Academic Domain Lessons/Activities
Grade 6
1 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30 minutes
Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that
contribute to effective learning in school and across the lifespan.
Benchmark Addressed: 1A.6.3 Achieve School Success
Specific Knowledge: Demonstrate involvement in a broad range of interests and abilities
Materials: “My Range of Interests and Abilities” sheet
Activity:
Share with students how we are all different because of the variety of interests we have and
activities in which we participate.
Have students make a list of their interest and activities they participate
Have students share with others two things they have listed and why they enjoy these
activities or interests
Source:
Suggested Assessment: completed list
Other Curricular Integration:
2 of 65
Academic Clubs and Activities
Athletic Teams and Activities
Music, Art and Drama
Spiritual
Things I Do Well
Volunteer Services
Awards, Recognitions, Honors, and Leadership Positions
Other
3 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30-45 minutes
Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that
contribute to effective learning in school and across the lifespan.
Benchmark Addressed: 1A.6.1 Improve academic self-concept
Specific Knowledge: Demonstrate assertiveness/refusal skills as they relate to academic
achievement
Materials: Handouts – “Assertiveness Role Plays,” Resource – “Tips for Being Assertive,”
Assertiveness Training – “Passive, Aggressive or Assertive?”
Activity:
Define “passive,” “aggressive,” and “assertive”
Go through basic rights as a person (“Assertiveness Training”)
Handout worksheet “Passive, Aggressive or Assertive?” and do as a class
Go through tips to be assertive
Do role plays
Source: http://www.drhelen.com/assertion
Suggested Assessment: role plays
Other Curricular Integration:
4 of 65
Assertiveness Training
Do you ever feel that you are being taken advantage of, walked on, abused? Would
you like to learn how to feel better about yourself and maybe even get your way
sometimes?
Being assertive is about standing up for yourself. It's about expressing your
thoughts, your feelings and your needs. If we look at behavior on a continuum:
assertive behavior sits in between being passive and being aggressive.
There are plenty of times in your daily life that assertive skills can come in handy.
You'll use these skills at home, at work, with friends, with family and with your
significant other. When should you not be assertive? Well, if a police officer is
giving you a ticket, I'd advise you to just sit back and take it - don't practice your
assertiveness skills in that situation, being passive may be called for. When should
you you be aggressive? Well, possibly when you are physically threatened, but
usually I think it's better to just get out of there!
You might find that you are pretty assertive in some situations, that there are
other times when you are passive, and still others when you are aggressive. This
mini lesson will help you to improve in the areas that you are weaker in. Take
notice of how you act at work, with your parents, etc. You might note differences.
Lots of people have a tendency to act like they are five years old when they are
with their parents, or with their siblings, yet are perfectly assertive with
coworkers. Take an inventory of your behavior in all your interpersonal relations
and then get to work on being more assertive where appropriate.
We can all learn to be assertive. Most of us weren't born with these skills.
Let's look at where some of our passive behavior comes from. You may have
learned to be somewhat passive. Maybe you were told to be seen and not heard, or
that it's selfish to ask for what you want in life. Perhaps you consider it rude or
disrespectful to say "no" to people when they ask you to do something or go
somewhere. Maybe you don't know how to set limits. You let people make decisions
for you and take advantage of you. Is this what you want to be doing?
Maybe you don't readily express your opinions, you go along if someone asks you to
go somewhere (even if you don't want to) and you most likely end up regretting
that you did, but you don't know what else to do. You are definitely not in control
of your life.
5 of 65
On the other hand if you use the aggressive style, you are able to speak up for
yourself, but at the expense of others' feelings. You blame others, you make them
feel guilty, etc. In the end you make others resent you and you end up losing.
An assertive person expresses his or her thoughts, feelings and needs directly,
while taking into account the rights and feelings of others. You are able to say
"yes" or "no" to the offers of others. You are able to accept rejection of your
offers without taking them personally. You state your desires, but don't
necessarily get what you want. Being assertive doesn't guarantee that you get
what you ask for, but you have the satisfaction of having asked, and having made
yourself clear.
Let's talk about some of your basic rights as a person:
• You have a right to say "no".
• You have the right to say "I don't know".
• You have the right to say "I don't care".
• It's ok to put your own feelings, thoughts and needs first. In other words it's
not necessarily selfish to think of yourself first.
• You're allowed to make mistakes.
• You're allowed to change your mind. It's not always best to stick with a plan, a
relationship, etc. Live and learn.
• Your feelings matter. In your childhood perhaps you were taught that your
feelings were wrong so now you don't trust yourself. Your feelings are telling you
something. They were put there to help you. Pay attention to them.
• You're allowed to have your own opinions. You don't have to agree with others,
even authority figures.
• You have a right to be alone sometimes.
• It's ok to interrupt others sometimes. You might need a question answered or
something.
• It's ok to ask for change (and I don't mean nickels, dimes and quarters).
• It's ok to ask for help or support. You don't have to do it all alone. You're not
necessarily bothering other people if you ask for help. It's ok to let others know
that you are in pain.
• You don't have to take the advice of others.
• It's ok to want some recognition for your achievements and good work. It's not
necessarily showing off.
• You don't have to justify your decisions to others.
6 of 65
• You have the right to make decisions which seem illogical to others.
• You are not responsible for other people's problems. You don't have to take
responsibility for them.
• You don't have to read minds. You don't have to be able to know what other
people want. They need to tell you.
• You don't always have to respond to other people's questions. Just because
someone asks you a question, doesn't mean you have ot answer it.
Being assertive means making yourself and your opinions known. There's no
pussyfooting around.
Let's say you want to go to a movie with a friend. A passive statement might be
something like: "Hey dude, I heard that new Julia Roberts movie is really good,
it's playing at the AMC." You want to go, but you don't exactly say so. If you are
lucky your friend might follow up with "Yeah, let's go." If you aren't, your friend
might just say, "Yeah." You didn't make your feelings and wants known. You just
sort of passively hinted around.
An assertive person would say something like: "Hey man, I heard that the Julia
Roberts movie is really good. I'd like to see it. Would you like to go see it this
afternoon?"
An assertive statement states your opinion on something, your feelings about it and
your needs or desires or wants related to it.
It does this without putting blame on someone else or making the other person feel
like they have to comply or they are a jerk. It's about you and what you think and
want.
State what you think and what you want. Then the other person can make an
informed choice. They can say yes or no to your request, but at least they know
that you are making one! There's no confusion about whether or not you asked
them to go. You know, in the first example above the guy might have thought that
he asked his friend to go to the movie, when in fact he never did. Some guys think
that they've been rejected by a girl for a date, when they never really asked. Be
direct. Be assertive.
Special assertive techniques:
Responding to Criticism using Negative Assertion
7 of 65
If the criticism is right: Acknowledge it. - "Yes, I do have bad spelling, " "Yes,
that chicken was burnt."
Don't automatically apologize. Don't make excuses. Don't get defensive. Think
about the situation and decide if you want to apologize. You might need to in order
to save your job, but in other situations you might not owe the other person an
apology. You might have made an honest mistake. You are human. This technique
disarms your critic making him or her less angry and less hostile. It's a good way
to avoid fueling the fire of an argument.
If someone is criticizing you and part of what they say is true, but part is mostly
trying to put you down or manipulate you-- use Clouding. Clouding is done in three
ways:
1. Agree with the part that is right and ignore the rest. For example: if someone
says "you watch too much TV, you are going to miss out on so many things in life."
You might say, "Yes, I do watch too much TV."
2. Agree in probability: "Yeah, perhaps (or "it could be" ,"it's possible that") I do
watch too much TV" , or...
