Course Profile Healthy Active Living Education (PPL4O), Grade 12, Open, Public
Unit 3: Healthy Living
Time: 30 hours
Activity 1 | Activity 2 | Activity 3
Unit Description
Students investigate how culture and society impact individual perceptions and expressions of sexuality. Students demonstrate an understanding of the strategies used to enhance personal mental health while exploring depression, anxiety, and suicide. Students promote personal safety and injury prevention through their ability to show harmony among people, and respect for self and others in resolving conflict.
|
Activity |
Learning Expectations Achievement Categories |
Assessment/Evaluation |
|
1 |
HL1.05, A |
- Formative evaluation of students’ understanding of the
characteristics and qualities that promote and enhance a healthy relationship
by completing a worksheet and evaluating using a marking scheme |
|
2 |
LS2.01, C |
- Formative assessment of students’ responses to the
positive and negative aspects of conflict by providing anecdotal feedback |
|
3 |
HL3.04, C |
- Formative assessment of students’ homework assignment
describing the importance of relationships and communication with respect to
mental health using a communication rubric |
Scope and Sequence of Unit Activities from Grade 9 to Grade 12
|
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
|
Understanding Sexuality and Sexual Relationships Investigating Protective Measures Regarding Sexuality |
Understanding Sexuality and Choices and Decisions Exploring Environmental Influences on Sexuality |
Understanding Sexual and Reproductive Health Practising Decision Making and Goal Setting Within Healthy Relationships |
Describing Cultural and Societal Perceptions of Sexuality Demonstrate Strategies to Promote Healthy Relationships |
|
Understanding Substance Use and Abuse Using Strategies to Manage Substance Use and Abuse |
Describing Substance Use and Abuse |
Positive Mental Health Exploring Mental Disorders, Stress, and Suicide |
Demonstrate Strategies to Enhance Personal Mental Health Exploring Mental Health Issues, Depression, and Anxiety |
|
Understanding Violence Using Strategies to Manage Conflict Demonstrating Assertiveness and Decision making |
Discussing Conflict Resolution Practising Anger Management and Mediation |
Understanding Relationship Violence Understanding Risk-Taking Behaviours |
Demonstrating Respect In Conflict Resolution Promoting Personal Safety and Injury Prevention |
|
Understanding Cardiopulmonary Resuscitation |
Creating a Healthy Eating Plan Investigating Healthy Body Image |
|
|
|
Activity 1 |
Maintaining and Enhancing Healthy Relationships |
10 hours |
|
Activity 2 |
Applying Conflict Resolution Skills, Analysing Interpersonal Violence and Assessing Personal Safety |
10 hours |
|
Activity 3 |
Applying Positive Mental Health Strategies |
10 hours |
Consider the following when planning the unit:
Set the Learning Targets
· Frame each lesson by identifying the learning expectations and connecting and clarifying the assessment/evaluation strategies to ensure students have clear targets to work towards.
Create a Positive Learning Environment
· Provide icebreaker activities to help students get to know each other, identify behaviour expectations, and establish rules for discussion.
· Establish group norms at the beginning of the unit to address the sensitive nature of issues that will be discussed. Clear “ground rules” should take the following into consideration:
· everyone has the right to think what he/she wants; no one should try to take this right away;
· many different viewpoints may arise during discussions;
· personal values and beliefs might be different. Some people are accepting of differences, while others are not. Classroom conversations will focus on understanding a variety of personal values and beliefs, not on judging them;
· our thoughts and feelings alone do not have negative effects on people; hurtful behaviours do;
· a person may not agree with others’ opinions, but needs to treat all individuals with dignity and respect;
· everyone has the right to “pass” when they do not want to discuss their personal thoughts and ideas.
Select Appropriate Learning Resources
· Teachers should use a variety of media products when appropriate and read/preview them carefully to ensure accurate and up-to-date information.
· Be aware of the legal implications and the consequences of policies related to the health topics being presented.
· This unit should provide students with the opportunity to acquire and discuss information related to healthy living. Due to the nature of the health topics, teachers should be aware of and be sensitive to students’ needs, individual life circumstances, cultural beliefs, and values. Teachers should consider investigating appropriate community counselling and support services that are available for students and consider booking speakers from community agencies.
Provide a Variety of Learning Opportunities
· Role plays and scenarios are useful tools for students to practise living skills. Teachers should develop scenarios that are authentic, realistic, and reflect students’ interests and issues.
Facilitate the Learning
· To facilitate class discussions about sensitive issues, teachers should be aware that their own deeply held beliefs, and those of their students, might be challenged. Preparation for such discussions requires thoughtful, sensitive consideration to ensure balanced leadership by the teacher and respect for the various points of view which may be expressed. The role of the teacher is to ensure the provision of a positive, respectful, and supportive learning environment which encourages students to share their responses, explore issues, and express their concerns. Teachers should not offer personal opinions regarding belief systems. To ensure supportive and respectful dialogues, teachers should prepare students in understanding the concept of “point of view.” As students experience opportunities to hear and explore diverse viewpoints, some of which may conflict with their own, the teacher can guide the development of the critical thinking skills necessary to expand perspectives.
To successfully
accomplish the activities in this unit, students should have:
· the knowledge and skills related to health topics as identified in the curriculum of previous grades;
· group work skills, e.g., jigsaw;
· note-taking skills;
· library/resource centre and Internet research skills;
· previous experience with self- and peer assessment;
· an understanding of appropriate behaviour when guest speakers visit;
· debating skills.
Focus on providing students with opportunities to interact, communicate, think, and apply their knowledge with respect to healthy living. The teaching/learning strategies used in this unit include direct instruction, indirect instruction, interactive instruction, and independent instruction.
