I.

Objectives
Content Standard:
 demonstrates understanding of the dangers of substance use and abuse
on the individual, family and community
Performance Standard:
 shares responsibility with community members through participation
in collective action to prevent and control substance use and abuse
Learning Competencies
 describes the drug scenario in the Philippines
 explains the concept of substance use, misuse, abuse and dependence,
 discusses risk and protective factors in substance use, and abuse
 analyzes situations for the use and non-use of psychoactive substances
 identifies the types of drugs/substances of abuse
 corrects myths and misconceptions about substance use and abuse
 recognizes warning signs of substance use and abuse discusses the
harmful short- and long-term effects of substance use and abuse on the
body
 discusses the harmful effects of substance use and abuse on the
individual, family, school, and community
 explains the health, socio-cultural, psychological, legal, and economic
dimensions of substance use and abusE
 discusses strategies in the prevention and control of substance use and
abuse
 applies decision-making and resistance skills to prevent substance use
and abuse
 suggests healthy alternatives to substance use and abuse

II. Subject Matter

Topic: PREVENTION OF SUBSTANCE USE AND ABUSE(Drug Scenario)
Reference: Teacher Guide for P.E. and Health 9, p.293-326
Material: Textbook, Visual Aids, Pictures

---- --- --- --- --- --- --- --- --- --- --- ---- ---- ---- ---- ---- ---- ---- ----- ----- ----- ---- ----- ----- ----- -
III. Procedure
a. Preparation
1. Prayer
2. Checking of attendance
3. Motivation
Let’s Play ADD ( Agree, Disagree, Don’t Know ) on page 295-296
b. Lesson Proper
Drug Scenario in the Philippines
In the year 2004, an estimate of 6.7 million drug users in the Philippines was
recorded by the Dangerous Drugs Board (DDB). The “2008 National
Household Survey on the Nature and Extent of Drug Abuse in the
Philippines” conducted by the same agency revealed that there is a downward
trend in the number of drug users down to 1.7 million users. The decline may
be associated with the government’s intense efforts in combating drugs. The
following are the reasons for the successful decline of drug abuse in the
country:
Common Concepts in Drug Education
The following are the usual words you will encounter in studying substance use
and abuse:
 Drugs are any substances or chemicals which when taken into the
body either though nasal, oral, transdermal or intravenous way have
psychological, emotional and behavioral effects on a person.
 Drugs of abuse are drugs commonly abused by users. In the
Philippines the three drugs of abuse are shabu, marijuana and
inhalants.
 Drug dependence is a cluster of physiological, behavioral and
cognitive phenomena of variable intensity in which the use of a drug
takes on a high priority thereby creating a strong desire to take the
substance.
 Drug misuse is the use of a substance incoherent or inconsistent with
the prescribed dosage or frequency of use.
 Drug Abuse is the use of a substance for non-medicinal purposes.
Abuse leads to organ damage like brain damage and liver damage,
addiction and troubled behavioral patterns.
 Drug tolerance is the condition of the body to adapt to the effects of
substances to the body thus requiring an even larger amount of the
substance to experience the same physiological and mental effect
experienced when taking the smaller dosage.

IV. Application

1. What is the Dangerous Drugs Board report all about? What is your personal
opinion?
2. What is the current drug scenario in your community and school?
3. What are the common terms related to drugs?
V. Evaluation
Key Drug Concepts
Fill in the necessary concepts about each term related to drugs. Add more tags if
necessary.

DRUG

DRUG DEPENDENCE

DRUG MISUSE
VI. Activities
a. Ways Drugs of Abuse Enter the Body
Draw a silhouette of a man or woman’s figure. Show 4 ways by which drugs of abuse
enter the body.
b. What is your Choice?
Form a big circle. Your teacher will read out each statement below. How do you
feel after reading each statement? Do the double thumbs up and placed on your
cheeks for AGREE, cover your eyes for DISAGREE, and look up for
UNDECIDED. Discuss with each other and see if some will change their minds.
Statements:
 Smoking should be banned in public places.
 It is okay for students to use cigarettes and alcohol.
 Our law is too easy on teenagers caught using drugs.
 Advertising is causing teenagers to try alcoholic drinks.
 Severe penalties for drug use will stop people from using drugs.
 Parents should be held responsible for their children who are into drug use.
VII. Reflection
Reflection Time
Write an essay about the present drug scenario in the Philippines. Include data and
information including common terms you have learned in class and have gathered
personally. Also include ways for the government and society to combat drug
syndicates and addiction. Limit your essay to 150-200 words.

