P.O. Box 880, La Luz, NM USA 88337 800-745-0418 • fax 575-437-0524 e-mail: iasd@zianet.com |
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Teaching students how to get what they want in ways that maintain dignity and respect for themselves and others. Curriculum for Grades 5-8 - Revised and Edited by Constance H. Dembrowsky |
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Conflict Resolution, Problem Solving, and Goal Setting. |
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| Introduction | ||
| - Establishing a Positive Climate for Growth | ||
| x | ||
| Program Introduction | ||
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1.
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Introduction to the Curriculum Content | This lesson acquaints students with the program content and provides an explanation of the goals and requirements of the course. |
| x | ||
| Discussion Skills | ||
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2.
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A Discussion Model | Students are introduced to the principles of effective discussion skills which improves their participation in all classes. |
| Responsibility I | ||
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3.
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Responsible Statements | These lessons help students recognize that they choose to assume responsibility for themselves whether they control a situation or not. |
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4.
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Assuming Responsibility | |
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5.
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Dealing with Persons in Authority | |
| x | ||
| Communication I | ||
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6.
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Growth Goals Inventory | These lessons create an awareness in the students of different aspects of verbal and nonverbal communication and allow them to experience sending and receiving messages in a variety of settings. |
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7.
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Two-Way Communication | |
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8.
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Verbal Communication | |
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9.
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Nonverbal Communication | |
| 10. | Student Goal Conference and Scrapbook | |
| 11. | Student Goal Conference and Reinforcement Time | |
| 12. | Nonverbal Communication | |
| x | ||
| Assertiveness I | ||
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13.
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Aggressive Behavior | Assertive behavior is the middle ground between aggressive and passive behavior that can help students pursue their goals in ways that do not offend or reject other people. These lessons help students identify which of their behaviors are passive, aggressive, or assertive and establish positive assertive behaviors. |
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14.
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Passive Behavior | |
| 15. | Student Goal Conference and Scrapbook | |
| 16. | Student Goal Conference and Reinforcement Time | |
| 17. | Assertive Behavior | |
| 18. | Assertive Behavior Overview | |
| 19. | Stereotypes for Passive and Aggressive Behavior | |
| 20. | Student Goal Conference and Scrapbook | |
| 21. | Student Goal Conference and Reinforcement Time | |
| x | ||
| Communication II | ||
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22.
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Positive Strokes | These lessons create student awareness of getting attention in positive and negative ways. In their longing for attention, many students experience inadequate positive attention and end up using negative input to satisfy their need for attention. These lessons teach students how to get attention in a positive way. |
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23.
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Your Stroke Support System | |
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24.
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Negative Strokes | |
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25.
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Student Goal Conference and Scrapbook | |
| 26. | Student Goal Conference and Reinforcement Time | |
| 27. | Negative Stroke Rejection | |
| x | ||
| Assertiveness II | ||
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28.
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Compliments and Conversations | These lessons are designed to show students constructive ways to interact with others in situations involving making requests, expressing points of view, and dealing with anger. Knowing how to express negative feelings appropriately helps students modify their behavior and achieve harmonious relationships. |
| 29. | Making Requests | |
| 30. | Student Goal Conference and Scrapbook | |
| 31. | Student Goal Conference and Reinforcement Time | |
| 32. | Refusing Requests | |
| 33. | Constructive Expression of Personal Opinion | |
| 34. | Coping with Anger | |
| 35. | Student Goal Conference and Scrapbook | |
| 36. | Student Goal Conference and Reinforcement Time | |
| 37. | Expressing Anger | |
| x | ||
| Responsibility II | ||
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38.
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Winners and Non-Winners | The purpose of these lessons is to help students learn that they are in charge of their feelings and that they can make positive emotional choices in response to any situation. They also learn how to assume responsibility for their physical and emotional health. |
| 39. | Feelings are a Choice | |
| 40. | Student Goal Conference and Scrapbook | |
| 41. | Student Goal Conference and Reinforcement Time | |
| 42. | Making the Choice | |
| 43. | Meeting Physical Needs | |
| 44. | Identifying Emotional Needs | |
| 45. | Student Goal Conference and Scrapbook | |
| 46. | Student Goal Conference and Reinforcement Time | |
| 47. | Meeting Emotional Needs | |
| x | ||
| Responsibility III | ||
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48.
