Picnic Point HS · presentation raising awareness and gathering support for an issue affecting...

PicnicPointHS

Year9PDHPE

Term1Workbook

‘RelationshipRespect’

Name:

Licensed to Bede Polding College for 2019 9

Year 9 PDHPE Student Workbook

Vocabulary list Key terms from this unit are listed in the table below. Complete the activity by:

providing a definition for each term

correctly using the term in a sentence.

Term Definition Sentence using the term

Compromise

Negotiation

Empathy

Prejudice

Harassment

Conlict resolution

Domestic violence

Network

Rapport

Abuse

Assertiveness

Responsibilities


10 Licensed for 2019

Learning grid This grid of activities aims to provide you with a variety of learning experiences. Your teacher will instruct you on how they would like you to complete these tasks. You might be asked to:

complete all activities independently by the end of the unit or

choose some of the activities to accumulate a certain amount of points (different activities are worth different points) or

complete certain tasks your teacher selects for you.

Remembering Understanding Applying

1 point each 2 points each 3 points each

Define the term ‘healthy relationship’.

Explain the positive impact that supportive role models can make in a person’s life.

Examine the effect that a betrayal of trust can have on a relationship, citing examples to illustrate your point of view.

List unhealthy behaviours in a relationship.

Summarise the qualities that you seek in a supportive friendship.

Apply your knowledge of confict resolution to suggest better alternatives to a confict you have witnessed or been involved in.

List behaviours that would be described as cyberbullying.

Describe the qualities that make you a valued friend.

Demonstrate ways to reduce the incidence of cyberbullying.

Total Total Total



Learning grid … continued

Analysing Evaluating Creating

4 points each 5 points each 6 points each

Analyse the role of family and friends in supporting an individual's identity.

Evaluate factors that impact on the identity of groups, including Aboriginal and Torres Strait Islander Peoples.

Create a digital presentation raising awareness and gathering support for an issue affecting young people and their relationships with others.

Distinguish between effective and ineffective communication strategies when addressing confict or confusion in a relationship.

Evaluate the effectiveness of help and crisis services available to young people.

Discuss passive, assertive and aggressive ways of handling a particular problem with someone. Propose how the most productive and positive outcome can be achieved.

Analyse the effects of domestic violence on the victim and children in the relationship.

Recommend a range of measures to make Australia a more inclusive society.

Prepare a report on the diverse cultures that exist in your local community. Highlight the dominant cultures in a graphical or digital format.

Total Total Total



In this unit of work, you will have the opportunity to use technologies to further your health literacy. Your learning experiences will involve:

Critical inquiry Research the incidence of domestic violence reported in the media. Present your findings

and examples in digital format.

Research the concept of ‘positive relationships’ and prepare a report on what it means to you.

Research what resources are available online for young people who are considering starting an intimate relationship. Analyse this content and whether there is any important information missing.

Collaborating Working with a partner research and record information on support services for victims of

domestic violence. Create a PDF outlining your findings.

Research the prevalence of domestic violence in Australia. Record statistics and trendsand present using ICT software. Present and discuss your findings in small groups.

Presenting Create a digital information guide on discrimination to be distributed to students in your

school. The guide should include definitions, statistics, consequences, laws and where to go for help.

Creating Create a podcast detailing what an equal and respectful relationship looks and feels like.

Create a blog discussing common causes of confict in relationships and assertive confict resolution strategies.

Create a health promotion to support other young people as they face common issues affecting young people, such as bullying, harassment or cyberbullying.

Create a true/false quiz on the topic of refugees in Australia that will test the class's knowledge. Include answers and present the quiz on an interactive whiteboardif available.

Create a cartoon depicting an intimate relationship where rights and responsibilities are not respected. Present to the class and pose questions for the rest of the students to answer.

Desktop publishing Create a collage of digital images depicting what a healthy relationship looks like.

