Running head: GROUP CURRICULUM: REFUSAL SKILLS

Group Curriculum Refusal Skills: When Saying No Isnt Enough Kathy Ng San Diego State University

GROUP CURRICULUM: REFUSAL SKILLS Group Curriculum Refusal Skills: When Saying No Isnt Enough

Our students are frequently taught to resist peer pressure and say no when they recognize that they are being led by their peers to participate in activities that are detrimental to their academic success or personal/social growth. Unfortunately, our students are rarely taught additional strategies to use when the other party persists and saying no is not enough. In addition, we teach our student to be nice and help each other out in times of need. While this general rule of thumb can promote positive social interactions, it ignores the fact that sometimes being nice and helping out may be counterproductive for the students and those they want to help. Through this group session, middle school and high school adolescents will explore situations where they can choose to accept or refuse, the consequences of their decisions on themselves and those around them, identify strategies and skills they can use should they choose to refuse, identify those who they can turn to for support when it is difficult to make the right decision, and role play various scenarios that are of concern to them. Isnt Saying No Enough? Perhaps we are familiar with the phrase Just say no so enthusiastically promoted by the Drug Abuse Resistance Education (DARE) program founded in 1983. DARE is a program that strives to educated students about the negative effects of drugs. Sessions are often conducted by police officers who attempt to instill a sense of fear of drugs in the students. Throughout the years, researches have shown DARE to produce limited results, ranging from no positive effects to minimal positive effects that are not sustained over time. In 2003, U.S. General Accountability Office concluded that DARE produced counterproductive results in some populations (Wikipedia, 2013). As of 2007, DARE has been placed on a list of treatments that have the potential to cause harm by the Association for Psychological Science (APS) (Wikipedia, 2013). A survey conducted by Brown, DEmidio-Caston, and Pollard (1997) reveals that

GROUP CURRICULUM: REFUSAL SKILLS students find DARE and fear tactics unrealistic and provide only a biased view of drugs. It is evident that students need more than just say no. Was I Supposed to Say No? In some instances such as drug and alcohol use, it is evident that the student should refuse. In other instances, the decision-making process is less clear cut. Take the recent Boston Marathon bombing tragedy for example. After the identification of the Tsarnev brothers as the

suspects, their friends attempted to conceal incriminating evidence against the brothers. In these young mens minds, they are helping their friends something that children have been taught to do since a young age. Unfortunately, these friends did not recognize that they are ignoring their moral, ethical, and legal obligation to the society and now face legal actions for what they had believed to be good behaviors. Similarly, our students will face such dilemmas when a friend asks them to help cheat on a test, or copy the homework, or hold onto drugs or drug paraphernalia. Goodman (2001) argues that being nice should not trump limitations and rules and that being nice can sometimes have detrimental results. In Goodmans example, Student A refused to let Student B join in group play, citing that Student B does not share, disrupts group play, and lies. At this point, the teacher may step in and say, be nice and let him play with you. If Student As statements are truthful and his concerns are legitimate, overtime, he may learn to stay silent to injustice because being nice is more important. Student B also loses the opportunity to reflect upon his own behaviors and learn how his actions have led to this refusal. Though being nice and helping are good rules of thumb, our students also need to learn when there are other obligations that trump being nice and helping. Why Do We Need a Group?

GROUP CURRICULUM: REFUSAL SKILLS Since DARE lessons have proven to be detrimental and may produce counterproductive results, it is only sensible to try different strategies. Research shows that students are more receptive of peer feedback and find peer feedback more informative than instructions provided by authority (Topping, 1998). Brown et al. (1997) also found that students demand a more realistic view of drugs and want to learn from someone who has used drugs how the drugs have affected him or her. As cautioned by Professor Gomez-Lee, groups that are homogenous can turn into a competition and glorification of negative behaviors (V. Gomez-Lee, personal communication, March 19, 2013). A homogenous group also provides the opportunity to learn

additional negative behaviors without checks and balances. As such, peer groups with a balance of students who have either performed these negative behaviors or witness others who have, students who are at-risk, and student leaders or positive peer role models would be necessary to produce desirable results. In order to identify whether there is a need for such a group, school counselors should refer to California Healthy Kids Survey (CHKS) school-specific results in the Alcohol and Other Drug Use, School Protective Factors, Home Protective Factors, and Peer Protective Factors sections. These sections contain questions that measure whether students have used drugs, feel safe at school, have problem-solving skills, know someone who they can turn to for help, and their peers expectation of them. School counselors should also research the reasons for disciplinary actions (truancy, drug use, academic dishonesty, theft, etc.) to identify whether there is a need for a group on refusal skills. Reviewing school disciplinary record will also identify students who have minor infractions and are at-risk, such as those who received detention for a food fight, or Saturday school for cheating on a test. This step will help us ensure that the group

