Suggested Grade/Age Range: Grades 7-8

Activity Objective: The purpose of this activity is to explore three different types of communication patterns with youth and to teach them how to communicate assertively. This is an important skill, especially when relating to peers in difficult social situations.

Materials Required: Enough for each small group of 3

• Copies of ‘Types of Communication’ chart
• Copies of scenario worksheets
• Means for projecting ‘Types of Communication’ chart on a screen to take up with the class 

Prep Time: 15 minutes

• Photocopy handouts
• Cut out scenario worksheets so each group has one (have some extras on hand in case some groups finish earlier and want to do another one)
• Write out definition of Assertive, Aggressive, and Passive Communication on the board

Task Time: 40 minutes

Activity Description:

 1.       Tell the class that today they will be exploring three types of communication patterns. Review over the definition of each and have individuals volunteer examples of what these might look like

Write down these examples beside each type so the class can refer to them during the activity

2.       Either project the “Types of Communication’ chart on a screen or ensure each individual has one and go over the chart for all three types of communication patterns

3.       Explain to the class that they will be divided into small groups of three and will be given a scenario to work with. They will be providing responses to each scenario using all three communication patterns. They will then present their response to the class

4.       Divide class into groups of three. Make sure they have a scenario worksheet and the ‘Types of Communication’ chart to refer to

5.       Give small groups about 15 minutes to discuss the scenario and come up with responses. Circulate among the groups

6.       Reconvene as a whole class and have each small group present their scenario and responses

7.       Once all the groups have shared their responses, engage the class in the following discussion:

• What do you notice are the differences between passive, aggressive, and assertive responses?
• When we respond in a passive way, how do we feel? What does this feel like in our body?
• When we respond in an aggressive way, how do we feel? What does this feel like in our body?
• When we respond in an assertive way, how do we feel? What does this feel like in our body?
• How might the person listening to our response feel when we respond in a passive, aggressive, or assertive way?
• What do you think happens when we respond in an assertive way? In an aggressive way? In a passive way? Why?
• Why is responding in an assertive way, especially in difficult social situations with peers, effective?

 8.       Wrap up by emphasizing the importance of assertive communication, especially when we are trying to establish healthy boundaries, communicate something important, and when we are trying to get help from a trusted adult

Activity Extensions:

• Have each small group enact the scenario and the three types of responses they created
• Have the class create posters for each type of communication pattern with some examples of each type of response to post around the class or in the school for reference

Additional Comments:

• It is okay for some groups to have the same scenarios as their response should be different
• If a group finishes particularly early, you can give them another scenario to work on
• The characteristics around healthy communication apply across all modules and can be integrated as a talking point throughout the other modules, especially  ‘Getting Help & Barriers’, ‘Building Friendships’, ‘Healthy vs. Unhealthy Relationships’, ‘Consent’