3. Agree in principle: "Yeah, if I do watch too much TV, I will miss out on life". In
this last one, you are agreeing with the principal, but not that you are doing it. This
strategy disarms the critic and may end the conversation. It works way better
than the passive or aggressive strategies.
You can also use Probing.
If you don't know if the criticism is constructive or manipulative, or if you need
more info-- Use this one: Ask "What is it about my... that bothers you?" Example:
"What is it about my TV watching that bothers you?"
This will help the person explain more about their feelings. You can then respond
with either acknowledgment, clouding, or more probing.
My favorite assertive technique:
The Broken Record
8 of 65
For those of you who don't remember records, they look like big black CD's. They
used to skip when they got scratched. They would repeat the same words over and
over. Hence the name of this technique.
To use this one you have to know what you want.
You use this when you want to say "no" to someone, and they don't want to take
"no" for an answer.
For example. Let's say a friend invites you over to their home to watch a TV
program. You have other plans or just plain don't want to go. You know that this
person is going to try to change your mind!
1. Decide what you want to do.
2. Make up a one sentence statement about it. Don't get into excuses or
explanations. These just give the other person ammunition and loop holes for trying
to manipulate your decision. Don't say "I can't." It's better to say "I don't want
to." Of course if you wanted to you could, couldn't you? The other person knows
this and will use it.
3. Repeat your message as many times as necessary.
4. Don't get sidetracked by the other person's requests or statements. It is ok to
acknowledge what they are saying: such as "I hear you saying that... but - repeat
your statement here."
K: "I'm having a girl's night of watching Providence. I know you have better
things to do, but please come over."
D: "No thanks. I'd rather make plans with you to do something else another
time. I don't watch Providence."
K:
"You never want to come over."
D: "No thanks. I'd rather make plans with you to do something else another
time. I don't watch Providence."
K: "I don't think you want to be my friend anymore. You always have other
plans."
D: "I'd rather make plans with you to do something else another time. I don't
watch Providence."
9 of 65
K:
But, it's important to me for you to be there. It's gonna be fun."
D:
"I appreciate that it's important to you that I be there, but-- No thanks.
I'd rather make plans with you to do something else another time. I don't watch
Providence."
This may sound robotic and inhumane, but the fact is that K is the one who is being
rude. D has a right to refuse an offer without being manipulated. D has a right to
say "no", and K needs to respect this, and not take it personally.
You can also offer a compromise.
D:
"How about if we make plans to get together next week?"
Never offer a compromise that would damage your self worth or self-respect,
that's not what compromising is about. A workable compromise is one where both
people get their needs met. For example: If you want to eat Mexican food and
your friend wants Chinese food, you decide to have one tonight, and the other the
next time you go out.
There are many other assertiveness techniques that you can learn.
The basic principals remain the same. State clearly want you think, feel, and want.
Remember, this does not guarantee that your request will be granted.
Being assertive isn't about always getting what you want. It's about clear
communication and taking good care of yourself.
For an appointment with Dr. Helen, call 310/393-8783
This article was prepared using a book titled Messages : The Communication Skills
Book by Mckay, Davis and Fanning.
Many other books on Assertiveness are Available Including:
Your Perfect Right by Robert E. Alberti and Michael L. Emmons
When I Say No, I Feel Guilty by Manuel J. Smith
Taken from http://www.drhelen.com/assertion
10 of 65
Assertiveness Role Plays
*Teacher scored your test incorrectly and you want it
corrected.
*Your friend wants you to go to a movie, but you feel you
should spend the time studying for a test for tomorrow.
*You want to negotiate with your parents for an incentive
for good grades on your next report card.
*You need a quiet place to take tests and want to
approach the teacher about getting out of the classroom
and take your tests somewhere quieter.
*You are to be at your IEP and let the group know what
your concerns, needs, and wishes are to help you to be
successful in school.
*Your best friend has been helping you with your math,
but tends to give you the answers rather than explain
things and then allow you to work it out on your own.
You want to talk to your friend about this situation, as you
want to figure things out so you do better on tests.
11 of 65
Passive, Aggressive, or Assertive?
For each situation listen below, write whether the response is passive, aggressive, or assertive.
Situation #1: Your teacher made a mistake averaging your grade.
___________________ “My grade is different from what I think it should be. Would you mind
averaging it again?”
___________________ “Do nothing about the mistake.”
___________________ “You didn’t average my grade right.”
Situation #2: Your best friend asks you to do something that you think is wrong.
__________________ “I don’t feel comfortable doing that. I’d rather not.”
__________________ “Maybe, I’ll think about it.”
__________________ “No way! You are crazy and you’re going to get in trouble!”
Situation #3: The cashier in the cafeteria gives you the wrong change.
_________________ “You’re trying to cheat me!”
_________________ “Excuse me, I don’t believe you gave me back the right amount of money.”
_________________ “Say nothing about the mistake.
Situation #4: A friend asks you to copy your homework assignment.
_________________ “I don’t feel comfortable doing that because I spent a lot of time on this,
and I don’t want to get into trouble for cheating.”
_________________ “No way! You shouldn’t be so lazy. Do your own work.”
_________________ “I guess it will be all right for you to copy it.”
12 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30-45 minutes
Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that
contribute to effective learning in school and across the life span.
2A Students will complete school with the academic preparation
essential to choose from a wide range of substantial post-secondary options, including
college.
Benchmark Addressed: 1A.6.1 Improve Academic Self-concept
2A.6.1 Plan to Achieve Goals
Specific Knowledge: Identify how peer relationships affect school performance
Evaluate how others’ goals influence goal achievement
Materials: Football cutouts will need to be made by you, a short list of possible suggestions
is attached
Activity:
Discuss what it means to “influence” someone.
- Who might influence you?
- Has that changed since you’ve gotten older?
Discuss how parents and peers might influence your goals – decisions
- How could that happen?
- Has it happened to anyone?
Football activity
- Throw the football to a student who is ready
- Have the student comes to the front
- Have the student draw a football card and read the card out loud
- answer the following questions
- How might your parents influence your decisions?
- How might your friends influence your decisions?
- What do you think you would do?
Source:
Suggested Assessment: Counselor observation of how the students participate in the activity
Other Curricular Integration:
13 of 65
List of possible football questions
1. You would like to go to a four year college. Neither of your parents went to
college.
2. Memorizing has always been difficult for you. You are expected to get
straight “A’s”.
3. You started band last year and convinced your parents to buy your
instrument. Now you want to quit band.
4. Your father, mother, grandfather, and aunt are all doctors but you get sick at
the sight of blood.
5. Your dad is an accountant and you struggle with Math.
6. You have been invited to go skiing over Christmas break.
14 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 45 minutes
Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that
contribute to effective learning in school and across the life span.
Benchmark Addressed: 1A.6.3 Achieve School Success
Specific Knowledge: Know expectations for transitioning to middle/junior high school
Materials: Video: “How to Succeed in Middle School”, lockers (numbers and combinations),
sample schedule, map of new school, notebook, calendar
Alternative materials: Video “Moving On” (Sunburst)
Activity:
1. Explain to the class that we will be starting a middle school transition unit. The goal of this
unit is that you will know the keys to succeeding in middle school.
2. Most students report that there isn’t that much more work in middle school than elementary
school. However, students are expected to be more organized. This unit should help you with
your organization.
3. Go through the different middle schools in Saint Paul Public Schools and ask the students
to raise their hands when you name their school. Write down on the board the number of
students attending each middle school.
4. Ask the students: What stories have you heard about middle school? What are some of the
things that worry students about going to middle school? (Respond to each concern from the
last two questions to help alleviate fears.)
5. Tell the class that we are going to watch a video called ‘How to Succeed in Middle
School’. Watch the video to see what strategies are used.