Create a mind map using software (such as http://bubbl.us) to represent what you consider to be the desirable qualities of a boyfriend/girlfriend.



Relationships Relationships place people in social situations where they develop skills with decision-making, negotiation, effective communication and empathy. Healthy relationships involve support, consideration, respect and an appreciation for shared core values (the principles and standards that mean the most to you). Decisions are often made based on core values.

Sometimes making important decisions takes courage. Support from healthy relationships with peers, parents, grandparents, adults in authority or dating partners can reduce fear and anxiety. Positive support from these healthy relationships can provide a valuable infuence in people's lives - it is empowering.

Empowerment can be experienced through encouragement. It is a feeling of being strengthened and able, even in challenging circumstances. Individuals should think about how they want to treat the people they care about and the ways that they can help them to feel empowered in difficult situations.

Dating relationships can infuence an individual's confidence levels and self-esteem. A healthy dating relationship is one that is empowering rather than intimidating. Equality, kindness and respect are found in healthy relationships, rather than an imbalance of power and control.

Taking a caring approach in dating relationships shows core values involving compassion, consideration and kindness. Dating someone with similar core values should make an individual feel more understood. Conversely, dating someone with differing core values may lead to confict and misunderstandings. For example, someone who values intense effort with work to achieve fast results may clash with dating a partner who places more value on leisure time (rather than someone who has the same work ethic).

More intense confict could arise from value differences related to trust, loyalty and communication. Dating someone with similar core values can lead to far more happiness and a sense of unity.



1. Define the term 'empowerment' in your own words.

2. From the list below, tick the ten most important core values that you would expect a dating partner to share and demonstrate.

Core values commitment creativity reliability diligence health honesty imagination kindness

clarity relaxation humility protectiveness curiosity competency sincerity playfulness

persistence productiveness optimism realistic thinking laughter seriousness justice knowledge

integrity openness discretion responsibility teamwork leadership speed steadiness

3. Justify why you have chosen these values.

4. Develop a list of questions that prompt people to analyse how healthy their dating relationship is and whether it is supportive of their wellbeing. For example, "do you feel physically and emotionally safe with your partner?"



Confict is unavoidable at times, but if it is addressed with a level head and other points of view are considered, issues can be resolved more quickly. After any confict, it is also important to rebuild the relationship. Sometimes people say things they don't mean (parents included). Once everyone has had time to cool down and evaluate what has happened, it is then important to nurture the relationship so that no underlying tension is left simmering.

Relationships with parents Relationships are complex, unique and are always changing. Throughout adolescence, many of our relationships will be challenged because this is a period where individuals are maturing and may want to spend more time with peers and less time with family, particularly parents.

Sometimes it may feel like parents do not understand their child anymore, like they just want to control them and say no to everything. This is not the case. Every parent went through this stage as well, and probably had the same arguments with their parents.

This is a time for finding an appropriate balance between what an adolescent wants and what parents think is best. During this stage, it is healthy to sit down and talk about things that could help with effective communication. Some useful strategies to employ include:

Using 'I' statements - Using 'I' statements is an effective way for an individual to vocalise how they feel without making parents feel blamed. For example, if a teenager was to say “You never listen to me!”, parents might get defensive and respond only with “Yes we do!" - so the point is lost. However, if a teenager instead says "I feel like my voice isn't heard”, parents are more likely to be considerate because it is less forceful.

Write a letter - Writing a letter gives an individual time to analyse how they feel and really say what they are thinking without being in the heat of the moment and saying things they regret. It's also worth remembering, however, that a letter is permanent and what is said in a letter can be very powerful. On consideration, after calming down, it may be worth keeping the letter for further self-refection.

Breathe - In the heat of the moment, thoughts can be scattered and unclear. Before saying anything, individuals should take a couple of breaths to centre themselves and gather their thoughts. This way they have more control over what they are saying.

