IASD
P.O. Box 880, La Luz, NM  USA  88337
800-745-0418 fax 575-437-0524
e-mail: iasd@zianet.com

SELF-ESTEEM CURRICULUM (Grades 5-8)

Self-Esteem Curriculum - Teacher's SetSelf-Esteem Curriculum - Activity Books

SELF-ESTEEM
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
This is an experientially based, scoped and sequenced one semester course in which role plays, games, and small group activities help students internalize critical concepts and behavioral skills in the areas of: Self-Esteem, Responsibility, Relating Effectively,
Conflict Resolution, Problem Solving, and Goal Setting.
Table of Contents
Introduction
- Establishing a Positive Climate for Growth
x
Program Introduction
1.
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
2.
A Discussion Model Students are introduced to the principles of effective discussion skills which improves their participation in all classes.
Responsibility I
3.
Responsible Statements These lessons help students recognize that they choose to assume responsibility for themselves whether they control a situation or not.
4.
Assuming Responsibility
5.
Dealing with Persons in Authority
x
Communication I
6.
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. 
7.
Two-Way Communication
8.
Verbal Communication
9.
Nonverbal Communication
10. Student Goal Conference and Scrapbook
11. Student Goal Conference and Reinforcement Time
12. Nonverbal Communication
x
Assertiveness I
13.
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.
14.
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
22.
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
23.
Your Stroke Support System
24.
Negative Strokes
25.
Student Goal Conference and Scrapbook
26. Student Goal Conference and Reinforcement Time
27. Negative Stroke Rejection
x
Assertiveness II
28.
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
38.
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
48.
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.

 

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
81.
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.
82.
Post-Testing (continued)
83.
Final Student Conference and Reinforcement Time
84.
Final Student Conference and Reinforcement Time
85.
Group Celebration
x
Supplemental Units
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

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IASD
P.O. Box 880, La Luz, NM USA  88337 800-745-0418 fax 575-437-0524
e-mail: iasd@zianet.com