unit 1chea: personal, peer and family health

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it 1

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• An holistic/social viewof health

• Health principles,frameworks, modelsand theories

• Actions and strategiesfor health

• Healthcare systems

• Personal beliefs, attitudesand values influence healthbehaviour

• Social and cultural normsand expectations influencehealth behaviour

• Self-managementskills

• Interpersonal skills

• Health inquiry skillsand processes

HEALTH STUDIES COURSE

Stage P Stage 1 Stage 2 Stage 3

Unit Unit Unit Unit Unit Unit Unit Unit Unit UnitPAHEA PBHEA 1AHEA 1BHEA 1CHEA 1DHEA 2AHEA 2BHEA 3AHEA 3BHEA

CURRICULUM FRAMEWORK - OVERARCHING LEARNING OUTCOMES

COURSE OUTCOMES

Outcome 1: Outcome 2: Outcome 3: Outcome 4:

Knowledge and Beliefs, attitudes Self-management Health inquiryunderstandings and values and interpersonal skills

CONTENT AREAS

Health concepts Attitudinal and environmental Health skillsinfluences over health and processes

Unit 1CHEA: Personal, peer and family healthThe focus for Health Studies Unit 1CHEA is personal, peer and family health.

This unit examines the influences on peer and family health and their interaction on the individual. Anexploration is made of how peers and family can positively influence health behaviour. Studentsdevelop skills and strategies to positively influence personal health and understand and manageinfluences from others, especially peers and family. Through investigating relevant issues by the healthinquiry process students have opportunities to develop accurate searching techniques, combine andmake connections between information and communicate their findings in a variety of styles.

This road safety support material must be read in conjunction with the Health Studies Coursedocumentation (www.curriculumcouncil.wa.gov.au).

The information and activities have been designed to be used within the Health Studies Unit 1CHEA.They are intended to be used in conjunction with other learning activities and contexts and as such, donot cover all content areas outlined for Unit 1CHEA.

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Health Studies Course: Scope and sequence

Context: Road safety education

•de

finiti

ons

of h

ealth

and

wel

lnes

s•

dim

ensi

ons

of h

ealth

(phy

sica

l/bio

logi

cal,

soci

al, m

enta

l,em

otio

nal a

nd s

pirit

ual)

that

pro

mot

ean

und

erst

andi

ng o

f a h

olis

tic c

once

ptof

hea

lth•

char

acte

ristic

s ne

cess

ary

for g

ood

heal

th (f

or e

ach

dim

ensi

on)

•he

alth

and

wel

lnes

sco

ntin

uum

s/dy

nam

ic n

atur

e of

hea

lth

•in

divi

dual

resp

onsi

bilit

y fo

r hea

lth•

role

of l

ifest

yle

fact

ors

•ac

tions

to re

duce

the

risk

of li

fest

yle

fact

ors

•m

easu

rem

ent o

f per

sona

l hea

lthst

atus

for e

ach

dim

ensi

on o

f hea

lth•

pers

onal

hea

lth in

fluen

ces

•pe

rson

al fa

ctor

s th

at e

nabl

e an

dre

info

rce

beha

viou

rs th

at d

eter

min

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alth

i.e.

pre

disp

osin

g, e

nabl

ing

and

rein

forc

ing

fact

ors

•in

trodu

ctio

n to

hea

lth p

rom

otio

n•

indi

vidu

al a

ppro

ache

s to

impr

ovin

ghe

alth

i.e.

hea

lth e

duca

tion

•so

cial

resp

onsi

bilit

y of

indi

vidu

als

for

thei

r ow

n he

alth

•m

odel

s th

at e

nhan

ce a

nd p

rom

ote

pers

onal

hea

lth i.

e. S

tage

s of

Cha

nge

Mod

el.

•pe

rson

al h

ealth

risk

ass

essm

ent i

.e.

reco

gnis

ing

cons

truct

ive

and

dest

ruct

ive

risks

to h

ealth

: cal

cula

ting

risks

to h

ealth

•re

adin

ess

for c

hang

e•

stra

tegi

es fo

r bui

ldin

g m

otiv

atio

n to

chan

ge b

ehav

iour

•pe

rson

al a

ctio

n pl

ans

to p

rote

ct a

ndpr

omot

e an

d op

timis

e pe

rson

al h

ealth

i.e. a

ims/

goal

s, d

evel

opin

g st

rate

gies

,SM

ART

goal

set

ting,

iden

tifyi

ng a

ndov

erco

min

g ba

rrier

s

•de

term

inan

ts o

f hea

lth i.

e. s

ocia

l,en

viro

nmen

tal a

nd b

iolo

gica

l •

the

influ

ence

of h

ealth

det

erm

inan

tsth

at s

uppo

rt or

det

ract

from

per

sona

l,pe

er a

nd fa

mily

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lth s

tatu

s

•m

odel

s th

at e

nhan

ce a

nd p

rom

ote

heal

th i.

e. H

ealth

Pro

mot

ing

Scho

ols

Mod

el

•pr

even

tive

actio

ns to

cop

e w

ithin

fluen

ces

on p

erso

nal h

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beha

viou

r and

enh

ance

hea

lth i.

