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INTERPERSONAL RELATIONSHIPS

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Interpersonal Relationships addresses the knowledge, skills, attitudes, and behaviors all students need to participate in positive, caring and respectful relationships in the family and with individuals at school, in the community, and in the workplace.
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INTERPERSONAL RELATIONSHIPS
COURSE DESCRIPTION


Interpersonal Relationships addresses the knowledge, skills, attitudes, and
behaviors all students need to participate in positive, caring and respectful
relationships in the family and with individuals at school, in the community, and in
the workplace. A project-based approach that utilizes higher order thinking,
communication, leadership, and management processes is recommended in order
to integrate suggested topics into the study of individual and family issues. Topics
include components of healthy relationships, roles, and responsibilities in
relationships; functions and expectations of various relationships; ethics in
relationships; factors that impact relationships (e.g., power, conflicting interests, peer
pressure, life events); establishing and maintaining relationships; building self-
esteem and self-image through healthy relationships; communication styles;
techniques for effective communication, leadership, and teamwork; individual and
group goal setting and decision making; preventing and managing stress and
conflict; addressing violence and abuse; and related resources, services, and
agencies. Applications through authentic settings such as Volunteer experiences,
internships, and service learning are encouraged.

Grades 9 – 12
One Semester
Core 40 directed elective as part of a technical career area.


Performance tasks as written here reflect only minimum requirements. They will be
differentiated according to the needs of the individual students.

FAMILY AND CONSUMER SCIENCE
INTERPERSONAL RELATIONSHIPS


STANDARDS:

STANDARD 1:
Thinking, Communication, Leadership and Management.
Explain, demonstrate, and integrate processes of thinking, communication,
leadership, and management in order to apply family and consumer sciences
knowledge and skills.

STANDARD 4:
Communication
Demonstrate communication skills that contribute to positive relationships.

STANDARD 6:
Teamwork and Leadership
Demonstrate teamwork and leadership skills in the family, workplace, and
community.

ENDURING UNDERSTANDING:

Students will understand that: thinking, communication, leadership, and
management processes impact interpersonal relationships.

ESSENTIAL QUESTIONS:

1. In what ways could good communication skills have a positive impact on
relationships?
2. What strategies could you utilize to encourage teamwork in order to
enhance relationships among group members?
3. What skills would you need in order to be an effective leader?

PERFORMANCE INDICATORS:

1.1, 1.2, 1.3, 1.4, 1.5, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 6.1, 6.2, 6.3, 6.4

1.1
Explain and demonstrate components of directed thinking particularly
critical thinking, creative thinking, and reasoning.

1.2
Explain and demonstrate components, roles, functions, and styles of
effective communication in family, community, and career settings.

1.3
Explain and demonstrate collaborative leadership that encourages
participation and respect for the ideas, perspectives, and contributions
of all group members.


1.4
Explain and demonstrate management and problem-solving processes
to address problems, make decisions, and accomplish tasks and
responsibilities in family, career and community settings.

1.5
Examine and demonstrate interrelationships among thinking,
communication, leadership, and management processes and their
applications to making decisions and addressing individual family,
community, and workplace issues.

4.1
Examine levels of communication and their effects on relationships.

4.2
Demonstrate verbal and non-verbal behaviors and attitudes that
contribute to effective communication.

4.3
Demonstrate effective listening and feedback techniques.

4.4
Examine barriers to communication in family, work, and community
settings.

4.5
Analyze ethical principles of communication in family, community, and
work settings.

4.6
Examine the impact of communication technology in family, work, and
community settings.

4.7
Examine the roles and functions of communication in family, work, and
community settings.

6.1
Describe and demonstrate collaborative group leadership (in which
group members: develop a common vision, relate and cooperate with
each other to achieve that vision; and assume shared responsibility for
each other, the group, and the larger community).

6.2
Create an environment that encourages and respects the ideas,
perspectives, and contributions of all group members.

6.3
Demonstrate strategies to motivate, encourage, and involve group
members, utilizing their strengths and limitations.

6.4
Demonstrate techniques that develop team and community spirit,
integrating new team members.

LEARNING ACTIVITIES:

Activity 1:
Develop conflict management techniques.

Activity 2:
Role play in order to show good and bad communication skills.

Activity 3:
As a class, develop a set of classroom guidelines for working in team peer
groups.

PERFORMANCE ASSESSMENT TASK:

You work for an employment agency and your responsibility is to interview
clients to assess their communication skills. During this process you will
develop a checklist to determine how well the client is able to listen,
understand directions or instructions, verbalize their questions and concerns,
and speak in grammatically correct English. You will also give him/her a
writing assignment to determine how well he/she is able to communicate in
written form. The assessment for this writing should also be included on the
checklist.

