Communication Decision Making and Relationships Health Education Unit

Communication Decision Making and Relationships Health Education Unit # 1

OBJECTIVES: �Students will learn and develop: �Skills necessary for effective communication �Three communication styles �The use of active listening skills and “I” messages

SKILLS FOR EFFECTIVE COMMUNICATION: �“I” messages (“I Feel…. When You…Because) �Active listening skills �Assertiveness �Body Language �Eye Contact �Clear, organized ideas

I Messages �I feel …. . (expressed your emotion here) �When …. . (What event, cause, etc) �Because …… (provide supporting reasoning)

COMPONENTS OF COMMUNICATION �BODY LANGUAGE �TONE OF VOICE �WORD SELECTION �EYE CONTACT

F. R. E. E. METHOD OF LISTENING: �F: FOCUS �R: REFLECT �E: EMPATHY �E: EMPOWERMENT

COMMUNICATION STYLES: �Passive – inability or unwillingness to express thoughts and feelings. Ex. passive people will do something they don’t want to do or make up an excuse rather than say how they feel. �Assertive – standing up for oneself. Ex. assertive people will say what they think and stand up for their beliefs without hurting others. �Aggressive – overreaction, blaming and criticizing. Ex. aggressive people try to get their way through bullying, intimidation or even physical violence.

Passive Communicator �Primary Mission – Avoidance, getting along, apologies �Internal feelings – Unimportant, Ignored, insignificant and confused �Other people’s reactions – Frustrated, sympathetic, tempt to fix the problem

Aggressive Communicator �Primary Mission – Blame, control, combat �Internal feelings – Anger, out of control, stressed �Other people’s reactions – Insulted, hurt, bullied, manipulated

Assertive Communicator �Primary Mission – Action and results �Internal feelings – Confident, in control, powerful �Other people’s reactions – Respect, admiration, comfortable

Passive/Aggressive Communicator �Primary Mission – Revenge, sabotage �Internal feelings – Used, slighted, outraged �Other people’s reactions – Betrayed, confused, wanting to avoid

DECISION MAKING Health Education Unit # 1

DECISION MAKING �Objectives: �Students will know and understand: �Risks (reasonable and unreasonable) �Explain positive and negative influences on decision making �Apply the decision making model to make healthy decisions

DECISION MAKING (Minor/Major) �Minor: �What should I wear to school? �What will I eat for breakfast/dinner? �What am I doing this weekend? �Major: �What College should I attend? �Marriage �Career

RISKS (reasonable/unreasonable) �Reasonable: �Jet skiing �Sky-diving �Unreasonable: �Drinking & driving �Drugs

Positive Decision Making Factors �Being reared in a loving, functional family �Being involved in school activities �Having positive self-esteem �Having goals �Having close friends �Having a role model

Negative Decision Making Factors �Dysfunctional Family �Low self-esteem �Unable to resist peer pressure �Experiencing family disruptions �Depression �Academic and/or athletic pressure

DECISION MAKING MODEL: �D = Define the problem �E = Explore the Alternatives �C = Consider the consequences �I = Identify values and/or morals �D = Decide on your solution �E = Evaluate your decision

RELATIONSHIPS Health Education Unit # 1

RELATIONSHIPS �Lesson # 1 �Objectives: �Students will be able to describe what a relationship is. �Students will understand the different types of relationships in our lives. �Students will be able to list the components of a healthy relationship.

TYPES OF RELATIONSHIPS IN OUR LIVES: �Acquaintances – familiar with but not especially close to. �Professional – help you build self-esteem and confidence in important areas of your life – Teachers, coaches, and employers. �Friends (close/casual) – Share similar interest and enjoy being together. �Casual – Lab partner or teammate. �Close – Share secrets with �Platonic – friends of the opposite gender with no romantic feelings. �Intimate – people who share deep thoughts (family, or couples who date or are married)

WHAT IS A HEALTHY RELATIONSHIP? �When both people feel good about the interaction. �Most relationships grow and change over time �EX. Casual friends may turn to close friends � Platonic friends may develop to intimate

COMPONENTS OF A HEALTHY RELATIONSHIP: �Acceptance – learning to understand differences can help you better appreciate your own uniqueness. �Cooperation – essential in all relationships. �Open communication – can talk about problems and avoid conflicts, brings people closer. �Maintaining a sense of self – to have a healthy relationship, you must know and trust yourself and set your own limits.

