Chapter 5 Lesson 1

1. Chapter 5Lesson 1 Relationships

2. Main Objectives • Explain changes that occur in friendships during adolescence. • Identify the qualities of good friends.

3. Relationships • Friendship • These are relationships that people choose to have. • Definition: Connections you have with other people and groups in your life.

4. Changes that happen to friendships during adolescence. • Friendships take on greater importance. • Friendships grow and mature. • You begin seeking deeper qualities in people you choose as friends. • Your group of friends may begin to include more members of the opposite gender. • You may outgrow the friendships you formed when you were younger.

5. What are some qualities of a good friend?? • Trustworthy • Caring • Respectful • Forgiving • Sympathetic • Being aware of how a person my feel at any given moment.

6. How can you make new friends? • Be yourself • Make an effort to meet new people • Join a worthwhile cause or extracurricular

7. Cliques • These can satisfy a teen’s need to belong and feel accepted • Definition: A group of friends who hang out together and act in similar ways. • Cliques can cause peer pressure, this is the influence to go along with the beliefs and actions of other people your age. • What can happen to people if negative peer pressure is always there…?

8. Dating • New feelings of attraction cause some teens to begin, or at least think about, dating. • There are good and bad reasons to date... • What could some be? • Good= Shared Interest • Bad= Peer Pressure

9. Main Ideas… Do we understand • Answer the following questions: • Explain changes (at least 3) that occur in friendships during adolescence. • Identify the qualities (at least 3) of good friends.

10. Lesson 2

11. Journal entry • What are 2 ways that positive peer pressure can come out of cliques? • What are 2 ways negative peer pressure can come out of cliques?

12. Main ideas • Describe types of nonverbal communication. • Explain how to be a more efficient speaker. • Identify ways of being a good listener.

13. Communication • This is the essential key in building healthy relationships. • Good communication is not only about getting a message across successfully, it is also about being able to listen to the messages you hear.

14. Nonverbal communication • There are two types of nonverbal communication • Body language • Gestures, facial expressions, posture • (Quick class activity) • Intonation • Sound of your voice

15. Mixed messages • When you are not aware of your body language you can send mixed messages. • Mixed messages • When your words say one thing but your body language and/or intonation say another. • EX: Saying “Sorry” while grinning… M.M.

16. Journal entry 11/7 • Give two examples of a mixed message.

17. objectives • Explain how to be a more efficient speaker. • Identify ways of being a good listener.

18. Effective verbal communication • Both sets of skills must be present for effective communication. • Speaking skills • Determine how a message is delivered. • Listening Skills • Determine how a message is received

19. Speaking skills Two important speaking skills are: • Making your message as clear as possible • Using the “I” message • This is a statement that presents a situation from the speaker’s point of view.

20. Listening skills • Pay careful attention to all the speaker has to say. • Use body language that shows you are listening. • Think for a moment before speaking. • Ask questions.

21. Main idea questions? • Answer these: • Describe 3 types of nonverbal communication. • Explain how to be a more efficient speaker. • Identify 3 ways of being a good listener.

22. Chapter 5Lesson 3

23. Journal entry • Why is it important to show proper nonverbal communication techniques to a person speaking to you?

24. Main ideas! • explain the differences between positive and negative peer pressure. • Identify risks of negative peer pressure. • Develop refusal skills to resist negative peer pressure.

25. Compare and contrast • In a group, you need to compare and contrast at least 3 negative and 3 positive peer pressures. Be sure to include examples of each peer pressure. • You will have about 10 minutes.

26. Peer pressure Teens who use negative peer pressure can often be persuasive. Teens may feel pressured to join in on behavior they would otherwise consider to be wrong. such as….?

27. Peer pressure and decisions • Indirect Peer Pressure • More subtle than direct peer pressure • Can be based on your observations of your peers • Direct Peer Pressure • Takes the form of words or actions directed toward you

28. Pressure and decisions Positive Peer Pressure Negative Peer Pressure Can hurt you or others Goes against your own wants, needs, or values. Can endanger your health. • Can benefit you and others • Can encourage healthy habits • Can inspire you to be the best person you can be.

29. Refusal skills • Communication strategies that help you say no effectively. • Refusal skills will help you resist negative peer pressure.

30. Forms of refusal • Passive • A tendency to give up, give in, or back down without standing up for your rights or needs. • NOT a very effective approach. • Aggressive • Speaking in a way that is overly forceful, pushy, hostile, or otherwise attacking in approach. • NOT very effective.

31. Forms of Refusal Skills • Assertive • Behaving with confidence and clearly stating your intentions • VERY effective

32. Main ideas…. Did we get there? • Answer these • Explain the differences between positive and negative peer pressure. • Identify 2 risks of negative peer pressure. • Name the refusal skills and give an example for each on how to resist negative peer pressure.

33. Chapter 5lesson 4 YEAH!!!!

34. MAIN IDEA FOR lesson 4 • Explain why it is important to set limits. • Identify reasons why teens should choose abstinence. • Demonstrate care and respect for someone in a healthy way.

35. limits • These are like laws, they are meant to keep you safe and protect your health. • Definition: Invisible boundaries that protect you.

36. Recognizing your limits • Do NOT have to write this • Knowing your own limits will become increasingly important for you because where you go and who you spend time with can directly affect your personal safety.

37. Recognizing your limits • One way to establish limits in your life is to write down your goals you want to achieve. • Having these written down will only increase your drive to achieve your goals

38. abstinence • This is one of the most important limits a teen can set • This is the conscious choice to NOT participate in high-risk behavior • Such as dating and choosing to abstain from sexual activity is the responsible chioce.

39. Why abstain?? • Reasons for Choosing Abstinence • Abstinence shows respect for yourself. • Abstinence shows respect for the physical and emotional well-being of others. • Abstinence from sexual activity helps you avoid the risks of being infected with a sexually transmitted disease (STD). • Abstinence from sexual activity prevents unplanned pregnancy.

40. Displays of affection • Healthy Ways of Displaying Affection • Do something thoughtful for the other person. • Show the other person you are willing to be a good friend. • Holding hands and hugging are physical ways to show affection.

41. Answer these objective questions • Explain why it is important to set limits. • Identify 3 reasons why teens should choose abstinence. • Describe 2 healthy ways for teens to show affection.