This unit provides students with the opportunity to make wise personal choices related to healthy living topics. A variety of assessment strategies that address the individual needs and different learning styles of students are used, including pencil-and-paper (quiz, test, directed written), oral or visual assignment, performance task (projects/assignments, presentations), and personal communication (instructional questions and answers, classroom discussion, journals/logs). The teacher and students use the following assessment tools: observation checklist, rubrics, answer sheet/checklist, and marking scheme. Ongoing formative assessment and evaluation will grant students ample opportunity to demonstrate their knowledge and skills.
Consider the following
accommodations, when appropriate, to address the needs of students in your
class:
· Provide a visual outline of lessons on the board, overhead, or handout.
· Provide key visuals or graphic organizers for assignments as an alternative.
· Partner students to work with appropriate people or resources.
· Provide key vocabulary or reference notes.
· Assist students to recall prior knowledge before introducing new information.
· Use appropriate visual materials rather than print material to convey information.
Access the Special Education Companion from the Ontario Curriculum Unit Planner for additional suggestions to ensure the success of exceptional students. Teachers should also refer to the exceptional students’ IEPs to ensure that recommendations are followed.
Harper, Mark, Ken O’Connor, and Marilyn Simpson, Quality Assessment – Fitting the Pieces Together. Toronto: OSSTF, 1999. ISBN 0-920930-47-6
Johnson, David W. and Roger T. Johnson. Creative Conflict. Minnesota: Cooperative Learning Centre, 1987.
Mang, Lesley and Al Robertson. Healthwise II. Toronto: Nelson Canada, 1990. ISBN 0-17-602668-1
Ministry of Health and Long Term Care (MOHLTC). http://www.gov.on.ca/health/english/contact/phu/phuloc_mn.html.
Contact list of Health Units across Ontario divided by Regions and Counties.
Mullen, K.D., R.J McDermott, R.S. Gold, and P.A. Belcastro. Connections For Health 4th ed. Toronto: Brown & Benchmark, 1996. ISBN 0-697-21565-1
Ontario Physical and Health Education Association
(OPHEA) – http://www.ophea.net.
OPHEA.net is an online community where individuals and organizations can come
to access supports and get up to date information, access resources and network
with others.
Pruitt, B.E. and J.J. Smith. Health Styles Decisions for Living Well. Toronto: Saunders College Publishing, 1994. ISBN 0-03-094072-9
Sparrow Lake Alliance. Growing Healthy
Canadians A Guide for Positive Child Development – Transition into
Adulthood – http://www.growinghealthykids.com/T4.htm.
This Guide offers not only a source of information on child and youth
development, as well as a unique perspective on how to best promote the
well-being of young people including successful developmental transitions,
specifically the transition into adulthood.
Time: 10 hours
Students demonstrate an understanding of strategies that promote healthy relationships by using multimedia to assist with their learning. Students describe communication skills needed to discuss sexual intimacy and sexuality in a relationship. As well, they describe the ways society and culture affect individual perceptions and expressions of sexuality by investigating a case study. Students research factors that contribute to healthy pregnancy and birth, and then describe them to their peers.
Strand(s): Healthy Living and Living Skills
Overall Expectations
HLV.01 - describe how society and culture affect individual perceptions and expressions of sexuality;
HLV.04 - demonstrate an understanding of strategies that promote healthy relationships.
Specific Expectations
HL1.01 - analyse the factors (e.g., culture, media) that affect gender roles and sexuality;
HL1.02 - demonstrate an understanding of the factors (e.g., attitudes, values, and beliefs about gender roles and sexuality) that affect the prevention of behaviour related to STDs, AIDS, and pregnancy;
HL1.03 - describe the factors (e.g., healthful eating, abstinence from smoking and alcohol) that contribute to healthy pregnancy and birth;
HL1.04 - describe the characteristics of healthy, respectful, and long-lasting relationships;
HL1.05 - assess the skills needed to maintain healthy, respectful, and long-lasting relationships;
HS1.06 - describe communication skills needed to discuss sexual intimacy and sexuality in a relationship;
LS1.02 - demonstrate an understanding of the impact of complex personal decisions and the ethical considerations associated with these decisions;
LS1.03 - explain the influence of cultural norms (e.g., related to religion, gender roles) on decision making;
LS3.04 - explain qualities and factors that promote and enhance close personal relationships (e.g., communication, honesty, responsibility, equality).
The teacher should
consider the following preparation for the delivery of this activity:
· Obtain a video clip that depicts two people in a relationship.
· Prepare a worksheet which looks at “The Ten Characteristics and Qualities of a Good Relationship” and focuses on students’ understanding of the characteristics and qualities that promote and enhance a healthy relationship (see Strategy 1).
· Prepare a communication rubric to address all communication assessment/evaluation within the unit.
· Prepare a marking scheme to evaluate students’ worksheets on their understanding of the characteristics and qualities that promote and enhance a healthy relationship.
· Provide a case study of fictitious characters where students identify the communication skills, e.g., speaking, listening, body language, and refusal skills, of the characters.
· Obtain a video that has a variety of clips from music videos, commercials, and TV programs that identify gender role stereotyping and sexuality.
· Prepare video clips stereotyping worksheet.
· Obtain a video tape which discusses the media’s impact on gender roles and sexuality (see Resources).
· Prepare a question sheet to be used during video on the media’s impact on gender roles and sexuality.
· Prepare cultural and societal factors research worksheet.
· Prepare a personal reflection worksheet that explores the factors that influence sexuality.
· Prepare a marking scheme for a reflection worksheet on the factors that affect sexuality.
· Prepare an overhead that looks at the factors that contribute to a healthy pregnancy and birth.
To successfully
accomplish the activity, students need:
· group work skills;
· knowledge of health-related components on healthy eating and avoidance of smoking and reproduction;
· note-taking skills;
· the communication skills to express their thoughts and ideas in classroom discussions.
1. Provide a handout illustrating the characteristics and qualities that are present in a healthy, respectful and long-lasting relationship. This handout may be The Ten Characteristics and Qualities of a Good Relationship. (This handout has been modified from the PPL3O Course Profile – Unit 3 – Activity 2 – Teaching/Learning Strategy 2.)
