Fundamentals of Human Growth and Development - Alexandria City ...

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Peer Pressure Lesson Day 2 1. Discuss the following: Were you satisfied with your amount of exposure and vulnerability on yesterday’s survey? What were some of the methods of manipulation that were used in the pressure situations? reassurance appeal to need to conform appeal to loyalty, friendship, feelings insults flattery bribery blackmail threats dares What are some resistance strategies that people use to resist peer pressure? (List on board) say, “no” leave avoid the situation ignore the pressure use logic, facts express values get angry use humor use evasive action, excuses, change the subject exert counter, positive pressure 2. Divide class into groups of two or three. Have students think of pressure situation then: Decide whether they will succumb or resist, and why Decide on the resistance method they will or would have used Students may either present the information to class or act it out. Adolescence Unit 16
DECISION-MAKING MODEL* The decision-making model provides a process that people can use to help them in solving problems or making decisions. It can be used for most situations in life including the area of human sexuality. STEPS IN THE DECISION-MAKING PROCESS 1. Define the Problem - State exactly what the problem is or the situation around which a decision needs to be made. 2. Consider All Alternatives - List all possible ways to resolve the problem or possible decisions that could be made. Information may need to be gathered so all alternatives can be considered. You may wish to consult with others to make sure you haven’t overlooked any. 3. Consider the Consequences of Each Alternatives - List all the possible outcomes - both positive and negative - for each alternative or each course of action that could be taken. It is important to have correct and full information by this point. You may need to consult others to gather the information. 4. Consider Family and Personal Values - Values include beliefs about how we should act or behave; the personal and family rules we live by and believe are important; e.g., beliefs about honesty, loyalty, whether it’s all right to smoke or drink. Most of our values come from the training we receive at home. Other values come from our friends and society. Consider whether each alternative is consistent with your personal and family values. Our decisions affect many people who are important to us; e.g., parents, siblings, peers, etc. The effect of each alternative on others should be considered in making a decision. 5. Choose One Alternative - Evaluate to make sure you have covered all steps thoroughly. After carefully considering each alternative, choose the alternative that is most appropriate based on your knowledge, values, morals, religious upbringing, present and future goals, and the effect of the decision on significant others. 6. Implement the Decision - Do what is necessary to have the decision carried out the way you want it to be. It may be necessary to develop a step-by-step program with a time table to make sure things get done. 7. Evaluate the Outcome - Examine to see if the outcome was what you planned or expected. Regardless of your answer, how can you use the outcome to assist you in making decisions in the future? Remember an unexpected or negative outcome does not necessarily mean the decision was incorrect. * Adapted from: Family Life Education Teacher Training Manual, by Ellen Wagman and Lynne Cooper, with Kay Rodenberg Todd. Network Publications, 1700 Mission Street, Santa Cruz, CA 95060, 1981. August 1985 Adolescence Unit 17
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FUNDAMENTALS OF HUMAN GROWTH AND DE
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Review of the Male and Female Repro
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COURSE OVERVIEW The Alexandria City
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9.4 The student will identify good
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Human Development McGraw-Hill Famil
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ADOLESCENCE (con’t) • No Time S
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February/March/April Unit 4: Adoles
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SURVEY - FAMILY LIFE EDUCATION Dire
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STATEMENT: AGREE DISAGREE NO OPINIO
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LEVELS OF LISTENING AND RESPONSE: C
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Purpose Procedure EITHER-OR FORCED
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Perspective Picture 1. Create a tra
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nuclear family extended family blen
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Personal Shield Students design a P
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MARRIAGE FORMS Monogamy: __________
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Family Unit Parent Interview Note:
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Project Family Roles Collage This a