6. Ask the class: What things did the students do that made them not be as successful? What
things did the students do that helped them become successful? What are some things you are
looking forward to about middle school?
1. Review keys to middle school success.
2. Ask a student to tell the class what happened on the video. What things did the students do
that made them not be as successful? What things did the students do that helped them
become successful? (Note: This is the same as #6 above.)
3. Bring a lock to the class. Show the students how to use a combination.
4. Optional: Get seven or eight locks from a high school physical education teacher or coach.
15 of 65
Give the locks to the students and let them practice the combinations.
5. Show the class a sample schedule from the middle school that most of students are
attending. Explain the schedule. Optional: Make a copy of the schedule.
6. Bring a map from the middle school that most of the students are attending. Go through the
schedule and show on the map how to get to each class.
7. Show the class a notebook with different sections. Explain how you can split the notebook
in different sections for each class.
8. Show the class a big calendar and how to plan your assignments and extra-curricular
activities. Planning is one of the most important keys to success in middle school. Give
examples of how you can plan for multiple classes a day.
9. Tell the class that __________ Schools are committed to stop bullying. Explain what you
can do stop bullying. (Get adult help! Don’t pick fights. Walk proud. Etc.)
10. Ask the students to write: What concerns you the most about middle school? What are you
most excited about middle school?
11. If time, read written responses anonymously
12. Review keys to middle school success.
Source: Mississippi counselors (http://mis.spps.org/counselors)
Suggested Assessment: Have students write what their concerns are about middle school and
what they are most excited about in middle school.
Other Curricular Integration:
Please review this one…numbers or no numbers???
16 of 65
Career Domain Lessons/Activities
17 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 20 minutes
Standard Addressed: 1C Students will acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career decisions.
Benchmark Addressed: 1C.6.2 Develop Employment Readiness
Specific Knowledge: Know about the changing work place
Materials: North Dakota Career Outlook Magazine
Activity:
Provide Career Outlook Magazine for each student
In class read aloud the following articles: “Hot Jobs in ND,” “Fastest Growing Occupations in
ND” and employment Outlook in the United States”
Magazine can be obtained from
North Dakota Career Resource Network
1720 Burnt Boat Drive
PO Box 5507
Bismarck, ND 58506-5507
[email protected]
http://www.ndcrn.com
701-328-9733 (phone)
Source: N/A
Suggested Assessment: Class discussion
Other Curricular Integration:
18 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30-40 minutes
Standard Addressed: 1C Students will acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career decisions.
Benchmark Addressed: 1C.6.1 Develop Career Awareness
Specific Knowledge: Analyze the relationship between achievements, interests, and abilities
Materials: “What Job is For You?” and “Occupational Groups” worksheets and white (chalk)
board
Activity:
- Ask students to share some things they are good at. Write some of their answers on
the chalkboard.
- Discuss some personality traits people have and how they would relate some jobs
For example: Someone who likes children may want to be a teacher
- Ask for volunteers to tell some the things they are interested in.
For example: Someone liking music may want to teach music and someone
interested in math may want to be an accountant
- Tell students that their abilities, personality and interests play a big part in what kind
of job they will probably get when they get older.
- Distribute copies of “What Job is For You?” Instruct students to write their responses
and be ready to discuss them when completed.
- When the students have finished, give them the sheet describing the six job groups
adapted from John Holland’s Self-Directed Search. Ask students to decide which job
category they feel they would fit best in at this time.
Source: Old ND lessons
Suggested Assessment:
Other Curricular Integration:
19 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30-40 minutes
Standard Addressed: 1C Students will acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career decisions.
Benchmark Addressed: 1C.6.2 Develop Employment Readiness
Specific Knowledge: Demonstrate skills to locate, evaluate, and interpret career information
Materials: surveys
Activity:
- Select ten people to obtain information on their careers.
- Present oral reports to the class which should include a survey listing the five most
important career opportunities in the community.
In the classroom for a week:
Have the students choose two jobs found in the local want ads and then have them write a job
description of each job. The students will prepare and give an oral presentation (report) to the
class.
Another classroom activity:
The students will select a place and poll ten people to find out about their work. The students
will share the results in an oral report to the class. The student may use the attached survey
sheet to conduct the poll.
Source: Occupational Outlook Handbook
Suggested Assessment: The students will write a description of two jobs found in his/her
community. The students will use the survey to list the five most popular jobs found in
his/her community.
Other Curricular Integration:
20 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30 minutes
Standard Addressed: 1C Students will acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career decisions.
Benchmark Addressed: 1C.6.1 Develop Career Awareness
Specific Knowledge: Identify hobbies and vocational interests
Materials: Music
Activity:
- As music plays (30-60 seconds) have students write down three of their hobbies or
interests. When music stops students stand and walk around the room (resume music).
- When music stops the second time students will partner with the closest student and
share interests.
- After a minute, start music and students walk with partner around the room. When
music stops, 2 partner sets closest to each other group together and share interests and
hobbies.
- After each group shares interests and hobbies, return to chairs.
- Classroom discussion: The importance of interest as a predictor of satisfaction in a
career
Additional resources: Careers: A Look At Myself
Source:
Suggested Assessment:
Other Curricular Integration:
21 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30-60 minutes
Standard Addressed: 3C Students will understand the relationship between personal
qualities, education and training and the world of work.
Benchmark Addressed: 3C.6.1 Acquire Knowledge to Achieve Career Goals
Specific Knowledge: Demonstrate an understanding of the relationship between educational
achievement and career success
Materials: Interview questions
Activity:
- A week before presenting this lesson, assign the students a homework assignment.
The assignment is to use interview questions (see attached) to conduct an interview
with two adults (possibly parents).
- The day of the lesson students will organize the information they have gathered.
Students will present a written report to the class.
- After student have presented – ask if there was anything presented that surprised them.
Source: Fargo Public Schools
Suggested Assessment: the written report
Other Curricular Integration:
22 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30 minutes
Standard Addressed: 3C Students will understand the relationship between personal
qualities, education and training and the world of work.
Benchmark Addressed: 3C.6.2 Apply Skills to Achieve Career Goals
Specific Knowledge: Apply conflict management skills with peers and adults
Materials: 3 worksheets “Conflict Resolution,” “Compromising/Negotiating” and “Win or
Lose?”
Activity:
- Classroom discussion: “Conflict Resolution” sheet
- Worksheet on Compromising/Negotiating
- Win or lose Role Plays
Source:
Suggested Assessment: role plays
Other Curricular Integration:
23 of 65
Conflict Resolution
Compromising/negotiating is a social skill that is used when there is conflict. Conflict occurs whenever
there is a disagreement between two or more people. Conflict is normal! Conflict can be a good thing or
a bad thing, depending on how it is handled.
The social skill of compromising/negotiating is used when two people want to cooperate to solve a
problem or resolve conflict. Negotiate means to have a discussion with the person you are disagreeing
with, to see if you can both come to an agreement. Compromise means coming to an agreement that is
acceptable to both people, by each “giving in” a little.
4 ways to compromise:
1. Come to an agreement by deciding to do both things. (Ex: If you want to go bowling and
your friend wants to play video games, you could compromise by doing both things for a
shorter length of time on the same day.)
2. Come to an agreement by deciding to do what one person wants this time, and what the other
person wants the next time. (Ex: If you want to go to one movie and your brother wants to
go to another one, you could compromise by deciding to see one this week, and the other one
next week.)
3. Come to an agreement by having both people give up part of what he or she wants. (Ex: If
you want to meet a friend at 1 pm and he wants to meet at 2 pm, you could compromise by
meeting at 1:30 pm.)
