Health Education Unit # 1
OBJECTIVES:
 Students will learn and develop:
 Skills necessary for effective communication
 Three communication styles
 The use of active listening skills and “I” messages
Most popular forms of
communication today:
SKILLS FOR EFFECTIVE COMMUNICATION:
 Word selection
 Active listening skills
 Assertiveness
 Body Language
 Clear, organized ideas
SKILLS FOR EFFECTIVE COMMUNICATION:
WORD SELECTION
 “I” messages (“I Feel….When You…Because)
 Avoiding use of slang and/or abbreviated text
messages. (ex. U R fill in the blank……)
 Respect generational gaps
Active listening skills
F.R.E.E. METHOD OF LISTENING:
 F: FOCUS
 R: REFLECT
 E: EMPATHY
 E: EMPOWERMENT
SKILLS FOR EFFECTIVE COMMUNICATION:
Assertiveness
 Assertive – standing up for oneself. Ex. assertive
people will say what they think and stand up for their
beliefs without hurting others.
 Passive – inability or unwillingness to express
thoughts and feelings. Ex. passive people will do
something they don’t want to do or make up an excuse
rather than say how they feel.
 Aggressive – overreaction, blaming and criticizing.
Ex. aggressive people try to get their way through
bullying, intimidation or even physical violence.
SKILLS FOR EFFECTIVE COMMUNICATION
BODY LANGUAGE
 Be careful not to allow your B.L. to interfere with
communication
 Although you might be trying to convey one message
your body might be saying something else.
SKILLS FOR EFFECTIVE COMMUNICATION:
Clear, organized ideas
 Take a breathe before you speak
 Use the appropriate tone of voice
to increase the effectiveness of
your message
 Stay on topic don’t ramble on
Health Education Unit # 1
DECISION MAKING
 Objectives:
 Students will know and understand:
 Explain positive and negative influences on
decision making
 H.E.L.P. Strategy
 Apply the decision making model to make healthy
decisions
Positive Decision Making Factors
 Being brought up in a loving, supportive,
functional family
 Being involved in school/after
school/community activities
 Having positive self-esteem
 Having both short term and long term goals
 Having close friends who share your values
 Having a positive role model
Negative Decision Making Factors
 Dysfunctional Family
 Low self-esteem
 Unable to resist peer pressure
 Experiencing family disruptions
 Depression
 Academic and/or athletic pressure
DECISION MAKING H.E.L.P Strategy
H (Healthful) – Does this choice present
any health risks?
E (Ethical) – Does this choice reflect what
you value?
L (Legal) - Does this violate any local, state
or federal laws?
P (Parent Approval) – Would your parent/
guardian approve of this choice?
DECISION MAKING MODEL:
 D = Define the problem/State the situation
 E = Explore the Alternatives/List the options
 C = Consider the consequences/Weigh the possible
outcomes
 I = Identify values/Responsible decision will reflect
your values
 D = Decide/ Make a decision and act on it
 E = Evaluate your decision
Health Education Unit # 1
RELATIONSHIPS
 Lesson # 1
 Objectives:
 Students will know and understand:
 Three components of a relationship
 The model of a healthy relationship
 Warning signs common to abusive and battering
personalities
WHAT IS A HEALTHY RELATIONSHIP?
 When both people feel good about the interaction.
 Relationships can and
should grow over time
 Platonic friend might become
intimate
 Causal friends may become
close friends
COMPONENTS OF A HEALTHY
RELATIONSHIP:
 Acceptance – learning to understand differences can help
you better appreciate your own uniqueness.
 Cooperation – essential in all relationships.
 Open communication – can talk about problems and
avoid conflicts, brings people closer.
 Maintaining a sense of self – to have a healthy
relationship, you must know and trust yourself and set your
own limits.
The Relationship Triangle
Passion
Three Components of the
Relationship Triangle
 Intimacy: Closeness, connectedness, tell secrets,
grows steadily and tapers off.
 Passion: The drive that leads to romance,
physical attraction, develops rapidly and levels
off.
 Commitment: Future plans, joint decisions,
work towards common/mutual goals.
Unhealthy Qualities in a Relationship
 Verbal Abuse: The use of words to control or
intimidate.
 Emotional Abuse: The use of emotional
manipulation to control the victim on a
psychological level by causing confusion or fear.
 Physical Abuse: The use of physical force to
control, intimidate or hurt.
 Destruction of Personal Property: Destroying
victim’s personal property to control or
intimidate.
 Threats: The use of threats to control and
intimidate.
