#3616
HOW TO DEAL WITH
THE “JERKS” IN YOUR LIFE AND
EARN THE RESPECT OF YOUR FRIENDS
Grade Levels: 7-12
11 minutes
S.I. VIDEO SALES GROUP 1994
DESCRIPTION
High school and junior high students created and dramatized five skits that demonstrate
three typical responses to familiar school situations. The responses--passive,
aggressive, and assertive--are first defined and then compared. After each response,
instant replay offers discussion opportunities. The school situations include
harassment; peer pressure to drink, steal, and smoke; and dating.
ACADEMIC STANDARDS
Subject Area: Working With Others
♦ Standard: Uses conflict-resolution techniques
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Benchmark: Understands that three ineffective responses to criticism are (1)
being aggressive, (2) being passive, and (3) being both (See Instructional Goals
#1, #2, #3)
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Benchmark: Identifies an explicit strategy to deal with conflict (See
Instructional Goals #1, #2, #3)
INSTRUCTIONAL GOALS
1. To introduce passive, aggressive and assertive responses.
2. To depict passive, aggressive and assertive responses to peer pressure.
3. To stimulate discussion on peer pressure and how to react to peer pressure.
VOCABULARY
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peer pressure
jerk
consequences
passive
aggressive
assertive
“I” statements
harassment
the “in” crowd
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Captioned Media Program
VOICE 800-237- 6213 – TTY 800-237-6819 – FAX 800-538-5636 – WEB www.cfv.org
Funding for the Captioned Media Program is provided by the U. S. Department of Education
BEFORE SHOWING
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3.
4.
Preview the video for new vocabulary.
Discuss positive and negative ways to handle peer pressure.
Discuss personal experiences with peer pressure or harassment.
Define and provide examples of passive, aggressive and assertive responses.
DURING SHOWING
Discussion Items and Questions
1. View the video more than once, with one showing
uninterrupted.
2. Pause the video after the drinking skit. Discuss:
a. Which was the best response to the situation?
Why?
b. When should a situation like this be reported to a teacher, counselor or
principal?
c. What risks do students face when involved in drinking at school?
3. Pause the video after the stealing skit. Discuss:
a. Which was the best response to the situation? Why?
b. What alternative ways could the students use to deal with not having any
money?
c. What legal issues could arise from the stealing?
d. Will Ricky's friends try to pressure him in the future? Why or why not?
4. Pause the video after the smoking skit. Discuss:
a. Which was the best response to the situation? Why?
b. What is wrong with the statement “One won't hurt you”?
c. Why is saying “no” difficult when being pressured by peers?
d. What long-term effects could succumbing to the pressure to smoke cause?
5. Pause the video after the harassment skit. Discuss:
a. Which was the best response to the situation? Why?
b. What is harassment?
c. When is harassment illegal?
d. How did the assertive response in this skit differ from the other skits? Why?
6. Pause the video after the dating skit. Discuss:
a. What made the first response assertive?
b. What made the second response aggressive?
c. What made the third response passive?
d. How could the aggressive response lead to further harm or aggression?
e. What possible troubles might the passive response lead to in this situation?
Applications and Activities
1. Create and act out different ending for each of the skits.
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Captioned Media Program
VOICE 800-237- 6213 – TTY 800-237-6819 – FAX 800-538-5636 – WEB www.cfv.org
Funding for the Captioned Media Program is provided by the U. S. Department of Education
2. Predict what will happen to each of the students in each of the skits after each of
the three responses.
a. What will the student do the next time they are faced with a similar situation?
b. How will the student's response influence their peers?
AFTER SHOWING
Discussion Items and Questions
1. Discuss personal experience with peer pressure and the outcome due to the type of
response given.
2. Discuss the negative and positive outcomes of each type of response.
3. How do teens influence other teens to do things they would not normally do?
4. Why do people give in to peer pressure?
5. How can the reaction to a situation earn the respect or disrespect of peers?
6. Why would true friends not pressure others into doing things that are wrong, illegal
or immoral?
7. How can an aggressive response lead to more trouble or harm?
8. What is harassment and when does it become illegal?
9. How can respect be shown to others when using an assertive response?
10. Why might a stronger reaction be needed when being harassed?
11. Why do people harass others? What “need” does it fill for that person?
12. Does aggression ever truly solve problems? Why or why not?
13. How do families influence a teen's reaction to peer pressure?
14. How does self-esteem play into peer pressure?
15. Discuss positive peer pressure.
a. What is positive peer pressure?
b. When and how is peer pressure used in a positive
way?
c. How does peer pressure help to set trends?
16. What does it mean to belong to the “in crowd”?
17. What may happen to a person if they always react passively
in social situations?
18. Discuss the three types of responses as related to the workplace.
a. What type of response will be best accepted in the workplace?
b. What may happen if aggressive responses are used too frequently?
c. What type of response will help further a career? Why?
d. Which type of response will hinder a career? Why?
Applications and Activities
1. Research and report on laws relating to stealing and harassment.
2. Locate and discuss current court cases regarding harassment.
3. Develop skits focused on teen peer pressure and the passive, aggressive and
assertive responses.
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Captioned Media Program
VOICE 800-237- 6213 – TTY 800-237-6819 – FAX 800-538-5636 – WEB www.cfv.org
Funding for the Captioned Media Program is provided by the U. S. Department of Education
4. Practice “I” statements.
a. When you ask me to smoke, I…
b. When you copied my assignment, I…
c. When you went in my locker without my permission, I…
5. Create a video with skits depicting passive, aggressive and assertive responses.
6. Create a list of characteristics of passive, aggressive and assertive responses.
7. Create posters that promote individuality rather than following trends and
succumbing to peer pressure.
8. Create a list of strategies to deal with peer pressure.
9. Write turn-down statements such as “Drugs? No way, not me!”
RELATED RESOURCES
Captioned Media Program
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Can a Guy Say No #2260
Saying No to Alcohol and Drugs #1911
Stand Up for Yourself: Peer Pressure and Drugs #2231
What If…Improving Decision-Making Skills for Pre-teens #2540
World Wide Web
The following Web sites complement the contents of this guide; they were selected
by professionals who have experience in teaching deaf and hard of hearing
students. Every effort was made to select accurate, educationally relevant, and
“kid-safe” sites. However, teachers should preview them before use. The U.S.
Department of Education, the National Association of the Deaf, and the Captioned
Media Program do not endorse the sites and are not responsible for their content.
RIGHT DECISIONS--RIGHT NOW: TEEN SCENE
http://www.llsweb.com/rdrnyouth/youthpages/1teens.htm
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Part of the Lifetime Learning System, focuses on how teens handle peer pressure. Also
included are interviews and video clips of famous teens and their experiences with peer
pressure.
ABOUT.COM: PARENTING OF ADOLESCENTS
http://parentingteens.about.com/parenting/parentingteens/msub24.htm
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Links to informative articles and sites related to positive and negative peer pressure.
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Captioned Media Program
VOICE 800-237- 6213 – TTY 800-237-6819 – FAX 800-538-5636 – WEB www.cfv.org
Funding for the Captioned Media Program is provided by the U. S. Department of Education