4. Come to an agreement by doing something completely different than either one initially
suggested. (Ex: If you wanted to go to a comedy movie and your friend wanted to go to a scifi movie, you could compromise by going to an adventure movie.)
Not every issue is negotiable. You must learn the difference between negotiable and non-negotiable
issues, and learn to say “no” when someone tried to negotiate a non-negotiable issue.
Knowing When to Negotiate
“Let’s get some pizza for lunch,” says Rob. “No, I want a hamburger,” says Tom.
_____ Negotiable
If checked, list 3 solutions:
1. _______________________
2. _______________________
3. _______________________
_____Non-negotiable
“Let me cheat off your test,” says Sam. “If you’re my best friend, you will.”
_____ Negotiable
If checked, list 3 solutions:
1. _______________________
2. _______________________
3. _______________________
_____Non-negotiable
“I want you to stay at my house tonight,” says Jake. “No,” says Pete, “I want you to stay at mine.”
_____ Negotiable
If checked, list 3 solutions:
1. _______________________
2. _______________________
3. _______________________
_____Non-negotiable
24 of 65
Win or Lose?
The best solutions to a conflict result in win-win situations where both parties feel good about
the solution. In win-lose solutions, one party feels good about the solution and one party feels
bad about it. In lose-lose solutions, both parties feel bad about the solution. Win-lose and loselose are not desirable outcomes in resolving conflict.
Desirable – Note: delete this word
Read the conflict situation below, and the six ways the situation could be handled. For each,
decide if it was handled in a lose-lose, win-lose, or win-win way and circle your choice. If you
circle win-win, then indicate which of the four ways of compromising was used by writing the
number of the technique used.
SITUATION: The Jones family had one radio. When Jack and Sara were doing their
household chores, they disagreed about which radio station to listen to. Jack wanted to listen to a
station that played rock-and-roll and Sara wanted to listen to a country music station.
1. They started arguing, so their parents turned off the radio. They had to do their chores
without music.
Lose-Lose
Win-Lose
Win-Win (#_____)
2. They decided to listen to a radio station that played several different types of music.
Lose-Lose
Win-Lose
Win-Win (#_____)
3. Since Jack was bigger, he threatened to beat up Sara. Sara gave in and listened to the station
Jack wanted to hear.
Lose-Lose
Win-Lose
Win-Win (#_____)
4. They decided to listen to Jack’s station this time and Sara’s station next time they did chores.
Lose-Lose
Win-Lose
Win-Win (#_____)
5. They decided to listen to both stations, by switching back and fourth every half hour.
Lose-Lose
Win-Lose
Win-Win (#_____)
6. They decided to listen to a radio station that played jazz music, because jazz music is each
one’s second favorite.
Lose-Lose
Win-Lose
Win-Win (#_____)
25 of 65
Compromising/Negotiating
5 steps to compromising/negotiating:
1. Decide if you and someone else are having a disagreement.
2. Stay calm and flexible.
3. Suggest a solution that might be acceptable to both of you.
4. Find out if your suggestion is acceptable to the other person.
5. If the suggestion is not acceptable, then continue to compromise and negotiate
until an agreement is reached.
Activity: Work with a partner to complete the activity below. For each situation, decide on a
solution(s). You will role play your solution(s) to the class when completed.
1. John and Kate are brother and sister and when they come home from school each day, they
both have a favorite TV show they want to watch at 4 pm.
A good compromise would be:
2. Mr. Kaplan told his two sons that they needed to start doing some chores around the house.
He said that one of the needed to do the dishes every night and one of them needed to
straighten up the house every night. He left it up to his two sons to decide who would do
what. They both wanted to straighten up and neither one of them wanted to do the dishes.
A good compromise would be:
3. Mrs. Lowe asked her two daughters where they wanted to go to eat. One girl wanted to go to
McDonald’s and the other wanted to go to Burger King.
A good compromise would be:
4. The student council was trying to decide what to do for a service project for their school.
One group wanted to donate food to the food pantry and one group wanted to collect items
for the humane society.
A good compromise would be:
26 of 65
Personal/Social Domain Lessons/Activities
27 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30-40 minutes
Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills
to help them understand and respect self and others.
Benchmark Addressed: 1P.6/S.2 Acquire Interpersonal Skills
Specific Knowledge: Know meaning and consequences of harassment
Materials: “Hostile Hallways” report by AAUW, Transparencies – “Difference Between
Harassment and Flirting,” “Examples of Sexual Harassment,” and “What to do If it Happens
to You”
Activity:
What is harassment?
- Examples from the first 3 paragraphs of “Sexual Harassment in the Halls”
- Are you a bully? Administer questionnaire to group to think about.
- Define Sexual Harassment
Why is addressing harassment important?
- Show Hostile Hallways survey results (Show all attached [except last one]
transparencies)
- Lawsuits: Example Katy Lyle of Duluth, MN won $15,000 in 1991, Tawnya Brawdy
collected $20,000 because boys would moo at her through middle school and high
school
Difference Between Harassment and Flirting
- Show last transparency
- How harassment feels: Activity Sheet 1 – Different Kinds of Harassment
- Orally read 5 situations to class
Specific examples of sexual harassment
- transparency
What to do if it happens to you
- transparency – What to do if it happens to you
- transparency – Your local school’s Sexual Harassment Report Form
Source: Hostile Hallways Report website –
http://aauw.org/member_center/publications/HostileHallways/hostilehallways.pdf
Suggested Assessment:
Other Curricular Integration:
28 of 65
29 of 65
30 of 65
31 of 65
32 of 65
33 of 65
34 of 65
35 of 65
36 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level:
Estimated Time: 6-30 minutes sessions
Standard Addressed: 3P/S Students will understand safety and survival skills.
Benchmark Addressed: 3P.6/S.1 Acquire Personal Safety Skills
Specific Knowledge: Identify risky behaviors
Demonstrate personal coping skills and stress management skills
Materials: Board and Marker
Activity:
Tell the class that we will now begin a drug and alcohol prevention unit. The goal of this unit is that
students will be able to identify the many bad things that can happen with drug and alcohol abuse.
This awareness should lead to more students avoiding drugs or alcohol.
2. Ask the students to write down three reasons some that students smoke cigarettes. Then ask the
students to write down three reasons that students do not smoke cigarettes.
3. Ask the students to write down three reasons that some students drink alcohol. Then ask the
students to write down three reasons that some students do not drink alcohol.
4. Ask the students to write down three reasons that some students do drugs. Then ask the students to
write down three reasons that some students do not do drugs.
5. Have students get into groups of three to six. Ask them to come up with group answers to the six
previous questions (steps 2-4 of this lesson). Ask a reporter to write down the answers.
6. Have the reporters share the answers with the class. Write the responses on the board.
7. Briefly explain to the class that there are many good reasons that students shouldn’t smoke, drink or
do drugs. Go over what was written on the board. Tell the students they will be able to identify the
many bad things can happen with drug and alcohol abuse. This awareness will lead to more students to
avoid.
Activity #2
Materials: Board and Marker, ‘Risk Factors’ sheet
1. Review the many good reasons that students shouldn’t smoke, drink or do drugs. Review some of
the reasons students gave last week.
2. Explain the definition of a risk factor. Risk Factor – something that puts someone in danger of
injury to his or her health or in an unsafe situation.
3. The risk factors for drug and alcohol use vary greatly for students. We are going to take a survey
37 of 65
that rates these risk factors.
4. Pass out the ‘Risk Factors’ sheet.
5. Review risk factors for the environment. High Risk Factor Environment: When your people around
you use or promote drug or alcohol use. For example, high risk factor environments can result if your
mom smokes or your friends drink beer and try to talk you into drinking. Ask the students to answer
the ‘Environment’ question for the Tobacco, Alcohol and Marijuana sections of the ‘Risk Factors’
sheet. Answer ‘Yes’ or ‘No.’