Prepared by:

MARY GRACE D. BUTALON

MAPEH TEACHER
III. Procedure
a. Preparation
1. Prayer
2. Checking of attendance
3. Motivation
Risk and Protective Factors
How to play the game:
1. Get markers/crayons and a short bond paper cut crosswise to be used as
metacards.
2. List a risk factor on one sheet. A risk factor is one that can result to
using and abusing drugs. Write legibly.
3. List a protective factor on the other sheet. A protective factor is one that
prevents you from using and abusing drugs. Write legibly.
4. Post the meta-cards for the risk factors on one side of the board and the
meta-cards for the protective factors on the other side.
5. After everybody has posted his/her meta-cards, your teacher will ask
you questions or clarify things.
6. Teacher feedback will follow.

b. Lesson Proper
Risk and Protective Factors for Drug Use, Misuse, Abuse and
Dependence
The use, misuse and abuse of drugs are the result of various factors
surrounding a person. These factors either increase or decrease the possibility
of a person to use drugs.
Risk factors are those influences which increase the chances of using,
misusing and abusing drugs. Protective factors, on the other hand, are those
influences which decrease the chances of using, misusing and abusing drugs.
According to studies, protective factors counterbalance negative effects of risk
factors. It is important to understand that it does not necessarily mean that
several risk factors present make a person highly susceptible to drug use,
misuse and abuse. Protective factors even if few in number may be enough to
work against the risk factors, more so if there are several of these protective
influences. These factors are composed of influences in different domains of
life.
PERSONAL (Early Aggressive Behavior vs. Self-control)
Risk Factors
 Use of drugs at an early age
 Risk taking behavior
 Experimentation
 Poor social skills and interaction
 Childhood problems
 Feelings of isolation
Protective Factors
 Self-control behavior
  Good reasoning skills
 Excellent social skills
 Positive interaction with people
 Sense of belonging
FAMILY (Weak Parental Guidance vs. Strong Parental Guidance)
Risk Factors
History and patterns of drug use
 Attitudes toward drug use
 Poor parenting and child rearing
 Inconsistent family rules
 Poor family values
 Poor family ties
Protective Factors
 Good communication with people
 Positive family relationship
 Clear and consistent family rules
 Strong family values
 Positive expectation to child’s success in family, school and
community
 Reliance on family for emotional support

PEERS AND FRIENDS (Substance Abuse vs. Academic Excellence)

Risk Factors
 Association with peers and friends known to use gateway drugs
(cigarettes and alcohol)
 Preference to stay with peers and friends than with family
Protective Factors
 Association with peers and friends who do not use gateway drugs
 Formation of friendships
 Reliance on friends for emotional support
 Inviting friends at home to know the family

SCHOOL (Availability of Drugs vs. Strong Anti-Drug Policies)

Risk Factors
 Poor academic performance
 Lack of commitment to studies
 Poor attendance in school
 Involvement in fights and conflicts
Protective Factors
 Good to excellent academic performance
 Joins extra-curricular activities and school organizations
 Shows interest in attending classes
COMMUNITY (Poverty vs. Strong Community Relationship)
Risk Factors
  Easy access to gateway drugs
 Poor community organization and neighborhood relationship
 Poor implementation of community laws
 Negative attitudes which favor drug use
Protective Factors
 Strong community relationships
 Active and positive community programs, projects and activities for the
youth
 Positive attitude which combat drug use
 Strong community advocacy against drugs
IV. Application
Activity: You be the Judge of It!
Ask the learners to read the editorial and answer the questions on their notebook,
answer sheet orjournal. Questions:
1. What are the ideas of the editor to stop drug use, abuse and drug trafficking.
Summarize these ideas.
2. Do you think the ideas of the editor will be effective? Why or why not?
3. Do you have other ideas that might help stop drug use, abuse and trafficking?

V. Evaluation
Let’s Do an Essay
Your teacher will give you several situations about drug use and abuse which you
may encounter in real life. Choose one and write an essay about how you can prevent
or avoid such a situation. Write the activity in your notebook or activity sheet. Limit
your essay to 50- 100 words.

