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Teen Living

Overview

Teenage Transitions

Teenagers and Families

Teenage Peers and Friends

Gals and Guys

Audio & Video Files

Other Information

Scope and Sequence

Standard 1    Standard 2    Standard 3    Standard 4    Other Information

 

Standard 1 - Teenage Transitions

  1. Personal Development
    1. Recognize that teenagers are alike in some ways and different in others, and that each teen is unique and valuable.
    2. Identify the developmental tasks that occur during the teenage years.
    3. Identify conditions that can impede, delay, or interrupt these developmental tasks.
    4. Identify skills which lead to an understanding of self.
      1. Review factors affecting self-concept.
      2. Differentiate between self-concept and self esteem.
      3. Identify ways for building a positive self-concept and a high level of self-esteem.
      4. Recognize stages of personality development.
      5. Identify personal values.
  2. Controlling Emotions
    1. Consider teen years as physical and emotional transition years.
      1. Consider that body changes during puberty bring high and low emotions.
      2. Itemize some behaviors that are acceptable in childhood, but not acceptable in teen years.
    2. List various emotions experienced throughout life.
    3. Specify positive and negative methods of expressing emotions.
    4. Analyze differences between passive, assertive, and aggressive behavior.
    5. Recognize legal, mental, social, ethical, physical, and financial consequences of uncontrolled emotions to individuals and families.
    6. Identify the consequences and costs of uncontrolled emotions to the community.
    7. Review materials on stress, including:
      1. definitions of stress-related terms
      2. causes and effects of stress
      3. positive and negative methods of stress management, including consequences of negative management.
  3. Relationships and Communication
    1. Describe the differences between childish and mature styles of communication.
    2. Identify the effects of childish vs. mature styles of communication.
    3. Review communication techniques, including constructive communication, destructive communication, and non-verbal communication.
    4. Apply constructive communication skills in developing positive relationships with peers, family members, and persons with authority.
    5. Identify positive and negative methods of conflict resolution with peers, including the use of inappropriate language and behaviors.
    6. Identify how effective listening skills enhance human relationships and apply the skills in everyday situations.
    7. Identify and recognize personal communication styles.
  4. Critical Thinking
    1. Identify the components of the critical thinking process.
    2. Identify situations for applying the critical thinking process.
    3. Examine how using the critical thinking process can help manage and/or prevent problems.
    4. Examine how the human brain can be trained to think critically and creatively.
    5. Analyze how the critical thinking process can enhance and/or block human relationships and how attitudes influence judgments.
    6. Implement the critical thinking process in contrived situations.
    7. Develop a plan for applying the critical thinking process to personal situations.
  5. Using Good Judgment
    1. Define the term good judgment and identify the skills necessary to make good judgments.
    2. Differentiate between making a decision and making good judgments.
    3. Examine how lack of using these skills can cause a crisis.
    4. Establish responsibility for personal judgments. and consequences.
    5. Analyze common judgment situations and apply the critical thinking process.
    6. Identify activities some teenagers pursue that might be considered indicative of poor judgment or risk-taking behaviors.
  6. Being Responsible
    1. Define the term responsible behavior.
    2. Identify ways to exhibit personal responsibility and accept responsibility for personal decisions.
    3. Examine how modern technology provides increased leisure time.
    4. Explain how a teen's responsibility or lack of it affects others.
      1. Assess the personal impact of one's level of responsibility on family life.
      2. Identify time, energy, financial, and emotional demands on working parents.
      3. Identify ways to exhibit respect for the rights, property, and privacy of others.
      4. Assess the relationship between self-respect and respect for others.
    5. Analyze how responsible behaviors learned during the teen years transfer to adult living and enable people to be productive contributors in their homes and communities.
  7. Role Models
    1. Define the term role model and evaluate the importance of role models.
    2. Identify positive and negative qualities of famous individuals perceived as role models.
    3. Identify personal role models in one's own life and evaluate his/her qualities.
    4. Identify personal (own) qualities exhibited as a role model to younger persons.
  8. Gender Awareness
    1. Relate myths about male and female roles.
      1. Identify traditional versus nontraditional roles.
      2. Identify changes/trends in gender roles.
      3. Identify how gender roles affect job opportunities.
    2. Analyze how myths influence future options for both genders.
      1. Identify how gender roles relate to social position.
      2. Identify role changes throughout life.
    3. Evaluate how male/female roles can complement each other.
    4. Identify various types of gender discrimination and sexual harassment.
    5. List ways to report and/or handle these situations.