6. When students don’t know the bad effects of drugs and alcohol, they are more at risk of using. Also,
if students don’t know how or have the skills to refuse drugs and alcohol, they are more at-risk. Do
you know the bad effects of drugs and alcohol and possess the skills to refuse them? Ask the students
to answer the ‘Knowledge and Skills’ question for the Tobacco, Alcohol and Marijuana sections of the
‘Risk Factors’ sheet.
7. Students who don’t feel OK about themselves are more at risk for drug and alcohol use. Ask the
students if they feel OK about themselves. Ask the students to answer the ‘Self-Concept’ question for
the Tobacco, Alcohol and Marijuana sections.
8. Ask the students if they have long-term goals. Students with long-term goals are less at risk for drug
and alcohol use. Ask the students to answer the ‘Long-term goals’ question for the Tobacco, Alcohol
and Marijuana sections of the ‘Risk Factors’ sheet.
9. Ask the students to answer last section in the four areas for cigarettes, alcohol and marijuana.
10. Ask the class to split up into groups. Discuss how students and staff promote or not promote
cigarettes, alcohol and marijuana.
11. Have group’s share ideas. Write ideas on the board.
12. Review risk factors for cigarettes, alcohol and marijuana.
Activity #3
Materials: Board and Marker, ‘Self Image’ sheet
Review risk factors for cigarettes, alcohol and marijuana.
2. Self-image is how we see ourselves. Our self-image is usually formed by our past encounters. How
did we behave in certain situations, and what have our family, friends and teachers have told us?
3. There are many aspects to self-image. We are good at some things, OK at others and in need of
improvement in other areas. You may be good at math, OK at basketball and need to improve holding
your temper. That pattern is normal. It is important that you can recognize your strengths as well as
areas where you can improve. That attitude is the key to a positive self-image.
4. Having a positive self-image is one of the main keys to not using drugs and alcohol. Students with a
negative self-image are three times as likely to use drugs and alcohol. Positive self-image also leads to
students feeling happier, being more successful and having more satisfying friendships.
5. Many middle school students don’t see themselves as they really are. They often have a more
negative self-image than what reality warrants.
38 of 65
6. Self-image is something that can be improved. Identify your strengths and weaknesses. Be proud of
your strengths and continue to work on them. Working to improve your weaknesses is a key to a
positive self-image.
7. Ask the students to complete the ‘Strengths and Weaknesses’ section of the ‘Self Image’ sheet. Give
lists of things that could make them proud: good at math, nice hair, kind, good basketball player,
honest, follows rules, helpful, etc…
8. Ask the students to fill out the ‘How do I see myself?’ section. You can put things that make you
proud or things you would like to improve in this section.
9. Review self-image and how people with a positive self-image will be more likely to refuse alcohol
and drugs.
Activity #4
Materials: Board and Marker, ‘Tobacco Facts’ sheet
1. Review self-image and how people with a positive self-image will be more likely to refuse alcohol
and drugs.
2. Ask students to tell the class bad things that can happen to people who smoke or chew tobacco.
Write the responses on the board.
3. Pass out the ‘Tobacco Fact’ sheet.
4. Ask individual students to read a statistic to the class.
5. Ask the students to rate 1-10 the most disturbing tobacco facts.
6. Ask the class to split up into groups of three to six people.
7. Have the groups rate 1-10 the most disturbing tobacco facts. Ask a reporter to write down their
results.
8. Have the reporters share the results and decide as a class which tobacco facts are the most
disturbing.
Activity #5
Materials: Board and Marker, ‘Alcohol Fact’ sheet, Alcohol Quiz Sheet.
Review the harms of tobacco use. Ask the students to state what the class determined to be the biggest
harms of using tobacco.
2. Ask students to tell the class some bad things that can happen to people who drink alcohol. Write
the responses on the board.
3. Pass out the ‘Alcohol Fact’ sheet. Tell them there will be a quiz at the end of class.
4. Ask individual students to read a statistic to the class.
5. Have the students pass in the ‘Alcohol Fact’ sheet.
6. Pass out the ‘Alcohol Quiz’ sheet
39 of 65
7. Ask students to take the quiz.
8. The correct answers are: 1. b) 2. d) 3. a) 4. b) 5. Drunk Driving 6. c) 7. a) 8. c) 9. d) 10. a) 11.
Smoking and drinking alcohol 12. b) 13. d) 14. b)
9. Have students exchange papers and check answers. Read the answers to class.
10. Pass the papers back to the owners. Ask class to write the five most disturbing alcohol facts or
effects.
11. Ask students to tell their answers and why. This exercise should start a classroom discussion.
12. Review the negative effects of alcohol use.
Activity #6
Materials: Board and Marker, ‘Marijuana Fact’ sheet
Review how alcohol use can be damaging.
2. Ask students to tell the class some bad things that can happen to people who use marijuana. Write
the responses on the board.
3. Pass out the ‘Marijuana Fact’ sheet.
4. Ask individual students to read a fact to the class.
5. Ask the students to rate 1-10 the most disturbing marijuana facts.
6. Ask the class to split up into groups of three to six people.
7. Have the groups rate 1-10 the most disturbing marijuana facts. Ask a reporter to write down their
results.
8. Have the reporters share the results.
9. Decide as a class which marijuana facts are the most disturbing.
Source: http://mis.spps.org/counselors/m_drug.html
Suggested Assessment:
Other Curricular Integration:
40 of 65
Risk Factors
Answer Each Question Yes or No
Using Tobacco
Environment ________
Knowledge and Skills ________
Self-concept ________
Long-term goals ________
Using Alcohol
Environment ________
Knowledge and Skills ________
Self-concept ________
Long-term goals ________
Using Marijuana
Environment ________
Knowledge and Skills ________
Self-concept ________
Long-term goals ________
Does our school have a high risk factor for cigarettes,
alcohol and marijuana?
Environment ________ Why? ______________________________________________
Knowledge and Skills -________ Why? ______________________________________
Students have OK self-concept? ________ Why? ______________________________
Students have long-term goal ________ Why? ________________________________
41 of 65
Self-Image
What are my strengths?
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
What are my weaknesses?
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
How do I see myself? How would I like to be?
At Home
1. ___________________________ 1. ___________________________
2. ___________________________ 2. ___________________________
3. ___________________________ 3. ___________________________
At School
1. ___________________________ 1. ___________________________
2. ___________________________ 2. ___________________________
3. ___________________________ 3. ___________________________
With Friends
1. ___________________________ 1. ___________________________
2. ___________________________ 2. ___________________________
3. ___________________________ 3. ___________________________
42 of 65
Tobacco Facts
1. There are over 47 million smokers in the United States.
2. People who smoke cigarettes or use smokeless tobacco have a significantly
increased heart rate that can lead to high blood pressure, increased stress and heart
attacks.
3. Around one-third of high school students are current smokers or have had one
cigarette in the last thirty days. This number is an increase of 8% since 1992.
4. Teenagers who smoke are 8 times more likely to smoke marijuana and 22 times
more likely to use cocaine.
5. Nearly one out of five deaths in the United States had tobacco as a contributing
factor. It is the leading cause of death in United States.
6. Stained teeth and bad breath are caused by smokeless tobacco use. 72% of
Americans report being sickened by smokeless tobacco use.
7. Over 80% of smokers wish they didn’t smoke.
8. People who smoke are three times as likely to report poor overall health.
9. 71% of smokers under 18 have tried to quit but were unsuccessful.