Listen - It is important for teenagers to listen to their parents, even if they do not agree with what is being said, because they may also feel like they haven't been understood or that their opinion isn't being valued. It's possible to show someone respect even when in a disagreement. Respectful confict resolution can help the situation much quicker without tension.



Relect on a time you have had conlict with your parents.

1. What went wrong?

2. How did you raise your concerns?

3. Were your feelings acknowledged/listened to?

4. Did you acknowledge/listen to your parents concerns?

5. Were you happy after the confict had ended? Why/why not?

6. Using the strategies on the previous page, discuss how the situation could have been handled differently.



Developing equal and respectful relationships Everyone needs equal and respectful relationships. New relationships should have ground rules and boundaries so that both people feel safe - emotionally and physically - and are able to express their thoughts, beliefs and opinions. Power in a relationship can result from many factors. These include:

age

maturation

gender

intelligence

physical size

popularity.

It is important in a healthy relationship that power is used in a positive way. Examples of power being used in a positive way include:

parents addressing their teen child's opinion on boundaries and curfew when going out on the weekend

mentoring a younger student withlearning difficulties

welcoming an exchange student into a peer group

speaking up for a friend that is being bullied at school.

1. Outline why ground rules and boundaries are important in all relationships.

2. Describe the skills that are needed to be able to do this.



Diversity and inclusive relationships Relationships are powerful infuences on overall health. In Australia's diverse population, being able to form meaningful, respectful relationships with people that are different is very important. Trusting, inclusive relationships bind communities together and allow people to connect with others. Whether people have a different sexual preference, or come from a different cultural, religious or socioeconomic background, it's important everyone gets along.

1. Describe the culture with which you associate. Hint: you might describe your gender, cultural background, disability or health status, religious affiliation, if you live in an urban or rural area, socioeconomic status.

2. What opportunities are there in your life for you to connect with people from other cultures?

3. What strategies do you think would help you to reach out and connect with people who are different to you?

4. What benefits do you expect might come from establishing relationships with people from different cultures?



Rights and responsibilities in relationships Rights refer to the freedoms individuals are entitled to. They are usually related to forms of legislation in various communities. While rights are legal entitlements, responsibilities refer to social and moral principles which individuals should, or are expected to, adhere to. They are the actions you take that demonstrate respect for other's rights.

In groups of 3-4, establish the rights and responsibilities that all individuals are entitled to in a positive relationship. Record your responses in the table below.

Rights Responsibilities



Scenario 1: Your cousin has come to stay and has to share a room with you. Your room is really crowded and you are feeling frustrated.

Scenario 2: At school camp you walk into your cabin and notice a roommate wearing one of your shirts. You believe they went into your bag to get it.

Scenario 3: Your parents have gone away for the weekend and you have been left at home with your older sister and her boyfriend. You do not like the way he looks at you and you feel uncomfortable.

To maintain positive relationships it is important to consider the thoughts and feelings of others and respect their rights and opinions. Read the scenarios and answer the questions that follow.

1. You both have the right to feel safe and protected. To ensure this, what are:

a. Your responsibilities? b. Your cousin's responsibilities?

2. How are your rights not being respected?

3. If you were a teacher at the school camp, what responsibilities would you have in this situation?

4. How are your rights being violated?

5. What are your sister's responsibilities in this situation?



Conlict resolution Confict is a normal, inevitable part of relationships, as everyone has different values, goals and opinions. Resolving confict and effective communication is important in establishing and maintaining positive relationships.

1. List a range of things that could cause confict in relationships.

2. Define the term 'confict resolution'.

3. Describe a confict that has affected you personally or one that you have witnessed in your peer group.

4. Explain what could be done and said by those involved in the confict and those that support them.



Exclusion and bullying There are many different types of bullying. Essentially, bullying is any action (or inaction) by another individual or group that makes someone question their self-worth, puts their safety at risk and generally makes them feel bad about themselves. Child or younger teenagers may experience bullying at school, among brothers and sisters and even sometimes in sporting groups. As an individual ages, bullying can occur in all these same places but also on social media, at a place of employment or even in public places.