e.re

silie

nce,

soc

ial c

ompe

tenc

e,as

serti

vene

ss

•re

latio

nshi

ps b

etw

een

soci

al,

envi

ronm

enta

l and

bio

logi

cal

dete

rmin

ants

of h

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blic

hea

lth w

ith e

mph

asis

on

prev

entio

n an

d he

alth

pro

mot

ion

•ch

arac

teris

tics

of c

omm

uniti

es a

ndgr

oups

e.g

. com

mon

feat

ures

, div

ersi

ty•

heal

th p

rom

otio

n in

you

r com

mun

ity:

agen

ts a

nd a

genc

ies

and

thei

r rol

e in

prom

otin

g he

alth

e.g

. loc

al d

rug

actio

ngr

oups

, non

-gov

ernm

ent o

rgan

isat

ions

(NGO

s), c

omm

unity

act

ion

grou

ps fo

rsp

ecia

l eve

nts

- Lea

vers

•us

e of

mod

els

to in

form

pra

ctic

alpr

ogra

ms

to p

rom

ote

heal

th o

f gro

ups

and

com

mun

ities

i.e.

pro

mot

ing

heal

that

sch

ool u

sing

Hea

lth P

rom

otin

gSc

hool

s (H

PS)

•as

sess

men

t of t

he h

ealth

and

wel

lbei

ng o

f you

ng A

ustra

lians

•m

easu

res

of h

ealth

sta

tus

in A

ustra

liai.e

. life

exp

ecta

ncy,

mor

bidi

ty a

ndm

orta

lity,

inci

denc

e an

d pr

eval

ence

of

dise

ase

•cu

rrent

Aus

tralia

n he

alth

prio

ritie

s •

stra

tegi

es fo

r im

prov

ing

life

expe

ctan

cyw

ith fo

cus

on p

reve

ntio

n, im

porta

nce

of in

terv

entio

n, h

ealth

y en

viro

nmen

ts•

grou

p te

chni

ques

for h

ealth

pro

mot

ion

e.g.

dev

elop

ing

pers

onal

ski

lls,

wor

ksho

ps, s

emin

ars,

sel

f-hel

p gr

oups

1AH

EA1B

HEA

1CH

EA1D

HEA

Intr

oduc

tion

to h

ealth

Pers

onal

hea

lthPe

rson

al, p

eer a

nd fa

mily

hea

lthTh

e he

alth

of g

roup

s an

d co

mm

uniti

es

An h

olis

tic/

soci

al v

iew

of h

ealth

Hea

lthpr

inci

ples

,fr

amew

orks

,m

odel

s an

dth

eorie

s

Actio

ns a

ndst

rate

gies

for

heal

th

Cont

ent

orga

nise

r

Stag

e 1 U

nits

Content areas covered in the Licensed support materials are in bold and lime green.

Health concepts

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IT 1C

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•ra

nge

and

type

s of

hea

lth fa

cilit

ies

and

serv

ices

•se

lect

ion

of h

ealth

pro

duct

s an

dse

rvic

es th

at m

eet p

erso

nal n

eeds

and

prio

ritie

s•

crite

ria fo

r sel

ectin

g pe

rson

al h

ealth

prod

ucts

and

ser

vice

s

•de

finin

g pe

rson

al b

elie

fs, a

ttitu

des

and

valu

es a

nd th

eir r

elat

ions

hip

tohe

alth

beh

avio

ur•

diffe

renc

es in

per

sona

l val

ues

and

attit

udes

•fo

rmat

ion

of p

erso

nal b

elie

fs, a

ttitu

des

and

valu

es a

bout

hea

lth

•re

latio

nshi

p be

twee

n kn

owle

dge,

belie

fs, a

ttitu

des

and

heal

th

beha

viou

r

•de

finiti

ons

of s

ocia

l and

cul

tura

l nor

ms

and

expe

ctat

ions

•fo

rmat

ion

of s

ocia

l and

cul

tura

l nor

ms

•in

fluen

ce o

f gen

eral

soc

ial a

nd c

ultu

ral

norm

s on

per

sona

l beh

avio

ur

•se

lf-as

sess

men

t of s

treng

ths

and

chal

leng

es in

hea

lth•

styl

es o

f dec

isio

n-m

akin

g in

dete

rmin

ing

pers

onal

hea

lth p

riorit

ies

and

goal

s e.

