+ or -

Social and Emotional Health - STANDARD 2.1F

Place a "+" in skill the student demonstrates and a "-" in skill student doesn't exhibit

By the end of Grade 2, students will:

1.    Explain that all human beings have basic needs including food, water, sleep, shelter, clothing, and love.

2.    Recognize various emotions and demonstrate sympathy and empathy.

3.    Describe and demonstrate appropriate ways to express wants, needs, and emotions.

4.    Identify the possible causes of conflict and discuss appropriate ways to prevent and resolve conflicts.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.    Describe basic human needs and how individuals and families attempt to meet those needs.

2.    Discuss how culture, peers, and the media impact the way individuals communicate and express emotions, and how emotions can affect communication, choices, and behaviors.

3.    Distinguish among conflict, violence, vandalism, harassment, and bullying and discuss factors that contribute to each.

4.    Describe and demonstrate strategies to prevent, reduce, or mediate conflict.

5.    Discuss the causes of stress and demonstrate ways to deal with stressful situations.

6.    Explain and demonstrate ways to cope with rejection, loss, and separation.

7.    Explain how stereotypes influence personal growth and behavior.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.    Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g., parental involvement) support healthy social and emotional development.

2.    Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying.

3.    Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence.

4.    Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body.

5.    Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.

6.    Discuss how stereotyping might influence one’s goals, choices, and behaviors.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.     Analyze how personal assets, resiliency, and protective factors support healthy social and emotional development.

2.    Discuss the developmental tasks of adolescence, including the development of mature relationships, gender identification, a healthy body image, emotional independence, and life skills.

3.    Investigate factors and choices that contribute to the incidence of conflict, harassment, bullying, vandalism, and violence and demonstrate strategies to deal with each.

4.     Analyze the effectiveness of home, school, and community efforts to prevent conflict, harassment, vandalism, and violence.

5.    Debate the consequences of conflict and violence on the individual, the family, and the community.

6.    Describe situations that may produce stress, describe the body’s responses to stress, and demonstrate healthy ways to manage stress.

7.    Analyze how culture influences the ways families and groups cope with crisis and change.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.    Discuss psychological principles and theories of personality development.

2.    Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on adolescent social and emotional growth and behavior.

3.    Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior.

4.    Predict the consequences of conflict, harassment, bullying, vandalism, and violence on individuals, families, and the community.

5.    Predict how a family might cope with crisis or change and suggest ways to restore family balance and function.

5. Predict the short-and long-term impacts of substance abuse on the individual, the family, the community, and society.