10. 4 times as many smokers report a cough with phlegm or blood, shortness of breath
when not exercising, wheezing and gasping.
11. Over 80% of smokers began smoking before the age of 18.
12. The younger a person is when they start smoking, the more likely that they will be
a life-long smoker.
13. If smokers reach the age of 50, they are twice as likely to die before they reach the
age of 60 than non-smokers.
14. Tobacco use has drained the US economy of more than $100 billion in health care
costs and lost productivity. This cost has doubled since 1993. The examples of losses
range from hospital costs to people dying of lung cancer to missing work from being
more susceptible to minor illnesses such as colds and the flu.
43 of 65
15. Oral cancer is caused by smokeless tobacco. Smokeless tobacco users are ten
times more likely to develop cancer than non-tobacco users. Oral cancer is the most
common.
16. Of smoke-related medical costs, 43% were paid by taxpayers by programs such as
Medicaid and Medicare. In other words, individuals pay for tobacco-related costs
even if they don’t smoke.
17. Smokers are three times as likely to have a heart attack than non-smokers.
18. Current and former smokers spend four times as much on health care as nonsmokers.
19. 87% of females between 18-24 said that they were less likely to want to kiss
someone who used smokeless tobacco.
20. People will spend over $1,200 a year if they a smoke a pack of cigarettes a day.
21. Smoking makes your skin wrinkle and makes people look older, especially after
the age of 30. Even former smokers’ skin wrinkles at an earlier age.
44 of 65
Alcohol Fact Sheet
Facts
1. Alcohol is the number-one drug problem among teenagers.
2. People who use alcohol under the age of 18 are more likely to become problem
drinkers and start using other drugs.
3. Children of alcoholics are four times as likely to become alcoholics than children
whose parents are not alcoholics.
4. 14 percent of all adults who drink are problem drinkers in the United States.
5. Drunken individuals are four times more likely to lose their temper and six times
more likely to commit an act of violence.
6. Drunk driving is the number one killer of teenagers.
7. Alcohol is a major cause in thousands of suicides and murders each year.
8. 27% of drivers under 21 report that they drove drunk last year.
9. Young people are affected faster and more severely by alcohol than fully-grown
adults.
10. In 2001, there were 1,482 alcohol-related deaths of college students in the United
States.
11. High school students reported the biggest reason that they drink alcohol to be peer
pressure.
Effects
1. Alcohol is a depressant. It slows reactions and dulls the brain. Most people believe
alcohol makes them happier, but it actually makes people sad.
2. Alcohol immediately affects your ability to think, speak, concentrate and control
moods and behavior.
3. Alcohol affects coordination. It causes clumsiness and slows reactions.
4. Alcohol hurts the immune system, which causes people to be sick more often and
have serious diseases.
5. One ounce of alcohol contains 200 empty calories. It makes you fat, but it has no
vitamins, protein or carbohydrates.
6. Alcohol is a cause in thousands of deaths every week in the United States. It is the
second-leading cause of death behind smoking.
7. The liver and kidney break down and eliminate alcohol, but only at the rate of about
1/2 ounce per hour. Many heavy drinkers die from liver and kidney disease.
8. Alcohol use shrinks the brain, especially in the frontal lobe area where higher
cognitive functions occur. People have scored up to 20% lower on intelligence tests
after years of alcohol abuse.
45 of 65
Alcohol Quiz
Circle the letter or fill in the correct answer. Questions #5 and #11 are fill in the blank.
1. Children of alcoholics are ______ times as likely to become alcoholics than
children whose parents are not.
a) 2 b) 4 c) 6 d) 8
2. _____ percent of all adults who drink are problem drinkers.
a) 6 b) 8 c) 10 d) 14
3. People are who are drunk are ______ times more likely to lose their temper.
a) 4 b) 6 c) 8 d) 20
4. People who are drunk are _____ times more likely to commit an act of violence.
a) 4 b) 6 c) 8 d) 20
5. What is the number one killer of teenagers? ______________________________
6. ______ percent of drivers under 21 report they drove drunk last year.
a) 3 b) 10 c) 27 d) 34
7. In 2001, how many alcohol-related deaths of college students occurred?
a) 1, 482 b) 2,988 c) 3,522 d) 5,677
8. Alcohol most often makes people _______________.
a) happy b) hungry c) sad d) itchy
9. Alcohol hurts the immune system, which causes people to be more ___________.
a) intelligent b) curious c) energetic d) sick
10. One ounce of alcohol contains 200 empty calories. That fact explains why people
who drink alcohol tend to be more ____________.
a) fat b) skinny c) hairy d) athletic
11. What are two top causes of death in the US? ______________________________
12. What body part has to work the hardest when people drink?
a) feet b) liver c) brain d) throat
46 of 65
13. What part of the body shrinks when people abuse alcohol?
a) hands b) hair c) hips d) brain
14. The biggest reason that high school students drink alcohol is
___________________.
a) to relax b) peer pressure c) to get fat d) to have fun
47 of 65
Marijuana Facts
People who use marijuana:
1. Become less intelligent. Studies have shown marijuana users’ IQs decrease over
time.
2. When they are teenagers, show an increase in depression and behavior problems.
3. Have problems with memory, concentration and learning. The longer the use of
marijuana, the more prevalent the problems.
4. Hearts can beats up to four times faster than normal. This increase weakens the
heart and increases the chance of heart attack. Marijuana users are four times more
likely to have a heart attack.
5. Engage in more violent acts. When people are high on marijuana, they are 7 times
more likely to commit a weapons offense and 9 times more likely to commit murder.
6. Are three times more likely to have a panic attack.
7. If they smoke when they are pregnant, their children have an increased difficulty in
functioning by the time they reached the age of ten. The biggest problems of these
children were related to learning, hyperactivity, inattention and delinquency.
8. Develop a tolerance for marijuana. This tolerance means they need more potent and
larger quantities to get high, which increases the negative effects of marijuana.
9. Lowers the testosterone in males, which makes them less masculine. It also reduces
the quantity and quality of their sperm that can lead to birth defects and infertility.
10. When they are high school students, they are seven times more likely to take
harder drugs than non-marijuana users.
11. Develop menstrual problems as females. There is an increased chance of birth
defects.
12. Are more likely to develop lung cancer. Marijuana is worse for your lungs than
tobacco. One joint harms your lungs as much as twelve cigarettes.
13. Become increasingly dull, confused and show a general lack of energy.
48 of 65
14. Become less productive.
15. Harms their immune system by destroying white blood cells. Users are three times
more likely to have minor illnesses and four times more likely to develop lifethreatening illnesses.
16. Is psychologically addictive. Most users who want to quit report that it is very
difficult.
17. Become less coordinated and have more problems with physical endurance. Users
have more difficulty in activities that require coordination such as hitting a baseball,
shooting a basketball and running long distances.
49 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 45 minutes
Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills
to help them understand and respect self and others.
Benchmark Addressed: 1P.6/S.2 Acquire Interpersonal Skills
Specific Knowledge: Identify alternative behaviors when peer pressure is in conflict with
beliefs
Materials: Peer Pressure worksheet
Activity:
-
The teacher establishes that one’s “peers” are people the same age or grade and
defines “pressure” as a force or strong influence.
The teacher then asks student to define the term “peer pressure.”
The teacher lists some examples of peer pressure: pressure to skip school, pressure to
use drugs, pressure to cheat, etc.
The teacher hands out the “Peer Pressure” worksheet and asks students to complete.
A class discussion follows on the next day to discuss answers and strategies used to
manage peer pressure.
