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Personal values and past experiences
Values are qualities an individual or family believe to be desirable and important in life. They lay the foundation for what we feel and how we should behave in certain situations.
Values are developed early in life, they result from interactions with parents, grandparents and other significant people/ groups, teachers and friends.
A number of values are constant throughout life eg honesty and respect.
Personal values, however, develop over time, for example, independence resulting from extensive overseas travel.
Activity: left to right debate
Move to the right side of the room if you agree with the following statement. Move to the left side of the room if you disagree with the following statement. You must be able to justify your choice of side.
Women should be allowed to breastfeed their babies in public.
Animal experimentation is justifiable
The 11pm one passenger rule for P- plate drivers is an excellent law for young adults
The drinking age should be increased to 21 years
School uniforms should be abolished
All people should be vegetarian
Social networking sites are good for our society
Violent video games promote violence among users.
As a class, discuss how personal values and past experiences influenced your view towards each statement.
Homework
Pick one statement discussed from the previous activity
Write a paragraph that explores your view on this statement
Discuss how your personal values and past experiences influenced your view on this statement
Where have these values come from?
Factors influencing availability of and access to resources (GAS CD)
Note Making
Read the notes from the text book (pages 16-17) on factors affecting availability of and access to resources (GAS CD).
Summarise the information into a maximum of four dot points for each factor. Include at least two examples for each factor.
For example:
For example:
Age
Age has a significant impact on the resources that are available to and accessible for specific age groups.
For example: age determines when an individual can access the resource of formal education (5 years).
Age also determines when an individual may apply for a drivers licence (16), enter licensed premises (clubs and pubs, 18), vote (18), when they can work (14, 9 months).
Wages often increase with age and experience, while mobility can decreases with the onset of later life span stages- both of these factors influences an individuals available of and access to resources.
Question/ Answer:
Using the information from your notes, complete the following questions in small groups. Record your answers in your exercise book.
Explain how the resources available to us will differ throughout our lives (depending on our age).
Provide an example of how disability may prevent an individual from accessing various resources?
How may education help an individual to access resources?
Provide an example of how males and females have different access to resources.
What resources are available to assist people of low socioeconomic status?
What difficulties are faced by ethnic members of the community when accessing resources?
Explain how a combination of factors can influence resource management for a variety of individuals
Explain how a combination of factors can influence resource management for a variety of individuals
Activity: Jig Saw
Split into groups of 3 and number off 1-3. All students in the class identified as 1 join to form a large group or smaller focus groups. Those identified as 2 and 3 join their respective number groups also. Each group should focus on the following:
a person with a disability
a 16-year-old male
a retired aged person
As a group, complete the table below to demonstrate how the range of factors can have a positive and/or negative impact on resource management. Refer to the example in your textbook as a guide (page 17).
Return to the original groups of four and present the findings of each scenario to fellow group members. All members should finish with information for each scenario.
Access to support
Individuals, families and groups rely on themselves, each other and their local community and the society in which they live to satisfy their needs and wants and promote wellbeing. There are two main categories of support:
Informal
Informal support refers to the support provided by family members, relatives and friends
For example: adults may take their elderly parents to a medical appointment or relatives may babysitting for a young working family.
Formal
Formal support refers to the systems that exist outside of the family group. These networks may be provided by government or community organisations, including voluntary agencies.
For example: childcare facilities, recreational and sporting facilities, employment agencies and Centrelink.
Activity: Questions
How can support networks by used in the following situations:
A mum returning to full time work. Child just starting school. Work hours are 9-5pm. Work travel is approx. one hour each way.
School aged children with the chicken pox.
Unexpected loss of a parent.
Describe how access to support can contribute to the satisfaction of specific needs (SHE SEAS)
Describe how access to support can contribute to the satisfaction of specific needs (SHE SEAS)
Activity 1: Mindmap
1. Create a mind map to explain how formal and informal support contributes to the satisfaction of needs in your family.
Activity 2: Response
1. Explain how access to informal support networks can help students satisfy their health and education needs (6 marks)
2. Explain how access to formal support networks can help parents satisfy their employment and health needs (6 marks)
Personal management skills
Personal management skills are concerned with an individual’s ability to exercise control over one’s attitudes, behaviours and motivation.
PMS help people to achieve their set goals, effectively use resources and contribute to improved quality of life. The aim of the personal management process is to satisfy needs and wants so that a person’s wellbeing can be enhanced.
Personal management skills:
Planning and organisation
Communication
Decision making
Problem solving
Planning and organisation
Planning and organisation are essential skills for an individual who wants to achieve their goals.
Planning: the process of making plans to achieve or do something
Organisation: is the action or quality of being systematic and efficient.
Essential skills for an individual who wants to achieve their goals.
