decision to say no. Waiting
until sexual feelings start to build up is
irresponsible and risky.
■ HIV infection, other sexually transmitted diseases (STDs) and pregnancy
can all be avoided by the healthy
decision to refrain from sexual activity.
■ New hormones produced in adolescence generate new feelings of sexual
excitement, which are normal and
natural. You will continue to have
these feelings, but you have control
over what you do about them.
■ To abstain from sex does not mean
you can’t have a special, close relationship. There are many ways to
show love and caring besides having
sex.
■ After your decision to abstain, don’t
get into situations where you may be
pressured into having sex, such as
being in someone’s bedroom, drinking
or using drugs. Spend time with
friends in groups.
■ Your future and your
goals will be affected by
your decision. Let’s
brainstorm how to make
your teen years healthy
and enjoyable.
Activity 4: Abstinence
Directions
continued
3.
Discuss reasons why and why not to have
sex
Ask students to look at the lists they
created earlier. First, discuss the reasons teens
give for having sex. Then ask students why
each one is not a good reason. List student
responses on butcher paper or the board.
Examples:
Reasons Teens Give
for Having Sex
Why This Is Not
a Good Reason
Loneliness
Sex is not a substitute
for a friend.
Pressure from a
boyfriend or girlfriend
Think for yourself.
Wanting to give or
receive love
Sex and love can be two
different things.
There are other ways to
give love.
Curiosity
Not worth the serious
consequences.
Self-esteem
Often the results are the
opposite: feelings of
being used.
Popularity
Often gives a person a
“bad” reputation.
Show I’m masculine/
feminine
Does not prove this.
Rebel — to show
independence
It can boomerang and
hurt the rebel & others.
Misleading ideas given
by TV, magazines,
movies and books
Poor role models
for real life.
4.
Review the 5 Steps for Peer Power from
Activity 1, writing each step on butcher paper
or the board as you discuss it. Ask students to
provide examples of how this model can be
used in decisions about sex.
5 Steps for Peer Power
1 ASK QUESTIONS
2 NAME THE TROUBLE
3 SAY WHAT MIGHT HAPPEN
4 SUGGEST SOMETHING ELSE
5 LEAVE AND LEAVE THE DOOR OPEN
5.
Students write ways to say NO to sex and
still show affection
Distribute the Ways to Say NO…and
Still Show Affection handout and ask students
to write 2 refusals for each statement. Also
distribute the Say NO to Sex, Say YES to
Caring handout. Students can use these
examples to complete the Ways to Say
NO…and Still Show Affection handout or
write their own refusals. Encourage students
to write at least one original refusal for each
statement and one alternative.
6.
Pairs practice refusals and alternatives
Have students pair up to practice the
refusals they wrote. (Students could also
practice in groups of 3.) Each student should
practice at least one refusal for each statement.
When students are finished, discuss their
reactions.
7.
On drugs or drinking
We are responsible for
alcohol and just did it — the consequences of all
no control over decision of our actions.
Apply the 5 Steps for Peer Power to decisions about sex
List more refusals and alternatives
Have students create a list of twenty more
ways to say no to sex, based on their group
work, and post the class list.
Activity 4: Abstinence
21
Name ____________________________________________________________________
Period ___________________________________________________________________
HANDOUT 4.1
WAYS TO SAY NO…
AND STILL SHOW AFFECTION
Directions
Read the pressure statement about having sex. Write 2 refusals for each statement. Use the
refusals on the Say NO to Sex, Say YES to Caring handout or make up your own. Use
refusals that you would actually use. Then write in one example from the handout of how to
show affection, or make up your own alternative.
Pressure Statement:
Everybody is doing it.
“
Refusals:
1. ______________________________________________________________________
2. ______________________________________________________________________
Alternative___________________________________________________________________________________________________________
Pressure Statement:
If you really loved me, you’d have sex with me.
