Blog About Us Community Service Kit National Partners Results Tools Scrapbook   • How to Use This Kit • Teaching Service Learning • Order the Film & Companion Book   The Impact of Cancer on Family Life The Impact of Cancer on Siblings How to Help Your Buddy Doctors & Nurses THE SERVICE LEARNING PROCESS: • Preparation • Community Service • Reflection • Celebration PERSONAL POWER GRID written by Denisha Garland and Ann Lewicki Road of Life SERVICE PROJECT OVERVIEW In A Lion in the House, each family has to make important life-and-death decisions about the care of their children. However, the teenagers in the film also have to make many of these decisions on their own. This process doesn’t always go smoothly. For example, early in the film, when Justin is conscious, he refuses to sign a Living Will. Later, when he is unconscious, his family and medical team offer divergent opinions about his treatment and care. Tim’s experience presents viewers with another example of how difficult decision-making can be when dealing with a life-threatening illness. After refusing treatment throughout much of the film, Tim ultimately decides he does want aggressive treatment for cancer. Alex’s parents disagree with each other regarding treatment options. Near the end of he film, both Justin’s and Alex’s grandmothers are furious about the outcomes of medical decisions for which they were never consulted. Al’s doctor sticks by his decisions, even though it makes Al cry. How, then, does one make informed decisions based on more than an emotional reaction? How does your family make decisions? As a minor, how can you let adults around you know your wishes? How do you know when someone has your best interests at heart? How can you be your own advocate? This unit is intended to offer teenagers techniques for healthy decision-making and conflict resolution as an individual as well as within a family setting. SUBJECTS Language Arts 6th - 12th Grade Health Life Skills NATIONAL STANDARDS1 Language Arts 1.Uses the general skills and strategies of the writing process 3. Uses grammatical and mechanical conventions in written compositions 4. Gathers and uses information for research purposes 5. Uses general skills and strategies of the reading process 8. Uses listening and speaking strategies for different purposes 9. Uses viewing skills and strategies to understand and interpret visual media   Life Skills - Thinking and Reasoning   5. Applies basic trouble-shooting and problem-solving techniques 6. Applies decision-making techniques   Working with Others   1. Contributes to the overall effort of a group 2. Uses conflict resolution techniques 3. Works well with diverse individuals and in diverse situations 4. Displays effective interpersonal communication skills   Self-regulation   1. Sets and manages goals 2. Performs self-appraisal 3. Considers risk   Health2   1. Comprehends concepts related to health promotion and disease prevention to enhance health 2. Analyzes the influence of family, peers, culture, media, technology and other factors on health behaviors 3. Demonstrates the ability to access valid information and products and services to enhance health 4. Demonstrates the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks 5. Demonstrates the ability to use decision-making skills to enhance health 6. Demonstrates the ability to use goal-setting skills to enhance health 7. Demonstrates the ability to practice health-enhancing behaviors and avoid or reduce health risks 8. Demonstrates the ability to advocate for personal, family and community health UNIT OBJECTIVES Students will utilize the Personal Power Grid as a tool for decision making. Students will interact and discuss decision making and conflict resolution after viewing A Lion in the House film clip Students will learn how to construct a Personal Contract and use it to accomplish a personal goal. Students will learn about cancer and how it affects individuals as well as the community. Students will learn the benefits of mapping physical activity options. ASSESSMENT A rubric is provided for overall assessment of student participation and success. RESOURCES Websites Stages of Change Model http://www.hivinfo.org/docs/pdf/stages.pdf American Cancer Society http://www.cancer.org/ Road of Life http://www.roadoflife.org/ The Wellness Community http://www.thewellnesscommunity.org/default.asp Health and Human Services http://www.hhs.gov/familyhistory/ Teen Institute http://www.teeninstitute.org/ Post-Poning Sexual Involvement (PSI) http://www.advocatesforyouth.org/programsthatwork/2psi.htm Fertile Hope http://www.fertilehope.org/ Planned Parenthood http://www.plannedparenthood.org/ American Foundation for Suicide Prevention http://www.afsp.org/ Safe Child Program http://www.safechild.org/ National Association for Social Workers http://www.socialworkers.org/ Centers for Disease Control and Prevention http://www.cdc.gov/ Oncology Nursing Society http://www.ons.org/ National Black Nurses Association http://www.nbna.org/ Padres Contra El Cancer http://www.padrescontraelcancer.net/ Print Managing Personal Change: Moving Through Personal Transition Revised Edition by Cynthia D. Scott and Dennis T. Jaffe - Type: Classroom Workbook - Publisher: Boston, Massachusetts: NETg, Thomson Learning, 2004. - ISBN: 1-56052-680-7 - Library of Congress Catalog Card Number: 2004107035 Scott, Cynthia D., and Jaffe, Dennis T. (2004). Crisp: Managing Personal Change: Moving Through Personal Transition Revised Edition. Boston, MA : Netg (Thomson Learning). LESSONS CONTAINED IN THIS UNIT: 1 - PERSONAL POWER GRID 2 - PERSONAL GOAL SETTING 3 - EDUCATION AND OUTREACH 4 - COMMUNITY SERVICE: COMMUNITY HEALTHY ACTIVITY MAPPING LESSON 1: PERSONAL POWER GRID Note to Teacher : Students should understand that while some coping skills may be functional, they are not always healthy coping skills. Some people cope by withdrawing