Source: http://www.firn.edu/doe/programs/cd/doc/4-5-7-5.doc
Suggested Assessment:
Other Curricular Integration:
50 of 65
PEER PRESSURE
1. What is a peer?
2. What is peer pressure?
3. Why do people try to pressure each other into doing things?
4. How can you resist negative peer pressure?
5. Name two ways to turn down negative peer pressure.
6. Why is it important to learn to stand up for yourself?
7. If you have doubts about doing something, what can you do?
8. Give an example of a situation in which a peer pressured you.
9. How did you handle the situation?
51 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30 minutes
Standard Addressed: 2P/S Students will make decisions, set goals, and take necessary action
to achieve goals.
Benchmark Addressed: 2P.6/S.1 Self-Knowledge Application
Specific Knowledge: Identify alternative ways to achieving goals
Develop an action plan to set and achieve realistic goals
Materials:
“Goals in Action” worksheet.
Education Route Resource Sheet.
Interview Sheet.
Children’s Dictionary of Occupations or Occupational Outlook Handbook.
“The Long and Short of It” worksheet.
Activity:
1. Class discussion on educational goals, both short and long-range, using the
Educational Route Sheet as a resource.
2. Ask students to select an occupation they would like to know more about. Using the
Children’s Dictionary of Occupations and/or the Occupational Outlook Handbook as a
resource, have them find the education and/or training requirements for their selected
occupation.
3. Have students complete “Goals in Action” worksheet.
4. Ask students to interview three adult workers and using the “Interview Sheet,” list the
education and training requirements that were important in their work lives.
5. On day two, students meet in groups to create a table reflecting the interview results
(jobs requiring a high school education, four-year college, etc.).
6. On day three, groups share their table results and compile one for the entire class.
Activity #2
1. The teacher leads a discussion on goals, both long and short-range.
2. The teacher gives examples of each.
3. Distribute “The Long and Short of It” worksheet and give directions.
4. Promote a class discussion upon completion of worksheets.
Source: http://www.firn.edu/doe/programs/cd_lesson.htm
Suggested Assessment:
Other Curricular Integration:
52 of 65
EDUCATION ROUTE RESOURCE SHEET
High School Not Completed (but preferred) - Occupations in this group usually
require 8-12 years of school, but not a high school diploma and many require onthe-job training or work experience.
High School Completed (GED) - Occupations in this group usually require a high
school diploma or GED (General Educational Development) diploma and most
also require work experience and on-the-job training.
1-2 Years of Postsecondary Career and Technical Training - Occupations in
this group usually require specialized training at career and technical schools or
community colleges and some require additional work experience or on-the-job
training.
Bachelor’s Degree - Occupations in this group usually require graduation from a
four-year college or university. Some five-year programs such as engineering are
also included in this group. Some additional work experience may also be
required.
Professional Or Graduate Degree - Occupations in this group usually require
advanced training beyond undergraduate school and may include professional
degrees such as architecture, medicine, and law.
53 of 65
GOALS IN ACTION
My career goal:
The education route needed to achieve my goal:
High school courses that will help with this route:
Other actions that will help me achieve my goal:
54 of 65
INTERVIEW SHEET
Interview three adult workers you know to find out about
the education and/or training that is required for their
occupations.
Ask each person the following questions:
1. What is your occupation?
2. What are your main duties and/or responsibilities?
3. How much education/training is required for this occupation? (Check all that apply.)
___high school
___technical school
___college
___community college
___graduate degree
4. Which courses were important for your career?
5. What kind of training was required for this position? (check all that apply.)
___apprenticeship ___ internship ___ on-the-job training ___ special classes
___other:
6. Does your job require additional training to keep up with changes or to improve
your performance?
55 of 65
GOALS
THE LONG AND SHORT OF IT!
GOALS are things you want to accomplish.
Short-range goals are those you want to reach in the near future like in a day or two or the next
couple of weeks.
Long-range goals are those you plan to reach in the future, within the next few
months or years.
S Write three Short-term goals for
yourself:
L Write three Long-term goals for
1.
1.
2.
2.
3.
3.
yourself:
Choose one goal from each category above and list actions you can take to
achieve that goal.
56 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30-45 minutes
Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills
to help them understand and respect self and others.
Benchmark Addressed: 1P.6/S.2 Acquire Interpersonal Skills
Specific Knowledge: Recognize that everyone has rights and responsibilities
Materials:
Activity:
Discuss what it means to have rights, especially in our society.
- Put students in groups of 3-4. They are to write as many “rights” as they can think of.
- After each group is finished, start the activity
- Group 1 might say – “We have the right to ride bike.”
- Group 2 would respond – “Yes, but you have the responsibility to watch for
pedestrians”
- Group 2 would get a point. If group 3 can also give responsibility they get a point.
Continue until all groups have given all their rights.
Source:
Suggested Assessment: evaluation of activity and group participation
Other Curricular Integration:
57 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 30 minutes
Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills
to help them understand and respect self and others.
Benchmark Addressed: 1P.6/S.2 Acquire Interpersonal Skills
Specific Knowledge: Demonstrate appropriate social skills
Materials: Inches and Miles by Coach John Wooden, Friendly Feud Cards (blow up slightly
and laminate for yourself)
Activity:
Intro Activity: Friendly Feud: Divide class into 2 teams and play like “Family Feud” game
show on TV. Use questions on friendship on the cards.
Main Activity: Read Inches and Miles to class – can also be read gradually throughout the
year (would be more beneficial). As each trait is read, make a construction paper block to
create tower illustrated in back of book.
After book has been completed, students will be assigned one trait or put into pairs and will
take pictures illustrating that trait being exhibited in school and then do a creative writing on
that trait. All student’s work will be combined into one powerpoint or windows movie maker
presentation to an assembly of lower grades.
Source:
Suggested Assessment: Powerpoint presentation
Other Curricular Integration:
58 of 65
“Friend”ly Feud
“Friend”ly Feud
150 students
surveyed.
Top 4 answers.
150 students
surveyed.
Top 4 answers.
Something that would
make a boy popular.
1. Sports
51
2. Clothes
26
3. Nice
23
4. Good looks
19
Something that would
make a girl popular.
1. Good looks
50
2. Nice
20
3. Dress nice
17
4. Friends
15
“Friend”ly Feud
“Friend”ly Feud
150 students
surveyed.
Top 3 answers.
150 students
surveyed.
Top 4 answers.
Causes the most
conflict between
friends.
1.Boy/girl friends 20
2.Rumors
17
3.Other friends
17
Characteristic valued
most in a friend.
1. Kindness/Nice 48
2. Sense of humor 24
3. Honesty
16
4. Trust
14
“Friend”ly Feud
“Friend”ly Feud
150 students
surveyed.
Top 5 answers.
150 students
surveyed.
Top 3 answers.
Favorite thing to do
with friends.
1. Hang out
33
2. Play sports
24
3. Go to movies 21
4. Play games/video
games
21
5. Talk
13
How to make a friend
feel better who’s
having a bad day.
1. Tell a joke/make
them laugh
50
2. Talk to them 45
3. Hang out with
them
17
“Friend”ly Feud
150 students
surveyed.
Top 6 answers.
The most hurtful
thing a friend could
do to you.
1.Talk behind back 29
2.Spread rumors
16
3.Ditch me
14
4.Say mean things 14
5.Lie
13
6.Tell secret
12
“Friend”ly Feud
150 students
surveyed.
Top 3 answers.
Something parents
would disapprove of
your friends doing.
1. Drinking/drugs 74
2. Smoking
46
3. Swearing
12
59 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level:
6
Estimated Time: 90-100 minutes
Standard Addressed: 1P/S Students will acquire the attitudes, knowledge, and personal
skills to help them understand and respect self and others.