“
Refusals:
1. ______________________________________________________________________
2. ______________________________________________________________________
Alternative___________________________________________________________________________________________________________
Pressure Statement:
Don’t you want to find out what it’s like?
“
Refusals:
1. ______________________________________________________________________
2. ______________________________________________________________________
Alternative___________________________________________________________________________________________________________
Pressure Statement:
If you won’t have sex with me, I’ll find someone who will.
“
Refusals:
1. ______________________________________________________________________
2. ______________________________________________________________________
Alternative___________________________________________________________________________________________________________
22
Activity 4: Abstinence
Name ____________________________________________________________________
Period ___________________________________________________________________
HANDOUT 4.2
SAY NO TO SEX, SAY YES TO CARING
Say NO to Sex
1. If I were going to have sex with anyone, it would be with you. But I’m not ready to do it
now.
2. I really care about you, but when you keep pressuring me, I feel that you don’t care about
my feelings.
3. Don’t try to confuse what I’m saying. We’re not talking about caring; I care.
We’re talking about sex, and I’m saying no.
4. The idea of sexual intimacy is exciting, but there’s more to it than that and
I’m not ready yet.
5. I said no and I meant it, and that’s all there is to it.
6. The only sure way not to get pregnant or get an STD is not to have sex.
7. Having sex doesn’t prove you’re a man/woman. It’s not for me right now.
8. If all I mean to you is a warm body to have sex with, then we need to look at why we see
each other. Nobody has the right to just use another person.
9. I don’t think everyone is doing it, but even if they are, I make my own decisions and I’ve
decided to wait.
10. Fill in your own: ________________________________________________________
_____________________________________________________________________
Say YES to Caring
1. Hug or kiss him/her.
2. Hold hands.
3. Call just to say “hello” or “good night.”
4. Give gifts.
5. Share your thoughts and feelings.
6. Write a poem or love letter.
7. Get to know each other’s families.
8. Go for walks or play sports together.
9. Work on volunteer projects together.
10. Fill in your own: ________________________________________________________
_____________________________________________________________________
Activity 4: Abstinence
23
Resources
Organizations
Advocates for Youth
Resource Center
1025 Vermont Ave. NW, #210
Washington, DC 20005
1-202-347-5700
Newsletter and fact sheets on HIV,
STD and teen pregnancy.
Journeyworks Publishing
P.O. Box 8466
Santa Cruz, CA 95061
1-408-423-1400
Pamphlets about abstinence.
ETR Associates
P.O. Box 1830
Santa Cruz, CA 95061-1830
1-800-321-4407
Publisher of outstanding materials
for comprehensive health and
family life education.
National Campaign to Reduce
Youth Violence
Howard University
1400 Shepherd St.
Washington, DC 20017
1-202-806-0750
A coalition to increase community
involvement, Community Resource Guide.
Gay, Lesbian & Straight
Teachers Network (GLISTEN)
P.O. Box 390526
Cambridge, MA 02139
1-617-661-2411
“Together for a change”
National Network of Runaway
and Youth Services
1319 F Street NW, Suite 401
Washington, DC 20004
1-202-783-7949
Brochures, posters, training.
Girls Incorporated
441 W. Michigan St.
Indianapolis, IN 46202
1-317-634-7546
Clubs and brochures on girls and
teen pregnancy, substance abuse
and science/math.
National PTA
135 South LaSalle Dept. 1860
Chicago, IL 60674
1-312-549-3253
Pamphlets for parents.
Healthy Kids Healthy California
Alameda County Office of Education
313 W. Winton Ave., Room 180
Hayward, CA 94544
1-510-670-4581
Lending library of health curricula, videos and Spanish materials.
24
Kaiser Permanente Material
Services
300 Pullman
Livermore, CA 94550
1-510-294-7233
Pamphlets about peer pressure,
HIV prevention and alcohol and
other drug prevention.