from the situation, and they will not voice their opinions. Others may yell in a threatening manner to get their point across. While these coping mechanisms span the continuum, the Personal Power Grid functions to help teenagers develop self-awareness and make healthy decisions. Please review the suggested discussion questions (PDF) prior to the group viewing. You may need to adjust the questions according to the unique make-up of your group. For most active viewing of the material, please engage group in both pre-viewing and post-viewing discussions. NATIONAL STANDARDS   Language Arts   1. Uses the general skills and strategies of the writing process 3. Uses grammatical and mechanical conventions in written compositions 5. Uses general skills and strategies of the reading process 8. Uses listening and speaking strategies for different purposes 9. Uses viewing skills and strategies to understand and interpret visual media   Life Skills - Thinking and Reasoning   6. Applies decision-making techniques   Working with Others   1. Contributes to the overall effort of a group 2. Uses conflict resolution techniques 3. Works well with diverse individuals and in diverse situations 4. Displays effective interpersonal communication skills   Health   2. Analyzes the influence of family, peers, culture, media, technology and other factors on health behaviors. 3. Demonstrates the ability to access valid information and products and services to enhance health. 4. Demonstrates the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 6. Demonstrates the ability to use decision-making skills to enhance health. LESSON OBJECTIVES Students will utilize the Personal Power Grid as a tool for decision- making Students will interact and discuss decision-making and conflict resolution MATERIALS Writing materials Television or DVD for viewing clip Personal Power Grid Pre-viewing and post-viewing questionnaire PROCEDURE   1. Teacher/Facilitator leads the group in pre-viewing discussion questions. 2. Students view the clip, “The Impact of Cancer on Family Life.” For this unit, decision-making themes emerge more strongly in the full film. If viewing the full film is not feasible, it is recommended to view all four 10-minute clips contained in the Kit. 3. Teacher/Facilitator leads the group in post-viewing discussion questions. 4. Discuss with the class the purpose of the Personal Power Grid, which is included below in #5 and available in PDF for download. The Personal Power Grid is a graphic representation of the decision- making process of taking action to address a problem or issue, based on an individual’s ability to control the problem or issue. 5. Explain to the students the significance of each quadrant. The first quadrant, Mastery, is the decision to take action on problems that are within the individual’s control. The fourth quadrant, Letting Go, represents the decision to not take action on problems that are beyond the individual’s control. The second and third quadrants represent unhealthy decision-making and coping styles. Ceaseless Striving, the second quadrant, represents the decision to continue to take action on problems that are not within the individual’s control. In the third quadrant, Giving Up, the individual decides to take no action, even though the problem is something that is within the individual’s control.   Can Control Cannot Control Take Action *Mastery Ceaseless Striving Giving Up *Letting Go No Action Used with permission by Dennis Jaffe and Cynthia Scott and Thomson Learning, Managing Personal Change: Moving Through Personal Transition 6. Assign each student in the class with Alex’s, Jen’s, Justin’s, or Tim’s families’ situation-scenario. 7. Ask each student to evaluate the decisions that Justin, Tim, Jen and Alex and their families make using the Personal Power Grid. 8. Divide the class into groups based on their assigned character from the film, ie. one of the kids or one or more of the family members. 9. Have each group analyze the decisions that each family unit makes in the movie clip. Often times, emotional issues can cause families to make split decisions. Therefore, have each group examine their respective scenario and instruct them to use the Personal Power Grid to help articulate some of the decisions each family member makes in the movie. ASSESSMENTS Class participation Depth of analysis Back to Lessons LESSON 2: PERSONAL GOAL SETTING Note to Teacher: Often many people want to make good decisions, but they do not have the proper tools to make healthy decisions. The continuous process of making a decision or change can be very difficult. The TRANSTHEORETICAL MODEL/STAGES OF CHANGE (http://www.hivinfo.org/docs/pdf/ stages.pdf) identifies the steps associated with making a final change. The stages include Pre-contemplation, Contemplation, Preparation, Action, Maintenance and Termination. Pre-contemplation is the stage when the need for change has been brought to your attention and you are curious about change. Contemplation involves weighing the pros and cons of a situation and valuing the options. The Personal Power Grid is a tool that can be used in the contemplation stage to identify the best choice of action for change. The Preparation stage is used to map a plan to execute a goal. When students are working toward a difficult goal, it is important that they learn to take small steps toward achieving something big. Personal goal-setting is another tool that functions to help people plan how to implement the decision they have made in the contemplation stage. The Action stage involves acting on the decision that was made. Maintenance occurs when the goal is sustained and ideas are reinforced through continuous education. The Stages of Change conclude with Termination stage in which the goal is accomplished and a permanent change has occurred. NATIONAL STANDARDS   Language Arts 1. Uses the general