Standard of Learning

10.2 The student will analyze, synthesize, and evaluate the protective factors related to achieving and maintaining a sound mind and healthy body throughout life. Key concepts/skills include:

1. the empowerment and effectiveness of being assertive;
2. the impact of involvement in school and community activities;
3. the value of exercising self-control;
4. the merits of goal setting;
5. the influence of emotions and peer approval on personal decision-making;
6. the effects of an individual's environment;
7. family health habits and behaviors as they relate to the promotion of health and wellness;
8. the importance of support and encouragement from positive role models.

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Understanding the Standard

The student will identify and understand the positive benefits of assertiveness, goal setting, and exercising self-control.

Essential Knowledge and Skills

The student will:

• compare and contrast assertive and aggressive behavior. (assertive behavior is bold and confident behavior - speaks with conviction, leaving no doubt of feelings or intentions, while aggressive behavior attacks the situation in an overly forceful, hostile, bullying way)
• explain the power of assertiveness. (the ability to express thoughts, feelings, and beliefs in a direct, honest, and appropriate way - often the best way to deal with negative peer influence)
• compose a scenario providing exemplars of assertive and aggressive behavior.
• recommend ways to be assertive in a variety of situations.
• define self-control and explain how it is a protective factor. (the person's ability to choose responsible behavior rather than eliciting an impulsive emotional response)
• establish a health goal:
  • select a measurable, realistic health goal to work on - make sure the selected goal will not harm your health; (Note: Be very careful that the chosen goal does not offend parents, guardians, etc. The teacher may want to have parents sign the "goal sheet.")
  • list what you need to do to reach the goal;
  • identify sources of support;
  • set a reasonable time frame to reach your goal;
  • evaluate your progress; and
  • reward yourself after reaching the goal.

Sample Lessons

Conflict Management Techniques
Grade(s): 4-12
The objective of this lesson is to identify personal management style(s), develop an awareness of strategies used in each conflict management style.  It is useful to assess our predominant conflict management style(s) because we tend to get stuck in one or two styles and apply them inappropriately.  The emphasis is not on judging any style right or wrong.  Each person determines their predominant conflict management style.
http://www.youth.net/cec/cecmisc/cecmisc.33.txt
Free

Great Ideas! "Using Violent and Nonviolent Methods to Solve Problems"
Grade(s): 7-12
Students will identify situations in which violent and nonviolent methods can be used.
http://education.indiana.edu/cas/tt/v2i3/violent.html
Free

Project Towards No Tobacco Use (TNT)
Grades 5-10
Model program to prevent or reduce tobacco use in youth. Ten core and 2 booster lessons. Includes effective refusal and coping skills; effects of media and advertisers; methods to build self-esteem; and strategies for advocating no tobacco use.
Sponsor: Department of Preventive Medicine, USC
Contact: http://www.etr.org
Cost

Samaritans: "Aggression and Bullying"
Grade(s): 8-10
In this lesson students will be able to appreciate the motivations behind aggressive behavior, and to discuss how to avoid a build up of frustration and an aggressive outburst.  These values will be taught by being able to put into practice ways of managing aggression, and dealing with people who bully.
http://www.samaritans.org/pdf/B5AggressionBullying.pdf
Free

Samaritans: "Emotional Health Awareness"
Grade(s): 8-10
This lesson plan is designated to teach eighth through tenth grade students to understand what emotional health is, and how it may vary over time.  The skill they hope to learn will be to challenge the stigma associated with poor mental health, and to be able to discuss ways of maintaining good mental health.
http://www.samaritans.org/pdf/A1EmotionalHealth.pdf
Free

S.O.D.A.T.: “Steroids and the Body"
Grade(s): 9-12
Youths ages 14 to 18 are concerned about their appearance. Boys, especially, want to look muscular, and some use steroids to achieve that look.  This lesson teaches that steroids are dangerous to physical and mental health.
http://www.sodat.org/Lesson%20Plan%209-12.htm
Free

Additional Instructional Resources

• Life Skills Programs
• PE Central - http://www.pecentral.org/lessonideas/health/healthlp.asp
• Powerful Written Goals - http://www.topachievement.com/goalsetting.html
• Self-Control - http://www.coping.org/control/selfcont.htm
• Ten Steps to Getting What You Want in Life with Goals - http://www.gems4friends.com/goals/

Assessment Ideas

The student will:

• create and implement an action plan to accomplish a health goal.
• describe how aggressiveness differs from assertiveness.
• develop an assertiveness tip sheet.
• role-play a situation in which exercising self-control was a protective factor.
• provide examples of assertive behavior and benefits of self-control.

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