The
Ten Characteristics of a Good Relationship
i) Honesty or Trust – Partners are able to confide in each other openly, knowing their confidences will be respected. Honesty and trust are essential to a close personal relationship where both individuals avoid deceit and lies to build trust, to enhance security, and to maintain respect.
ii) Equality and Togetherness – In a healthy relationship, two people create a sense of both intimacy and equality. They enjoy each other’s company but also pursue solitary interests. Ensuring equality among partners will enhance the relationship by allowing for mutual respect, support, and security.
iii) Communication or Expressiveness – Partners in healthy relationships say what they feel, need, and desire. The more effectively one communicates, the more likely one will create good relationships built on honesty, understanding, and mutual trust.
iv) Staying Power – Couples in committed relationships keep their bond strong through tough times by proving that they will be there for each other.
v) Security – Because a good relationship is strong enough to absorb conflict and anger, partners know they can express their feelings honestly.
vi) Laughter – Humour keeps things in perspective.
vii) Support – Partners in good relationships continually offer each other encouragement, comfort, and acceptance.
viii) Physical Affection – Sexual desire may fluctuate or diminish over the years, but partners in loving, long-term relationships usually retain some physical connection.
ix) Personal Growth – In the best relationships, partners are committed to bringing out the best in each other and have the other’s best interests at heart.
x) Responsibility and Respect – Caring partners are aware of each other’s boundaries, need for personal space, and vulnerabilities. They do not take each other or their relationship for granted. By being responsible for one’s actions in a relationship, accountability and respect are ensured for both partners.
Students watch a video clip that depicts two people in a relationship. During the video, the students use a worksheet that could look like the following:
|
10
Characteristics and Qualities of a Good Relationship |
(4) if present |
Describe and
Explain How You Know the Characteristics and Qualities are Present |
Explain How
This Characteristic and Quality Enhance the Couple’s Relationship |
|
i. Honesty or Trust |
|
|
|
|
ii. Equality and Togetherness |
|
|
|
|
etc. |
|
|
|
Using this worksheet, students examine and then describe the presence of the characteristics and qualities of a good relationship illustrated in the video clip. Evaluate students’ understanding of these characteristics and qualities that promote and enhance a healthy relationship using a marking scheme.
2. Part A – The teacher lectures on the definitions of sexuality and sexual intimacy. Consider the following definitions:
· Sexuality – “Human sexuality is the total expression of an individual’s femaleness or maleness through that person’s feelings, beliefs, attitudes, values, and behaviours. It is a complex expression of the whole person. Sexuality reinforces and affirms the individual as a human being and allows the role of female or male to develop. One’s sexuality is the integration of a multitude of personal characteristics and factors.” (Campbell, 1996) Taken from the Grade 9 Healthy Active Living Public Course Profile; Unit 3, Activity 1, Teaching/Learning Strategy 1.
· Sexual Intimacy - A state of closeness and familiarity between two people characterized by the desire and ability to share one’s innermost thoughts, needs, and feelings with each other verbally and non-verbally.
Through a teacher lecture, students understand that in order to discuss sexual intimacy and sexuality in a relationship, partners need to have good communication skills.
Communication skills should include speaking, listening, body language, and refusal skills. The development of communication in a relationship takes time, patience, and practice.
· Speaking Skills – When speaking, it is important to make statements that are clear and precise. One should also recognize that inflections, or changes in pitch or loudness of one’s voice can also play a large role in the communication.
· Listening Skills – Listening is an important skill as it allows the partner to understand what is being communicated.
· Body Language Skills – It is important for non-verbal communication to be consistent with what one is saying to ensure the message intended is communicated to the partner.
· Refusal Skills – When one wants to say no, refusal skills provide an effective and direct way for the message to be communicated.
Part B – Introduce a case study to the class:
(Note: This is a sample. Teachers may wish to develop their own case study.)
· Case Study – Hamid and Jamie are both in their third year of high school and have been dating for four weeks. They have spent most of their dates talking about their families, school, sports, and worldwide events. Currently, their sexual relationship has involved kissing. Hamid believes that they are ready for more acts of sexual intimacy but Hamid has never talked about this with Jamie. When he begins to express himself, he simply begins touching Jamie. She does not feel comfortable with this. Jamie stops his advances and expresses that she feels they are not ready to go any further. Hamid does not understand why she feels this way, as he thought she felt the same way as he did. He moves away and becomes quiet.
Through a question and answer session led by the teacher, students will:
· identify the communication skills that are present and absent between the characters;
· describe the communication skills needed to resolve the characters’ feelings and help them overcome the misunderstanding.
The teacher will provide anecdotal comments as feedback to assist with students’ learning.
3. Part A – Factors That Influence Gender Roles and Sexuality:
i) Students review the definitions of “sexuality” and “gender role stereotype” through a class discussion:
· Gender roles stereotypes – Generalizations about how males and females should express themselves and the characteristics each possess. Men are traditionally thought to be independent, aggressive, better in math and science, logical and always in control of their emotions. Women, on the other hand, are traditionally thought to be passive, nurturing, intuitive, sensitive, and emotional.
· Sexuality – “Human sexuality is the total expression of an individual’s femaleness or maleness through that person’s feelings, beliefs, attitudes, values, and behaviours. It is a complex expression of the whole person. Sexuality reinforces and affirms the individual as a human being and allows the role of female or male to develop. One’s sexuality is the integration of a multitude of personal characteristics and factors.” (Campbell, 1996) Taken from the Grade 9 Healthy Active Living Public Course Profile; Unit 3, Activity 1, Teaching/Learning Strategy 1.
ii) Using a mind map, students list the factors that influence gender roles and sexuality. These factors include culture, religion, society, education, media, family, and peers. Through class discussion the teacher verifies the validity of the students’ responses.
iii) Students then discuss a variety of music videos, commercials, and televisions shows. Using a worksheet, they identify and analyse the factors that affect gender roles and sexuality. Sample worksheet questions include:
· How are males portrayed?