It is important to know that everyone knows their rights in these situations and how to stand up for themselves if their rights are being violated. Some individuals may be very resilient and bullying might not bother them, but what is occurring is still wrong and the person/people doing it should be held accountable – so that they don’t bully others in the future.

Rights that could be violated by bullying The right to be free from mental, emotional and physical violence. Bullying is a form of

violence. Everyone has a right to be in a supportive environment (be that at school, work or online) that is respectful, safe and free from violence.

The right to the highest attainable standard of physical and mental health. Bullying can cause physical injuries, depression and other health issues.

The right to survival and development. Bullying can have serious impact on a person's physical, mental, spiritual, moral and social development.

The right to work and have a fair and safe workplace. Bullying at work can lead to physical and mental stress and depression. It can stop an individual from being able to do their job well and cause additional days off work.

The right to leisure and play. Bullying that occurs in places where people play and socialise, such as at school and on social networking sites, can impact on a person's ability to relax and enjoy different activities.

The right to education. Bullying at school can make a child or adolescent feel unsafe and unwelcome. It can impact on their concentration and their mental and physical health. This may affect how well they do at school.

The right to participate and have your voice heard. Bullying can make an individual feel unsafe and prevent them from expressing their feelings and opinions. Everyone has the right to express their views, to have their concerns taken seriously and to participate in decisions that directly affect them.

The right to privacy. Bullying, in particular cyberbullying, can make personal things public. Everyone has the right to have their privacy respected by others.

Source: ReachOut (http://au.reachout.com/bullying-and-the-law)

Luckily, there are laws in place that protect people from bullying and provide an appropriate course of action to adopt when bullying does occur.



k

Using the internet, research the following organisations' policies on bullying and record your findings below.

Fair Work Ombudsman www.fairwork.gov.au

Australian Human Rights Commission www.humanrights.gov.au

Fair Work Commission www.fwc.gov.au

Australian Business Solutions Group www.australianbusiness.com.au



1. Create a scenario that involves bullying and/or exclusion.

2. Swap with a partner, then answer the following questions.

a. What type of bullying is occurring?

b. Whose rights are being violated and how?

c. What can be done to address this situation in an assertive way?



Cyberbullying and online safety

Complete the following activities after watching the short film called Tagged at www.esafety.gov.au/education-resources/classroom-resources/tagged/watch-the-film

1. Can cyberbullying be solved through revenge? Discuss the impact of Jack's response after learning about the identity of one of the bullies.

2. In your opinion, which character responded with the most compassion and remorse?



3. What did Jack's father mean when he mentioned "the register for sex offenders" and hoped Jake wouldn't be charged? Provide more information about the register.

4. Evaluate the seriousness of the consequences experienced by all people involved with cyberbullying in the short film.

5. Refect on the painful lessons learnt by the characters in Tagged and explain what the term cybersmart means to you.



Read the article below and answer the questions.

The Telegraph

Keeping safe online Young people are increasingly sharing personal information and organising events with online ‘friends’ they have never met.

Jess Cooper, a 15‐year‐old from Chatswood, invited her friends to her birthday party using Facebookʹs events function. She included her phone number and address, but forgot to set the event to private – her contact details were online for anyone and everyone to see. Jessʹs event page attracted 180,000 ʹinterestedʹ people in only a few days, so her party had to be cancelled and police employed to control the matter. A countless number of people now have Jessʹs personal details, even though they have never met her.

Itʹs not just a case of being careful about what you post. Failing to use the right privacy

settings, providing too much information in your profile or using a weak password can put you at risk.

Even the seemingly harmless action of using the ́check‐inʹ function on Facebook or adding a location to your Instagram post can expose you to dangers. Not only can someone find you or stalk you, checking‐in online can also help burglars know when people may be home alone or houses might be unattended.