Kaiser
Permanente
Community
Library
Absolutely free loan of more than
900 videos and films on child,
adolescent and adult health
topics. Call 1-510-987-4991 to
borrow. Titles include:
What Would You Say?
Techniques for dealing with
student questions about sex,
relationships, sexually transmitted
diseases and sexual orientation.
Kaiser Permanente. 1989. 41
minutes. (C 342)
What Kids Want to Know About
Sex and Growing Up
An outstanding video for families
with children ages 8 to 12. PBS
Video. 1992. 60 minutes. Includes parent guide. (C 362)
Big Changes, Big Choices
An excellent 12-video series for
5th through 9th graders. Features comedian/teen counselor
Michael Pritchard, along with
multicultural groups of students.
Live Wire Media. 1994. 30 minutes each. (C 890–C 901)
Sexual Orientation: Reading
Between the Labels (C 450)
An Unexpected Journey (C 878)
Videos address the issue of teens
and sexual orientation.
AND HUNDREDS MORE !
Resources
Character Descriptions
These characters prove that puberty doesn’t have to be a nightmare.
Natalie
Nick
Natalie is a 12 year-old girl with the body of a
woman. She is proud of the way she looks, has a
good self-image and likes to flirt. Because of
Natalie’s personality and appearance, some of her
peers have labeled her a slut. Fortunately, Natalie’s
high self-esteem helps her to understand that the
label is a result of fear or jealousy. Natalie insists on
good communication with her mother, is loyal to
Malika, handles crises in a sensible way and is
willing to lose her popularity in order to gain the
respect of Jerry. Natalie gives in to peer and media
pressure when she attempts to explore her sexuality
with Jerry. However, she recognizes the validity of
Jerry’s decision to abstain and respects him for it.
Nick plays sports and will do anything to be
cool. He is bright, but his father’s insistence on
physical accomplishment causes him to channel
his self-esteem in that direction. He feels anger,
pain, guilt and shame because he is not able to
please his father or to find his own way. Having
experienced bullying behavior at home, he begins
to experiment with the sense of power he associates with it.
Nick’s openness and innocence begin to
disintegrate as he works to “improve” his childhood friend, Jerry, the only one who submits to his
bullying tactics. Nick crosses the line when he
makes snide remarks about Natalie, and Nick and
Jerry’s friendship has cooled by the end of the song
“There’s A Name for You.”
Nick is startled into compassion and honesty
by Malika’s openness and strength. Nick learns
from Malika what genuine equality in friendship
means. Counseling is a key to growth for Nick—
and his dad.
Malika
In many ways, Malika is the opposite of
Natalie. Her body is just beginning to develop and
this embarrasses her. She suffers from physical,
intellectual and emotional low self-esteem. Malika
believes she is unattractive, so others see her that
way. She is an over-achiever who has set
unachievable and unrealistic goals for herself. She
knows that she is smart, but doesn’t believe that
she is smart enough.
Malika has a deep sense of loneliness and has
considered running away or killing herself. Counseling helps Malika’s family look at the difficult
issue of substance abuse and emotional neglect.
Natalie and Nick are very important in
Malika’s life. Natalie is the catalyst for Malika to
recover from her despair. Nick’s relationship with
Malika begins with the revelation that both have
considered suicide. Her friendships with Natalie
and Nick help Malika to fully realize her beauty and
her independent sense of herself.
Character
Jerry
Jerry lives with his grandmother. In spite of
the absence of his parents, he is well-adjusted. He
is mature in his self-confidence and spontaneous in
his playfulness, but is labeled a nerd because he is
not driven to be popular. Jerry is not manipulative
and the generosity with which he treats people
allows him to give Nick the benefit of the doubt
when their friendship takes on an unfamiliar and
uncomfortable shape.
Natalie is attracted to Jerry’s sense of humor,
his straightforward belief in people and his willingness to accept her as she is. Jerry understands the
concept of future consequences while Natalie is
impatient for experience in the moment.
Descriptions
25