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

It is expected that students will:

• propose strategies for enhancing and maintaining emotional health and well-being
• encourage respect for others

To view the prescribed learning outcomes for Personal Development (Mental Well-Being) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• As a class, brainstorm a list of different emotions, (e.g., anger, sadness, fear, joy, love, surprise). Ask students to describe behaviour that characterizes each emotion and possible physiological reactions (e.g., heart rate increase, headache, lightheadedness). Have students work in small groups to identify ways to recognize symptoms of these emotions and to control one's response. Discuss the effectiveness of each strategy in contributing to overall health. Have students role-play appropriate behaviour for managing the emotions. Finally, have students draw conclusions about the management of emotions and the effect on personal relationships (e.g., peer, family, workplace).
• Ask students to describe the importance of a sense of belonging to an individual's mental well-being. Brainstorm situations in which an individual might feel left out, alienated, or subject to discrimination (e.g., because of race, religion, age, gender, sexual orientation). Have each student propose a strategy to create a sense of inclusion within the school or community.
• Suggest that students create scenarios that illustrate effective communication styles (e.g., "I" messages, paraphrasing, appropriate body language). Ask them to model these skills in scenarios designed to show respect in a variety of relationships (e.g., with employers, parents, siblings, employees, marriage partners, boyfriends or girlfriends, other students, close friends).
• Have students prepare posters or collages showing ways in which people demonstrate respect for others. Arrange for them to share these with younger students.

• When students discuss, role-play, and draw conclusions about the management of emotions and personal relationships, look for evidence that they are able to:
  • recognize emotions that might contribute to various positive and negative behaviours
  • describe physiological changes caused by emotions
  • suggest constructive ways to manage emotions in a variety of situations
  • offer logical conclusions about managing emotions and personal relationships
  • make generalizations about maintaining emotional health and well-being in various settings
• To check on students' understanding of strategies for maintaining mental well-being, form groups and ask each group to:
  • create a scenario in which emotional health is threatened
  • decide on three to five criteria and a simple rating scale members will use to assess strategies for dealing with the threat Then ask each group, in turn, to:
  • present its scenario
  • outline the criteria chosen
  • allow the other groups three to five minutes to develop strategies for dealing with the situation
  • assess the strategies using the criteria and rating scale the group developed
• Work with students to develop criteria for self-, teacher, and peer assessment of the scenarios, posters, and other representations of ways in which people demonstrate respect for one another. Criteria might include:
  • focusses on a central message of respect and inclusion
  • includes details and examples that reinforce the central message
  • shows realistic situations
  • addresses subtle means of demonstrating respect (e.g., use of inclusive language, open and accepting non-verbal behaviour) as well as more obvious behaviour (e.g., avoiding offensive or exclusionary language)

• Be Your Best Self
• A.S.A.P.: A School-based Anti-violence Program
• B.C. Life Skills
• Mediation in the Schools Program Secondary - Training and Implementation Guide
• Taking a Stand: Crime and Violence Prevention Tool Kit, A Solution for Youth
• Toward Intercultural Understanding
• Barnga: A Simulation Game on Cultural Clashes
• It's a Free Country
• Resource Materials for Anti-Racist Education
• Video Stories

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