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composition is heterogeneous and avoid creating groups with students who all need refusal skills on drug use, for example. School counselors should also work together with teachers, who have more frequent contact and observation of students, to identify students who will benefit from refusal skills group and students who are role models. The role models can serve as both a positive peer pressure and source for skills and strategies to refuse. Students who have been disciplined for certain behaviors can also serve as role models and help others identify consequences of negative behaviors. Teachers can also help us identify students who may be at risk and can benefit from this group as a form of prevention. Once the above steps have been completed, school counselors should hold a brief 15 20 minutes meeting to determine whether the group dynamics are beneficial to all members involved and whether adjustments are needed. During this time, students can also be given the consent form (see Appendix B) and pre-test (See Appendix C). The pre-test serves multiple functions. First, the pre-test identifies for what reasons the student believe he or she is included in the group. This information, in addition to the discipline referral data, will help us determine whether our group is homogenous. Secondly, the pre-test will help identify in which areas students need support: attitude, knowledge, or skills. Although the group session touches on all of these areas, the focus can be shifted depending on student needs. Most importantly, the pretest serves as a baseline measurement of students attitude, knowledge, and skills. Once the group counseling sessions are completed, students can be given the post-test (see Appendix C) to determine whether any learning took place and areas of improvement for the counseling session. What Are We Doing in the Group?

GROUP CURRICULUM: REFUSAL SKILLS Researches have shown that cognitive-behavioral interventions to be an effective component of drink refusal, with or without use of medication (Witkiewitz, Donovan, & Hartzler, 2012). Researches also showed that additional supportive factors, such as parental

involvement and monitoring can also reduce drug use and other behavioral issues in school such as truancy (Kao, Gibbs, Clemen-Stone, & Duffy, 2012). This group curriculum is designed based upon the Adlerian concept of reciprocity, self as a member of the community, and selfdetermination and self-efficacy to make various choices (Corey, 2010, p. 173-177). Through the use of each session and homework assignments, students are asked to note and examine thoughts and feelings associated with the decision-making process and the consequences of their actions to themselves and those around them. Students will also have the opportunity to identify a support system that they can utilize. As a culmination of the learning process, students will roleplay situations that they have identified as challenging and use skills and strategies they learned through the group process to make the right decision. See Appendix F for a detailed lay out of each session and see Appendix G for the worksheets associated with each lesson. Results? Through this group process, students will learn to recognize when they are in a situation where they may be susceptible to negative peer pressure, learn skills to resist negative peer pressure, and change attitudes regarding their abilities to resist and the reasons for resisting negative peer pressure. As a result, school should see a reduction in discipline referrals and suspensions for items such as truancy, drug use, violence, and academic dishonesty. Overtime, school morale and student peer expectation should rise as the program impacts additional students, including worse offenders and those who would otherwise be referred without the programs intervention. Although referrals, suspension, and school morale do not directly affect

GROUP CURRICULUM: REFUSAL SKILLS academic performance, they are essential and integral to the students academic success and the schools overall performance. One area of caution is to be conservative in estimating the number of students impacted by this group. Due to the mixed nature of this group, immediate observable changes in academic-related data may be limited. School counselors are encouraged to conduct follow-up sessions with each student in the group to assess student progress and evaluate program success. School counselors are also encouraged to run multiple groups if possible to maximize the number of students reached through the program. With diligence, fair evaluation, and making appropriate adjustments to the program to address student needs, school counselors will be able to make a positive impact on the student population and the schools performance.

