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

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THE “I” MESSAGE Most of the messages we send to people about their behavior are “you messages” --messages that are directed at the other person and have a high probability of putting them down, making them feel guilty, making them feel their needs are not important, and generally making them resist change. Examples of “you” messages are usually orders or commands (stop doing that, get into the car, stop tapping that pencil), or blaming or name calling statements (you are acting like a baby, you are driving me crazy), or statements that give solution (you should forget that idea, you’d better reconsider that plan), thereby removing the responsibility for behavior change from the other person. Perhaps the worst of all “you “messages is the if/then threat (if you don’t — then I will...) “I” messages, on the other hand allow a person who is affected by the behavior of another to express the impact it has on him and, at the same time, leave the responsibility for modifying the behavior with the person who demonstrated that particular behavior. An “I’ message consists of three parts: • the specific behavior • the feeling you experienced as a result of the behavior • the tangible effect on you Thus, a teacher might say: When you tap on your desk with your pencil, I feel upset because I get distracted and have difficulty teaching. A wife might say to her husband: When I try to help you and you don’t say anything, I feel confused because I don’t know how you feel about my help. The “I” message allows the sender to imply that “I trust you to decide what change in behavior is necessary.” In this manner, “I” messages build relationships and they do not place the sender in the position of enforcing a new behavior as is frequently the case with “you” messages. “I” Message is a term used by Dr. Thomas Gordon in his book Parent Effectiveness Training, (1971) 7
Purpose Procedure EITHER-OR FORCED CHOICE This exercise compels students to make a decision between two competing alternatives. “What characteristics do I identify with more–this or that?” In making their choices students have to examine their feelings and their selfconcepts and values. Ask the students to move the desks so that there is a wide path from one side of the room to the other. Then, ask an either-or question, like: “Which do you identify with more, a Volkswagen or a Cadillac ?” By pointing or by actually posting the choice words on the two sides of the room indicate that those who identify more with VWs are to go to the one side and those who identify more with Cadillacs are to go to the other. Each student should then find a partner on the side he has chosen and discuss with him the reasons for his choice. Discussion should be limited to two minutes. Everyone returns to the center of the room. Then give another either-or forced choice, and the students again choose between the two alternatives by moving to the appropriate side of the room. This may be repeated with five or six questions. The students should be instructed to find a new partner each time. Sample Either-Or choices: Are you More of a loner or a grouper? More yes or no? More here or there? More of a leader or a follower? More physical or mental? More of an arguer or an agree-er? More establishment or anti-establishment? More like a tortoise or a hare? More like a paddle or a ping pong ball? More like a roller skate or a pogo stick? More like a motorcycle or a bicycle? More like a gourmet or a MacDonald’s fan? More like a bubbling brook or a placid lake? More like a mountain or a valley? More like a teacher or a student? Course Introduction 8
Page 1 and 2: FUNDAMENTALS OF HUMAN GROWTH AND DE
Page 3 and 4: Review of the Male and Female Repro
Page 5 and 6: COURSE OVERVIEW The Alexandria City
Page 7 and 8: 9.4 The student will identify good
Page 9 and 10: Human Development McGraw-Hill Famil
Page 11 and 12: ADOLESCENCE (con’t) • No Time S
Page 13 and 14: February/March/April Unit 4: Adoles
Page 15 and 16: SURVEY - FAMILY LIFE EDUCATION Dire
Page 17 and 18: STATEMENT: AGREE DISAGREE NO OPINIO
Page 19: LEVELS OF LISTENING AND RESPONSE: C
Page 23: Perspective Picture 1. Create a tra
Page 26 and 27: nuclear family extended family blen
Page 28 and 29: Personal Shield Students design a P
Page 30 and 31: MARRIAGE FORMS Monogamy: __________
Page 32 and 33: Family Unit Parent Interview Note:
Page 34 and 35: Project Family Roles Collage This a
Page 36 and 37: Family Research Name: Data Sheet Di
Page 38 and 39: • available community resources f
Page 40 and 41: CONCEPTION, PREGNANCY AND BIRTH (Po
Page 42 and 43: I. The Impact of Heredity HEREDITY
Page 44 and 45: General Information Sex Determinati
Page 46 and 47: Models of Human Reproduction System
Page 48 and 49: CERVIX VAGINA HYMEN Appearance: Tip
Page 50 and 51: SEMINAL VESICLES Appearance: A pair
Page 52 and 53: The Male Reproductive System Extern
Page 54 and 55: I The Male Reproductive System Revi
Page 56 and 57: Method Type Abstinence Behavioral O
Page 58 and 59: Name of STD/STI Chlamydia Gonorrhea
Page 60 and 61: Reproductive Health Care Questions
Page 62 and 63: Individual Research of a Specific G
Page 64 and 65: Name: Fertilization FERTILIZATION A
Page 66 and 67: Name: First Trimester Second Trimes
Page 68 and 69: 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
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Five Year Old • In focus, stable,
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D. Moral and ethical values change
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A LOOK AT THE NEWBORN by H.D. Riley
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The fingernails are usually very lo
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THE STARTLE REFLEX 1. Why do newbor
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Infancy Unit NAME:_________________
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Directions: Read the poem and answe
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5. extracting rules. Not all of a c
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Toddler Unit Name: “How Children
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Young Children’s Love Objects By
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Generally, in the second year the t
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13. What is a young child trying to
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Parent’s Belief I must control. I
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PLAY Play is the spontaneous activi
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4. Paragraphs 3 & 4: List some of t
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Increase vocabulary Learn concepts
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MEMORIES AND ACCOMPLISHMENTS SCHOOL
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Due Date: CHILDHOOD PROJECTS The ch
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• consider the value of abstinenc
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ADOLESCENCE I. Overview: Metamorpho
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Adolescence Chart EARLY ADOLESCENCE
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Adolescence Unit STAGES OF ADOLESCE
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Purpose: This exercise is a non-thr
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Directions: Read the article titled
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I. RESPONDING TO PEER PRESSURE Dire
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Peer Pressure Lesson Day 2 1. Discu
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Decision Making Model Use the follo
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Teen Pregnancy Questions (Answer on
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Sexual Orientation Lesson Plan ****
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Examples: • Mutual • Voluntary
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“GOOD DECISION MAKING NOW AVOIDS
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PARENT INTERVIEW 1. How have I chan
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excuse for sexual harassment. Certa
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TEACHER REFERENCE SEXUAL HARASSMENT
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TECHNIQUES OF PERSUASION EXAMINING
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ADVERTISEMENT ANALYSIS Adolescence
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Adolescence Unit: Book Project Titl
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Vocabulary • Young Adult • Matu
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Young Adult intimacy/isolation marr
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B. According to Freud, maturity is
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MATURE ADULT I. Transition to and t
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Old Age I. General Characteristics
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Adulthood Unit 11 Young Adult Chart
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Part II What do I want to do? 7. Ra
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CAREER INTERVIEW Adulthood Unit 15
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Sexual Ethics 1. Have students writ
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5. WHO WILL HANDLE FAMILY FINANCES?
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Fair Fighting ( Prelude to film “
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Adulthood Unit 23 DOMESTIC VIOLENCE
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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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