Decision Making Skills. Mrs. McCord Health - 8. Objectives of this Unit. To identify various ways of making decisions and to examine their results To learn about effective decision making and the consequences of choices To practice making good decisions To practice predicting consequences
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Decision Making Skills Mrs. McCord Health - 8
Objectives of this Unit • To identify various ways of making decisions and to examine their results • To learn about effective decision making and the consequences of choices • To practice making good decisions • To practice predicting consequences • To apply decision making skills using IBEAR
Skill #1: Decision Making Decision Making - the process for making logically sound choices or finding a solution Values – things that are important to us and guide the choices we make Evaluate – to determine if we made the correct choice: Would we make the same decision again?
Common Decisions Teens Make: • What to wear to school • What to eat for lunch • Which homework to do first • What to do on the weekends • What to do during study hall • What movie to see
More Serious Decisions • What classes you want to take in high school • Who you want to date • If you will experiment with drugs/alcohol • What type of job do you want
Risky Decisions Teens May Make • Breaking the Law • Using Drugs • Having Unprotected Sex • Mixing Alcohol and Drugs
Influences that Cause Teens to Challenge their Decisions • Peer Pressure • Media Influences • Pressure from Boyfriend / Girlfriend • Parent Wishes • Self (feelings and values)
HOW DO YOU MAKE A GOOD DECISION? I.B.E.A.R. DECISION MAKING MODEL
IBEAR Decision Making Model • I : Identify the situation • B: Brainstorm alternative solutions-choices • E: Evaluate choices - consequences for each- weigh PRO’S AND CON’S • A: Act on your decision • R: Re-evaluate – Did you make a good choice? We’re you happy with it?
I B E A R • Step 1: IDENTIFY– what is the problem? what type of situation are you in? EX: 1. You’ve been being bullied at school for 2 weeks 2. You were planning to stay afterschool for extra Science help but your friends just told you they are going to the soccer game instead.
B - Brainstorm • Step 2: Brainstorm- possible choices. What are the different ways you can deal with the situation or problem? EX: 1. Tell a trusted adult about what has been happening to you. (parent/teacher/principal) 2. Stay after school anyway for Science and suggest meeting them at the soccer game later.
E = Evaluation Step 3: Evaluation - Determine the value of something After Brainstorming comes Evaluating – what are the possible outcomes. This is where you list the positive and negative results of the choice. ** All decisions have some level of risk & taking risks is an important part of the learning process. However, some are more risky than others – that’s why it is important to STOP, LIST, EVALUATE before you ACT.
Evaluating Options: Positive vs. Negative PRO’s vs. CON’s • EVALUATE • Option 1: Don’t stay for Spanish help and go to the movies. + Have fun with friends & relax - Risk not knowing your Spanish for your test and fail. • Option 2: Stay after school for extra Spanish help and meet your friends after the movie. + Feel confident about your test / get a good grade and still have fun with your friends - Don’t have time to spend with friends/won’t be able to see them – feel sad
A is for ACT • Step 4: ACT – Decide what you are going to do and take ACTION> but first ask yourself the following just before you act on it
Consider this before Acting: H E L P • H (Healthful)-Is this decision good for my health? • E (Ethical)-Is this a safe decision? Can someone else get hurt? • L (Legal)-Is it allowed for someone your age? • P (Parents)-Would your parents/family approve? • If you can answer yes to these…… THEN GO FOR IT! You’ve made the right decision!!!! • If not, go back and evaluate
Values WHAT THINGS INFLUENCE OUR DECISIONS? • Friends – Peer Pressure • Values • Parents wishes • Luck • Drugs & Alcohol • Media • Religion • Culture • Values are something that is of worth to you. It is significant, carries meaning, something you respect and can’t imagine being without.
5. Re-Evaluate • Step 5: Re-Evaluate - re-evaluate your choice. • Reflect on the experience you had as a result of your choice. • Were you happy? • Would you do the same the next time? ONLY YOU KNOW THAT ANSWER!!
Let’s Practice……. • Remember I B E A R 4 C’s to Good Decisions
Scenario #1 • You pass an empty old house. In front of it there's a "No Trespassing" sign. But the front door is open. You really want to go in and see what's there. No one is around. What do you do?
Scenario #2 • A group of kids who you think are really cool are picking on another kid. They want you to join them, and they say you're a nerd if you don't. You don't want to be left out, but you think picking on the other kid is unfair. What do you do?
Scenario #3 • Your best friend asks you to help him cheat on a test. He's never done it before and he promises he'll never do it again. What do you do?
Skill #2: Communication Communication: to effectively get a message across using words (verbal) and/or actions (non-verbal). 3 Types of Verbal Communication: • Passive • Assertive • Aggressive
Types Defined: I don’t care whatever • Passive Communication: unable or unwilling to express thoughts and feelings, a “push over” • Assertive Communication: stand up for yourself and what you want, while still respecting the rights of others! • Aggressive Communication: bullying or intimidating others into thinking like you or doing what you want
Communication Buzz Words • PASSIVE • ASSERTIVE • AGGRESSIVE
“I” Statements – An affective way to Communicate! • A good way to state your feelings that does not blame or judge another person. YOU LET THEM KNOW HOW YOU FEEL>>>>> Use the “I” statement model: I feel ________, when you __________, because ___________________________________and I would like _____________________.
The Reason for “I” Statements • “I” statements are useful when you want to express something difficult. • “I” statements take away the sense of blame or criticism. • “I” statements put responsibility for your feelings back onto you.