GROUP CURRICULUM: REFUSAL SKILLS References Brigman, G., & Goodman, B. E. (2008). Group Counseling for School Counselors: A Practical Guide. Portland, ME: J. Weston Walch. Brown, J.H., DEmidio-Caston, M., & Pollard, J.A. (1997). Students and Substances: Social Power in Drug Education. Educational Evaluation and Policy Analysis, 19, 65-82. Corey, G. (2012). Theory & Practice of Group Counseling. Belmont, CA: Brooks/Cole, Cengage Learning. Drug Abuse Resistance Education. (n.d.). Retrieved May 3, 2013 from Wikipedia: http://en.wikipedia.org/wiki/Drug_Abuse_Resistance_Education Goodman, J.F. (2001). Niceness and the Limits of Rules. Journal of Moral Education, 30(4), 349-360. Kao, T.-S., Gibbs, M.B., Clemen-Stone, S., & Duffy, S. (2012). A Comparison of Family Interventions to Address Adolescent Risky Behaviors: A Literature Review. Western Journal of Nursing Research, 35, 611-638. Lilienfeld, S. O. (2007). Psychological treatments that cause harm. Perspectives on Psychological Science, 2, 53-70. Satcher, D. (2001). Surgeon General of the United States - Youth Violence: A Report of the Surgeon General 2001., Chapter Five, Prevention and Intervention. Topping, K. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research, 68, 249-276. Witkiewitz, K., Donovan, D.M., & Hartzler, B. (2012). Drink Refusal Training as Part of a

Combined Behavioral Intervention: Effectiveness and Mechanisms of Change. Journal of Consulting and Clinical Psychology, 80(3), 440-449.

GROUP CURRICULUM: REFUSAL SKILLS Appendix A Resources Peer Pressure and Refusal Skills: Lesson on peer pressure developed by Mr. Gadjev at Howell High School, in Howell, MI. http://www.howellschools.com/webpages/cgadjev/index.cfm?subpage=1249641 The Cool Spot: Right to Resist: Strategies and skills provided by National Institute of Health. http://www.thecoolspot.gov/right_to_resist.asp Top Ten Refusal Skills for Teens: strategies for saying no. http://suite101.com/article/top-tenrefusal-skills-for-teens-a29626

GROUP CURRICULUM: REFUSAL SKILLS Appendix B Teacher and Student Consent Form _____________________________ has my permission to be in (Student name) ___Peer pressure resistance/Refusal skills group_______, which meets for 8 weeks (Group name) On ______________ during _______________ from ______________ to _______________. (Day) (Period) (Date) (Date)

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______________________________ Teachers signature

I _________________________ agree that it is my responsibility to get any assignments I miss (Student name) while in the group. I also agree to let the counselor know if I am unable to attend any of the meetings due to tests, presentations, fieldtrips, and so forth.

_________________________________ Students signature

Teachers: Please return form to counselor after signing. Thank you! *Adapted from Brigman & Goodman (2008).

GROUP CURRICULUM: REFUSAL SKILLS Appendix C Parent Consent Form Dear _____________________________, (Parents/Guardians name)

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_____________________________ has been recommended for our (Students name) _ Peer pressure resistance/Refusal skills group.__ I have met with your student and explained the content and nature of the group. The group consists of eight sessions, meeting once a week for 45 minutes. During these sessions, we will be working on: 1) 2) 3) 4) 5) Identifying instances where we have the choice to say no Identifying strategies that we can use when we need to refuse Identifying consequences of our decisions Identifying who we can turn to when we need support in making the right decision Practicing strategies to use in different situations where we need to refuse

Please feel free to contact me if you have any questions or comments. We want you to be informed of our activities. Thank you for your support in our mutual goal of raising healthy, competent, and successful students! Sincerely,

[Name of school counselor] [Contact information] Please check one of the following and return to school counselor. ____ My student has permission to participate in these counseling sessions. ____ My student DOES NOT have permission to participate in these counseling sessions. _________________________________ Parents/Guardians signature

*Adapted from Brigman & Goodman (2008).

GROUP CURRICULUM: REFUSAL SKILLS Appendix D Supporter Parent Consent Form Dear _____________________________, (Parents/Guardians name)

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_____________________________ has been nominated to be a decision-making supporter of (Student name) _____________________________ who is participating in (Friends name) ___Peer pressure resistance/Refusal skills group_______. Please feel free to contact me if you have any questions or comments. We want you to be informed of our activities. Thank you for your support in our mutual goal of raising healthy, competent, and successful students! Sincerely,

[Name of school counselor] [Contact information] Please check one of the following and return to school counselor. ____ My student has permission to participate in these activities. ____ My student DOES NOT have permission to participate in these activities.

_________________________________ Parents/Guardians signature

*Adapted from Brigman & Goodman (2008).

