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Stand for Something or You W ill F all for Anything

Stand for Something or You W ill F all for Anything. Teaching Values and Life Skills in Health Education Robyn Davey ACST. Values?.

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Stand for Something or You W ill F all for Anything

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  1. Stand for Something or You Will Fall for Anything Teaching Values and Life Skills in Health Education Robyn Davey ACST

  2. Values? • Defined as the ideals, customs, institutions, etc., of a society toward which the people of the group have an affective regard. These values may be positive, as cleanliness, freedom, or education, or negative, as cruelty, crime, or blasphemy. (Dictionary,com)

  3. Why is it important for this time in a teens life? • Adolescence may be defined as a period within the life span when most of the person’s physical, psychological and social characteristics are in a state of transition from what they were in childhood to what they will be in adulthood. Simply stated, adolescence is a period of life characterized by several major changes that bring the person from childhood to adulthood” (Lerner & Galanbos, 1984 p.8).

  4. The adolescent may suffer more deeply than at any other time in life from a confusion of roles, or Identity Confusion (Dale ) • Moral growth is thought to develop from exposure to moral reasoning that is moderately higher than the persons current level. Sensing a cognitive conflict or contradiction, the child is challenged to find a solution and make sense of the moral dilemma. This process develops a sense of mature judgment in ethical and moral matters.

  5. Why are values important in Health? Our aim in teaching health is to bring about more healthful decision making. A students choice of values will determine whether certain health behaviors are acceptable to them and whether the individual will actually engage in them. Once values are established, they need to be acted upon through decisions that are made by the individual. .

  6. For example, consider the conflict an adolescent may experience when he is told by his parents not to smoke but is encouraged to do so by his peers. In this instance, there is a conflict between the values of obedience and physical health, and social recognition Resolving such a conflict becomes an individual decision based upon prioritized values. If an adolescent determines that obedience and physical health are more important than social recognition, acting on this choice and making related decisions will follow.

  7. How is this different from what I might do now? Limited time or lack of training can lead us to: • Fact only based programs • Leaving out the “touchy feely” bits to save time or because we don’t feel comfortable • Choosing a value neutral approach to avoid conflict. • Assuming that students will know what the “right” decision is

  8. A value based approach • Still contains all the essential knowledge of each topic • Spends more time applying life skills • Uses “what if?” questions • Challenges students ideas of what is right or normal or cool. • Encourages students to identify what is important to them and understand how this can shape their decisions.

  9. When to teach them • Throughout the course. • Introduction questions (2 ideas in 2 minutes) • Applying life skills to each topic (decision making, refusal skills, communication, wise consumerism) • Role-playing situations • Considering an issue from many different perspectives to understand the values and viewpoints of other groups. • Always bring a topic back to it’s application in real life. • Use Authentic Tasks for assessment.

  10. How to teach them • Don’t assume that our students know what values are – can they define humility, integrity or even honesty. – (Grade 6/7 or younger) • Integrate the learning of life skills in the topics. Especially decision making, communication skills and goal setting. • Help students to identify good sources of information. • Allow more time for skills rather than information.

  11. Types of Tasks • Daily questions • What if questions • Life skills • Refusal skills • Decision making • Authentic Tasks

  12. Tasks today • How does your family feel. – individual – share • Perfect friend values – groups – individual • Thinking about the future – individual • Where do you stand – group • Hamilton’s Sons – group • Some thoughts on abstinence – individual - group

  13. Bibliography/ where to go for more ideas • http://www.opendoors.com.au • http://www.sexedlibrary.org/ • http://www.advocatesforyouth.org/lesson-plans-home • http://kidshealth.org/classroom/index.jsp?Grade=0&Section=welcome • http://answer.rutgers.edu/ • http://www.teachingsexualhealth.ca/index.htm • http://drugabuse.gov/NIDAHome.html

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