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Teaching Strategies <br /> How Project ALERT is taught is as important as what is taught. The following strate- <br /> gies, drawn from research on effective learning and behavior change, are critical to <br /> successful program delivery and have been designed into the curriculum: <br /> <br />Resistance Sel~Efflcacy <br /> <br />Self-efficacy is an individual's belief that he or she is capable of accomplishing a <br />particular task. It is considered a prerequisite to adopting new and difficult behavior. <br />If we expect students to resist drugs, we must help them feel they can do so. <br /> The curriculum offers a number of ways to increase resistance self-efficacy, <br />including modeling, practice, and feedback. A key mechanism is the teacher's own <br />belief that students are capable of resisting. This belief should be communicated <br />dearly and honestly in the form of specific feedback after resistance practice. Some <br />examples include: <br /> "You really know how to say 'no'." <br /> "That's a good way to resist." <br /> "That sounded very convincing." <br /> "You looked and sounded like you meant what you said? <br /> "You sounded in charge." <br /> "I think you've got it!" <br /> "You handled that well." <br /> "I like the way you worded that; I would have stopped pressuring you." <br /> "That sounded powerful." <br /> "That was a mature way of responding." <br /> <br />Active Student Involvement and Practice <br />Student participation has been built into the curriculum whenever possible. <br />Research indicates that people learn more, remember more, and feel more effective <br />if they actually do something that involves them in the learning process. Project <br />ALERT activities encourage doing - making lists of reasons, discussing videos, <br />performing "saying 'no'" skits, rewriting ads, writing "saying 'no'" responses and <br />suggesting alternative behaviors. <br /> <br />Modeling <br /> <br />Modeling is an important teaching device and means of increasing self-efficacy. In <br />Project ALERT, the teacher models resistance skills, as do the older teens in the <br />videos. By relating personal examples of saying "no," they illustrate effective ways <br />of resisting. <br /> <br />Reinforcement <br />Reinforcement is accomplished by several techniques. Verbal reinforcement methods <br />include repeating correct responses and solutions, elaborating on a student's <br /> <br />Introduction and Overview [ 3 <br /> <br /> <br />