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Family Research Name: Data Sheet Di
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• available community resources f
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CONCEPTION, PREGNANCY AND BIRTH (Po
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I. The Impact of Heredity HEREDITY
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General Information Sex Determinati
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Models of Human Reproduction System
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CERVIX VAGINA HYMEN Appearance: Tip
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SEMINAL VESICLES Appearance: A pair
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The Male Reproductive System Extern
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I The Male Reproductive System Revi
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Method Type Abstinence Behavioral O
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Name of STD/STI Chlamydia Gonorrhea
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Reproductive Health Care Questions
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Individual Research of a Specific G
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Name: Fertilization FERTILIZATION A
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Name: First Trimester Second Trimes
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6. Briefly discuss the history of a
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Standards of Learning 9.5 The stude
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Child Development Theories: Giants
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Erikson’s Stages of Psychosocial
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Sensori-motor (birth-2 years) 5 Sen
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I. Infant's immediate needs - neona
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PLAY AGE (Pre-school) Erickson: In
Page 82 and 83: Five Year Old • In focus, stable,
Page 84 and 85: D. Moral and ethical values change
Page 86 and 87: A LOOK AT THE NEWBORN by H.D. Riley
Page 88 and 89: The fingernails are usually very lo
Page 90 and 91: THE STARTLE REFLEX 1. Why do newbor
Page 92 and 93: Infancy Unit NAME:_________________
Page 94 and 95: Directions: Read the poem and answe
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Page 98 and 99: Toddler Unit Name: “How Children
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Page 102 and 103: Generally, in the second year the t
Page 104 and 105: 13. What is a young child trying to
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Page 108 and 109: PLAY Play is the spontaneous activi
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Page 112 and 113: Increase vocabulary Learn concepts
Page 114 and 115: MEMORIES AND ACCOMPLISHMENTS SCHOOL
Page 116 and 117: Due Date: CHILDHOOD PROJECTS The ch
Page 118 and 119: • consider the value of abstinenc
Page 120 and 121: ADOLESCENCE I. Overview: Metamorpho
Page 122 and 123: Adolescence Chart EARLY ADOLESCENCE
Page 124 and 125: Adolescence Unit STAGES OF ADOLESCE
Page 126 and 127: Purpose: This exercise is a non-thr
Page 128 and 129: Directions: Read the article titled
Page 130 and 131: I. RESPONDING TO PEER PRESSURE Dire
Page 134 and 135: Decision Making Model Use the follo
Page 136 and 137: Teen Pregnancy Questions (Answer on
Page 138 and 139: Sexual Orientation Lesson Plan ****
Page 140 and 141: Examples: • Mutual • Voluntary
Page 142 and 143: “GOOD DECISION MAKING NOW AVOIDS
Page 144 and 145: PARENT INTERVIEW 1. How have I chan
Page 146 and 147: excuse for sexual harassment. Certa
Page 148 and 149: TEACHER REFERENCE SEXUAL HARASSMENT
Page 150 and 151: TECHNIQUES OF PERSUASION EXAMINING
Page 152 and 153: ADVERTISEMENT ANALYSIS Adolescence
Page 154 and 155: Adolescence Unit: Book Project Titl
Page 156 and 157: Vocabulary • Young Adult • Matu
Page 158 and 159: Young Adult intimacy/isolation marr
Page 160 and 161: B. According to Freud, maturity is
Page 162 and 163: MATURE ADULT I. Transition to and t
Page 164 and 165: Old Age I. General Characteristics
Page 166 and 167: Adulthood Unit 11 Young Adult Chart
Page 168 and 169: Part II What do I want to do? 7. Ra
Page 170 and 171: CAREER INTERVIEW Adulthood Unit 15
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Page 174 and 175: 5. WHO WILL HANDLE FAMILY FINANCES?
Page 176 and 177: Fair Fighting ( Prelude to film “
Page 178 and 179: Adulthood Unit 23 DOMESTIC VIOLENCE
Page 180 and 181: Understanding Parent/Teen Behavior
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VALUES AUCTION 1. My child adopting
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Old Age Brainstorm: Characteristics
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PERSONAL FEELINGS ABOUT OLD AGE Dir
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“MY VIEWS” Directions: This sca
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KUBLER-ROSS: STAGES IN ACCEPTANCE O
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