skills and strategies of the writing process 3. Uses grammatical and mechanical conventions in written compositions 4. Gathers and uses information for research purposes 5. Uses general skills and strategies of the reading process Life Skills - Thinking and Reasoning 6. Applies decision-making techniques Self-regulation 1. Sets and manages goals 2. Performs self-appraisal 3. Considers risk Health 1. Comprehends concepts related to health promotion and disease prevention to enhance health 5. Demonstrates the ability to use decision-making skills to enhance health 6. Demonstrates the ability to use goal-setting skills to enhance health LESSON OBJECTIVES Students will be able to define a goal and reach that goal by breaking it into smaller steps or parts. Students will be able to understand how motivation aids in completing a goal. Students will understand that making a personal contract is an effective way to promote self-accountability. Students will understand that developing an action plan is an essential part of reaching a goal. MATERIALS Writing materials Personal Power Grid (PDF) Personal Contract Outline PROCEDURE   1. Students should be given the opportunity to define the term “goal” in their own words. They should brainstorm sample goals that they are committed to in order to improve the likelihood of change. (e.g. Exercise at least three times a week, walk to school instead of getting a ride, etc.) Each goal might reflect some aspect of cancer prevention*. For example, Tai Chi and Yoga are great physical activities that have been associated with the prevention of cancer. 2. Some goals are more difficult to reach than others. Ask the students to use the Personal Power Grid to select the goal that they are most likely to accomplish. 3. Begin to discuss motivation with the students. Have them define “motivation” in their own words. Motivation is how interested and excited a person is about reaching a goal. It is also a driving force that encourages you to continue working on a goal. 4. Explain that sometimes it is hard to stay motivated when trying to reach your goals. To stay motivated, it can help to set rewards for yourself. When you are one step closer to achieving your goal, you can reward yourself with a new book, a CD, a new shirt, etc. 5. Have the students fill out the personal contract, which documents that they have made a goal for themselves and that they are going to work hard to accomplish it. Review each student’s goal. Make sure it is attainable and challenging.   ASSESSMENT Completed Power Grid (PDF) Completed Personal Contract Back to Lessons LESSON 3: EDUCATION AND OUTREACH Note to Teacher : It is important that students develop a unique and personal perspective concerning cancer. By allowing community agencies, health professionals, and cancer survivors the opportunity to discuss personal experiences, students are empowered to understand sensitive issues and make positive changes. NATIONAL STANDARDS   Language Arts 1. Uses the general skills and strategies of the writing process 3. Uses grammatical and mechanical conventions in written compositions 4. Gathers and uses information for research purposes 5. Uses general skills and strategies of the reading process 8. Uses listening and speaking strategies for different purposes Life Skills - Thinking and Reasoning 5. Applies basic trouble-shooting and problem-solving techniques Working with Others 4. Displays effective interpersonal communication skills Health 3. Demonstrates the ability to access valid information and products and services to enhance health 4. Demonstrates the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks 7. Demonstrates the ability to practice health-enhancing behaviors and avoid or reduce health risks LESSON OBJECTIVES Students will understand how their personal decisions can impact their health. Students will understand how the community aids in keeping people healthy and informed about disease prevention. MATERIALS Writing materials Community directories and phone books Internet access PROCEDURE   1. Using local resources, ask the class to contact a cancer prevention organization, a health professional and a cancer survivor. 2. Invite each participant to visit the class so they can discuss decision-making as it relates to each entity. For example, the cancer prevention organization can discuss ways to promote a healthy lifestyle and a health professional can discuss how to create a Family Health History to help teenagers understand the influence they can have on their own health. A health professional can also discuss decisions a patient may have to make related to cancer treatment options. The cancer survivor could share how he went about making decisions while battling cancer. 3. Encourage students to brainstorm questions in advance to ask during the presentations.   ASSESSMENT Class participation Completed Family Health History document EXTENSIONS Ask students to research different health organizations that would be willing to discuss decision-making as it pertains to that respective health organization. Invite the health organization to visit the class. Some examples can include: • Drug and Alcohol Abuse: Teen Institute http://www.teeninstitute.org • Sexual Health and Peer Pressure: Postponing Sexual Involvement and Planned Parenthood http://www.advocatesforyouth.org/programsthatwork/2psi.htm http://www.plannedparenthood.org • Suicide Prevention: School Counselor or local agency http://www.afsp.org • Physical Abuse: School Counselor or local agency http://www.safechild.org Back to Lessons LESSON 4: COMMUNITY SERVICE > COMMUNITY HEALTHY ACTIVITY MAPPING Note to Teachers : Regardless of where you live, there are places to be active and healthy at the same time. This can be as simple as the sidewalk in front of your home or as elaborate as a ski resort. There are always going to be options that are available at