Rubric for Essay Writing

Criteria Advanced Proficient Approaching Developing Beginning

(5 pts.) (4 pts.) Proficiency (2 pts.) (1 pt.)
(3 pts.)
Content Content Content Content is near Content is Content is very
surmounts reaches the expected beyond the basic and lacks
anticipatio expected result. expected in-depth
n. result. Treatment of result. analysis.
Treatment Treatment details with Details are
of details of details some shallow in the
is is of good ideas. developing
advanced quality. phase and
and in- very
depth. shallow.
Organization The The The structure The Structure is
and Style structure structure of the essay is structure of unorganized
of the of the somewhat the essay is and not
essay is essay is organized and not too coherent with
highly organized coherent. organized the topic.
 organized and There is and There is no
and shows coherence somehow a coherent. variety in
coherence. is obvious. variety in style There is structure and
There is There is which makes little variety subject matter.
variety in variety in the essay good. in structure
style style and subject.
which which
makes the makes the
essay very essay
impressive impressive
. .
Grammar There are There are There are some There are Grammar lacks
no minimal grammatical many errors order and
grammatic grammatic errors found in found in neatness. There
al errors in al
the
III. Procedure
a. Preparation
1. Prayer
2. Checking of attendance
3. Motivation
Body Frisking
There are six dangerous drugs in the crossword puzzle below.
They are written horizontally, vertically, diagonally or in reverse. Find the
words and write them on your activity sheet or notebook.

S N E G O N I C U L L A H
S A H U N G A I C O S S A
G R E R I O P O P P T T L
U C L D A S D G N N O I L
R O P S Q Z X C A P Y M U
D S S Q W E R S R T Y U C
Y S A S D E S S C O O L I
A F D O S E F G O L U A N
W W R W R C V Y T M T N A
E A Q P W G F D I N H T T
T S E S E B N M C V U S I
A D S F D D T L S G N O O
G A G I N H A L A N T S N

b. Lesson Proper
Drugs of Abuse
Classification of Drugs of Abuse
The Dangerous Drugs Board listed three major drugs of abuse in the
Philippines. These are methamphetamine hydrochloride or “shabu”,
cannabis sativa or “marijuana” and inhalants better known as “solvents”.
These drugs of abuse are included in the six classifications of drugs.

The six classifications of drugs are the following:

1. Gateway drugs
Gateway drugs such as cigarettes and alcohol are legal drugs that a
non-drug user might try, which can lead him/her to more dangerous drugs
such as marijuana and shabu. Teenagers who engage in early smoking and
early drinking have a higher chance of using and experimenting with
dangerous drugs of abuse.
2. Depressant drugs
Depressant drugs slow down a person’s central nervous system (CNS).
The Central nervous system includes the brain, spinal cord and nerves.
Doctors commonly prescribe depressant drugs to help certain persons to
be less angry, less stressed or tensed. Depressant drugs relax muscles and
 nerves. These drugs also make patients feel sleepy and light-headed.
Depressant drugs include alcohol, barbiturates and tranquilizers.
3. Stimulant drugs
Stimulant drugs speed up a person's central nervous system. Stimulant
drugs have the opposite effect of depressants. Stimulants make a person’s
energy high
4. Narcotics
Narcotics are drugs which relieve pain and induce sleepiness. In
medicine, these drugs are administered in moderation to patients with
mental disorders and those in severe pain like cancer.
5. Hallucinogens
Hallucinogens are drugs which distorts reality and facts. It affects all
senses and makes a user see, hear and feel things that don’t exist in the
time being. The name hallucinogen came from the word hallucination
which is to perceive illusions.
6. Inhalants
Inhalants are found in ordinary household chemical products and
anesthetics. It is readily available and accessible to young children.
Inhalant intoxication is similar to the signs and symptoms of alcohol
intoxication.
IV. Application/Activities
Activity I.The Drug Concept Map
After reading activity 15, copy the concept map below in your notebook or
activity sheet and add information to complete the map.