· How are females portrayed?
· What is the message?
· How might these gender role norms influence decision-making?
A class discussion will follow and the teacher provides anecdotal feedback to students’ responses.
Part B – The Media’s Impact on Gender Roles and Sexuality:
The teacher will show a video (see Resources for suggested videos) and provide a question sheet for students to answer while viewing the video. This video discusses the media’s impact (mostly advertisers) on gender roles and sexuality. The questions that students answer prompt them to describe how advertisers affect society’s perception and expressions of sexuality. Sample questions include:
· How do advertisers stereotype males/females?
· Give examples of these stereotypes.
· Is society influenced by advertising strategies?
A class discussion will follow and the teacher assesses students’ worksheet answers using anecdotal comments.
Part C – Cultural and Societal Factors That Influence Sexuality:
The teacher assigns research into various cultures. In pairs, students investigate how different cultures/societies address sexuality. Provide students with guidelines or a framework to appropriately direct the type of information they should collect. Students orally present their findings to the class. The researched information provides a foundation for class discussion related to the cultural factors that influence sexuality and gender roles. Students consider how culture affects individual perceptions and expressions of sexuality. They also explain how cultural norms influence decision-making, e.g., marriage, pregnancy, and divorce. Students use a worksheet to record the information presented.
Part D – Sexuality and Gender Role Personal Analysis:
As a homework assignment, students use a worksheet to reflect on how people’s sexuality is affected and influenced by various factors, e.g., culture, religion, society, education, media, family and peers.
Students:
a) analyse what factors affect sexuality the most;
b) explain how these factors affect sexuality;
c) explain how this affects one’s perceptions and expressions of sexuality;
d) describe how they feel behaviours towards pregnancy and STDs are influenced;
e) identify how values towards pregnancy and STDs are influenced to affect decision-making.
Evaluate students’ understanding of how one’s sexuality is affected and influenced by various factors, e.g., culture, religion, society, using a marking scheme and communication rubric.
4. Using the jigsaw learning strategy, students are divided into home groups. Each student in the home group moves into an expert group. Each expert group is provided with one factor that impacts on pregnancy and birth. Each expert group researches the factor, e.g., nutrition, smoking, alcohol, physical activity, harmful chemicals, and harmful situations, using computers or library/resource centre to collect information. Each expert group is asked to describe the effect of the factor that they have been given and how it impacts a healthy pregnancy and birth. Factors could include: healthful eating – Canada’s Food Guide, healthy eating – appropriate nutrients, abstinence from smoking, abstinence from alcohol, physical activity, and avoiding potentially harmful substances, e.g., aerosols. The teacher should circulate to assist expert groups in their discussions and assess the learning by providing anecdotal feedback. Students should return to their home groups to share the information that they learned in their expert groups and record on a summary sheet the factors that contribute to a healthy pregnancy and birth. Students should compare their answers to an overhead provided by the teacher to ensure they have not missed out on any pertinent information. Students use the information collected in their home groups to complete the research assignment summary sheets and hand it in to be evaluated.
The teacher and students
gather evidence of learning expectations outlined for this activity through:
· a formative evaluation of students’ understanding of the characteristics and qualities that promote and enhance a healthy relationship by completing a worksheet and evaluating using a marking scheme (HL1.04, HL1.05, LS3.04, HLV.04);
· a formative assessment by providing anecdotal comments during an in-class discussion related to a case study describing the communication skills needed to discuss sexual intimacy and sexuality in a relationship (HL1.06);
· a formative assessment providing anecdotal comments as feedback on a mind map related to the factors that influence gender roles and sexuality (HL1.01, HL1.02);
· a formative assessment providing anecdotal feedback for a video clip question sheet on students’ analysis of the factors that affect gender roles and sexuality (HL1.01, HL1.02);
· a formative evaluation of students’ understanding of how one’s sexuality is affected and influenced by various factors, e.g., culture, religion, society, using a marking scheme and communication rubric (HL1.02, HLV.01, LS1.03, LS1.02);
· a formative evaluation of a research assignment that describes the factors, e.g., healthful eating, abstinence from smoking and alcohol that contribute to a healthy pregnancy and birth using a communication rubric (HL1.03).
Donatelle, Rebecca J. and Lorraine G. Davis. Access
to Health. Toronto: Allyn and Bacon, 1998.
ISBN 0 205 27236 3
Hales, Dianne. An Invitation to Health, 8th
ed. Toronto: Brooks/Cole Publishing Company, 1999.
ISBN 0 534 35733 4
Killing Me Softly III - video
Time: 10 hours
Students discuss the impact of conflict on their lives and examine and use strategies to reduce conflict. They demonstrate ways of reducing conflict in their own lives and describe the importance of respect for self and others through media analysis. Students assess strategies for reducing risks to their own safety and that of others in various situations. They research and present the causes of certain types of interpersonal violence, the possible effects of violence on individuals, and sources of support for individuals, exposed to violence.
Strand(s): Healthy Living and Living Skills
Overall Expectations
LSV.02 - demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives.
Specific Expectations
HL2.01 - analyse the causes of certain types of interpersonal violence (e.g., stalking, date rape, family violence, extortion);
HL2.02 - describe the possible effects of violence on individuals who are exposed to it in their personal lives (e.g., becoming violent themselves, thereby continuing the cycle of violence and abuse);
HL2.03 - identify sources of support for individuals exposed to violence (e.g., within the family, the school, or the community);
HL2.04 - demonstrate an ability to use skills and strategies (e.g., refusal, self-defence) to deal with threats to personal safety and the safety of others;
HL2.05 - explain why adolescents and young adults are over represented in traffic fatalities;
HL2.06 - assess strategies for reducing risks to their own safety and that of others in various situations (e.g., while participating in outdoor winter sports activities or driving cars, boats and snowmobiles);
LS2.01 - describe positive and negative aspects of conflict;
LS2.02 - demonstrate an understanding of the factors that
promote harmony among people
(e.g., tolerance, respect for individual differences, empathy);
LS2.03 - demonstrate an ability to use strategies to cope with conflict (e.g., using mediation in highly charged situations).
