|
|
|
|
Content Area: Health and Physical Education
Index: 2.3C Grade 12 CPI 5
Standard: 2.3 - Drugs & Medicine
Strand: C - Dependency/Addiction and Treatment
Cumulative Progress Indicator: 5 - The student will predict the short-and long-term impacts of substance abuse on the individual, the family, the community, and society.
Grade: 12
Sample Activities:
· ON THE JOB - Students interview individuals employed in various occupations to determine how alcohol, tobacco, and other drugs might interfere with job performance. Find out if the individuals are aware of employee assistance programs or benefits from their health insurance companies that support treatment for chemical dependency.
Variation: Invite former students to discuss issues and problems associated with substance use in college, on the job, or in the military.
Variation: Divide the class into small groups. Each group selects a different type of business (e.g., construction, computers, healthcare) and develops substance abuse policies for the company. Groups share their ideas and discuss them with a human resources director from a local company.
·
FAMILY DANCE STEPS - Pose the following questions: “How
many of you consider yourselves a good dancer? What does it take to be a good
dancer? Is it easy to dance with a partner? How does it feel to dance with a new
partner?” Allow students to relate some amusing experiences and talk about such
issues a rhythm and balance, knowing how to move to the music, and not stepping
on someone’s toes. Explain that individuals in a loving, functional family have
learned “dance steps” that help them work together. Using four volunteers to
represent individuals raised in a functional family, arrange dance partners.
Play a slow song and ask the partners to assume the traditional style of dancing
(hand on partner’s shoulder and at waist). As the couples dance, describe how
they learn to balance, move together, and cooperate. Now explain that persons
who live in a dysfunctional family learn a different “dance” called
codependency. Those individuals may lack confidence in their abilities, be
depressed, or exhibit controlling behaviors. It may be difficult for them to
learn balance, rhythm, and how to not step on someone’s toes. Solicit the help
of four more volunteer dancers. These partners dance back to back or with one
leg tied to their partner’s leg (like a three-legged race). This should be very
awkward for the dancers. Ask the dancers to describe how it feels to dance in
this manner. Next, with all eight dancers on the floor, play the music again and
have them dance a few steps, then stop the music and ask them to switch
partners. Ask the “audience” to carefully observe the difficulties experienced
by the dancers, especially when they change partners. Ask students: “What
choices did the dancers have when told to switch partners? (Answer: To dance
with another dysfunctional dancer or learn a new dance step.) “What might this
say about future relationships for individuals raised in a dysfunctional
family?” Excuse the dancers and conclude by saying that self-help and support
programs for codependents can help families learn a new dance step, a more
healthful way to interact with
|
|