Harmful Effects Classification Classification Harmful Effects

D
Harmful Effects Harmful Effects
R
Classification U Classification
G
S

Harmful Effects Harmful Effects

Classification Classification
Activity II. Relay Game
Instructions:
1. Form a team with six members.
2. Each member will make a meta-card. Write on each meta-card a class of drugs of abuse.
Write legibly. There will be six meta-cards per group.
- Meta-card 1: GATEWAY DRUGS
- Meta-card 2: DEPRESSANTS
- Meta-card 3: STIMULANTS
- Meta-card 4: NARCOTICS
- Meta-card 5: HALLUCINOGENS
- Meta-card 6: INHALANTS
3. Each group will form a line.
4. Your teacher will read a statement or phrase. If your meta-card is being referred to, run to
your circle. Wait for the signal “GO!” before running inside the circle.
5. Once inside the circle, raise the meta-card up high.
6. Your teacher may inquire about your answers.
7. Your teacher will then give the correct answer and will briefly explain.
8. Your teacher will record the number of correct answers garnered by the team.
9. Return to your line when cued by your teacher.

V. Evaluation
Let’s Make a Table Flipchart
Make a flipchart showing how drugs are classified and how they affect the body.
Ask your teacher to check your draft. Print the chart using paper and old folders.
Include pictures to make your flipchart more attractive.

Rubric on Table Flipchart Making

Criteria Advance ProficientApproachi Developing Beginning

(5 pts.) (4 pts.) ng (2 pts.) (1 pts.)
Proficienc
y
(3 pts.)
Accuracy All Almost all Much of Not much Information
of content information information the of the is not true
is true and is true and information information and correct.
correct. correct. is true and is true and
correct. correct.
Visual Format and Format and Format and Format and Format and
attractiven lay-out are lay-out are lay-out are lay-out lay-out are
ess very attractive. organized. lacks disorganize
attractive. organizatio d.
n..
Graphics Graphics Graphics Graphics Graphics No
and and and and and graphics
pictures pictures go pictures are pictures are pictures do and
well with good but good but not go well pictures are
the content are too are too few with the used in the
and many that that texts text making making of
information they dominate the material the
. dominate the disorganize material.
the material. d.
material.
Grammar No 1-3 4-6 7-9 10 or more
and grammatica grammatica grammatica grammatica grammatica
spelling l errors and l errors l errors l errors l errors
/or and/ or and/ or and/ or and/ or
misspelled misspelled misspelled misspelled misspelled
words. words. words. words. words.
Total score: / 20
III. Procedure
a. Preparation
1. Prayer
2. Checking of attendance
3. Motivation
Let the students answer these questions:
1. What do you know about drug use?
2. What are the signs and symptoms of drug abuse?
b. Lesson Proper
Myths and Misconceptions about Drugs of Abuse
Myths and Misconceptions Facts about Drugs of Abuse
Drugs of abuse improve memory. Drugs of abuse shut down proper brain
functioning. Certain drugs stimulate the
brain but do not really help improve
memory. Most drug users claim they
think better and clearly after taking
drugs but tests on performance and
cognition have proven that they have
performed worst.
Drugs of abuse do not improve
memory.
Drugs of abuse help in the digestion of Certain drugs of abuse stimulate the
food. production of stomach acids. Constant
exposure to higher than normal acid
level damages stomach linings which
can result to ulcers.
Drugs of abuse do not help in the
digestion of food.
Drugs of abuse make a person bold Certain drugs of abuse remove shyness
and brave. and inhibition. In psychology, normal
inhibition prohibits a person to do
unacceptable things, thoughts and
desires. Normal inhibition includes not
taking other people’s things, not
crossing a busy street and knowing what
is right from wrong. The temporary
courage brought about by taking drugs
is a dangerous one as it makes a drug
user lose normal judgment which is part
of the person’s normal inhibition.
Drugs of abuse place a user in a
dangerous and life-threatening
situation.
Drugs of abuse remove life’s Drugs of abuse are not the solution to
problems and worries. problems and worries people encounter.
Some people believe that using drugs
 eliminate one’s problems and worries in
life. The truth is drugs of abuse will
only worsen the scenario and further add
more problems some of which are even
harder to solve.
IV. Application
Interview
Group yourselves into five groups. Interview for three persons. They can
be professionals, students or somebody from the community. Get their profile and
include the following in the interview questions.
1. Myths and Misconception of Drug Use and Abuse
2. Signs and Symptoms of Drug Use and Abuse