The teacher should
consider the following preparation for the delivery of this activity:
· Provide blank recipe cards to be used for aspects of conflict.
· Provide scenarios for the guidance counsellor activity.
· Prepare a conflict resolution checklist for guidance counsellor activity.
· Provide a worksheet on reducing conflict.
· Prepare a worksheet dealing with respect for self and others.
· Prepare a marking scheme to evaluate students’ ability to demonstrate their understanding of the importance of respect for self and others in reducing conflict in their lives.
· Collect several different daily newspapers.
· Invite a former graduate from your high school who will share with the class a situation in postsecondary education where there was a threat to the safety of themselves or others.
· Book computers for interpersonal violence research assignment.
· Prepare an interpersonal violence research worksheet.
· Prepare a checklist to assess students’ interpersonal violence research presentation.
To successfully
accomplish the activity, students should have:
· group work skills;
· knowledge of conflict resolution, social skills, personal safety and injury prevention;
· the ability to take notes during class discussions.
1. As a class brainstorm a definition of conflict. A definition of conflict could be:
Conflict: A struggle or disagreement about ideas, values, facts, opinions, etc. Conflict occurs when individuals or groups are unable to resolve a disagreement or internal struggle. Conflict is expressed through behaviour ranging from mental anguish to physical violence.
As a class, define the terms “positive aspects of conflict,” and “negative aspects of conflict”:
Positive Aspects of Conflict – if conflict occurs it may improve a relationship in several ways. If something improves a relationship, as a result of conflict, it is thought to be a positive aspect of conflict.
Negative Aspects of Conflict – if conflict occurs it may harm a relationship. If something harms a relationship, it is thought to be a negative aspect of conflict.
In small groups, students identify positive and negative aspects of conflict. Each aspect is recorded on an individual recipe card. Once the groups have exhausted their ideas, the recipe cards are posted on the board under the headings of Positive Aspects of Conflict and Negative Aspects of Conflict.
Consider the following organizer:
|
Positive Aspects of Conflict: · No violence occurs · Communication improves · People listen and respect each other · Better ideas are produced to solve the problem · Cooperation exists · Fairness is achieved |
Negative Aspects of Conflict: · Threats and blame continues · Feelings are hurt · Relationships are damaged · Tempers get out of control · People take sides · Violence may result · Health problems arise, e.g., headache · Avoidance |
The class discusses these positive and negative aspects of conflict and the teacher provides the students with feedback in order to assist them with their learning.
2. Part A – Students brainstorm strategies that people use to overcome conflict and the teacher adds to this list if necessary. These strategies could include:
· using “I” statements;
· being an active listener (listen, clarify, summarize);
· communicating assertively;
· using proper mediation skills (safety, neutrality, establish guidelines, each person expresses their view and explore solutions);
· negotiating compromises;
· thinking clearly and logically.
As a part of a homework assignment, students identify conflict situations based on a real-life experience or from those found in a TV program. Students describe what strategies the characters used to overcome conflict.
Part B – In partners, students role-play; one partner assumes the role of a Guidance Counsellor and one partner assumes the role of the student. The Guidance Counsellor will be asked to help the student deal appropriately with a conflict situation. The Guidance Counsellor’s response should incorporate specific strategies used to cope with this conflict. While the Guidance Counsellor is providing the student with the strategy to cope with the conflict, the partner will be assessing the solution using a Conflict Resolution Checklist. Each partner will have an opportunity to play both roles. Sample situations are provided below:
· Situation 1 – Sam has heard that one of her closest friends has started a rumour about her. She confronts her friend who denies the whole thing and becomes very defensive. Her friend tells Sam that she should stop being so ridiculous and leave her alone.
· Situation 2 – In the Healthy Active Living Education class, Petra is considered by her classmates to be very uncoordinated. Many of the students are very competitive, so they don’t include her equally if she is on their team. Sometimes they make fun of her movement skill ability by mimicking her efforts or calling her names. One day, Petra loses her temper and gets in trouble for fighting with and swearing at her classmates. She has decided she can’t deal with it anymore and wants to drop the course.
3. Lead a discussion in order to generate a list of characteristics of Respect for Self and Respect for Others. These concepts could be developed to include the following ideas:
Respect for Self – don’t take things personally, be true to your word, don’t make assumptions and be the best that you can be
Respect for Others – don’t judge people, respect differences, don’t put others down, and be aware of other people’s feelings
Students are given a handout to identify ways that respect for self and respect for others could reduce conflict in their lives. The following is an example of how the handout could be set up and filled in.
|
Reducing
Conflict In One’s Life |
|
|
Characteristics of Respect for Self |
Characteristics of How Conflict is Reduced |
|
· Don’t take things personally |
· Internal conflict will be minimized · More self-respect · Increased confidence |
|
Characteristics of Respect for Others |
Characteristics of How Conflict |
|
· Don’t judge people |
· Creates an open, unbiased environment · Leads to trust in relationships |
Students complete a worksheet. They identify two personal (or fictitious) situations:
i) one involving a lack of respect for themselves,
ii) one involving a lack of respect for others.
Both situations will be used to demonstrate how to reduce conflict.
In both situations describe:
· the situation;
· how lack of respect was shown;
· the outcome;
· ways that respect could have been shown;
· how this could have reduced the conflict.
A marking scheme is used to evaluate students on their ability to understand the importance of respect for self and others in reducing conflict in their personal lives based on the above criteria.
