GRADE 8 | LESSON 9 DECISION-MAKING TO REDUCE RISKS

LESSON SUMMARY

LESSON 9: DECISION-MAKING TO REDUCE RISKS

• In this lesson, students will underscore the importance of healthy relationships

and intentional decision-making by applying a decision-making model to real-

life sexual health decisions.They will make a plan to communicate and

negotiate in ways that will allow them to ensure their behaviors align with

their values around sexual behaviors, including the use of abstinence and other

forms of contraception in the process of developing a personal plan to

eliminate or reduce their risk for STDs.

ADVANCE PREPARATION

MATERIALS ACTIONS

• Per student copies of Conversations for • Ensure pedagogical familiarity and Clarity pamphlet comfort with lesson plan

• Reference / Class Set copies of suggested • Ensure functioning of audiovisual setup anchors • Test video playback

• Questions? Contact Michele Rusnak or a district STEM Coach.

It’s your future. You can protect it.

CS263341

Information modified from Amaze.org video How to Talk to

Can make others dislike you, lowering

your self-esteem.

Can make you feel… • Taken advantage of • Hurt • Angry • Less confident

Can look like… • Giving in and saying “yes” when you really

don’t want to • Not asking for what you want • Acting in a particular way in order to be liked

Can look like: • Trying to get your own way by

putting someone else down • Leaving little room for others

to talk or disagree • Scowling facial features, large

hand/body gestures • Invading someone’s personal

space

Girls, Boys and Everyone In Between and SAFE Austin High School Advisory Lessons.

Learning how to effectively communicate with others is an important skill. It can help you understand others, avoid problems and resolve conflicts.

ANCHORS TO HAVE AVAILABLE

1. Teen Condom Fact Sheet from the CDC

2. It’sYour Future.You Can Protect It. Infographic from the CDC

3. Communication Styles Anchor from Lesson 2

Can look like… • Giving people an honest “no”

to things you don’t want • Refusing to use other people • Refusing to let others use you • Asking straight-up for what

you want without putting anyone else down

Three Steps to Communicating Assertively Step 1: I feel ..... in this situation/ when you do this. Tell the person how you’re feeling at the moment. Try to be honest and accurately describe your feelings about the situation. Step 2: I want or need .... Say what you want or need from the person. You may want the person to do something or simply listen to you. Be specific Step 3: I will ... Tell the person what you are prepared to do to get your needs met or resolve the problem.

When you respect others’ needs as well as your own, it is easier to maintain healthy relationships.

RECOMMENDATION: ENCOURAGE STUDENTS TO SHARE PLAN WITH TRUSTED ADULTS

• Encourage students to feel proud that they have made a plan to be proactive about their health and wellbeing.

• If students include “trusted adults” in the Frame the Situation and/or Information sections of their plan, encourage them to follow up with these particular adults to share and discuss their plan.

• Even if they do not include “trusted adults” in the Frame the Situation and/or Information sections of their plan, encourage students to share their plan with the trusted adults in their lives to ask for feedback and support.

LEARNING OBJECTIVES

INTERPERSONAL COMMUNICATION DECISION-MAKING

• Demonstrate the use of effective • Apply a decision- making model to communication skills to support one’s decision various sexual health decisions. (NSES to abstain from sexual behaviors. (NSES PR.8.DM.1) PR.8.IC.1)

• Demonstrate the use of effective communication and negotiation skills about the use of contraception including abstinence and condoms. (NSES PR.8.IC.2)

• Demonstrate the use of effective communication skills to reduce or eliminate risk for STDs, including HIV. (NSES SH.8.IC.1)

LEARNING OBJECTIVES

GOAL-SETTING SELF MANAGEMENT

• Develop a plan to eliminate or reduce • Describe the steps to using a condom risk for STDs, including HIV. (NSES correctly. (NSES SH.8.SM.1) SH.8.GS.1)

MAKING DECISIONS

WE ALL MAKE DECISIONS

• Students will reflect on this prompt and then share their answer with a partner:

• Think of a big decision you have had to make.What steps did you go through to help you make your decision?

WE ALL MAKE DECISIONS

Think of a big decision you had to make.

• What steps did you go through to help you make your decision?

WAYS TO MAKE DECISIONS

• Preview today’s task: develop your own plan to eliminate or reduce your risk for STDs.

• Students will view the MakingTough Decisions by Kid President.While they watch, they will take notes on different ways to make decisions.