V. Evaluation

Table of Signs
List the signs and symptoms of drug use and abuse bas

Physical Mental Emotional Social Moral-

Changes Changes Changes Changes spiritual
changes
VI. Additional activity
Acrostic Poem
Make an acrostic poem about breaking the myths and misconception about drugs.
Use the letters of the words “SAY NO TO DRUGS” as the first letter of each stanza.
S _______________________________________________________________
A _______________________________________________________________
Y _______________________________________________________________
N _______________________________________________________________
O _______________________________________________________________
T _______________________________________________________________
O _______________________________________________________________
D _______________________________________________________________
R _______________________________________________________________
U _______________________________________________________________
G _______________________________________________________________
S _______________________________________________________________
III. Procedure
a. Preparation
1. Prayer
2. Checking of attendance
3. Review
Recall the past lesson.
b. Lesson Proper
Short Term and Long Term Effects of Substance
Use and Abuse
A. GATEWAY DRUGS

Gateway Drug Short-Term Effects Long-Term Effects

A. Alcohol - Headache and light - Damage of organs like
headedness liver, heart, colon and
- Slurred speech brain
- Slow body reflex, - Cancer
senses and coordination - Cardiovascular diseases
- Overconfident - Cirrhosis of the liver
- Mood swings - Poor study and work
(depression, high spirit, performance
aggressiveness) - Paralysis and/ or loss of
- Nausea (headache with limb due to road
vomiting) accidents and other tragic
- Experience of blackout events
(loss of consciousness) - Alcohol poisoning
which leads to coma and
eventual death
B. Tobacco - Stress -Development of asthma
- Rapid heart rate and - Atherosclerosis
pulse rate - Thrombosis
- Persistent cough - Cardiovascular diseases
- Difficulty in breathing - Chronic Obstructive
- Halitosis or bad breath Pulmonary Disease
- Sinusitis and otitis - Cancer of the mouth,
media throat, skin, lungs, and
- Increased phlegm other body parts
production - Hypertension or
- Stomach problems increased blood pressure
- Weak physical - Heart attack and stroke
performance which leads to coma and
death
 B. DEPRESSANTS
Short-Term Effects Long-Term Effects
- Slow brain function which leads to - Agitation and aggressive behaviors
temporary memory loss - Depression leading to mental
- Slow pulse rate and heart rate disorders
- Below normal breathing pattern - Hypertension or high blood pressure
- Low blood pressure - Cardiovascular diseases
- Inability to concentrate and poor - Paralysis of the muscles and nerves
judgment - Brain stroke
- Confusion and irritability - Chronic liver disease
- Dizziness and lightheadedness - Renal or kidney failure
- Slurred speech - Cancer of the colon and other form
- Loss of body balance and of cancer
sluggishness - Diabetes
- Depression - Coma and death
C. STIMULANTS
Short-Term Effects of Stimulants Long-Term Effects of Stimulants
- Increased heart rate and pulse rate - Paranoia
- Increased respiration (breathing) - Heart attack
rate - Brain stroke
- Increased digestive processes - Brain damage
- Increased blood pressure - Kidney damage
- Increased body temperature - Liver damage
- Decreased appetite - Coma which leads to death
- Alert body responses
- Inability to sleep
- Euphoria
- Depression (the “down” that
follows the “up” sensation)

D. NARCOTICS
Short-Term Effects of Narcotics Long-Term Effects of Narcotics
- Drowsiness - Development of diseases like
- Euphoria hepatitis, tetanus and HIV-AIDS due to
- Loss of appetite needle sharing
- Vomiting - Overdose leading to coma and death
- Nausea
- Muscle cramps and pain
- Chills and shaking
- Weight loss
- Difficulty in sleeping
- Difficulty in breathing
- Inflammation of the veins
- Panic attacks
 E. HALLUCINOGENS

Short-Term Effects of Hallucinogens Long-Term Effects of Hallucinogens

- Euphoria - Flashback (effects of the drug comes
- Hallucinations (seeing things which back after a long time of not using it)
are not really there) - Increased blood pressure
- Poor judgment of time and distance - Brain damage
- Inability to sleep - Psychosis (a mental disorder in which
- Loss of appetite which lasts up to 10 reality is distorted or twisted)
hours - Coma and death
- Nausea
- Poor body coordination
- Feeling of super strength
- Increased blood pressure and heart rate
- Aggressive behavior
- Memory loss
- Slurred speech

F. INHALANTS

Short-Term Effects of Inhalants Long-Term Effects of Inhalants

- Slurred speech - Loss of hearing
- Poor coordination - Uncontrolled muscle spasms
- Euphoria - Brain damage
- Dizziness and nausea - Nerve damage
- Feeling of lightheadedness - Bone marrow damage
- Foul breath

IV. Application
Dear Diary
Write yourself a letter. Tell about the dangerous short-term and long-term effects
of drugs to oneself, family, school, community and the nation as a whole. Have your
English teacher check the grammar. Have your teacher check the content. Submit in
printed form.