4. Class brainstorm of the term harmony. This definition could incorporate the following:
|
Harmony |
· peaceful agreement and co operation · agreement in feelings, actions, ideas, interests · friendly relations · internal, calm, tranquillity · when present, life flows smoothly because there is agreement · concurrence, coming together, union in action, and a meeting of the minds |
Note: Agreement is defined as two or more people have the same thing in mind, when their thoughts, and hence their actions, agree. They, therefore, have a similar understanding or intention with regard to some situation or subject.
This
will be followed by a brainstorming session to identify the factors that
promote harmony. Factors could include:
|
· respect for cultural differences · tolerance · empathy · respect for individual differences · effective communication |
· generosity of mind and heart · consideration of the needs of others · honesty · mutual interest · responsibility |
Students work in small groups and each group is provided with a different newspaper. They are asked to find and cut out an article that represents a factor promoting harmony. In writing, they describe why the article reflects the factor. The class then comes together and orally presents their findings. The teacher provides anecdotal comments throughout presentations. Upon completion of presentations, groups post their articles on a bulletin board under the appropriate harmony factor headings. This creates an interest harmony bulletin board for the classroom. The teacher may choose to evaluate the product of the presentation using a marking scheme and group work rubric.
5. Part A – Students complete a self-assessment survey on how safe they are (e.g., Bruess & Richardson, 1995).
Part B – On a chart on the board, students brainstorm all the possible issues concerning their safety and the safety of others that they have experienced or know about. The following is an example of what the chart could look like:
|
Issues
Concerning Safety and Safety of Others |
Skills and
Strategies Used to Deal With These Issues |
|
Date rape |
· Refusal skills · Know who you are with at a party · Avoid alcohol |
|
Reckless driving |
· Avoid peer pressure · Time management skills – to avoid being in a hurry · Stress reduction techniques |
Some other issues concerning personal safety that could be discussed include:
|
· Lack of Knowledge of First Aid and CPR · Campus safety · Work environment safety |
· Automobile maintenance and safety · Robbery · Recreational safety (hiking, hunting, biking, jogging, and swimming |
· Home, apartment and dormitory safety · Assault · Safety related to travel |
Once this list is compiled, students identify skills and strategies that can be used to deal with these various issues concerning personal safety and the safety of others. The teacher gives verbal feedback on the students’ responses, as well as provides further information on these specific skills and strategies.
Part C – Teacher provides students with the statistics on adolescents and young adults in traffic fatalities. Supporting information for these statistics can be obtained from the Ministry of Transportation, MADD (Mothers Against Drunk Driving), CAMH (Centre for Addiction and Mental Health), PARTY program (Prevent Alcohol and Risk-Related Trauma in Youth), local police departments, the library, and the media.
Students brainstorm why adolescents and young adults are over represented in traffic fatalities.
Reasons
for this overrepresentation could include:
|
· poor decision making · substance use · lack of experience driving · choice of vehicles · peer pressure |
· belief that they are not susceptible to danger · choice of protective equipment – seat belts, helmets · lack of respect for the laws that are meant to protect them – G1, G2 regulations · poor vehicle maintenance |
Part D – Invite a graduate from your high school who is attending university or college. This graduate shares a situation that he or she experienced in postsecondary education where there was a threat to the safety of him or herself or others, e.g., drinking and driving, pressures of sexual activity, or campus safety. After the graduate has shared the situation with the class, have the class break into small groups in order to discuss and assess what skills and strategies should have been used to deal with this situation to help reduce risk. Have each group share their solution with the class. The teacher will assess their solutions. After all solutions are shared, ask the graduate to share how the situation was dealt with. Students then ask the graduate if he/she thought the skills and strategies they choose to deal with the situation would be effective.
6. In small groups, students use computers and research the causes of certain types of interpersonal violence. The teacher assigns one type of interpersonal violence to each group, which could include stalking, domestic violence, child sexual abuse, child physical abuse, date rape, rape and sexual assault, harassment, family violence, violent crimes, hate crimes, workplace violence, gang violence, elder abuse, and extortion.
The teacher may choose to focus on the types of violence most affecting college and university students, which are:
· rape and sexual assault, dating violence;
· non-sexual physical assault including fights, mugging, hazing;
· hate crimes.
Students describe how this type of interpersonal violence affects individuals who have been exposed to it. Students then record their findings on a worksheet. Students also research sources of support for these individuals. This should include local and school resources, as well as Internet sites, books and hotlines. Information research is presented orally to the class. The teacher evaluates the presentations using a checklist and communication rubric. Following the presentations, the teacher provides the class with a summary of the information presented.
The teacher and students
gather evidence of learning expectations outlined for this activity through:
· a formative assessment of students’ responses to the positive and negative aspects of conflict by providing anecdotal feedback (LS2.01);
· a formative peer assessment of guidance counsellor situations that demonstrate strategies to cope with conflict using a conflict resolution checklist (LS2.03);
· a formative evaluation of personal (or fictitious) situations demonstrating an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives using a marking scheme (LSV.02);
· a formative assessment of students’ understanding of the factors that promote harmony among people in a newspaper response presentation using anecdotal comments or a formative evaluation of presentations using a marking scheme and group work rubric (LS2.02, LS3.01);
·
a formative assessment by providing anecdotal feedback
on a safety chart related to students’ ability to use skills and strategies in
dealing with threats to personal safety and the safety of others
(HL2.04, HL2.05);
· a formative assessment by providing anecdotal feedback related to the students’ ability to assess strategies to reduce risk presented by a guest speaker (HL2.06);
· a formative evaluation of interpersonal violence research presentation of students analysing the causes of certain types of interpersonal violence, describing the possible effects of violence on individuals exposed to it in their personal lives, and identifying sources of support for individuals exposed to violence using a checklist and communication rubric (HL2.01, HL2.02, HL2.03).