Some location‐based services may be enabled by default, meaning the responsibility lies with the user to be aware and opt out if they donʹt wish to use this function. "e message here is clear – social media is a great way to connect with your friends, but make sure it is only your friends you are connecting with.

1. Identify the different personal details used on social networking sites which may be used to ascertain identity or location.



2. Brainstorm a range of status updates which may showcase locations and plans.

3. Identify the dangers Jess Cooper faced by posting her party online without any privacy settings.

4. Outline the privacy settings associated with a social networking site you frequently use.



Intimate relationships An intimate relationship is a close, personal relationship where individuals have frequent interaction and emotional attachment with one another. An intimate relationship often features the following characteristics:

Individuals have confidential knowledge of one another

Individuals feel affection for one another

Individuals trust and respect one another

Individuals are committed to the relationship and expect it to continue.

1. What skills and values do you believe would help people develop healthy, long-lasting intimate relationships?

2. Relationships change and develop over time, as does the level of intimacy within relationships. Discuss how understanding of intimate relationships changes during adolescence and young adulthood (from ages 12 to 18).



Negative outcomes Positive outcomes

Decision making in intimate relationships A healthy relationship is marked by mutual respect, trust, support and effective communication. During adolescence, the ability to feel intimacy develops. Each individual develops feelings of intimacy at different times and in varying degrees. Teenagers may find themselves in a long-term relationship during high school, or may find that they don't want an intimate relationship until sometime in the future. Whatever the case, everyone will need to make a range of decisions regarding intimate relationships. For example:

Are you ready to reveal your feelings?

Are you ready to listen to and support a partner?

1. Consider a range of decisions that may need to be made in intimate relationships. Explain how you know you are ready for an intimate relationship.

2. Intimate relationships can result in both positive and negative outcomes. For example, an individual may feel better about themselves, improving their self-esteem. Alternatively, an individual may suffer emotionally during a breakup and take some time to heal. Outline a range of potential outcomes of intimate relationships.



Healthy dating A healthy dating relationship is one that is empowering and brings on feelings of love and happiness. Many romantic relationships begin in a whirlwind of loving emotions and great experiences, but for a relationship to last, a couple must build a solid foundation of shared values, equality, kindness and mutual respect.

Healthy relationships rely on an equitable balance of power, with both partners being able to express themselves confidently and make decisions without fear of ridicule, pressure or violence. Dating someone with similar core values will mean the everyday decisions that a couple make are more likely to be compatible and will reduce the amount of confict in the relationship. Confict will eventually occur in any relationship and it is essential that couples learn to communicate effectively and deal with confict in a positive manner that does not undermine a person's rights or feelings of security and love.

Young people with little dating experience should remember to be wary about letting a relationship move too fast in its infancy. It is important for young people to take time to get to know and respect their prospective partner and maintain other aspects of their life, such as study commitments and friendship groups.

1. What do you think a healthy dating relationship looks like? Information to help you answer this question is available at www.loveisrespect.org/dating-basics.

2. Discuss the importance of a healthy dating relationship.



Healthy relationships

The Telegraph

When opposites attract He’s a neat freak, you’re a slob. She loves the gym, you like hanging with your mates and listening to music. Your differences made your relationship exciting. Now that you’ve been together a while, how can you ensure they don’t tear you apart?

Mychelle and Lachlan have been together for eight months. ʺey have opposite tastes in everything. Mychelle says that their differences are obvious to anyone who meets them.

ʺI read modern literature, Lachie likes Stephen King. I love shopping and fashion, he lives in jeans and t‐shirts. I love trying new foods and wines, he eats the same thing for lunch every single day,ʺ Mychelle says.

So how do they deal with it? Mychelle and Lachlan make things work by sharing in their differences.

ʺIn the end, our differences made us fall for each other. I think itʹs refreshing that he doesn’t care about all the things other people care about,ʺ she says.