GROUP CURRICULUM: REFUSAL SKILLS Appendix E Pre- and Post-Test Pre-Test

Group number: __________ Member ID: __________

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1) Im here because a. _______________________________________ b. _______________________________________ c. _______________________________________ 2) People that I can turn to for help when I have a difficult time making the right decision: a. _______________________________________ b. _______________________________________ c. _______________________________________ 3) Strategies I can use to resist negative peer pressure: a. _______________________________________ b. _______________________________________ c. _______________________________________ Circle the answer that best fits you. 4) I am able to resist negative peer pressure. Not at all Sometimes Most of the time All of the time

5) I feel guilty when I have to say no to my friends, even if I know its for a good reason. Not at all Sometimes Most of the time All of the time

6) Illegal drugs are bad for me. Completely disagree Disagree Agree Completely agree

7) Through this group, I hope to learn a. _______________________________________ b. _______________________________________ c. _______________________________________

GROUP CURRICULUM: REFUSAL SKILLS Post-Test

Group number: __________ Member ID: __________

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1) Through this group, I learned a. _______________________________________ b. _______________________________________ c. _______________________________________ 2) People that I can turn to for help when I have a difficult time making the right decision: a. _______________________________________ b. _______________________________________ c. _______________________________________ 3) Strategies I can use to resist negative peer pressure: a. _______________________________________ b. _______________________________________ c. _______________________________________ Circle the answer that best fits you. 4) I am able to resist negative peer pressure. Not at all Sometimes Most of the time All of the time

5) I am able to say no to my friends when I know its for a good reason, whether I feel guilty about it or not. Not at all Sometimes Most of the time All of the time

6) Illegal drugs are bad for me. Completely disagree Disagree Agree Completely agree

7) How can we make this group better? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

GROUP CURRICULUM: REFUSAL SKILLS Appendix F Group Sessions

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The following sessions are developed with 45-minutes per session in mind. Facilitators are encouraged to adapt the sessions to the groups needs by utilizing different activities. Keep in mind that students should be encouraged to reflect upon their thoughts, feelings, and actions when they come to a decision-making point. If student glorifies or identifies more positives with unhealthy behaviors, identify and process the motives behind these unhealthy behaviors. For example, if a student decides to continue drug use, ask what aspect of drug use they enjoy. A student may say it makes him or her feel happy. From there, direct the conversation to wanting happiness rather than drug use. For additional information and session activities, refer to the Appendix A of this manual.

GROUP CURRICULUM: REFUSAL SKILLS Session 1: What do we need to say no to? Objective: Identify who, what, when, where, and how students can resist peer pressure.

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Materials: Session 1 Situation where I may need to say no worksheet, large piece of paper for group rules, writing instruments. Beginning (20 minutes): Review the duration of each meeting, number of meetings, and purpose of meetings. Review confidentiality. Establish group rules that will help members feel safe (no interruptions, mutual respect of group members, what is spoken in here stay here, etc.). Make sure there is group consensus on rules. Ask students to introduce themselves and identify a favorite activity and a favorite person. If time allows, ask students to interview each other in pair-share and introduce their partner. Middle (20 minutes): Introduce students to the concept of peer pressure. Say, Sometimes, we may be tempted by our friends to do something that we know is bad. Lets use this worksheet and share with each other the situations where we may have to make a tough decision. Ask students to work with a partner and identify instances where they have the choice to say yes or no, then share with the whole group. Allow students to share their feelings and process this activity. End (5 minutes): Ask students to provide a feeling indicator on their ability to say no and to provide one area where they identified they may need to say no. Variation: Ask students to provide a feeling indicator on their ability to say no. Do an up-shifter such as asking student for one word that describes how they feel about group. Homework: Ask students to be mindful and note any additional situations not identified in session where they may need to say no. Observations and thoughts will be shared in the next session. Ask students to make sure they bring the worksheet back for the next session.

GROUP CURRICULUM: REFUSAL SKILLS Session 2: When being nice isnt good.

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Objective: Identify when being nice and helping out is detrimental and have counterproductive results. Materials: Continue use of session 1 Situation where I may need to say no worksheet, writing instruments. Beginning (10 minutes): Review confidentiality and group rules. Review homework for additional areas identified by student as having to say no and resist peer pressure. Middle (25 minutes): Use homework review to lead into todays session of having to say no when someone asks for help. Acknowledge that most of us have been taught to be nice, help out, and it is difficult to have to turn down requests for help. Say, Some of you may already have identified situations where a friend asks you to do something for them, but you just know in your gut that its not the right thing to do. Today, were going to identify some of those instances. Let students pair-share and brainstorm on worksheet, then share with the whole group. During group share, process the feelings and challenges of having to say no to a friend or turn down requests for help. End (10 minutes): Ask students to provide a feeling indicator on their ability to say no. Ask students to identify one situation where they may have to say no when someone asks for help. Variation: Ask students to provide a feeling indicator on their ability to say no. Do an up-shifter such as Have you Ever*. Ask students to stand in a circle and step to the center if the statement applies. Statements can be geared towards peer pressure, such as Ive been asked by a friend to let him copy my homework, or I have been asked to skip school. This activity will help students understand that they are not alone in facing the challenges presented by peer pressure. Homework: Ask student to note any situations where someone may ask for help but student will need to deny the request in order to the right thing. Ask students to think about times where they had to make a decision and the consequences of their decisions. Ask students to imagine the consequences if they had made a different decision. What did they learn?

