P.O. Box 880, La Luz, NM USA 88337 800-745-0418 • fax 505-437-0524 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 6-12 - Revised and Edited by Constance H. Dembrowsky |
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Conflict Resolution, Problem Solving, and Goal Setting. |
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| Introduction | ||
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1.
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Getting Acquainted | These lessons acquaint students with the program content and create interest and commitment by identifying the specific benefits they can expect from completing the course. |
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2.
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Curriculum Overview | |
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3.
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Defining the Rules of the Game | |
| 4. | Discussion Skills | |
| 5. | A Graduate's Perspective | |
| 6. | Affective Skills Inventory | |
| x | ||
| Self-Esteem I | ||
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7.
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Basic Human Needs | This unit introduces the five building blocks for self-esteem. Students learn that basing self-esteem on external factors like good looks, popularity, etc., creates a powerless, dependent person.. |
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8.
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Understanding Self-Esteem | |
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9.
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Self-Esteem: Internal Source | |
| 10. | Self-Esteem: Unique Talents | |
| 11. | Self-Esteem: Positive Focus | |
| 12. | Self-Esteem: Integrity | |
| 13 | Self-Esteem: Humanness | |
| x | ||
| Responsibility I | ||
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14.
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What You Do Makes a Difference | This unit introduces the basic principle of self-responsibility -- that it is your own behavior (rather than luck, circumstances, others' actions) that determines what you get in life. |
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15.
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Personal Power | |
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16.
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Behavior Loops | |
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17.
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You Always Have a Choice | |
| 18. | The Vocabulary of Personal Power | |
| 19. | Gaining Control | |
| 20. | Control: The Basis of Personal Power | |
| 21. | Responsible and Non-Responsible Statements | |
| x | ||
| Relating Effectively I | ||
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22.
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Listening Skills | This unit develops the foundation for healthy relationships and effective conflict resolution by developing the skills to see things from the other person's point of view. |
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23.
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Listening for Understanding: Content | |
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24.
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Listening for Understanding: Feelings I | |
| 25. | Listening for Understanding: Feelings II | |
| 26. | Non-Verbal Communication | |
| 27. | Responding to Indicate Understanding | |
| 28. | Behavior Loops: Sending | |
| x | ||
| Problem-Solving/Goal Setting I | ||
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29.
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Creating Goals | This unit begins the process, continued periodically throughout the course, in which each student sets a specific, immediate goal and devises a detailed plan for achieving it. This activity helps students internalize the skills they have learned by applying them outside the classroom in the "real world." |
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30.
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The Power of Role Models | |
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31.
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Internal Motivation | |
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32.
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The Motivational Continuum | |
| 33. | Resolving Group Problems | |
| 34. | Empowering Others to Resolve Problems | |
| 35. | Resolving Your Own Problems | |
| 36. | Creating Growth Goals | |
| x | ||
| Self-Esteem II | ||
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37.
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Self-Esteem: What Your Actions Say | Students learn that every action a person takes indicates whether their self-esteem is externally based or internally based and thus, they begin to examine their own behavior in a new way. |
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38.
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Creating Positive Self-Talk | |
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39.
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Using Positive Self-Talk | |
| 40. | Expectations of Yourself | |
| 41. | Creating Growth Goals | |
| 42. | Expectations of Others | |
| x | ||
| Responsibility II | ||
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43.
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Winners and Losers | In this unit students learn to be proactive rather than reactive in their daily lives. They learn to exercise control over themselves and thus avoid being controlled by the people and events surrounding them. |
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44.
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Choosing Feelings | |
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45.
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Winners' and Losers' Choices | |
| 46. | Creating Growth Goals | |
| 47. | A Loser's Defenses | |
| 48. | Responsibility TO Others | |
| 49. | Responsibility FOR Yourself | |
| x | ||
| Relating Effectively II | ||
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50.
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Praise and Encouragement | In this unit students learn the skills to operate with a much higher degree of responsibility FOR themselves. They learn how to deal with refusals, say NO in the face of peer pressure, and handle put-downs. |
| 51. | Creating Growth Goals | |
| 52. | Feedback That Empowers | |
| 53. | Asking for What You Want | |
| 54. | Handling Refusals | |
| 55. | Saying No | |
| 56. | Creating Growth Goals | |
| 57. | Positive Strokes | |
| 58. | Myths About Strokes | |
| 59. | Handling Put-Downs | |
| x | ||
| Responsibility III | ||
| 60. | Understanding Anger | This unit focuses on conflict resolution skills by giving students specific techniques they can use to: 1) dissipate their anger in a non-destructive and productive way; 2) identify the issue under their anger; and 3) negotiate with others to a Win/Win solution. |
| 61. | Creating Growth Goals | |
| 62. | Ineffective Responses to Anger | |
| 63. | How Anger Develops | |
| 64. | Handling Anger Effectively | |
| x | ||
| Self-Esteem III | ||
| 65. | Reflections on Concepts and Growth | This unit is designed to energize students by focusing on the positive and reflecting on the positive changes they have all made in their lives. |
| 66. | Creating Growth Goals | |
| 67. | Growth I've Noticed in Others | |
| x | ||
| Responsibility IV | ||
| 68. | Understanding Risks | Students learn to consider consequences before taking action. They participate in a series of risk-taking lessons that expose them to stressful situations, and handle these situations by applying the stress-coping techniques they learn |
| 69. | Dealing with Fear | |
| 70. | Handling Stress | |
| 71. | Creating Growth Goals | |
| 72. | Stress Coping I | |
| 73. | Stress Coping II | |
| 74. | Stress Coping III | |
| x | ||
| Self-Esteem IV | ||
| 75. | Identifying Success | Students focus on their positive internal qualities, identify the skills they have developed, and assume responsibility for evaluating their growth from the beginning of the class. |
| 76. | Sharing Success | |
| 77. | Affective Skills Inventory | |
| 78. | Evaluating Growth | |
| 79. | Sending Positive Invitations | |
| x | ||
| Conclusion | ||
| 80. | Future Goals | The last unit helps students address and deal positively with the dissolution of the strong, supportive environment they have created in this class. They realize this is not the end, but rather the beginning. |
| 81. | Closure | |
| 82. | Graduation | |
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References for Personal and Social Responsibility Curriculum
References for Self-Esteem Curriculum