How to Phrase an “I” Statement • 1.Say “I” (instead of ‘you’ or ‘they’)I…….. • 2. Say what you feel or want…..be specific about your emotions… • feel / want / I’m upset/I don’t like/ I wish….. • 3. Say what the situation was that provoked your feelings…. when you try to pressure me into having sex….. • 4. Say what it is about the behavior or its consequences that you object to because I thought you respected me • 5. Lastly, say what you would like the person to do…..(I would like etc.) and I’d appreciate it if we could just be friends and not take it to that level. Now Put it all together: I feel hurt when you try to pressure me into having sex because I thought you respected me. I’d appreciate it if we could just be friends and not take it to that level.
Now you Try • Follow the 5 steps you just learned. • Write 2 “I” statements. • Read them aloud to your partner. • I will be walking around checking your answers.
You are going to a movie with a friend and trying to decide what to see. You really want to see the new Syfy movie but your friend wants to see Batman. Passive: “I don’t really care, whatever you want to see is fine.” Assertive: “I would like to see the new Syfy movie, what do you think?” Aggressive: “We are seeing the Syfy movie for sure, I don’t really care what you want to see!”
Refusal Skills – Buzz Word! • Say “No!” and make it loud and clear. • Give a reason for saying no. • Make up an excuse. • Joke about the situation. • Suggest something else to do. • Leave the situation. • Ignore the person pressuring you.
Active Listening – Buzz Word! • Providing 100% attention to the person who is communicating with you so that you truly understand what they are saying • Eye contact • Leaning forward • Asking questions • Not interrupting
Let‘s Practice Again: Worksheet 1. Read each statement and circle if it is Passive / Assertive / Aggressive 2. Re-phrase each statement so it may be a better way to handle the situation in an assertive way.
Skill #3: Goal Setting What is Goal Setting? *Working toward something you want to accomplish *Your own action plan for what you want to achieve Why set Goals? • To help identify what you want from life • Help you use your time and energy wisely • Goals in one area will help you with goals in another • To feel a sense of accomplishment • MOTIVATE YOU!!!!
GOALS HELP YOU: • Improve your independence and sense of personal control • Develop self-esteem • Gain a positive outlook on the future • Decrease unhealthy habits and behaviors • Improve your academic performance and organization • Develop time-management skills and battle procrastination IS THIS WHAT YOU WANT TO DO? Then you could benefit from goal setting!
Types of Goals Teens set: • Better grade by end of the quarter • Making a sport team • Healthier eating • Working out • Graduating from high school
Some Everyday Goals: • Writing homework down in your planner • Reading your planner nightly • Getting homework done early • Winning a game/competition • Going to the gym/exercise • Household chores
Health Goals! • Going to the gym • Losing weight • Remain abstinent from sexual activity • Remain drug free • Remain alcohol free • Remain tobacco free
Buzz Words S.M.A.R.T. Specific Measurable Attainable Realistic Timely
What Types of GOALS are There? Long-Term - goals can be achieved over a long period of time. For example, “I want to make honor roll” is a long-term goal. Short-Term - goals are smaller and can be fulfilled in the immediate future. For instance, “I want to take better notes” is a short-term goal. Action-Oriented – goals are within your own power to be reached and do not depend on external factors or people. “I want to improve in math” is an example of an action-oriented goal.
Short Term vs. Long Term • Short Term Goals: Goals you want to achieve in the next few days or weeks. Is there a connection between the two? • Long Term Goals: Goals that may take weeks, months, or years to achieve.
Researchers say achievement improves most when: Goals are specific, measureable, attainable, realistic, and challenging! SHORT TERM LEAD TO LONG TERM
How do you Choose a Goal? • Connect your goal with your talents, values, and aspirations. • Your goal should represent an important accomplishment to you. • Choose a goal that you have the power to reach but requires effort and will keep you MOTIVATED. • Tip: If you cannot answer the question "How will you know when you achieve the goal?" then the goal is too vague.
How Do You Accomplish Your Goal? 1. Define the goal. 2. If your goal is long term, set shorter “sub-goals” that will help you accomplish it. 3. Identify small steps to achieve each sub-goal. 4. Consider the possible obstacles to your goals and brainstorm solutions to each. 5. Take the time to reassess your goal periodically. Be resilient! 6. Modify your goal if necessary.
EXAMPLE: • Long-Term Goal: Make Honor Roll • Short-Term Goals: *Take Better Notes >Write neatly >Compare notes with classmates *Stay Organized > Put papers in pocket folders >Write down assignments on calendar *Improve Study Skills >Use notecards >Study in a group
Write down the steps: Example: • I intend to raise my math grade to an 90 by the end of the semester (SPECIFIC) • I intend to solve math problems everyday (MEASUREABLE) • I intend to pay more attention in class (ATTAINABLE) • I intend to turn in my homework on time (REALISTIC) • I intend to ask my teacher for help during or after class (TIMELY) • READ YOUR GOAL AND STEPS EVERY DAY !!!
Will you have BARRierS? • What might your barriers (obstacles) be? • Will you need help? (from who?) • Create solutions to the barriers. THE MOST IMPORTANT: How will you reward yourself?
Remember SMART! Goals Should Be: Specific: who, what, where, when? Measurable: how much, how many? Attainable: Do you have the skills to reach it? Realistic: is it something you are actually capable of doing? Timely: when will you be able to reach this goal by?
No-No Words for Goals • More • Less • Many • Better • Worse • Good • Fewer • Most • Least
Are You Ready to Set A Goal for Yourself? • My Goal is: ___________________________ • My Action Plan is:______________________ • Step 1: _____________________________ • A._____________________ • B._____________________ • Step 2: _____________________________ • A._____________________ • B._____________________ • I will/will not need help:______________ • I know I have reached my goal when:____________