g. im

puls

ive,

intu

itive

,ra

tiona

l•

fact

ors

affe

ctin

g ch

oice

of d

ecis

ion-

mak

ing

styl

e•

deci

sion

-mak

ing

mod

els

•st

ruct

ure

of c

urre

nt h

ealth

care

sys

tem

i.e. t

wo

tiere

d sy

stem

of s

tate

/fede

ral

•pr

ivat

e he

alth

insu

ranc

e an

d ho

w it

fits

into

the

syst

em•

right

s an

d re

spon

sibi

litie

s as

ahe

alth

care

con

sum

er•

crite

ria fo

r cho

osin

g a

heal

thca

repr

ofes

sion

al

•in

fluen

ce o

f per

sona

lity,

indi

vidu

al a

ndsi

tuat

iona

l fac

tors

on

the

form

atio

n of

pers

onal

bel

iefs

, atti

tude

s an

d va

lues

•in

fluen

ce o

f phy

sica

l and

stru

ctur

alfa

ctor

s on

per

sona

l bel

iefs

, atti

tude

san

d va

lues

tow

ards

hea

lth b

ehav

iour

•im

pact

of p

erso

nal b

elie

fs a

bout

heal

th o

n he

alth

beh

avio

ur

•in

fluen

ce o

f pee

r-gro

up a

nd c

ultu

ral

norm

s an

d ex

pect

atio

ns o

n pe

rson

alhe

alth

beh

avio

urs

•sk

ills

for b

uild

ing

self-

conf

iden

ce a

ndpe

rson

al m

otiv

atio

n i.e

. goa

l set

ting

for

shor

t and

long

er te

rm, r

esili

ence

and

copi

ng w

ith c

hang

e•

impa

ct o

f dec

isio

ns a

nd b

ehav

iour

s of

the

peer

gro

up o

n pe

rson

al d

ecis

ion-

mak

ing

•im

pact

of v

alue

s an

d cu

ltura

law

aren

ess

on p

erso

nal d

ecis

ion

mak

ing.

•im

porta

nce

of h

ealth

car

e as

prev

entio

n ve

rsus

hea

lth c

are

astre

atm

ent

•ra

nge

and

type

s of

pre

vent

ativ

e he

alth

care

•op

tions

and

acc

ess

to a

ltern

ativ

ehe

alth

car

e

•pe

er a

nd fa

mily

influ

ence

on

the

form

atio

n of

per

sona

l bel

iefs

, atti

tude

san

d va

lues

tow

ards

hea

lth b

ehav

iour

•di

ffere

nces

bet

wee

n ad

oles

cent

s’pe

rcep

tions

of p

hysi

cal a

nd s

truct

ural

fact

ors

influ

enci

ng b

ehav

iour

and

mot

ivat

ion

of s

elf a

nd o

ther

s•

rela

tions

hip

betw

een

belie

fs,

attit

udes

, val

ues

and

heal

th b

ehav

iour

•co

gniti

ve c

onfli

ct/d

isso

nanc

e

•in

fluen

ce o

f pee

r gro

up, p

erso

nal,

cultu

ral,

scho

ol, p

aren

tal a

nd re

ligio

usno

rms

and

expe

ctat

ions

on

heal

thbe

havi

our o

f sel

f and

oth

ers

•sk

ills

for s

eeki

ng s

ocia

l sup

port

amon

gpe

ers

and

fam

ily fo

r beh

avio

ur c

hang

ei.e

. sel

f-con

fiden

ce•

skill

s fo

r mon

itorin

g an

d m

odify

ing

heal

th b

ehav

iour

i.e.

tim

em

anag

emen

t, de

cisi

on-m

akin

g,pl

anni

ng

•lo

cal,

stat

e an

d fe

dera

l gov

ernm

ent

resp

onsi

bilit

ies

for h

ealth

•is

sues

aro

und

resp

onsi

bilit

ies

for

heal

th c

are

in A

ustra

lia e

.g. w

orkf

orce

shor

tage

s, w

aitin

g lis

ts, f

undi

ng fo

rhe

alth

•in

fluen

ce o

f gro

ups

and

com

mun

ityup

on p

erso

nal b

elie

fs a

nd a

ttitu

des

and

abili

ty to

pur

sue

valu

es

•im

pact

of m

ultip

le b

elie

fs a

ndat

titud

es o

f sel

f and

oth

ers

on h

ealth

beha

viou

r

•ro

le o

f wid

er c

omm

unity

inco

nstru

ctio

n, tr

ansm

issi

on a

ndpr

omot

ion

of b

elie

fs, a

ttitu

des

and

valu

es

•so

lutio

n–fo

cuse

d ap

proa

ches

tode

cisi

on-m

akin

g•

pred

ictio

n of

bar

riers

and

ena

bler

s to

heal

thy

deci

sion

-mak

ing

•pr

actic

al d

ecis

ion-

mak

ing

tool

s an

dst

rate

gies

i.e.

PM

I, co

st-b

enef

itan

alys

is, S

ix T

hink

ing

Hats

1AH

EA1B

HEA

1CH

EA1D

HEA

Intr

oduc

tion

to h

ealth

Pers

onal

hea

lthPe

rson

al, p

eer a

nd fa

mily

hea

lthTh

e he

alth

of g

roup

s an

d co

mm

uniti

es

Hea

lthca

resy

stem

s

Pers

onal

belie

fs,

attit

udes

and

valu

esin

fluen

cehe

alth

beha

viou

r

Soci

al a

ndcu

ltura

l nor

ms

&ex

pect

atio

nsin

fluen

ce o

nhe

alth

beha

viou

rs

Self-

man

agem

ent

skill

s

Cont

ent

orga

nise

r

Stag

e 1 U

nits


Attitudinal and environmentalinfluences over health Health skills and processesHealth concepts


Un

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126



•im

porta

nce

of e

ffect

ive

com

mun

icat

ion

for b

ette

r hea

lth a

nd w

ellb

eing

•no

n-ve

rbal

and

ver

bal c

omm

unic

atio

nsk

ills

and

stra

tegi

es fo

r effe

ctiv

ere

latio

nshi

ps i.

e. s

peak

ing,

list

enin

g

•ba

sic

heal

th te

rms/

lang

uage

•id

entif

icat

ion

of re

liabl

e so

urce

s of

heal

th in

form

atio

n•

basi

c ga

ther

ing

and

sear

chin

gte

chni

ques

i.e.

