Grade 10 - Personal Development (Child Abuse Prevention)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

propose strategies for dealing with emotions to avoid abusive behaviour
explain the legal issues related to abuse
demonstrate problem-solving and assertiveness skills as they apply to abusive and exploitative relationships
describe the process of obtaining appropriate services, support, or intervention for abusive situations

To view the prescribed learning outcomes for Personal Development (Child Abuse Prevention) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

ALERT: When dealing with topics related to abuse, teachers should be aware of district policies regarding any disclosures that might occur.

Have students check newspapers over a period of two to four weeks for reports of child abuse cases. Ask them to note the particulars of each case, the agencies involved, and the skills or strategies that could have been used by the abuser, the victim, and others (as applicable) to help prevent the abuse.
Present students with a variety of case studies in which young persons find themselves in emotional situations that might lead to some form of abuse. Ask students to describe an effective method of handling each situation for both the abuser and the victim.
Invite students to role-play strategies that can help prevent abuse (e.g., assertiveness, conflict resolution, anger management, communication, parenting skills).
Present and discuss information about the legal issues related to abuse. Include topics such as:
- definition of child in British Columbia
- the law on reporting
- agencies involved in dealing with abuse
- steps taken following disclosure (including pressing charges and sentencing convicted abusers)
Present students with hypothetical situations related to various forms of abuse. Ask students to identify community services that could offer assistance in each situation.
Invite speakers from community services or transition homes to describe factors involved in abusive relationships and to explain the support services offered to victims in the community.
Have students use school and community libraries to research and develop pamphlets on topics such as dating violence, family violence, or harassment.

SUGGESTED ASSESSMENT STRATEGIES

Before students develop or role-play strategies for dealing with potentially abusive situations, discuss assessment criteria. For example, self-, teacher, and peer assessment might focus on evidence of:
- assertiveness and refusal skills
- non-threatening behaviour
- respect and supportresponding appropriately to a range of emotions (e.g., showing empathy or compassion)
- honest and clear communication
- accepting responsibility
- sharing responsibility through negotiation and compromise
When students deal with hypothetical situations related to various forms of abuse, look for evidence that they are able to:
- clearly define each situation in terms of emotional, physical, or sexual abuse
- outline the relevant legal issues
- identify the appropriate steps to take toward intervention
Work with students to develop criteria for pamphlets they prepare on topics such as dating violence, family violence, and harassment. Criteria might include:
- information sources are current and credible
- issue is clearly and accurately defined
- includes relevant, detailed, and accurate information about causes, effects, legal issues, resources available, and prevention
Following presentations by guest speakers, have students work in pairs to summarize the information in chosen formats (e.g., webs, charts, outlines, written summaries). Have them compare their summaries with those of other students. Look for evidence that they are able to:
- accurately record the information presented
- distinguish between key information and supporting details
- show relationships between ideas and information
- draw conclusions or make generalizations based on what they heard

RECOMMENDED LEARNING RESOURCES

Today's Talk About Sexual Assault - A Booklet for Teens
When Dating Turns Dangerous
Take a Stand: Youth Against Violence
A.S.A.P.: A School-based Anti-violence Program - Units 7.3 and 7.5
Mediation in the Schools Program Secondary - Training and Implementation Guide
Exploring the Issues: Promoting Peace and Preventing Violence - Part 3
Is it Love...or is it Gross? Is it Sexual Harassment?

Revised: January 25, 1999

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