• More about Kid President here http://www.kidpresident.com/whoweare.html

• After the video, the solicit responses from students about the ways to make decisions presented in the video.

YOUR TASK

• Develop your own plan to eliminate or reduce your risk for STDs

What are some ways to approach decision-making?

As you watch the video, take notes on Kid President’s suggestions.

Subtitles are recommended for all videos, when available. Making Tough Decisions with Kid President (4:59) https://youtu.be/gdsCUExLE-Y

YOUR TASK

• Develop your own plan to eliminate or reduce your risk for STDs

What are some ways to approach decision-making?

TASK AND PROCESS OVERVIEW

TASK AND PROCESS OVERVIEW

• Discuss the components of the task and use the “Overview of Decision-Making Process” slide to show the specific process that students will be using to develop their plan.

• Showcase each step of the decision-making process and discuss what timeline students will have to complete their plan.This part is at your discretion and depends on the decisions you make about how to structure this process with your students.

TEACHER CONSIDERATIONS

• Will you give students a set amount of time to complete each section or allow them to move through the sections at their own pace?

• How seriously will students take this project? What methods might you use to draw students in?

• At what point(s) do you expect students to struggle? What supports might help them work through difficulties or uncertainties?

• To what extent might students feel nervous about other people seeing their plan? What structures or policies might help ease discomfort?

• How will you encourage students to share their plan with the trusted adults in their lives?

• What reservations do you have about helping students create such a personal plan? What support might help you be a stronger ally and thought-partner for your students?

Focus on improving the weak links.

Am I ready to decide?

t to decide?

can address the situation. Why is that challenging?

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Date:

www.decisioneducation.orgFor more information go to:

A good decision makes sense and feels right

DECISIONEDUCATIONFOUNDATION

Be e Dec s ons Be e L ves©2016 Decision Education Foundation – Palo Alto, CA – All Rights Reserved

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Information: What you need to know and what is uncertain.

Reasoning: Identifying the alternative that best fts your values.

Commitment: Following through on your decision.

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Test the strength of your decision

Rate the Chain: 100% is the point at which additional effort is not worth it.

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What do I want to achieve: Clear Values

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Frame: The decision situation you Alternatives are working through.

Useful Information 2. Pass Geometry Values: What you want or don’t

Sound Reasoning want in the outcome. 3. Attend all of the remaining sessions of Geometry Commitment to Follow Through class

Alternatives: Different ways you

Yes No

Yes No Am I f

TEACHER RESOURCE: Commitments: I am going to: COMPLETED SAMPLE

What options do I see? What do I need to know? What decisions do I face? Specifc Next Steps:

Drop out of high school/get my GED later on What is the minimum score on remaning quizzes, Should I just drop the class? and exams that I need to pass? Should I complete all the missing homework?

Keep missing class, get kicked out of school How much does attendance count toward the How can I make sure I get there on time?View a completed version at Who else is involved? final grade? tt r i i - tt r i

Wait until next year & enroll at a different Is it still possible to switch into a class with Teacherhttps://1317f8a6 77e2 9b54 c3ca school a different teacher? Parents, girlfriend, friends & the manager at my job

Are there other teachers for this subject? Is there a deadline? 78b27f9ded71.filesusr.com/ugd/d3c97e_37c27 Change to a different teacher

Every morning at 8:35 am, other class deadlines Who should I talk to? d2bec0544898199a185656dd729.pdf My teacher

If I didn’t have to worry about _______________ ,How to get to school what else could I do? Registrar's Office, Tutoring Center

Values: What is at stake?

Use an online class, do the lessons at home A diploma, a chance to graduate with all my My parents friends in June

Pursue extra credit, take missed quizzes for

How could I approach this creatively?

What am I unsure about? Future career optionspartial credit Is there still a possibility of passing this

What do I want? course? Just to be done at high school, to graduate and

See if credit from an online course could start my own life work as substitute credit Does my dad have time to drop me off in the

To work on things I love and care aboutmorning?

How trustworthy are my sources? What do I want to avoid? Go to sleep earlier, wake up 1 hour before

Teacher, counselor & registrar - very trustworthy To be stuck in high school an extra yearclass

My friends might be misinformed To have my teacher & parents mad at me Get a ride into school early with my dad as he goes to work Identify and label any trade-offs between these values.

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Am I ready to commit ?

Alternatives Information Frame the Situation ?