def

inin

g an

d us

ing

keyw

ords

and

effe

ctiv

e us

e of

inte

rnet

sear

ch e

ngin

es•

sum

mar

isin

g in

form

atio

n•

pres

enta

tion

of h

ealth

info

rmat

ion

insi

mpl

e re

port

form

ats

•as

serti

ve, p

assi

ve a

nd a

ggre

ssiv

eco

mm

unic

atio

n•

use

of ‘y

ou’ a

nd ‘I

’ sta

tem

ents

•sk

ills

for w

orki

ng in

pai

rs a

nd g

roup

si.e

. coo

pera

tion,

neg

otia

tion

•co

mm

on h

ealth

term

inol

ogy

•id

entif

icat

ion

of h

ealth

issu

es a

ndco

ncer

ns•

crite

ria fo

r cho

osin

g re

liabl

e so

urce

s of

heal

th in

form

atio

n•

effe

ctiv

e da

ta c

olle

ctio

n te

chni

ques

i.e.

keyw

ords

and

phr

ases

that

def

ine

the

issu

e•

com

bina

tion

and

sum

mar

y of

info

rmat

ion

•te

chni

ques

for d

raw

ing

of g

ener

alco

nclu

sion

s•

repo

rting

of f

indi

ngs

to o

ther

s in

sim

ple

way

s

•co

mm

unic

atio

n sk

ills

that

bui

ldco

oper

atio

n an

d co

llabo

ratio

n in

achi

evin

g gr

oup

goal

s i.e

. act

ive

liste

ning

, em

path

y, re

spec

t for

oth

ers

and

com

prom

ise,

man

agin

g co

nflic

t•

barri

ers

to e

ffect

ive

com

mun

icat

ion

•ef

fect

ive

use

of c

omm

unic

atio

nch

anne

ls e

.g. m

obile

pho

nes,

em

ail,

inte

rnet

•id

entif

icat

ion

of h

ealth

con

cern

s an

dis

sues

•ef

fect

ive

sear

chin

g te

chni

ques

usi

ng a

varie

ty o

f rel

iabl

e an

d ac

cura

te s

ourc

esan

d pe

rspe

ctiv

es•

com

bina

tion

of in

form

atio

n an

dco

nnec

ting

sim

ilar i

deas

/info

rmat

ion

•dr

awin

g of

con

clus

ions

•co

mm

unic

atio

n of

find

ings

in d

iffer

ing

styl

es e

.g. p

oste

r pre

sent

atio

n, o

ral,

Pow

erPo

int

•sk

ills

for e

ffect

ive

com

mun

icat

ion

ingr

oups

i.e.

med

iatio

n, n

egot

iatio

n,su

ppor

ting

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1AH

EA1B

HEA

1CH

EA1D

HEA

Intr

oduc

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to h

ealth

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onal

hea

lthPe

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al, p

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mily

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Health skills and processes



Assessment task : Response (30 marks)

Create a role-play presentation that conveys assertivecommunication.

Part A: Communication analysis

Part B: Role-play presentation U

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Actions and strategies for health• preventive actions to cope with

influences on personal healthbehaviour and enhance healthi.e. resilience, socialcompetence, assertiveness

Personal beliefs, attitudes andvalues influence health behaviour• relationship between beliefs,

attitudes, values and healthbehaviour

• peer and family influence onthe formation of personalbeliefs, attitudes and valuestowards health behaviour

• cognitive conflict/dissonance

Activity: Being assertiveExplores assertive, aggressiveand passive responses whenbeing influenced by others.

Activity: Peer influenceExamines various driver-relatedbehaviours and what motivatesand influences thesebehaviours. Links betweenbeliefs, attitudes and behaviourare reviewed.

Activity: The riverIdentifies the differentinfluences (e.g. family, friends,past experience, media andculture) which can affect aperson’s decisions and actions inroad-related issues.

Activity: Role-PlayPeer pressure influences areexplored by role-playing a rangeof road safety situations.

• Teacher notes: Preventativeactions

• Activity sheet: Being assertive• Resource sheet: What are you

saying?• Butcher’s paper

• Teacher notes: Influences onbehaviour

• Activity sheet: Peer influence

• Three DVD – PBF Australia

• DVD player

• Resource sheet: Chloe’s story

• Activity sheet: The river

• Resource sheet: Rivercharacters

• Rope or string to mark out ariver

• Activity sheet: Role-play

• DVD ‘6’ available from City ofMelville

• Resource sheet: Role-playcharacters

• Assessment task: Response

• Resource sheet: In control

• Resource sheet: Role-playplanning template

• Part A Marking key:Communication analysis

• Part B Marking key: Role-playpresentation

Content area Suggested activities Resources Page

Hea

lth c

once

pts

Unit overview

The following table shows the links of the specific content areas to the content organisers, thesuggested activities and strategies, and the assessment tasks covered in this unit.

Attit

udin

al a

nd e

nviro

nmen

tal i

nflu

ence

s ov

er h

ealth

136137

138

128130

131

132

133

134

135

139

141

142

143

144


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Teacher notes: Influences on behaviour

The information and activities are designed to cover the followingcontent from the Health Studies Unit 1CHEA:

Personal beliefs, attitudes and values influence health behaviour

• peer and family influence on the formation of personal beliefs, attitudes and values towardshealth behaviour

• differences between adolescents’ perceptions of physical and structural factors influencingbehaviour and motivation of self and others

• relationship between beliefs, attitudes, values and health behaviour

• cognitive conflict/dissonance.