no cost, and more expensive options. Depending on the area in which you teach, your students will have different barriers to accessing safe and affordable places to be physically active. In all cases, it is important for students to research options available to them. For example, the YMCA offers scholarship programs for low-income families. There are also community centers that sometimes offer services at no charge. Many communities have excellent public park systems. NATIONAL STANDARDS   Language Arts 1. Uses the general skills and strategies of the writing process 3. Uses grammatical and mechanical conventions in written compositions 4. Gathers and uses information for research purposes 8. Uses listening and speaking strategies for different purposes Life Skills - Thinking and Reasoning 5. Applies basic trouble-shooting and problem-solving techniques Working with Others 1. Contributes to the overall effort of a group Health 1. Comprehends concepts related to health promotion and disease prevention to enhance health 2. Analyzes the influence of family, peers, culture, media, technology and other factors on health behaviors 3. Demonstrates the ability to access valid information and products and services to enhance health 4. Demonstrates the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks 6. Demonstrates the ability to use goal-setting skills to enhance health 8. Demonstrates the ability to advocate for personal, family and community health LESSON OBJECTIVES Students will understand there are a variety of places in their community where they can be physically active. Students will understand that although some activity locations cost money, there is always at least one place where they can be active at no cost. Students will know how to contact a community organization in order to obtain information about places they can go to be physically active. Students will know how to present information to other people. Students will know how to conduct research and summarize research results. MATERIALS Writing materials Community directories and phone books Internet access PROCEDURE 1. Begin with a group discussion regarding places in the community where students can be physically active. These places should include locations that are free (hiking trails, bike paths, parks) and can include community centers, facilities or activities that cost money (swimming pools, sports leagues, dance studios). Write down all the suggestions made by the students. Be sure to include the school as a location where students can be active at no charge. 2. Once the students have come up with a sufficient list, assign one location to each student or pair of students. 3. This lesson is divided in four parts; researching, composing a business letter, creating a resource guide and scheduling field trips. 4. After they have their assigned locations, students will begin their research. They should use phone books, local park and recreation newsletters, the Internet, the school library and any other resources that are available to them. The research may be conducted in class or as homework, depending on the amount of time and home resources available. Students should obtain the following information: - Facility location, telephone number and website (if applicable) - Activities that are offered for their age group - Costs (if any) - Event/promotional schedule - They should make a request to have materials sent to them (flyers, brochures, newsletters) 5. In order to obtain the above information, students can compose a business letter in correct business letter format and mail it to the appropriate establishment. 6. While students are waiting for a response to their letters, they should design the layout for the Resource Guide. A cover can be designed together as a class, or each student can design a cover and the class can vote on which one to use. 7. Once students receive their responses, they will create an entry page for their organization. 8. Assemble the entry pages into a binder or laminate and bind them into a book format. Make sure that all brochures, flyers and newsletters are included as well. 9. Students should give a brief presentation (2 minutes) about their community location activity. They will summarize how they carried out their research, what they learned, how the activity can help prevent cancer, if applicable, and whether or not they recommend their location/activity. 10. After presentations, have each student vote on the activities that they would like to attend. Create a calendar of events and organize scheduled outings to participate in the chosen activity. ASSESSMENT Creation of the Community Physical. Activity Resource Guide and a calendar of events. EXTENSION This lesson can be extended to involve families. Families can learn from their own teenagers how to stay physically healthy. You could have students create a calendar of events for family members to schedule and attend. Back to Lessons UNIT REFLECTION Ask students to write about their journeys through the process of decision-making. Identify each stage of change and how each tool can be used to resolve issues and develop skills that contribute to continuous improvement. Evaluate their understanding of making healthy decisions as it pertains to individuals, family, and the community. 1 All standards from Mid-Continent Research for Educational Learning (McREL) at http://www.mcrel.org/ 2 Standards from American Alliance for Health, Physical Education, Recreation and Dance at http://www.aahperd.org/aahe/pdf_files/standards.pdf       A Lion in the House is a co-production of Steven Bognar & Julia Reichert and the Independent Television Service (ITVS), Executive Producer Sally Jo Fifer.            blog About Us community service kit national partners results tools scrapbook            Website hosted by DONET.COM                     © 2007, A Lion in the House, LLC.