GROUP ACTIVITY �Answer the following questions within your group: � 1. Identify the type of relationship shown in YOUR picture? (Ex. Professional, Friends). � 2. List the components of a healthy relationship YOUR picture is showing, explain. (Ex. Acceptance, Open communication). � 3. Referring back to “The Dating Equation” which elements do you feel YOUR relationship has, explain.

RELATIONSHIPS �Lesson # 2 �Objectives: �Students will know and understand: �Three components of a relationship �The model of a healthy relationship �Warning signs common to abusive and battering personalities

Three Components of a Relationship (triangle) �Intimacy: Closeness, connectedness, tell secrets, grows steadily and tapers off. �Passion: The drive that leads to romance, physical attraction, develops rapidly and levels off. �Commitment: Future plans, joint decisions, work towards common/mutual goals.

Unhealthy Qualities in a Relationship �Verbal Abuse: The use of words to control or intimidate. �Emotional Abuse: The use of emotional manipulation to control the victim on a psychological level by causing confusion or fear. �Physical Abuse: The use of physical force to control, intimidate or hurt. �Destruction of Personal Property: Destroying victim’s personal property to control or intimidate. �Threats: The use of threats to control and intimidate.

Warning Signs of Abusive/Battering Personalities: �Jealousy �Isolation �Wants to know where you are at all times �Overly sensitive

The Circle of Violence �Tension-building phase: Begins to blame you for things that go wrong in the relationship, and tries to control what you do. �Violent and abusive phase: Becomes physically violent and/or emotionally abusive. You are afraid for your safety. �Honeymoon phase: Apologizes and promises that the violence and abuse will never happen again.

Sexual Harassment Health Education Unit # 1

Sexual Harassment �Objectives: �Students will know and understand: �The definition of sexual harassment �How to recognize when it occurs and what to do if it does occur �Resources in Erie County

Definition of Sexual Harassment �Any unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. �It can be verbal or nonverbal �Sexual Harassment is about POWER & CONTROL

Examples of Sexual Harassment: �Touching inappropriately �Verbal comments �Name calling �Sexual rumors �Leers or stares �Dirty jokes �Rating �Howling, catcalls, whistles �Pantsing

Why Victims Don’t Report Sexual Harassment: �They blame themselves �They don’t know how to report the harassment �They don’t want to “rock the boat” �They are afraid of the harasser or others �They don’t trust “the system” �They feel embarrassed �They don’t want to get the harasser into trouble

HOW DOES IT FEEL? SEXUAL HARASSMENT VS. FLIRTING AND FUN TEASING SEXUAL HARASSMENT: FLIRTING/FUN TEASING �HURTS �CAUSES ANGER �SHAME �GUILT �FRUSTRATION �DISEMPOWERS �LOWERS SELF ESTEEM �ENJOYED BY THE HARASSER, NOT THE VICTIM �FEELS GOOD �FLATTERING �EMPOWERING �MAKES ME FEEL: �HAPPY �ATTRACTIVE �ACCEPTED �ENHANCES SELF ESTEEM �IS ENJOYED BY BOTH PERSONS

EFFECTS OF SEXUAL HARASSMENT: GROUP WORK �In four different groups, explain how sexual harassment can effect someone EMOTIONALLY, PHYSICALLY, SOCIALLY and on an EDUCATIONAL level. �YOUR GROUP IS ONLY RESPONSIBLE FOR THE CATEGORY ASSIGNED BY THE TEACHER!

EFFECTS OF SEXUAL HARASSMENT: EMOTIONAL: �ANXIETY �FEAR �ANGER �CONFUSION �DEPRESSION �EMBARRASSMENT �GUILT �SHAME �LOWER SELF ESTEEM PHYSICAL: �ILLNESS �WEIGHT GAIN/LOSS �DRUG/ALCOHOL USE �SLEEPLESSNESS �POOR HYGIEN OR SELF CARE

EFFECTS OF SEXUAL HARASSMENT: SOCIAL: EDUCATIONAL/FUTURE �LOSS OF FRIENDS �ISOLATION �AGGRESSIVE BEHAVIOR �DAMAGED REPRUTATION �POOR GRADES �ABSENTEEISM �TARDINESS �UNFILLED GOALS �LOSS OF EARNING POWER

WHAT TO DO IF YOU ARE BEING SEXUALLY HARASSED: �Tell the person to stop! �Tell someone you trust in higher authority �Document the occurrences �Keep e-mails �Letters �Tape phone calls �Have witnesses �File a police report