Lachlan agrees that sharing, and not just accepting differences is the key.

ʺShe never tries to force anything down my throat. I know food is important to her, so if we’re eating out, I’ll let her choose the restaurant. If it’s music, she’ll let me choose. Because we have such big differences, we rely on the other person’s strengths.ʺ Lachlan says.

Maer and Ash met just over a year ago through friends. Maer has strong opinions

on any topic ranging from politics to religion. Ash tends to be more conservative and ‘less dramatic’ than Maer.

ʺHe’s level headed and I get worked up – and that dynamic carries over into everything. We often have discussions about politics and racial divides, and most of the time I get upset and walk away,ʺ Maer says.

ʺWe’re from totally different backgrounds,’ʺ explains Ash.

ʺI’m South African and she is Italian. Maer is very spirited. She’s very dramatic and I’m chilled and laid back about stuff,ʺ he says.

How do they deal with it?

ʺWe agree to disagree. Part of the reason I love her is because we disagree on some things,ʺ Ash says.

ʺDifferent opinions are okay, but it is important to respect the other person’s view. We acknowledge that we are different. At some point we agree to disagree and get on with it.ʺ



1. Identify the differences that exist between Mychelle and Lachlan.

2. How do they deal with their differences?

3. Identify the differences that exist between Maer and Ash.

4. What problems do these differences create?

5. How do they deal with them?

6. Outline the importance of communication in relationships.



Domestic violence Domestic violence is a term used to define any abusive, aggressive or violent behaviour used in the home or between family members. Any individual can become the victim of domestic violence, just as any individual can become the perpetrator of domestic violence. Violence can occur in a number of different shapes and forms, as outlined below.

Form Definition Example

Physical Physical violence involves any behaviour that incorporates touching another person in a violent or aggressive nature.

Kicking, hitting, striking, pushing, spitting, shoving, strangling, slapping, punching, using a weapon, burning, choking, etc.

Verbal Verbal violence involves using words and speech to hurt, offend, insult or belittle another individual or group of individuals in order to make them feel inferior or scared to leave an unhealthy situation.

Yelling, taunting, inappropriate jokes, rumours, lies, threatening, swearing, tormenting, etc.

Social Social violence may be less easily noticeable but is becoming more and more common. It involves any act or behaviour that impacts on an individual's ability to socialise freely and with whom they wish to. Social abuse often involves lying or manipulating individual/s in order to get an individual's own way or to gain control over a situation or partner.

Preventing another from seeing their family or friends, choosing who an individual can or cannot socialise with, reading another's text messages or invading another's privacy on social media sites, teasing or mocking partner in front of others, posing as someone else on social media to attain information an individual wouldn't otherwise been able to attain, reading partner's messages, emails, making up lies to prevent an individual from seeing their family or friends, etc.

Economic Economic abuse involves using money or material goods in order to hold power in a relationship.

Lying about spending, lying about savings, spending another's money or using their property without permission, stealing, fraud, withholding money, etc.

Sexual Sexual abuse involves using sex or sexual advances in order to exert power, make the victim feel scared, insecure or worthless and embarrass the victim.

Touching, groping, rape, inappropriate jokes or innuendos, gestures, blackmails using sex, threats, withholding something until an individual offers sexual favours, etc.



While anyone can fall victim to domestic violence, it is a gendered issue with more women and children being victims than men and more male perpetrators than females. According to the Australian Bureau of Statistics, the following facts and figures have been found:

Research suggests that there is a correlation between low socioeconomic household status and increased risk of interpersonal violence.

Aspects of socioeconomic disadvantage which may affect the likelihood of an individual's propensity to use violence include unemployment, homelessness, poverty and marital relationship status.

The presence of substance use or abuse has been linked to family, domestic and sexual violence.

Experience of sexual abuse as a child can affect later adult offending and victimisation.