Peer influence

Everybody, no matter how old, faces the pressure to 'fit in'. Adolescents often feel this the most becausethey are trying to find their place in the world. Because adolescents spend a large amount of their timewith peers, it is not surprising that they play a highly influential role in their lives. The credibility,authority, power and influence of peers, is greater during adolescence than at any other time in life. Anunderstanding of peer influence can help students.

Peer influence may arise from an individual’s need to have the approval and acceptance of his or herequals. It is something that begins in childhood and continues into adulthood. However, the influenceof peer pressure is strongest during the adolescence years. It is a time when teenagers are struggling togain independence from parents, while battling to gain the acceptance of friends and fellow pupils. Theurge to be part of a group to provide them with a sense of security and identity, is strong. This desire forpeer approval drives much of the adolescent’s behaviour.

If the pressure is positive, the upside is that teenagers, for example, can benefit from the advice offriends on how to act correctly in difficult situations. There is, of course, nothing wrong in trying toconform. It can help teenagers begin the process of separating from their parents and developing theiridentity while growing into adulthood.

Does peer influence impact on behaviour on the road?

The two major issues identified in many discussions with young people on peer influence in roadsafety, is the pressure to drive faster and to take risks. Peers can also contribute to a teenager’s decisionto drink and drive. The general view of young people is that peer pressure encourages dangerousactivities on roads and is difficult to counter.

The relationship between road safety attitudes and road user behaviours

The correlation between an individual’s attitudes towards road safety and their road safety behaviour isnot a straightforward one. Although individuals may have a firm belief or attitude towards a particularroad safety issue, their road user behaviour will not always reflect this attitude as it is affected by arange of situational influences. This relationship is highlighted in the following diagram which is anadaptation of the Theorists’ Workshop Model (1991). The diagram uses the example of speeding.

The implications of this for pre-drivers, is that despite their intentions, the way they choose to behave inthe road environment in a safe or unsafe manner, can be influenced by the situation with which theyare faced. For example, although a young person may believe that speeding is dangerous, consider itunacceptable and intend not to speed in a given situation (such as running late or travelling on anopen road), they may contradict this intention and speed.


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The consequences and potential risks in a range of road safety scenarios can be explored usingthis model.

BeliefI believe it isdangerous to speed.

AttitudeSpeeding isunacceptable.

Intention to behaveWhen I drive I won’tspeed.

SituationI am running late.

BehaviourSpeeding to reachdestination on time.

Influences:• experience• personality• personal and moral

norms• family• media• peers• society and culture.

Influences: • passengers• ability and skills• emotions/mood • enforcement • time • road conditions• environment• convenience • perception of risk

and consequences.

(Reproduced in part from Keys for Life SDERA, 2004)


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Resources

• DVD: Three, the choices you make (available from PBF-prevention road, Paraplegic BenefitFund, Australia)

• DVD player

• Resource sheet: Chloe’s story – one per student

How is it implemented?

1. Select various road safety behaviours such as wearing a seat belt or talking on a mobilephone, to begin a discussion on what motivates and influences behaviour.

2. Review the link between beliefs, attitudes, values and behaviours (information is includedon page 19 of Unit 1AHEA).

3. Watch Chloe’s story on the PBF Australia DVD Three.

4. Allow students time to share their feelings or opinions after viewing the footage.

5. Students complete the Resource sheet: Chloe’s story. Use these questions to help studentscomplete the sheet.

• What factors contributed to Chloe’s crash?

• Could any of these factors have been avoided?

• What other options did Chloe have?

• Would it have been difficult for Chloe to have said ‘no’ to getting into the car?

• How would her friends have reacted?

• How would you react if you were Chloe’s friend?

6. As a class, discuss the responses on students’ resource sheets.

7. Define ‘cognitive conflict’ as behaving in a way that is in conflict with beliefs (e.g. talking ona mobile phone while driving, although believing that it is a dangerous practice). Explainthat in these situations, beliefs are not consistent with behaviour. Ask students for furtherexamples of cognitive conflict and how this impacts on road use behaviour.

8. Conclude with a range of the suggested processing questions or others that may havearisen during the activity.

Processing questions

• When might a situation change your intention to behave according to your attitude?

• What can you do to ensure that you don’t make a decision that goes against your attitudeand increases your level of risk on the road?

Activity: Peer influence

This activity will help students to:

• understand that beliefs are not always consistent with behaviours

• identify the influences that affect decision-making.


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RESOURCE SHEET

Unit 1CHEA

Chloe’s story

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Thin

k an

d sh

are

If yo

u sa

id ‘n

o’ to

get

ting

into

a c

ar w

ith y

our f

riend

s, w

hat r

easo

ns w

ould

you

giv

ean

d ho

w w

ould

you

try

to u

se p

ositi

ve p

eer p

ress

ure

to in

fluen

ce y

our f

riend

s to

also

mak

e th

e rig

ht d

ecis

ion?

Chlo

e’s

attit

ude

was

.....

Chlo

e in

tend

ed to

.....

So C

hloe

dec

ided

.....

But t

hen

som

ethi

ng

happ

ened

.....