Warning Signs of Abusive/Battering
Personalities:
 Jealousy
 Isolation
 Wants to know where you are at all times
 Overly sensitive
The Circle of Violence
 Tension-building phase: Begins to blame you
for things that go wrong in the relationship, and
tries to control what you do.
 Violent and abusive phase: Becomes physically
violent and/or emotionally abusive. You are
afraid for your safety.
 Honeymoon phase: Apologizes and promises
that the violence and abuse will never happen
again.
Health Education Unit # 1
Sexual Harassment
 Objectives:
 Students will know and understand:
 The definition of sexual harassment
 How to recognize when it occurs and what to do if it
does occur
 Resources in Erie County
Definition of Sexual Harassment
 Unwelcome sexual advances,
requests for sexual favors, and other
verbal or physical conduct of a
sexual nature that tends to create a
hostile or offensive work
environment.
 Sexual Harassment is about POWER &
CONTROL
Examples of Sexual Harassment:
 Touching inappropriately
 Verbal comments
 Name calling
 Sexual rumors
 Leers or stares
 Dirty jokes
 Rating
 Howling, catcalls, whistles
 Pantsing
Why Victims Don’t Report Sexual
Harassment:
 They feel embarrassed
 They blame themselves
 They don’t trust “the system”
 They don’t want to “rock the boat”
 They are afraid of the harasser or others
 They don’t want to get the harasser into trouble
 They don’t know how to report the harassment
HOW DOES IT FEEL? SEXUAL HARASSMENT
VS. FLIRTING AND FUN TEASING
SEXUAL HARASSMENT:
FLIRTING/FUN TEASING
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HURTS
CAUSES ANGER
SHAME
GUILT
FRUSTRATION
DISEMPOWERS
LOWERS SELF ESTEEM
ENJOYED BY THE
HARASSER, NOT THE
VICTIM
FEELS GOOD
FLATTERING
EMPOWERING
MAKES ME FEEL:
HAPPY
ATTRACTIVE
ACCEPTED
ENHANCES SELF ESTEEM
IS ENJOYED BY BOTH
PERSONS
EFFECTS OF SEXUAL HARASSMENT:
GROUP WORK
 In four different groups, explain how sexual
harassment can effect someone
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EMOTIONALLY,
PHYSICALLY,
SOCIALLY
EDUCATIONAL /PROFESSIONAL.
 YOUR GROUP IS ONLY RESPONSIBLE FOR THE
CATEGORY ASSIGNED BY THE TEACHER!
EFFECTS OF SEXUAL HARASSMENT:
EMOTIONAL:
PHYSICAL:
 ANXIETY
 ILLNESS
 FEAR
 WEIGHT GAIN/LOSS
 ANGER
 DRUG/ALCOHOL USE
 CONFUSION
 SLEEPLESSNESS
 DEPRESSION
 POOR HYGIENE OR SELF
 EMBARRASSMENT
 GUILT
 SHAME
 LOWER SELF ESTEEM
CARE
EFFECTS OF SEXUAL HARASSMENT:
SOCIAL:
EDUCATIONAL/FUTURE
 ISOLATION
 POOR GRADES
 LOSS OF FRIENDS
 ABSENTEEISM
 AGGRESSIVE BEHAVIOR
 TARDINESS
 DAMAGED REPRUTATION
 UNFILLED GOALS
 ANXIOUS IN OTHER
 LOSS OF EARNING POWER
SOCIAL SETTINGS
 POSSIBLE FIRING
 BAD REPUTATION AS A
WHISTLE BLOWER OR
NOT A TEAM PLAYER
WHAT TO DO IF YOU ARE BEING
SEXUALLY HARASSED:
 Tell the person to stop! – They may not know their
actions are not wanted by you or that they have even
offended you
 Try to use Buddy System or stay in group setting to
decrease the opportunities of the harasser
 Document the occurrences – Keep all text messages,
facebook entries, tweets, letters or any other
interaction to support your claim
 Confide in a trusted coworker or friend – Let
people you trust know your situation for support and
assistance
WHAT TO DO IF YOU ARE BEING
SEXUALLY HARASSED:
 Tell someone you trust in higher authority – At
school your teacher, principal or superintendent; in
bigger companies there is a Human Resource
Department which is responsible for employee safety
and/or assistance
 File a police report or restraining order –
Remember this only provide you the ability to impose
consequences later in the court of law; IT DOES NOT
ALWAYS PROTECT OR STOP ACTIONS, you still
need to take precautions for your safety