Experiencing sexual abuse as a child impacts negatively on mental health outcomes, increases the risk of suicide and increases rates of revictimisation.

49% of men and women who reported experiencing violence by a current partner had children in their care and 27% of these children had witnessed the violence.

Source: Defining the data challenge for family, domestic and sexual violence, Australia 2013, ABS.

If you are a victim of or are in a household where domestic violence is present, every situation is unique but there are a number of strategies individuals can try in order to gain support and advice. These include:

Never judge the victim, question or blame them.

Talk to a trusted adult. This could be an older sibling or cousin, a teacher or a coach. Be aware that if you tell someone in an official position such as a teacher or sport coach, they are obligated to pass on whatever information you tell them to someone in a higher position of power than them.

Look after any injuries and seek medical attention if injury is serious enough.

Document or keep a record of what has occurred and when.

If a situation gets too aggressive or volatile, leave. Even if it's just for a walk around the block, remove yourself and anyone else in danger from the situation.

Get help or advice online, from websites such as White Ribbon, ReachOut and Lifeline.



“I want to tell everybody that family violence happens to everybody. No

matter how nice your house is, how intelligent you are. It happens to

anyone and everyone.” – Rosie Batty

Rosie and her son Luke were living in Tyabb in south-east Melbourne in

February, 2014 when Greg, Rosie's husband and Luke's father, arrived to watch

his son train for cricket. After eleven years of battling domestic violence, court

dates and mental illness, Rosie felt like she and her son were safe and that

Greg could not hurt them anymore. After representing herself in court, Rosie

and Greg came to the agreement that he could see Luke only in public at their son's sporting pursuits.

Luke had just finished training and had asked his mum if he could hit the ball

with his dad for a few minutes, to which Rosie said yes. During their play, Greg

swung the bat and hit Luke in the back of the head. Luke instantly fell to the

ground and Greg proceeded to attack his son with a knife. Police were called

and upon arriving they shot Greg, who died the next morning. Many people question why victims don't leave in cases of domestic violence.

A better question would be to ask why people commit domestic violence -

putting the responsibility on the victim to 'just leave' is not the answer. In cases

of domestic violence, there are often dependents, animals, bills, commitments

and responsibilities that all need to be handled. Victims may feel embarrassed,

ashamed or scared that if they report the abuse, the person they love will

become angrier, will leave them or will go to prison. And even if the victim does

everything they can and do leave the relationship, like in Rosie and Luke's case, the violence may still continue and can in fact worsen.

Rosie Batty's story

1. Research the circumstances surrounding Luke's death. Discuss what could have been done differently to better help Rosie, Luke and Greg.



k

2. Analyse how the community was impacted by the deaths of Luke and Greg.

3. Investigate the work Rosie has done in the community since the deaths of her son and husband. Present your findings in a blog post.

Watch Rosie's Story by Four Corners at www.abc.net.au/4corners/rosies-story/5597366 or by searching for the documentary on YouTube. Watch as a class and discuss.

1. Describe the work of the Luke Batty Foundation.

2. Explain the purpose of the Never Alone campaign.



Support network

Contact details

Services provided

Key signs of an abusive relationship While everyone's experience of an unhealthy or abusive relationship will be different, there are some common patterns of controlling behaviour and abuse which can happen before the relationship becomes physically violent. These include possessiveness, jealousy, put downs and menace and threats.

What to do if you are being abused It's not okay to be physically threatened or scared into things, which make you uncomfortable or unhappy, just because you are in a relationship. It's not okay to be put down and pushed around - shoved, hit, slapped, kicked, punched. No one deserves to be treated this way. No one should use violence - or the threat of violence - to make you do what you don't want to do. It's not okay for someone to use the excuse that they are tired, stressed, over-worked or under financial pressure as a reason for their violent behaviour.

Identify two support services young people could access if they were involved in a domestic violence situation. An example has been provided.