Who

/wha

tin

fluen

ced

Chlo

e’s

deci

sion

?

(Ada

pted

from

Thr

ee, t

he c

hoic

es y

ou m

ake,

PB

F-pr

even

tion

road

, PB

F Au

stra

lia, 2

008)


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Activity: The river


• identify the influence that others can have on personal actions.

Resources

• Rope or length of string

• Resource sheet: River characters – one per student


1. Discuss the different influences which can affect a person’s decisions such as friends,family, past experiences, media and culture. Explain that these influences and advice fromothers can often conflict each other, making it even more difficult to know what to do.Explain to students that the objective of this activity is to understand how some of thesepressures may affect their decision-making.

2. Mark an area to be a river and choose a student to be a young person who has to make adecision related to road use behaviour. Blindfold the student. Explain that the studentmust listen to the advice of a range of people who will guide them down the river. Chooseone of the road safety issues below for this activity.• Should I drink and drive?• Should I get in the car with someone who I know has been drinking alcohol?• Should I join my friends in ‘hoon’ behaviour?• Should I speed?

3. Assign other students to play the characters described on Resource sheet: River characters.Encourage students playing a character to think creatively about their roles. Allow studentsapproximately five minutes to prepare the advice they will give. Place each character alongthe side of the river. Make sure that the ‘media 1’ and ‘bad friend’ are interspersed with theother characters. These students call advice to the young person trying to influence themup or down the river offering advice and steering them around obstacles.

4. Conclude with a range of the suggested processing questions or others that may havearisen during the activity.

Processing questions

• What did you notice happen to the young person in this activity?

• Do you face these pressures in your life?

• Which people were the most influential? Why?

• How did these influences affect the decisions you make?

• Which people would you refer someone to if they needed support – personally as well asprofessionally?

• Are there people in your life you can talk to and confide in?

• What qualities make someone easy to talk to and confide in?


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RESOURCE SHEET

Unit 1CHEA

River characters

You will be given one of the characters below. Your role is to give advicefrom this character’s viewpoint about a road-related situation.

Parent: You tell the young personwhat to do, keeping in mindhis/her best interests.

Grandparent: You tell the young personwhat to do, keeping inmind his/her bestinterests. Use phrases like‘when I was your age’.

Religious leader: You give the person moralguidance.

Teacher: You stress the importanceof everything they havelearnt in school regardingroad safety and giveadvice.

Bad friend: You are a friend but haveyour own interests at heart.You are a bad influence.

Best friend: You are the young person’smost trusted friend. Youtruly care about them.

Media 2: You represent media thatpromotes road safety. Remindthe young person of the mostrecent road safety campaignsthat target this issue. Try toinclude some statistics orfactual information.

Medical professional: You advise the young personabout his/her health.Provide the facts aboutdriving-related incidences.

Media 1: You represent one form ofmedia e.g. TV, radio ormusic, that promotes youngpeople having fun andtaking a few risks.


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Resources

• DVD: 6 - six mates six stories (available from City of Melville, Western Australia)

• Resource sheet: Role-play characters – one per student


1. View the DVD to stimulate discussion on the influence that peer groups can have on healthbehaviour.

2. Explain that students are going to role-play a driving-related situation. The role-play can beconducted by placing students in groups of six or alternatively six students can perform therole-play while the rest of the class act as observers.

3. Each student is given a card from Resource sheet: Role-play characters.

4. Give students time to prepare some arguments or statements to support their character’srole.

5. Allow time for students to role-play the situation then use the following questions to debriefthe activity.• How did you feel about pressuring others? • Was it easier when someone else joined in? • How did you feel when you resisted pressure from your peers?• What would you really do in a similar situation?

6. Ask students to summarise the issues that the role-play raised and comment on how they,or others, could deal with resisting adverse peer pressure.

Activity: Role-play


• identify the influence that others can have on their actions.


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Role-play charactersRESOURCE SHEET

Unit 1CHEA

Student 3

Others will try to persuade you to get

into the car to go to a party.

However the driver has been drinking

and you do not think that this is a

good idea. You have enough money

to take a taxi and suggest this to the

group. If no-one joins you then give

in and go with the group.

Student 1

After being at a friend’s party, you

get into your car to drive to another

party. You have obviously had too

much to drink but try to get everyone

to come with you.

Student 2

You and your friends have been

drinking and decide to head to

another party. You agree to go, even

though you know that the driver has

been drinking. You also try to

convince the others to join you.

Student 4

Others will try to persuade you to get

into the car. The driver has been

drinking. You have promised your

parents that you will never get into a

car if the driver has been drinking.

Resist for a while and then give in.

Student 5

Others will try to pressure you to get

into the car. You know the driver has

been drinking. You refuse to get into

the car.

Student 6

Others will try to pressure you to get

into the car. You know the driver has

been drinking. You refuse to get into

the car and try to persuade the others

to get out of the car.

Licensed text 1CHEA:Layout 1 6/10/09 11:02 AM 5

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Teacher notes: Preventative actions

The information and activities are designed to cover the followingcontent from the Health Studies Unit 1CHEA:

Actions and strategies for health

• preventative actions to cope with influences on personal health behaviour and enhancehealth i.e. resilience, social competence, assertiveness.