*Adapted from Have You Ever icebreaker by Mark Braun.

GROUP CURRICULUM: REFUSAL SKILLS Session 3: Consequences. Objective: Identify the consequences of saying yes or no. This will help students in the decision-making process and learn how the consequences can impact others.

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Materials: Session 3 Decision Making Chart: Consequences of Our Actions worksheet* and writing instruments. Beginning (10 minutes): Review confidentiality and group rules. Check-in with student on homework assignment. Ask students to share their decision making process, the end result of the decision, and what they have learned from that experience. Middle (25 minutes): Introduce students to the concept of decision-making process (feelings and thoughts leading to the decision and behavior) and pass out the worksheet. Point out that our behaviors sometimes have consequences that go beyond just us. Acknowledge that it may be difficult to consider the impact of our decisions on others when we are in the moment to make a decision. Remind students of the introduction activity completed during the first session of stating our favorite person. How may our actions affect this favorite person and his or her views on us? Ask students to pair-share and identify consequences, both positive and negative of a specific behavior, then group share. Variation: It may help students to have a better visual. Let students use different color pens for positive and negative consequences, or highlight consequences in different colors. If students identify negative behavior as having positive consequences (i.e. doing drugs makes me happy), help them process and identify the true motive behind the behavior (i.e. the student wants happiness, not necessarily drugs). End (10 minutes): Review the various consequences of behaviors. Acknowledge that one decision will lead to multiple consequences. Some consequences are bad and some are good, but one usually out-weighs the other. Ask students to provide a feeling indicator on how confident they feel about their ability to say no. Homework: Ask students to notice the decisions they have to make throughout the day and instances where they have to say no. Ask them to be mindful of their thoughts and feelings when they had to say no.

*Adapted from Brigman and Goodman (2008).

GROUP CURRICULUM: REFUSAL SKILLS Session 4: Strategies. Objective: Identify different strategies to use when they have to say no in different situations. Materials: Session 4 What else can I do worksheet, writing instruments. Beginning (10 minutes): Review confidentiality and group rules, if necessary. Follow-up on homework and ask students to share what they thought and how they felt when they had to say no.

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Middle (25 minutes): Use homework to lead into todays activity. Acknowledge that saying no is often tougher than saying yes and that, sometimes, people dont accept our answers and persist. Pass out the worksheet and ask students to pair-share which strategies they would like to use and brainstorm additional strategies. During group share, help identify situations where some of these strategies may not work, or where some may work better than the others. The point is to ensure that students have various strategies and skills they can adapt to different situations. End (10 minutes): Ask students to provide a feeling indicator on how confident they feel about their ability to say no. Ask student for one new strategy that they will practice using. Homework: Ask students to think of incidents where they had the choice to say yes or no. Ask them to imagine the different techniques they can use in these situations to say no and how others (friends, parents, teachers, and other significant figures) will react.

GROUP CURRICULUM: REFUSAL SKILLS Session 5: Support system. Objective: Identify whom students can turn to when they need assistance Materials: Session 5 My Biggest Fans Who Will Support Me? worksheet, writing instruments Beginning (15 minutes): Review group rules, if necessary. Review homework assignment of incidents and techniques used when student had the choice to say no. Make sure to inquire the reactions, thoughts, and feelings of significant figures in students life.

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Middle (20 minutes): Pass out the worksheet and ask students to identify who they can turn to for assistance in various situations. Bring into light that it may not always be possible to reach the designated person for help or that the person can only support you in certain situations; therefore, it is advisable to have multiple supporters for different situations or different times of the day. Point out that the support does not always have to be someone they can reach immediately. Support can also be drawn from respected figures by using what would ________ do/say? Again, remind them of the favorite person identified in the introduction activity in first session. School counselor should also identify self as a supporter of our students if students have difficulty identifying supporters. Once the worksheet is completed, ask students to share whom they will turn to and why that person is a good support when they need help in making the right decisions. End (10 minutes): Review group sessions: situations where we have to say no, sometimes against what we have been taught; consequences of our decisions, either accepting or refusing; strategies we can use in instance where we have to refuse but simply saying no isnt producing results; and supporters we can turn to when we need help. Preview next weeks role-play session so students are prepared. Let students know that they will be able to choose from the group who to act as the requester(s), supporter(s), and bystander(s). Homework: Ask students to contact those they have listed as supporters and ensure that they are willing to support our students in times of need. Provide supporter consent forms to students so they are able to obtain parental consent, if necessary. Ask students to think of a situation where they need to practice refusal skills for next weeks role-play session.