OVERVIEW OF DECISION-MAKING PROCESS

PLAN TO ELIMINATE OR REDUCE YOUR PERSONAL RISK OF STDS (TEACHER)

YOUR TASK COMPONENTS

• Develop your own plan to eliminate or Your plan must include the knowledge and reduce your risk for STDs the skills you will need to help ensure that

your behavior aligns with your beliefs and values, particularly around…

• Abstinence*

• Contraception

* Remind students that abstinence can happen at different times throughout one’s life and for different reasons that may change over time.

PLAN TO ELIMINATE OR REDUCE YOUR PERSONAL RISK OF STDS

YOUR TASK COMPONENTS

• Develop your own plan to eliminate Your plan must include the or reduce your risk for STDs knowledge and the skills you will

need to help ensure that your behavior aligns with your beliefs and values, particularly around…

• Abstinence

• Contraception

STEP 1 – GET STARTED

STEP 2 – DETERMINE

AlternativesWhat options do I see?

InformationWhat do I need to know?

Frame the SituationWhat decisions do I face?

Values:What is at stake?

Who else is involved?

Is there a deadline?

Who should I talk to?

What am I unsure about?

How could I approach this creatively?

What do I want?

What do I want to avoid?

If I didn’t have to worry about _______________ , what else could I do?

How trustworthy are my sources?

?

Identify and label any trade-offs between these values.

STEP 3 – EXPAND (TEACHER)

Work between the different elements in a way that supports a natural conversation.

Start to brainstorm possible actions based on the alternatives that are already apparent and stretching to unseen solutions.

As students complete these sections of their worksheet, remind them to include the adults in their life that might be able to provide guidance. These adults may include… • Parents • Family Members • Teachers • Counselors • School nurses • Religious center or youth group

leaders • Medical doctors

Capture information that exists or is needed…

…and how reliable that information may be.

STEP 3 – EXPAND Alternatives

What options do I see?

InformationWhat do I need to know?

Frame the SituationWhat decisions do I face?

Values:What is at stake?

Who else is involved?

Is there a deadline?

Who should I talk to?

What am I unsure about?

How could I approach this creatively?

What do I want?

What do I want to avoid?

If I didn’t have to worry about _______________ , what else could I do?

How trustworthy are my sources?

?

Identify and label any trade-offs between these values.

Work between the different elements in a way that supports a natural conversation.

Start to brainstorm possible actions based on the alternatives that are already apparent and stretching to unseen solutions.

Capture information that exists or is needed…

…and how reliable that information may be.

work in eachsection?

STEP 4 – EVALUATE

First, rate yourself on each section of the worksheet.

How “ready” or “final” is your Have you done the work necessary?

Are you mentally ready to make a decision?

STEP 5 – TEST

A good decision makes sense and feels right.

CONGRATULATIONS!

According to the American Academy of Child and Adolescent Psychiatry, adolescents are less likely to:

• think before they act

• pause to consider the consequences of their actions

• change their dangerous or inappropriate behaviors

Thoughtful decision-making is a skill that will serve you your entire life.

Seeking feedback on your plan can make it stronger.There are many adults in your life who can provide guidance.

• Parents

• Family Members

• Teachers

• Counselors

• School nurses

• Religious center or youth group leaders

• Medical doctors

BIBLIOGRAPHY

“Conversations for Clarity.” DEF- Conversations for Clarity, Decision Education Foundation, 2019, https://www.decisioneducation.org/conversations-for-clarity. (Accessed October 2, 2019)

Soul Pancake. Making Tough Choices with Kid President-YouTube, Soul Pancake-YouTube, 7 Nov. 2016, https://www.youtube.com/watch?v=gdsCUExLE-Y&feature=youtu.be. (Accessed October 2, 2019)

“Teen Condom Fact Sheet.” Centers for Disease Control and Prevention, U.S. Department of Health & Human Services, 2016, https://www.cdc.gov/teenpregnancy/pdf/Teen-Condom-Fact_Sheet-English-March-2016.pdf. (Accessed November 5, 2019)

“It’s Your Future.You Can Protect It.” Centers for Disease Control and Prevention, U.S. Department of Health & Human Services, 2014, https://www.cdc.gov/teenpregnancy/pdf/Teen-Condom-Fact_Sheet-English-March-2016.pdf. (Accessed November 5, 2019)

“Teen Brain: Behavior, Problem Solving, and Decision Making.” American Academy of Child and Adolescent Psychiatry, AACAP, Sept. 2016, www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/The-Teen-Brain-Behavior-Problem-Solving-and-Decision-Making-095.aspx. (Accessed November 6, 2019)