Assertive, passive and aggressive

Assertive behaviour enables a person to:

• act in their own best interest

• stand up for themselves without undue anxiety

• express honest feelings comfortably

• exercise personal rights without denying the rights of others.

Assertive communication is a way of means expressing wants, needs or beliefs in an open and honestmanner without violating the rights of others. The main characteristics of assertive communication are:

• a firm, relaxed and well modulated voice

• fluent speech with few hesitations

• ‘I’ statements (e.g. ‘I like’ or ‘I want’) that are brief and to the point

• suggestions, co-operative phrases or willingness to explore other solutions

• eye contact that demonstrates interest and shows sincerity

• relaxed, open body posture

• receptive listening.

Passive communication means repressing true emotions, feelings, and thoughts.

Passive behaviour is characterised by:

• apologetic words, failing to come to the point or self put-downs

• stooped stance, leaning for support

• excessive head nodding, wringing hands, looking down

• weak, hesitant or soft voice, frequent throat clearing or fill in words (e.g. maybe, um, sort of).

Aggressive communication means interacting with others, without respect for their rights and/orfeelings.

Aggressive behaviour is characterised by:

• loaded words, threats or putdowns

• loud, tense or shrill voice

• sarcastic or condescending tone

• clenched hands, abrupt gestures, finger pointing, fist pointing

• invasion of others’ personal space

• staring.


Activity: Being assertive


• recognise and respond to pressure from peers

• understand assertive ways of handling difficult situations involving peers.

Resources

• Large sheets of butcher’s paper – one per group

• Resource sheet: What are you saying? – one set of cards per group


1. In groups, students write a list of comments or ‘lines’ that might be used by someone trying toinfluence others to act in way they would not normally. For example, ‘Come on, everyone isdoing it.’

2. Students then role-play situations where the list of comments may be used. Encouragestudents to practise responding in an assertive way.

3. Identify how students responded assertively such as voice levels, body language, stance andeye contact.

4. Students use the headings ‘assertive’, ‘aggressive’ or ‘passive’ to classify the cards onResource sheet: What are you saying?

5. Discuss the behaviours used to communicate assertively. Have students reflect on these andidentify those that are currently in their repertoire and those that need further practice.

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What are you saying?

Points or shakes theirfist.

Uses threateninglanguage.

Has steady, well-pacedspeech.

Shouts loudly. Uses a strong voice.Is firm and in control,not aggressive.

Shakes, has a quiveringlip, looks as if they are

going to cry.Maintains eye contact. Hesitates to say what

they mean.

Does not responddirectly to others. Uses

evasive comments.Says ‘No, thank you!’Remains calm.

Does not use negative orabusive comments. Sneers or snarls.Stands up straight.

Uses ‘I’ statements (‘Ithink’, ‘I feel’ . . .).

Agrees with others’opinions.

Is positive and honest.

Says ‘Well, maybe . . .’Does not hesitate to

express feelings or beliefs.Speaks in a soft voice or

mumbles.

Uses a direct approachwhen stating their

beliefs.

Agrees with everythingothers say.

Has trouble making uptheir mind.

Stands up for theirbeliefs.

Has fast, nervous speech.Is pleasant but has afirm look on their face.

Doesn’t look at theother person.

Beats around the bush.Slouches, has poor

posture and downcasteyes.


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Type of assessment

ResponseStudents apply their knowledge and skills in analysing and responding to stimulior prompts.

At the end of this unit you will be required to demonstrate how you would apply yourknowledge to complete a role-play presentation that conveys assertive communication.This activity will provide the opportunity for you to demonstrate your understanding ofa response type assessment.

This assessment task is worth 30 marks.

Outcomes: Outcome 1: Knowledge and understandings; Outcome 2: Beliefs, attitudes and values;Outcome 3: Self-management and interpersonal skills; Outcome 4: Health inquiry skills and processes

Content: Personal beliefs; Attitudes and values influence health behaviour; Actions and strategies forhealth

Context: Road safety.

Task 1: Record and present assertive responses to road safety situations. (30 marks)

What you need to doComplete both Part A and B of the assessment task described below.

Part A: Communication analysis (20 marks) 1. Working in pairs, record assertive, passive and aggressive responses for each of the situations

described on Resource sheet: In control.

ASSESSMENTTASK

Unit 1AHEA

Response

Part B: Role-play presentation

Plan and perform a role-playdemonstrating an assertiveresponse to a road safety situation.

10 marks

Part A: Communication analysis

Identifying assertive, passive andaggressive responses for a range of roadsafety situations.

20 marks

ASSESSMENTTASK

Unit 1CHEA


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ASSESSMENTTASK

Unit 1CHEA

Response

Part B: Role-play presentation (10 marks)

1. With the same partner, plan a role-play using Resource sheet: Role-play planning template. (5 marks)

• Choose one of the situations listed on Resource sheet: In control, to present in a two-minute role-play conveying assertive communication.

• Describe two risk factors associated with this situation.

• Prepare two assertive responses relevant for the situation and decide which of these your role-play will convey.

• List three ways to behave assertively (e.g. voice level, body language, stance and eye contact).

• Describe why the assertive response in this situation is a safer option than either a passive oraggressive response.

2. Perform the role-play. (5 marks)

• At the conclusion of the role-play you will be required to explain why the assertive response wasthe safer option and the risks that could be reduced by responding assertively.