 

Standard 2 - Teenagers and Families

  1. Teenagers as Family Members
    1. Examine family dynamics.
      1. List the functions of the family unit.
      2. Analyze changes in the family unit during the past 30 years.
      3. Explore the benefits strong family units have on individuals, the community, and society.
    2. Identify ways teenagers can contribute to and improve family relationships and the home environment.
    3. Analyze ways teenagers can destroy family relationships and foster negative home environment.
  2. Teens and Parents/Guardians
    1. Discuss teenagers' (personal) struggle for independence.
      1. Identify the basic reasons for struggles related to independence.
      2. Explain how increased freedom brings increased responsibility.
      3. Develop appropriate methods for requesting increased independence.
      4. Explain how becoming independent involves cultivating strong networks of social interdependence.
    2. Recognize that parents were once teenagers.
      1. Describe basic human needs of parents and teens.
      2. Recognize that parents/guardians are human had have needs that must be met.
      3. Compare differences of teenage years between parents, grandparents and students.
      4. Identify multiple roles of parents.
      5. Identify causes of parental stress and ways teenagers can contribute to or relieve stress.
    3. Explore effective methods of communicating with parents.
      1. Identify styles of communication.
      2. Demonstrate the use of effective communication skills.
      3. Analyze methods of conflict resolution with parents.
      4. Develop ways to resolve parent/teen conflicts with integrity.
  3. Teens and Siblings
    1. Define the terms sibling, sibling rivalry, and supportive sibling behavior.
    2. Discuss birth order and analyze how it influences sibling relationships.
    3. Explain how sibling relationships affect the family infrastructure.
      1. Identify cause of sibling rivalry.
      2. Identify positive ways to deal with sibling rivalry.
      3. Recognize ways siblings can be friends.
      4. Develop a plan to enhance sibling relationships.
      5. Identify results of supportive sibling behaviors.
  4. Teens and Seniors
    1. Identify significant seniors in one's own life and analyze their life span phase.
    2. Analyze similarities between senior citizens and teens.
    3. Describe common stereotypes of senior citizens and teens.
    4. List contributions that seniors make to the family and community.
    5. Identify the special needs of elderly persons and propose ways which teens and seniors can support each other and be friends.

 

Standard 3 - Teenage Peers and Friends

  1. Dynamics of Peers and Friends
    1. Differentiate between peers and friends and recognize personal needs for friendships.
    2. Identify various types of friendship.
    3. List positive and negative friendship characteristics.
    4. Analyze skills for developing and maintaining friendships.
    5. Explore the importance and benefits of group associations.
    6. Examine how a group might positively or negatively influence a teenager's life.
      1. Analyze the power of peer pressure.
      2. Examine the problems of gang membership.
    7. Explore various types of refusal skills.
    8. Differentiate between feeling lonely, being alone, and being rejected.
    9. Identify circumstances or behaviors that might lead to social rejection, and the opportunities these can provide for friendships.
    10. Examine ways to cope positively with feelings of rejection, prejudice, and/or loneliness.

 

Standard 4 - Gals and Guys

  1. Joys and Frustrations of Dating/Pairing
    1. Identify the stages of adolescent attractions.
    2. Explore the ways relationships begin, develop, and grow.
    3. Identify purposes and importance of group socialization, and examine why every adolescent is not ready to pair at the same time.
    4. Discuss appropriate activities for junior high dating/paring, including advantages of group socialization rather than paired dating at an early age and the problems of early boy/girl pairing.
    5. Examine the elements of infatuation and love.
    6. Identify reasons early adolescent romances are often short in duration and appropriate ways to end a relationship.
  2. Dating Dynamics
    1. Examine desirable dating qualities.
    2. Discuss the reasons and motives for dating.
    3. Recognize personal rights that apply to dating.
    4. Analyze how social etiquette develops qualities to make an individual socially confident in a variety of social settings.
    5. Practice social etiquette techniques.
  3. Sexual Responsibility
    1. Determine appropriate behaviors related to physical intimacy.
    2. Evaluate the aspects of a relationship concerning physical intimacy and sexual behavior and the accompanying choices.
    3. Develop assertive behavior skills as a means of protection from sexual harassment and abusive situations.
    4. Examine the possible consequences of teen sexual behavior, including:
      1. Teen parenthood
      2. STD's and AIDS
      3. Various costs and responsibilities.
  4. Teen Parenting is No Fun!
    1. Analyze why teenagers are not ready for parenthood.
    2. Explore the dynamics of child abuse.
      1. Define the term child abuse.
      2. Specify types of child abuse.
      3. Examine factors that lead to child abuse.
      4. Identify sources of help for parents and/or children of abuse.
      5. Assess ways child abuse can be prevented.
    3. Identify the demands and r├česponsibilities that come with parenting.

 

Other Information

Taking Charge

  1. Challenging Times
    1. Define and/or describe the term challenging times and specify various types of challenges individuals and families face.
    2. Analyze how positive (happy) events in our lives can be challenging times for individuals and families.
    3. Analyze how negative events that involve loss can be challenging times for individuals and families and identify the stages of loss.
    4. Specify ways individuals can handle challenging times.
      1. Identify positive methods of managing challenging times.
      2. Identify negative methods of managing challenging times.
    5. Review personal skills applicable to managing challenging times and identify personal choices that accompany each challenge.
  2. Take A Stand
    1. Select one value or issue of personal concern, and share personal concepts and convictions about that value or issue with others.
    2. Assess the importance of setting personal goals and sharing knowledge gained with others.
    3. Review the acquired methods and skills necessary for taking charge of one's personal life.

FHA/HERO

  1. Student Opportunities
    1. Participate in related FHA/HERO activities/opportunities for application of skills obtained.
Utah State Board of Education ~ Family and Consumer Sciences ~ 250 East 500 South ~ P.O. Box 144200 ~ Salt Lake City, UT 84114-4200