Benchmark Addressed: 1P.6/S.2 Acquire Interpersonal Skills
Specific Knowledge: Identify alternative behaviors when peer pressure is in conflict with
beliefs.
Materials: cards to divide students into groups, worksheets on “trouble”, “consequences”,
and “fun activities”, Worksheet “Refusal Skills”, “Refusal Skills in Action” worksheet
(optional)
Activity:
Day 1
Who are your peers? What is peer pressure?
We are going to divide into groups of four to brainstorm what kinds of things peer do to get
into trouble, what the consequences for trouble might be (at home, at school, or with the law),
and what are fun things peers do that are not trouble. Designate one person in the group to be
the recorder, one to be the reporter, one to be the sheet collector and one to be the timer. Ask
the sheet collector to come up and get a sheet with one of the three topics on it. Allow 5
minutes to come up with a list as long as possible, with recorder writing the list and timer
watching the time for the group. After the 5 minutes is up, have each reporter come to the
front and read the list the group came up with. Ask if the class has any more they could add
to the list.
We are going to be using these lists in developing refusal skills to use when someone tries to
pressure you into doing something that is trouble. The 4 goals of using refusal skills are: 1)
keep your friends 2) have fun 3) stay out of trouble and 4) stay in control. Write the first 4
steps of the refusal skills on the board: 1. Ask questions “What…”
2. Name the trouble “That’s…” Use legal terms if
possible
3. State the consequences “If I do that…” Use legal,
school, home, or health consequence that you feel would bother the persuader the most.
4. Suggest an alternative “Instead why don’t we…”
Make these as specific to the situation as possible. For instance, an alternative to bullying a
student on the playground during recess would not be to go out for ice cream. You are at
recess and that would not be a good option at that time. A better alternative would be to go
play soccer with the group playing over on the other side of the playground.
Demonstrate these four skills by having a student come to the front and try to persuade you to
cheat on a test. After demonstrating, go around the room by posing a situation and having
60 of 65
each student do one step. You will begin, for example, by saying “John, do you want to go
over to Joe’s house?” The first student will say “What are we going to do there?” You may
say, “We’re going to smoke one of his mom’s cigarettes.” The next student in the row will do
step #2: “That’s illegal.” You’ll reply, “So, nobody will ever know.” The next student will
do step #3: “If I do that, I could get kicked off the hockey team.” You’ll reply with “Your
coach will never know.” The next student will demonstrate step #4: “Instead, why don’t we
go to my house and play X-Box?” You’ll reply by saying “Sure” and stop the situation there.
You’ll then introduce a new situation and continue on around the room until everyone has
done at least one step. You may want to go around the room two times for more practice.
Day 2
Review the refusal skill steps talked about in the last lesson. Hand out the “Refusal Skills”
worksheet and add step #5. This step is added when the person doing the pressuring does not
want to do the fun activity you suggest. Have a student come to the front of the class and try
to persuade you to have a beer. When you suggest an activity, have the student say, “No, I
don’t want to do that. It would be boring.” You will demonstrate step #5 by saying this as
you’re walking away from the student, “ Well, if you change your mind, I’ll be at my house
playing X-Box (if that’s what he suggested doing). You can join me if you want. My mom
just made brownies.” This would demonstrate the 3 parts of step #5 – re-invite them to join
you, start walking away as you say it, and sweeten the pot a little (the brownies).
Using the “Refusal Skills” worksheet, go through the 6 points at the bottom of the page for
using these skills under pressure. Questions to ask: When would you not need to use step #1?
(when the person comes right out and invites you directly to something that’s trouble, such as
“Let’s go over to my house and drink a beer.” It’s not necessary unless the person is not
providing you with all the information you need to make a wise choice.
Pair up students and have each practice being the persuader and the refuser. Students can use
the “Refusal Skills” worksheet as a guide when doing the role plays. The worksheet “Refusal
Skills in Action” can also be used to help students think about their responses before actually
doing the role play or to have students do for a situation you invent before pairing up. After
they have practiced together, have some of the pairs that wish to, demonstrate their role play
to the class. Have the class focus on the refuser to see if they have followed the steps
accurately and make comments or corrections as necessary.
Source: “Here’s Looking at You, 2000” drug education program by the Comprehensive
Health Education Foundation
Suggested Assessment: Role play of refusal skills
Other Curricular Integration:
61 of 65
WORK SHEET
REFUSAL SKILLS
Goals of Refusal Skills:
*keep friends *have fun *stay out of trouble
*stay in control
Steps of Refusal Skills (and key phrases):
1. Ask questions. (e.g., “What…?” “Why…?”)
2. Name the trouble. (“That’s…”)
3. State the consequences. (“If I do that…”)
4. Suggest an alternative. (“Instead why don’t we…”)
5. Move it, sell it, and leave the door open.
(“If you change your mind…”)
Using Refusal Skills under pressure:
1. Stay calm .
2. Say the person’s name and make eye contact.
3. Say “Listen to me.”
4. Pause to see if the person is listening.
5. If the person is listening, then continue to use the skill.
If not, then say the person’s name and “Listen to me” again.
6. If the person still doesn’t listen after two or three times of saying
“Listen to me,” then leave, saying something like “I’ll see you
later.”
62 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level: 6
Estimated Time: 45-50 minutes
Standard Addressed: 3P/S Students will understand safety and survival skills.
Benchmark Addressed: 3P.6/S.1 Acquire Personal Safety Skills
Specific Knowledge: 3P.6/S.1 Demonstrate personal coping skills and stress management
skills
3P.6/S.1 Identify risky behaviors.
Materials: SOS curriculum guide, SOS DVD, student newsletters (one per student), parent
newsletters (one per student), TV and DVD player
Activity:
Using SOS curriculum, introduce the program by using the introduction to lesson 1 printed in
the guide.
Show the DVD and discuss, using questions provided in Lesson 1 of curriculum guide.
Pass out student newsletters and go through with students.
Allow for student questions.
Pass out parent newsletters for students to take home to parents.
Source: SOS Signs of Suicide Middle School Program, Screening for Mental Health, Inc.
Suggested Assessment:
Other Curricular Integration:
63 of 65
North Dakota Curricular Standards for
School Counseling Curriculum Guide
Grade Level:
6
Estimated Time: 40-50 minutes
Standard Addressed: 1C: Students will acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career decisions.
Benchmark Addressed: 1C.6.1
Develop Career Awareness
Specific Knowledge: 1C.6.1 Analyze the relationship between achievements, interests and
abilities.
1C.6.1 Identify hobbies and vocational interests.
1C.6.2 Demonstrate skills to locate, evaluate and interpret career
information.
Materials: computers, Drive of Your Life sheet, Drive of your Life permits,
Website: www.driveofyourlife.org, NEC projector and laptop
Activity:
Getting to know yourself can help to find a job best suited to you. This computer program
will ask you a series of questions related to your personality and as you answer these, you will
build your car. After your car is built, you will drive it to several destinations, which will be
jobs that matched your personality.
Using laptop and NEC projector, log into the website and guide students through the
procedure to log into the site. 1. Click on student, then continue 2. Click on Register under
First Time Visitor 3. Click on “At School”, then continue 4. Click on “Outside Indiana,
then fill in the state, city and school (Jamestown Middle School), then continue 5. Fill in
your grade level, name, and teacher (use your prime time teacher) 6. Fill in username (first
name, last name, 00 all lower case and no spaces), password (middle name plus 0s if needed),
and click “Continue” 7. Click on “Customize Your Ride” and answer questions and build
car.
Travel to destinations until time is up. To save your work so you can re-enter where you left
off, click on “Exit” in the upper right corner and save it.
Source:
Suggested Assessment:
Other Curricular Integration:
64 of 65
65 of 65