GROUP CURRICULUM: REFUSAL SKILLS Session 6 & 7: Role play and feedback. Objective: Provide student a safe space to practice and refine refusal strategies and use of support system. Materials: Paper and writing instruments for notes, if necessary. Beginning (5 minutes): Review group rules and homework. Do an up-shifter such as story stone* (using pictures drawn on stone to form a story as a group). Ask students for a feeling indicator on how confident they feel about their abilities and skills to make the right decision.

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Middle (35 minutes): Ask students to volunteer to be the first to role-play. Facilitator can either ask students to volunteer as the session progress, or start a list (on whiteboard, paper, etc.) and let students sign up. Ask student to identify who in the group will act as the requester(s), supporter(s), and bystander(s); the setting (location and time); the request made; requesters speech, mannerism, and persistence level; and supporters responses. Not all the students need to participate in the role-play sessions. If any student is not chosen for the role-play, ask him or her to take notes on areas of strength and growth for the target student in role-play. Each role-play session should last 8 10 minutes, including time for feedback and processing. Facilitator should take notes on who were able to complete the role-play in session 6 to ensure that others have an opportunity to role-play in session 7. During role-play, facilitators should be mindful of whether certain student is consistently chosen for a specific role, especially the role of requester where the student risks being perceived as an aggressor. If three students in a row have chosen the same student for the same role, facilitator should step in and say, Lets choose someone else this time. I would like him/her to try out different roles and see how it feels. End (5 minutes): Check-in and debrief with all members how it feels to role-play. Are they more comfortable with certain roles? What have they learned about themselves? What have they learned from observing others using the strategies discussed in previous sessions? Prepare student for closure in both sessions. Homework: Ask students to continue process any thoughts and feelings they have from the roleplay. Bring back any questions they have about group.

*Adapted from Story Stone Icebreaker by Malia Green

GROUP CURRICULUM: REFUSAL SKILLS Session 8: Closure and celebration. Objective: Review the refusal process situations, consequences, skills, and supporters. Celebrate student success. Materials: Certificate of appreciation for the students; refreshments, if appropriate; writing instruments; notecards.

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Beginning (15 minutes): Celebrate student success. Acknowledge that students have done a lot of work in these past weeks, including establishing group rules, brainstorming situations and new strategies, and practicing these strategies. Pass out the certificates of appreciation and make a genuine, positive statement about the student. Middle (20 minutes): Debrief any feelings and thoughts they have from the role-play sessions. Ask students to share anything they have learned about themselves or any topics related to the sessions (refusal, looking for support, decision-making process, etc.). Pass out notecards to students and ask them to write two to three sentences of encouragement for each of the members in the group. Let them know that the purpose is so that we can refer to them when we feel that we cannot make the right decisions and need support. Allow students to deliver the cards to other members. End (10 minutes): Let student relax and mingle. Homework: Before dismissing students, let them know that they can come back to you if they are ever in doubt or need help making the right choices.

GROUP CURRICULUM: REFUSAL SKILLS Appendix G Session Worksheets

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Situations where I may need to say no

Who? Ex: My friend Skip school What? When? Well see each other before class Where? At the school parking lot

Session 1 & 2 Worksheet

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Decision Making Chart: Consequences of Our Actions

Action Ex: Skipping school Self I get to have fun, but I will not learn the material and I may fail a test later. Family Parents will get phone call, be angry, and worry about me. Friends They may be worried about me. They may think Im a bad person for skipping. School I will have unexcused absences and lower grades or not passing the classes I skip. Legal I may get picked up by the police. My parents may get into trouble if I miss school too much.

Session 3 Worksheet

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What else can I do

Session 4 Worksheet

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My Biggest Fans Who Will Support Me?

Situation Ex: Skipping school Who? My friend, Steve. Contact Information (619) 555-1234, FB, text What will they say? You need to go to school or youll fail that class. If you fail that class, were not going to SDSU together.

Session 5 Worksheet