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GREAT Decision-Making

GREAT Decision-Making. Health Mrs. Kunz. Learning Goal:. Students will be able to understand the relationship between decision-making and consequences. They will also develop a better sense of how to make big decisions in their lives. Consequences. Consequences:

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GREAT Decision-Making

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  1. GREATDecision-Making Health Mrs. Kunz

  2. Learning Goal: • Students will be able to understand the relationship between decision-making and consequences. They will also develop a better sense of how to make big decisions in their lives.

  3. Consequences • Consequences: • The results of your actions and decisions • Positive consequences (ex: Good grades by choosing to study before hanging out with friends) • Negative consequences (ex: Contracting an STD by engaging in sexual activity) Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  4. Importance of Making Decisions • Snap decisions (quick decisions without thinking through the possibilities) can be just fine for easy things but can be detrimental for more important decisions. • Making impulsive snap decisions can lead to severe negative consequences – that’s where GREAT decision-making comes in. Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  5. GREAT Decision-Making • G – give thought to the problem • R – review your choices • E – evaluate consequences of each choice. • A – assess and choose the best choice • T – think it over afterward Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  6. G - Give thought to the problem • Making a snap decision can lead to regret. • Pause and think before giving an impulsive answer. Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  7. R - Review your choices • Consider all possible choices • Are there only two choices to make? • Why would I want to choose one over the other? Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  8. E - Evaluate the consequences of each choice • Weigh the pros and cons of each choice • Are they short-term consequences? (ex: getting grounded) • Or are they long-term consequences? (ex: skipping class leads to poor grades which leads to limited choices about furthering one’s education) Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  9. A - Assess and choose the best choice • Make your decision • Be sure your choice reflects your own personal values and beliefs. Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  10. T - Think it over afterward • Think about your decision. • Are you glad you made a certain choice? • Was the choice worth the consequences whether the consequences were positive or negative? Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  11. Collaboration • Sometimes you may not know what the right decision is. • For these decisions, you need more advice. • Working together with one or more people can help in making big and important decisions. • It also helps to have support when a certain decision may not be the most popular. • As you get older you will find collaborative decision making will be very useful for you. Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  12. Everyone makes mistakes… • Have you ever made a bad choice? It’s likely you have – even if you’ve used the decision-making model. • Sometimes these poor choices can be humiliating, embarrassing, and even dangerous to you or those around you. • The STOP, THINK, and GO process can help you correct a problem/mistake. Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  13. STOP and admit you’ve made a poor decision. This will help take responsibility for your actions. THINK about whom you can talk to about the problem (I.e. parent, teacher, counselor, or friend). Discuss how to correct the problem. GO and do your best to correct the problem. Stop, Think, and Go Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  14. Decisions, decisions, decisions… • Cindy is 18 years old. Cindy's parents and her 23-year old brother Rich are going away for the weekend. Renee, Cindy's best friend, is pressuring her to throw a huge Saturday night party for all their friends since no one will be home. Renee even asked Rich if he could pick up a few kegs for them. Renee also spread the word around school for everyone to show up. Cindy now has over $100 worth of alcohol hid in the basement, an empty house for the weekend, and over thirty friends expected to show. What should she do? Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  15. Decisions, decisions, decisions… • Bill and Tom, both 18, are driving around on a Saturday night looking for something to do. Tom stops at his house to make some phone calls and pick up some beer for the road. He hands the 6-pack to Bill, who immediately cracks one open and tosses the rest in the backseat. Tom, distracted by Bill, drives through a stop sign. The next thing the boys notice is the siren from an approaching police car? What should they do? Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

  16. Decisions, decisions, decisions… • Julie, 21, and her friends go out to a frat party. Julie is spending most of her time dancing and socializing with a few guys, some of whom she knows. The guys are taking turns getting her drinks when she starts to feel a little woozy. She notices that she needs to refocus her eyes every time she blinks. She also can't seem to hear everything that's being said. Looking around, she can't locate any of her friends. What should she do? Students will be able to understand the relationship between decision-making and consequences. They will also develop a better understanding of making big decisions.

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