Canadian HIV/AIDS Clearinghouse –
http://www.clearinghouse.cpha.ca/ 613-725-3769
fax 613-725-9826
This site provides information to support Canadian activities in the area of
HIV prevention.
Centre for Addiction and Mental Health (CAMH),
Audio Visual Lending Service
– http://www.camh.net/camh_library/audiovisuals/index/html. Online video
catalogue subject index, alphabetical index, target audience and brief
description including year of production, rating, and length.
Donatelle, Rebecca J. and Lorraine G. Davis. Access
to Health. Toronto: Allyn Bacon, 1998.
ISBN 0-205-27236-3
Hales, Dianne. An Invitation to Health, 8th
ed. Toronto: Brooks/Cole Publishing Company, 1999.
ISBN 0-534-35733
Halton Region Health Department – Sexual Health
Program
–
http://www.region.halton.on.ca/health/programs/sexualhealth/Relationships/default.htm.
These pages provide information and activities on healthy relationships.
Health Canada. Skills for Healthy Relationships: A Program About Sexuality, AIDS and other STDs: Teacher Resource Package. Health Canada ,1993.
Hubbard, Betty M. Sexuality and Relationships. Scotts Valley: ETR Associates (1-800-321-4407), 1997.
Killing Me Softly III Video
Moles, Kerry. The Teen Relationship Workbook:
for professionals helping teens to develop healthy relationships and prevent
domestic violence. Beachwood: Wellness Reproductions, 2001.
ISBN 1-893277-03-8
Ontario Physical and Health Education Association. Grade 11 Health and Physical Education Healthy Active Living Education PPL3O – Module #1 Healthy Relationships and Sexuality Course Profile Supplement (Catholic and Public). Toronto: OPHEA 2000.
Planned Parenthood Federation of Canada. Beyond Basics: A Sourcebook on Sexual and Reproductive Health Education. Ottawa: 2001. – www.ppfc.ca
Pruitt, B.E. and J.J. Smith. Health Styles Decisions for Living Well. Toronto: Saunders College Publishing, 1994. ISBN 0-03-094072-9
Whitfield, Charles L. Boundaries and Relationships: Knowing, protecting and enjoying the self. Dearbeach Florida: Health Communications Inc., 1993.
Wolfe, D.A., C. Wekerle, R. Gough, D. Reitzel-Jaffe, C. Grasley, A. Pittman, L. Lefebvre, and J. Stumpf. The Youth Relationships Manual. Thousand Oaks: SAGE Publications Inc., 1996.
Time: 10 hours
Students examine the importance of relationships and communication with others to mental health. They are given various opportunities to demonstrate their ability to enhance their own mental health through the use of role plays and scenarios. Through the use of journals, students identify strategies they use daily to enhance their mental health and apply skills to manage stressful situations they encounter. Students research and present a specific mental health issue with accompanying community resources.
Strand(s): Healthy Living and Living Skills
Overall Expectations
HLV.03 - demonstrate an ability to use specific strategies to enhance their own mental health and that of others;
Specific Expectations
HL3.01 - demonstrate an understanding of specific mental health issues (e.g., depression, anxiety, suicide);
HL3.02 - apply the skills necessary to manage stressful situations (e.g., death and dying, mental or physical illness in a family);
HL3.03 - demonstrate an ability to use skills to enhance their own mental health;
HL3.04 - describe the importance of relationships and communication with others to mental health;
HL3.05 - identify sources of information on and services related to mental health (e.g., the Internet, libraries, community agencies, media) in the community and beyond.
The teacher is
encouraged to consider the following preparation for delivery of this activity:
· Provide a worksheet for students to identify characteristics of a mentally healthy/unhealthy person.
· Create cards that describe communication strategies that are used in various relationships that are effective and ineffective.
· Prepare a homework assignment worksheet for students to use to assess the communication strategies used in relationships.
· Prepare mental health skills stations. Equipment required will include a Pilates video, soothing music, yoga illustration cards, motivational story (e.g., from Chicken Soup for the Soul), mental imagery CD, breathing technique CD, VCR, 3 CD players, journal entry worksheet, and mats.
· Provide a self-assessment reflection sheet to identify skills used to enhance mental health.
· Prepare a journal template for journal entries demonstrating the ability to handle stressful situations.
· Develop a checklist to evaluate the journal entries.
· Develop a student worksheet with a related marking scheme to record mental issues/support information.
Note: Teachers should ensure that students are not pressed to disclose personal, sensitive details and should have a plan in place to identify and support individuals for whom these topics are difficult.
To successfully
accomplish the activity, students should have:
· group work skills;
· the ability to take notes during class discussions;
· knowledge of mental health, stress management, coping strategies and relaxation techniques.
1. Students complete a review handout where they identify the characteristics of a mentally healthy and unhealthy person. Students add at least four more characteristics of a mentally healthy person and unhealthy person to this handout. The following is an example:
|
Characteristic |
Mentally
Healthy Person |
Mentally
Unhealthy Person |
|
Responsible for own personal behaviour |
X |
|
|
Inability to manage stress effectively |
|
X |
|
Lack of support network |
|
X |
|
Seeks help/advice when needed etc. |
X |
|
In small groups, students sort cards created by the teacher that describe communication strategies that have been used in various relationships. Relationships could be between parents, siblings, friends, teachers, partners, or employers. Students sort cards under two headings, Effective Communication Strategies and Ineffective Communication Strategies. Strategies may include:
|
Effective
Communication Strategies |
Ineffective
Communication Strategies |
|
Listening attentively Listening between the lines Listening without judging Understanding what is being said before you respond Speaking clearly and assertively Understanding feelings of other person |
Interrupting while someone is speaking Not getting the whole situation/story Sarcastic responses Slouching, pointing Non-attentive listening Emotional/overreacting Defensive behaviour |
Students work in small groups brainstorming the consequences of effective and ineffective communication in relationships as it relates to mental health. They record this chart in their notes. The list could include some of the following:
|
Consequences
of Effective Communication in Relationships as it Relates |
Consequences
of Ineffective Communication in Relationships |
|
· interpersonal connection, e.g., being able to share experiences · establishing a support system · sensitive to others’ needs · being able to share stresses with others · satisfying and lasting relationships |
· isolation, e.g., thinking your stresses only happen to you · withdrawal, loneliness · deterioration of health · lack of intimacy · resentment towards others · poor concentration |
The teacher and students then come together as a large group and discuss their findings. The teacher gives verbal feedback to the students as to the validity of their responses. The teacher continues by further discussing the effects to mental health and the students note-take.