RESOURCE SHEET

In controlUnit 1CHEA

Com

plet

e th

e ta

ble

belo

w b

y re

cord

ing

an a

sser

tive,

pas

sive

and

agg

ress

ive

resp

onse

for e

ach

situ

atio

n as

wel

l as

the

risks

that

be

redu

ced

by re

spon

ding

ass

ertiv

ely.

You

are

on th

e w

ay to

an

early

mor

ning

foot

ball

mat

ch w

ith s

ever

al m

embe

rs o

f you

rte

am a

nd n

otic

e th

at th

e dr

iver

is e

atin

g a

sand

wic

h an

d dr

inki

ng a

cof

fee.

You

are

conc

erne

d as

eat

ing

and

drin

king

see

ms

to b

e ta

king

the

driv

er’s

focu

s aw

ay fr

om d

rivin

g.

You

are

driv

ing

toni

ght a

nd d

o no

t int

end

to d

rink.

You

r frie

nds

know

you

are

driv

ing

hom

e bu

t ins

ist t

hat o

ne d

rink

is p

erfe

ctly

alri

ght a

nd w

ell w

ithin

the

law

.

The

driv

er o

f the

car

you

are

in a

ppea

rs to

be

tryin

g to

impr

ess

you

by d

rivin

g ve

ry fa

st.

Your

frie

nd in

vite

s yo

u to

join

a g

roup

who

are

regu

larly

invo

lved

in il

lega

l car

raci

ng.

You

end

up h

avin

g to

driv

e so

me

into

xica

ted

frien

ds h

ome.

You

are

wor

ried

abou

t the

irbe

havi

our i

n th

e ca

r.

You

are

stay

ing

with

som

e fri

ends

who

live

in th

e co

untry

. Ev

eryo

ne is

goi

ng to

vis

it th

ene

ighb

ours

who

live

app

roxi

mat

ely

5km

aw

ay.

You

are

told

to ju

mp

into

the

back

of t

heut

e as

ther

e is

not

eno

ugh

spac

e fo

r eve

ryon

e in

side

the

vehi

cle.

Your

par

ents

ofte

n co

llect

you

from

par

ties

and

frien

ds’ h

ouse

s la

te a

t nig

ht. T

hey

have

usua

lly h

ad a

drin

k bu

t alw

ays

appe

ar to

be

very

saf

e w

hen

driv

ing

hom

e.

You

are

stuc

k on

the

freew

ay in

pea

k ho

ur tr

affic

. Th

e pa

ssen

ger i

s en

cour

agin

g yo

u to

driv

e m

ore

aggr

essi

vely

as

you

are

late

for y

our a

rt cl

ass.

The

pers

on c

hose

n to

driv

e ha

s cl

early

had

load

s to

drin

k. Y

ou n

ever

drin

k m

uch

and

feel

okay

. You

r frie

nds

wan

t you

to d

rive

the

othe

r per

son’

s ca

r hom

e.

You

are

a pa

ssen

ger i

n th

e ca

r driv

ing

back

to th

e Pe

rth a

fter a

wee

kend

aw

ay in

the

coun

try. Y

ou n

otic

e th

at th

e dr

iver

is d

istra

cted

by

the

pass

enge

r in

the

front

sea

t who

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RESOURCE SHEET

Role-play planningtemplate

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Write the situation (from Resource sheet: In control) that you have selected to role-play.

Describe two risk factors associated with this situation that require an assertive response.

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2.

Develop two different responses that enable you to respond assertively in this situation and willpotentially reduce the risks. Write these assertive responses in the spaces below.

Assertive response (A)

Assertive response (B)

Choose one of the assertive responses listed above for a two-minute role-play presentation.

List at least three appropriate and relevant assertive behaviours to use during your role-play thatwill strengthen your ability to communicate assertively.

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2.

3.

Describe why the assertive response in this situation is the safer option in terms of risks that couldbe reduced.

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Response is:

• clear, appropriate, accurate and relevant

• somewhat clear and relevant; and limited.

Response is:



Response is:



Response is:



Response is:



Response is:



Response is:



Response is:



Response is:



Response is:



Name:

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Marks allocated (circle score)

Criteria

Total mark /20

Part A Marking key: Communication analysis (20 marks)

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Role-play planning template is:

• relevant to the situation; presented clearly as an organisationaltool; and appropriate in terms of assertive behaviour descriptionsand responses

• somewhat relevant to the situation; presented somewhat clearly asan organisational tool; and somewhat appropriate in terms ofassertive behaviour descriptions and responses

• limited in its relevancy and clarity; and limited appropriateness interms of assertive behaviour descriptions and responses.

The language used during the role-play is:

• clear; relates directly to the situation; uses appropriate assertivebehaviour, responses and body language; and concludes withaccurate risk reduction information

• somewhat clear; relates somewhat directly to the situation; usessomewhat appropriate assertive behaviour, responses and bodylanguage; and concludes with fairly accurate information about riskreduction

• limited in its clarity and relevancy to the situation; not appropriatein responses and body language; and little or no attempt has beenmade to conclude with risk reduction information.

Name:

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Marks allocated (circle score)

Criteria

Total mark /10

Part B Marking key: Role-play presentation (15 marks)

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Part A Part B Total assessment mark

/20 /10 /30

Teacher feedback:


unit 1chea: personal, peer and family health

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