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Taking Risks | These lessons are designed to allow the students to experience the risk-taking and stressful situations while teaching ways to positively cope with mental and physical stress. Being able to choose your actions rather than reacting to others is not a skill that students are aware they have. After completing this unit, students learn how to control their behavior and actions. |
| 49. | Risks and Stress | |
| 50. | Student Goal Conference and Scrapbook | |
| 51. | Student Goal Conference and Reinforcement Time | |
| 52. | Stress Coping (4 Day Module) | |
| 53. | Stress Coping (Day 2) | |
| 54. | Stress Coping (Day 3) | |
| 55. | Stress Coping (Day 4) | |
| 56. | Student Goal Conference and Scrapbook | |
| x | ||
| Responsibility IV | ||
| 57. | You and Group Pressure | These lessons help students evaluate their feelings about trust. They also teach students how groups function, how to positively resist peer pressure, and how to assume active or leadership roles in groups. |
| 58. | Friends and Trust | |
| 59. | Trust Walk | |
| 60. | Student Goal Conference and Scrapbook | |
| 61. | Student Goal Conference and Reinforcement Time | |
| x | ||
| Problem Solving | ||
| 62. | Introduction to Problem Solving | Positive problem-solving is an essential skill for maintaining a constructive and productive life. These lessons establish a process through which students can learn to solve their problems by providing a logical sequence to follow in seeking constructive solutions to the difficult situations they encounter. |
| 63. | Using a Problem Solving Model (Part I) | |
| 64. | Using a Problem Solving Model (Part II) | |
| 65. | Student Goal Conference and Scrapbook | |
| 66. | Student Goal Conference and Reinforcement Time | |
| 67. | Problem Solving Practice (Day 1) | |
| 68. | Problem Solving Practice (Day 2) | |
| x | ||
| Responsibility IV | ||
| 69. | Group Problem Solving and Curriculum Content Planning | These lessons are designed
to give the students practice in applying the skills of communication,
assertiveness, responsibility, and problem-solving that they have developed.
The practice will increase the probability that the students will internalize
these skills and apply them in other classes and their personal lives.
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| 70. | Student Goal Conference and Scrapbook | |
| 71. | Student Goal Conference and Reinforcement Time | |
| 72. | Group Problem Solving | |
| 73. | Student Selected Curriculum | |
| 74. | Group Problem Solving | |
| 75. | Student Goal Conference and Scrapbook | |
| 76. | Student Goal Conference and Reinforcement Time | |
| 77. | Group Problem Solving | |
| 78. | Student Selected Curriculum | |
| 79. | Group Problem Solving | |
| 80. | Student Selected Curriculum | |
| x | ||
| Progress Review | ||
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81.
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Post Testing: Social-Behavioral Content and Growth Goals Inventory | These lessons are designed to help the students reflect on their progress by assessing their learning, concluding the goal-setting process, and identifying specific growth that has occurred throughout the course. |
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82.
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Post-Testing (continued) | |
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83.
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Final Student Conference and Reinforcement Time | |
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84.
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Final Student Conference and Reinforcement Time | |
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85.
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Group Celebration | |
| x | ||
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| Emotional Disturbance | ||
| 16A. | (E.D.) What is an Emotional Disturbance? | These lessons are designed to help students with an Emotional Disturbance gain a better understanding of their disability in terms of its manifestation in their behavior. They learn to identify which of their behaviors are appropriate and which are not. |
| 16B. | (E.D.) What is Your Behavior Problem? | |
| 16C. | (E.D.) Observing Your Behavior | |
| 16D. | (E.D.) Individual Conference on Student's Emotional Disturbance | |
| 16E. | (E.D.) Individual Conference on Student's Emotional Disturbance | |
| x | ||
| Learning Disabilities | ||
| 16F. | (L.D.) Penny: A Positive Model | The lessons help students who have a Learning Disability gain a better understanding of their own learning strengths and weaknesses. They develop a positive expectation for their growth and development as they confront their Learning Disability. |
| 16G. | (L.D.) Individual Conference on Student's Learning Disability | |
| 16H. | (L.D.) Individual Conference on Student's Learning Disability | |
Sample "Self-Esteem"
Lesson
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References for Personal and Social Responsibility Curriculum
References for Self-Esteem Curriculum
References for Responsibility Curriculum Parent Program
Return to Responsibility Curriculum Page
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