V. Evaluation
Drugs as a Burden to the World
Think of a creative way of showing how drugs are a burden to health, socio-
cultural, psychological, legal and economic magnitude. You may write a poem, a
song, draw a cartoon, poster, etc. Share with the class your literary work and have
your teacher check it.
 III. Procedure
a. Preparation
1. Prayer
2. Checking of attendance
3. Review
Recall the past lesson.

b. Lesson Proper
Prevention and Control of Substance Use and
Abuse
The following are protective factors you need to fight drug use and abuse:
 Loving and caring family
 Involvement in sports
 Positive outlook in life
 Positive self-image
 Caring and supportive friends
 A sense of worthiness and achievement
 Always having the right attitude
 Ability to cope with stress and depression
 Having responsible adult role models

Active participation in sports or recreation

 Participation in school clubs and activities
 Consultation with responsible adults like parents, teachers, counselors regarding problems,
concerns and queries in life
 Development of talents and skills

Decision-making Skills
The following activities will strengthen your decision-making skills.
Skills Guides
Step 1: Describe the situation Describe the situation you are in. You
you are in. can better describe by writing it on a
piece of paper. You can say it out loud
several times.
Step 2: List possible actions for List down all possible actions. Don’t
the situation. worry about listing the not-so-good
ones. You can eliminate them
afterwards. You can also say out loud
all possible actions. Think over them
 several times.
Step 3: Share your list with Share your list of possible actions with
responsible adults. a responsible adult. Make sure that this
person has not been associated with
known drug users. His/Her decisions
should be credible.
Step 4: Carefully evaluate all Carefully evaluate all possible actions.
possible actions. Ask yourself if the actions will protect
and promote healthy results, protect
safety of self and of other people,
respect and does not violate laws and
policies, follow guidelines of home,
school and community. Lastly, ask if
the actions will show your good image
and persona.
Mode of Treatment
There are various modes of treating drug dependents. Each mode is effective
on its own. Centers may apply several modes during the period of
confinement.
Mode of Treatment Description
Eclectic Approach This approach uses a holistic approach
in the treatment process. The
professional skills and services of the
rehabilitation staff are made available.
Eclectic approach addresses different
personality aspects of the patients
geared towards their rehabilitation and
recovery from the dependency.
Spiritual Approach This approach uses Bible teachings as a
source of inspiration to change drug
dependents. The approach looks at drug
abuse as a sin. It also teaches patients to
turn away from the evil ways of drug
addiction and renew their connection
with God.
Therapeutic Community Approach This approach views drug addiction as a
manifestation of a more complex
psychological problem. The treatment is
a highly structured program wherein the
community is used to foster change in
attitude and behavior. Role modeling
and peer pressure play important parts in
the program. The approach teaches
personal responsibility, positive self-
image, importance of human community
and cooperation among community
 members. Its goal is to turn patients into
responsible citizens.
Hazelden-Minnesotta Model This model views any form of addiction
as a disease that it is an involuntary
condition caused by various factors
outside an individual’s control. The
program consists of instructive lectures,
cognitive-behavioral psychology. This
approach teaches a set of values and
beliefs about the powerlessness of
persons over drugs and turning to a
higher power to help them overcome the
disease. Psychologists, psychiatrists and
patients help each other in this program.

Multidisciplinary Team Approach This approach utilizes professional skills

and services of a team composed of
psychiatrists, psychologists, social
workers, occupational therapists and
other related disciplines in cooperation
with the immediate family of the drug
dependent.

IV. Application
List several alternative ways to prevent and control drug use and abuse. Use pieces of
paper to write down specific programs and activities which can prevent and control
drug use and abuse.

V. Evaluation
What Will you Do?
Apply decision-making and resistance skills to the following situations. Role-play
these situations. Let the class analyze and critique your decisions and resistance skills
used in the play.