As a homework assignment, students use a worksheet to observe and assess the communication strategies used in relationships and their impact on one’s mental health. Observations can be made from television, the cafeteria, at home, or in the mall. The worksheet includes the following guidelines: who is involved, description of situation, communication strategies used, outcome of situation, impact on mental health. The teacher assesses the students’ homework assignment describing the importance of relationships and communication with respect to mental health using a communication rubric.
2. The teacher facilitates an in-class discussion with students to identify the various strategies people can use to enhance their own mental health. These strategies could include breathing techniques, exercise, laughter, meditation, stretching, yoga, music, talking to a friend, writing in a journal, having a bath, recreational activity, proper eating habits, sufficient sleep, time management skills, positive thinking, replacing the alarm response with a relaxation response, valuing self, planning and thinking ahead, expressing feelings, being social, communicating with people, seeking new activities, proper conflict resolution skills, and problem-solving skills.
Set up mental health skill stations that allows students to demonstrate their ability to use skills to enhance their own mental health. Activities for the stations could include the following:
|
Station 1 · VCR with Pilates video · Students follow the video |
Station 2 · CD player with soothing music, mats to lie on, and journal entry worksheet · Worksheet task – to express feelings in writing on things that are causing them stress |
Station 3 · Yoga cards · Students perform tasks on cards and hold for required amounts of time |
|
Station 4 · Motivational story - see Resources · Students read the story |
Station 5 · CD player with mental imagery sound track and mats · Students listen and follow directions |
Station 6 · CD player with breathing technique instructional track and mats · Students listen to and follow directions |
Students complete a self-assessment using a reflection sheet to identify the skills used to enhance their own mental health. They record which skills they found most effective for themselves and why. Provide a checklist to help them assess their homework.
3. The teacher provides the students with a four-day journal. The students complete journal entries and identify situations in their daily lives that enhanced their own mental health and how they demonstrated their ability to manage stressful situations. They are to provide details with respect to what the situation was, how they dealt with the situation, and upon reflection, additional strategies they may have used to create a positive outcome. Teachers evaluate the students’ journal entries using a checklist.
4. In pairs, students research various mental health issues.
Examples:
· depression
· suicide
· anxiety - phobias
· concurrent disorders
· eating disorders
· problem gambling
· post-traumatic stress disorder
· obsessive-compulsive disorder
· seasonal affective disorder
· affective disorders
Each pair investigates one mental health issue. Students use a worksheet to record information. They should include a brief description of the issue, signs and symptoms, the impact it has on the individual, family, and society, and local community resources relating to this issue. Each pair makes a brief presentation on their findings. The class completes a worksheet during each presentation in order to compile a summary of the key points and a directory of community resources. The teacher evaluates the presentation using a marking scheme.
The teacher and students gather evidence of learning expectations outlined for this activity through:
· a formative assessment of students’ homework assignment describing the importance of relationships and communication with respect to mental health using a communication rubric (HL3.04);
· a formative self-assessment of a reflection sheet using a checklist to identify skills used to enhance their own mental health (HL3.03);
· a formative evaluation of students’ journals which demonstrate the ability to use specific strategies to enhance their own mental health and manage stressful situations using a checklist (HLV.03, HL3.02);
· a formative evaluation of group presentation demonstrating an understanding of specific mental health issues, e.g., concurrent disorders, eating disorders, gambling, depression, anxiety, suicide, and identifying community resources on the Mental Disorders worksheet using a marking scheme (HL3.01, HL3.05).
Canfield, Jack and Mark Victor Hansen. Chicken
Soup for the Soul. Deerfield Beach, FLA: Health Communications, Inc., 1996.
ISBN 1-5584-379-0
Stories could be used for motivational station in Teaching Learning Strategy 2.
Conflict Resolution Network of Canada (CRNC) –
http://www.crnetwork.ca/
The Conflict Resolution Network of Canada helps build constructive approaches
to conflict in Canadian society.
Donatelle, Rebecca J. and Lorraine G. Davis. Access
to Health. Toronto: Allyn and Bacon, 1998.
ISBN 0-205-27236-3
Merki, Mary Bronson and Don Merki. Health – A Guide to Wealthness. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-651476-1
Ontario Physical and Health Education Association
(OPHEA) – http://www.ophea.net.
OPHEA is an online community where individuals and organizations can to access
supports, get up-to-date information, access resources, and network with others.
Roberston, Al and Lesley Mang. Healthwise 1.
Scarborough: Nelson Canada, 1990.
ISBN 0-17-602666-5
Roberston, Al and Lesley Mang. Healthwise 2.
Scarborough: Nelson Canada, 1990.
ISBN 0-17-602668-1
The Higher Education Center for Alcohol and Other
Drug Prevention: Info facts Resources: Interpersonal Violence and Alcohol and
Other Drug – http://www.edc.org/hec/pubs/factsheets/fact_sheet4.html -
The Center has more than 100 products available, including fact sheets,
articles, newsletters, and guides.
Valentine, Kristin. Visual Images: Guided
Excursions into Peace and Relaxation, 2000.
(Audio CD) ASIN – B000059TGO
You CAN – http://www.youcan.ca.
A youth-led national non-profit group promoting unity, understanding, and
communication.
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