Support network Kids Helpline

Contact details 1800 551 800 or http://kidshelpline.com.au

Services provided

A confidential and anonymous, 24-hour telephone and online counselling service specifically for people aged 5-18 years. Counsellors respond to calls about issues ranging from relationship breakdown and bullying to sexual abuse, homelessness, suicidal thoughts, and drug and alcohol usage. The service assists young people to identify and understand the consequences of a particular course of action, facilitate more productive relationships with loved ones, and provide information on local support.



Support network

Contact details

Services provided

1. In your opinion, what are the barriers to accessing these support networks?

2. Explain what can be done to overcome these barriers.

3. Evaluate the effectiveness of help and crisis services available to young people.



1. Analyse and describe how relationships can change as you get older.

2. List four qualities of respectful relationships.

3. What are the different types of abuse?

4. Choose one of the types of abuse you listed in question 3 and explain it in more detail.



5. Describe why it may be difficult for victims of domestic violence to access support services.

6. Describe the skills and attributes that are helpful in times of confict.

7. Explain why exclusion is a type of bullying.

8. Describe three protective actions you can take if you are being cyberbullied.



1. Risk taking is often perceived as a negative behaviour.

There are three spelling mistakes in the following sentence. Circle the mistakes and provide the correct spelling.

Taking risks involves fear and uncertanty, however, even failure can help you grow and mature. Learning to assess risks is a proccess that requires practice, maturity and expereince.

2. Developing skills in equal and respectful relationships requires practise and hard work.

Indicate where full stops and commas should be in the following paragraph. There is one full stop and three commas missing.

Skills such as active listening arguing constructively negotiation and compromise confict resolution and empathy are essential in building caring positive relationships

3. At some stage everyone will experience sexual feelings.

Which of the following words is not needed in the sentence?

Feelings of a sexual attraction to another person are normal.

of a to are

4. Violence in relationships can be classified as emotional, economic, social or spiritual.

Which of the following sentences uses the correct grammar?

Violence is any sorts of behaviour that hurts someone or makes them feel afraid. Violence is any sort off behaviour that hurts someone or makes them feel afraid Violence is any sort of behaviour that hurts someone or makes them feel afraid. Violence is any sort of behaviour that hurts someone or makes they feel afraid.

5. Everyone reacts to violence and abuse differently.

Which of the following sentences is punctuated correctly?

It can have a range of immediate, short-term and long-term effects on wellbeing. It can have a range of immediate short-term and long-term effects on wellbeing. It can have a range of immediate, short-term and long-term effects on wellbeing? It can have a range of immediate, short-term, and long-term effects on wellbeing.



Spelling list 1.

2.

3.

4.

5. Glossary of terms

6.

7.

8.

9.

10.

As you work through this unit, write a deinition for the words from your spelling list.

Term Definition

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.



Student feedback report Your feedback helps teachers monitor your learning experiences, to plan for future lessons and make them as meaningful, relevant and rewarding as possible…

1. What did you learn during this unit?

2. Were there any issues relating to this topic that were not covered that you believe should have been?

3. List three things you enjoyed the most and least about this unit.

a.

b.

c.

d.

e.

f.

4. Did you have the opportunity to discuss issues about this topic in class?

5. Did you think the workload was fair?

6. Did you find the content covered in class to be relevant to your age group?

7. How would you rate your knowledge of this topic?

Wewould like to recognise the assistance Titan Educationhas provided us in creating this exciting and engagingteachingand learningresourceaspartof theStage5PDHPEsyllabus.Without their professional support, thisworkbookwould not have been possible. For any educational needs,please visit https://www.titaneducation.com.au/ or call1300302855formoreinformation.

PicnicPointHS

PDHPEFaculty

Picnic Point HS · presentation raising awareness and gathering support for an issue affecting...

Documents

Transcript of Picnic Point HS · presentation raising awareness and gathering support for an issue affecting...