STUDENT PRODUCTS:

• Checklist
• List of topics for the writing assignment

EVALUATION CRITERIA:

• Checklist assesses the criteria
• Topics appropriate for written assignment

RESOURCE LIST: See Appendix

FAMILY AND CONSUMER SCIENCE
INTERPERSONAL RELATIONSHIPS


STANDARDS:

STANDARD 2:
Functions and expectations of relationships
Analyze functions and expectations of various types of relationships.

STANDARD 3:
Personal needs and characteristics
Analyze personal needs and characteristics and their impact on interpersonal
relationships.

STANDARD 7:
Standards
Demonstrate standards that guide behavior in interpersonal relationships.

ENDURING UNDERSTANDING:

Students will understand that: personal needs and standards have an
impact on relationships.

ESSENTIAL QUESTIONS:

1. In what way can personal standards and codes of conduct influence
relationships?
2. In what ways could building and maintaining interpersonal relationships
influence personal success in other areas of life?
3. What impact do self-esteem and self-image have on the development of
relationships?

PERFORMANCE INDICATORS:

2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 7.1, 7.2, 7.3, 7.4, 7.5

2.1
Examine processes for building and maintaining interpersonal
relationships.

2.2
Examine the impact of the various stages of the family life cycle on
interpersonal relationships.

2.3
Explore positive and negative interactions of healthy and unhealthy
relationships.
2.5
Determine stress management strategies for family, work, and
community settings.

3.1
Examine the impact of personal characteristics on relationships.

3.2
Consider the effect of personal needs on relationships.

3.3
Examine the effect of self-esteem and self-image on relationships.

3.4
Examine the impact of personal standards and codes of conduct on
interpersonal relationships.

7.1
Examine types of standards for making judgments and the role these
standards play in guiding interpersonal relationships.

7.2
Assess the nature of issues and situations in view of personal
standards.

7.3
Apply standards when making judgments or taking personal actions.

7.4
Demonstrate ethical behavior in family, workplace, and community.

7.5
Examine the relative merits of opposing points of view regarding
current ethical issues.

LEARNING ACTIVITIES:

Activity 1:
Make a list of characteristics teens would like to see in a good friend.

Activity 2:
Complete a self-interest and aptitude analysis.

Activity 3:
Utilize the Internet, newspapers or magazines to participate in small group
discussions concerning ethical behavior in society.

PERFORMANCE ASSESSMENT TASK:

You are a social worker assigned to a family to help them determine how to
improve communication and understanding between family members. You
have asked each member of the family to list his/her communication strengths
and weaknesses. You will then work with family members to compile a list of
guidelines to help the family communicate more effectively. In the process,
family members will be encouraged to be open-minded, and refrain from
being judgmental, and respect the ideas of all members.

STUDENT PROJECTS:

• List of strengths and weaknesses
• Set of communication guidelines

EVALUATION CRITERIA:

• Are the strengths and weaknesses realistic?
• Are the guidelines all inclusive to all family members?

RESOURCE LIST: See Appendix

FAMILY AND CONSUMER SCIENCE
INTERPERSONAL RELATIONSHIPS


STANDARDS:

STANDARD 5:
Conflict Prevention and Management.
Evaluate effective conflict prevention and management techniques.

ENDURING UNDERSTANDING:

Students will understand that: conflict prevention and management
techniques are essential to good relationships.

ESSENTIAL QUESTIONS:

1. What strategies could be utilized to prevent conflicts in relationships?
2. What community resources and agencies are available to support conflict
prevention and management?
3. What resolution techniques could be utilized to help manage conflict?

PERFORMANCE INDICATORS:

5.1, 5.2, 5.3, 5.4

5.1
Determine the origin and development of attitudes and behaviors
regarding conflict.

5.2
Determine how similarities and differences among people affect
conflict prevention and management.

5.3 Implement
strategies
that prevent or resolve conflict.

5.4
Assess community resources, services, and agencies that support
conflict prevention and management.

LEARNING ACTIVITIES:

Activity 1:
Identify community support groups and agencies that will help in conflict
management.

Activity 2:
Develop strategies to resolve conflicts based on changing attitudes and
behavior.


PERFORMANCE ASSESSMENT TASK:

You are a teen counselor working with at-risk students to help them develop
ways to manage conflict. Many of the students have been disciplined for
inappropriate behavior related to conflicts. Your task is to help small groups
develop strategies to prevent conflicts as well as compile a list of strategies to
resolve conflict if prevention strategies do not work.

STUDENT PRODUCTS:

• Strategies list for the prevention of conflict
• List of strategies for conflict resolution

EVALUATION CRITERIA:

• Will the prevention strategies work for a variety of situations?
• Are the resolutions strategies simple to remember and implement?

RESOURCE LIST: See Appendix

APPENDIX


RESOURCE LIST:

Websites:

AFCS Directory of Online Resources (Interpersonal Relationships)
http://www.aafcs.org/fcs/pages/ir.html

Videos:

Your Career Ladder
The Job Interview

Books and Magazines:

Choices

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