5.4.1 Procedure For Pilot Studies
5.4.1 Procedure for Pilot Study
Based on the CARE social cognitive model described in chapter three, the participants completed a four week assertiveness training course with two components: a) Theory: covering the concepts of assertiveness, aggressiveness and passiveness; and b) Practical: focused on role-play to teach assertive strategies to resist pressure to engage in negative sexual behaviours. For example, verbal skills included training and practice in speaking clearly and confidently without hesitancy. The students were provided with several scripted roleplays (Cho, 2015) and various role-play scenarios to practice the roleplays.(See Appendix VIII for example roleplays).
5.4.2 Pilot Study Classroom Activities
For the pilot study,
the first three classes were conducted in the normal classroom as the timetabling schedule for the school computer lab prevented using it for the complete study. Each class lasted 40 minutes. Teaching methods included PowerPoint demonstrations, video demonstrations, modelling and practice.
Assertive strategies covered included: assertive responses (speaking clearly, honestly and confidently, saying no, making requests and dealing with aggression). To support the students, an actor of similar age to the participants assisted by demonstrating the skills. Students were provided with written examples of verbal strategies and asked to respond with what they would say in a similar situation using the communication strategies they observed (See Appendix IX for examples). Skill prompts in the form of sentence starters were also provided. Example include:
“No, I don’t want to because…………….
“No, I have a problem with that
“No, I’m not ready”
On completion of the assertiveness course the students participated in the VW component of the study.
5.4.3 Pilot Study VW Activities
The VW sessions took place in the computer lab in the school over 6 weeks and each session lasted 40 minutes. During the first session, the students learnt how to navigate the VW and customised the appearance of their avatars as research indicates identifying closely with one’s avatar is a significant element in how an individual interacts with others (Ducheneaut et al., 2009).
Once acquainted with the VW, the following five classes focused on participants role-playing the assertiveness techniques learnt, in pairs or groups of three or four. The scenarios were the same as they had encountered in the F2F training and were representative of
Based on the CARE social cognitive model described in chapter three, the participants completed a four week assertiveness training course with two components: a) Theory: covering the concepts of assertiveness, aggressiveness and passiveness; and b) Practical: focused on role-play to teach assertive strategies to resist pressure to engage in negative sexual behaviours. For example, verbal skills included training and practice in speaking clearly and confidently without hesitancy. The students were provided with several scripted roleplays (Cho, 2015) and various role-play scenarios to practice the roleplays.(See Appendix VIII for example roleplays).
5.4.2 Pilot Study Classroom Activities
For the pilot study,
the first three classes were conducted in the normal classroom as the timetabling schedule for the school computer lab prevented using it for the complete study. Each class lasted 40 minutes. Teaching methods included PowerPoint demonstrations, video demonstrations, modelling and practice.
Assertive strategies covered included: assertive responses (speaking clearly, honestly and confidently, saying no, making requests and dealing with aggression). To support the students, an actor of similar age to the participants assisted by demonstrating the skills. Students were provided with written examples of verbal strategies and asked to respond with what they would say in a similar situation using the communication strategies they observed (See Appendix IX for examples). Skill prompts in the form of sentence starters were also provided. Example include:
“No, I don’t want to because…………….
“No, I have a problem with that
“No, I’m not ready”
On completion of the assertiveness course the students participated in the VW component of the study.
5.4.3 Pilot Study VW Activities
The VW sessions took place in the computer lab in the school over 6 weeks and each session lasted 40 minutes. During the first session, the students learnt how to navigate the VW and customised the appearance of their avatars as research indicates identifying closely with one’s avatar is a significant element in how an individual interacts with others (Ducheneaut et al., 2009).
Once acquainted with the VW, the following five classes focused on participants role-playing the assertiveness techniques learnt, in pairs or groups of three or four. The scenarios were the same as they had encountered in the F2F training and were representative of