They help to:
Keep an individual focused
Help set priorities
Strategies for effective planning and organisation:
Set priorities for tasks
Be innovative, resourceful and creative
Use organisational tools (planners, diary)
Reduce your information
Communicate
Communication
Communication is the method by which people share their ideas, information, opinions and feelings. It is used to initiate and maintain relationships between individuals and groups. Effective communication is an essential personal management skill. It plays a role in decision- making and problem- solving and is integral to positive interpersonal relationships.
Verbal and Non Verbal
Verbal: communication through the use of sounds and words; this is, oral or written language.
For example: talking, singing, SMS, email, letters, faxes, signs and sign language
Non verbal: communication through physical actions and body language
For example: gestures, facial expressions, eye contact, posture, body movement and proximity to others.
Mr Bean
Watch the "Mr Bean Rides Again" episode to answer the following questions:
Outline the resources Mr. Bean uses in the scene with the heart attack victim.
Mr Bean rarely uses words to communicate with other people. Describe the different methods of non verbal communication adopted in this episode.
How does Mr. Bean manage his resources in the scene where he is packing for his trip? In this an effective method of managing resources?
Mr. Bean is seated next to a man on the train who cannot stop laughing. Mr. Bean utilises a range of resources to try and block out the sound. Provide a brief explanation of how he does this.
Do you believe that Mr. Bean is assertive, passive or aggressive? Justify your answer (pg. 24).
Create a list of the characteristics of effective communication displayed by Mr Bean in this episode (pg. 25).
Charades
Participate in a game of Charades to emphasise the significance of non verbal communication skills. Consider how effective non-verbal communication skills can improve communication.
Aggressive, assertive, passive
Activity:
Use the information on page 24 of your textbook to complete the following table.
Role Play!
Form groups of four and use role plays to show aggressive, assertive and passive communication for each of these scenarios:
Returning shoes to a store after finding fault with the heel.
Seeing someone jump the queue in front of you when buying popcorn before a movie.
Asking a teacher about an error with an examination mark- you have found an extra 10 marks.
Characteristics of effective communication
Effective
Having the ability to express thoughts and feelings
Showing genuine interests in others
Being assertive
Showing the other person you are listening by using verbal and nonverbal cues
Asking and answering questions as part of the feedback process
Ineffective
Expressing messages in a hurry
Withholding information that could clarify the situation
Constantly interrupting the sender
Not contributing feedback when there are opportunities to do so.
Communication Activity
Drawing activity
1. Form groups of two.
2. One person is to take on the role of the viewer and the other is to be the drawer .
3. The viewer has 30 seconds to view the picture on the screen. During this time, the drawer is to close their eyes and place their head down on the desk.
4. After viewing the image for 30 seconds, the viewer is to describe the image to the drawer. The drawer then draws the picture based on the description provided by the viewer.
5. Once the drawer has finished, each group is to compare their drawing to the picture on the screen. Reflect on your groups use of resources and the effectiveness of the communication strategies you employed.
6. Swap roles and repeat the above process.
7. Once finished, complete the following question individually.
Assess how effective communication can influence resource management in relation to the activity you have completed (8 marks)
Decision making
Decision making is the process of making choices or reaching conclusions based on considering the alternatives available.
Decision making:
is influenced by values and standards
assists individuals and groups to set and achieve goals
assists individuals and groups to choose and manage resources
helps to solve problems
Decision making styles
A variety of decision making styles can be employed. They can depend on the nature of the decision, the time available, a persons's skills in this area and their knowledge of the issue.
Impulsive style
An impulsive decision is a hasty decision usually made spontaneously, without considering the alternatives or outcomes.
Intuitive style
An intuitive decision is based on instinct- the inner feeling or knowledge of the right decision.
Hesitant style
A hesitant decision is made with caution. An individual may have trouble making the decision due to a lack of confidence or knowledge of what the alternatives or outcomes related to the decision will be.
Confident style
A confident decision is made with certainty and trust. Alternatives have been identified and outcomes wisely evaluated to ensure that the best decision has been made.
Rational style
A rational style is logical and sensible. A commonsense approach to the decision-making process is undertaken- information is gather, alternatives carefully considered, and outcomes and consequences evaluated prior to an individual making their final choice.
Lets get creative!
In small groups, you are challenged to make a formal dress out of toilet paper in 20 minutes. Whilst creating the dress, consider the following questions and answer in your exercise book.
As you are making the formal dress, formulate a list of the decisions you have made.
Outline the predominant decision making style or styles your group utilised.
Was this style/s effective? Why/ Why not?
What type (verbal or non-verbal) and style (passive, assertive, aggressive) of communication did your group use?
Was this type and style effective? Why/ Why not?
Factors infuencing decision making
Access to resources
The resources an individual has access to will influence the decisions they make. For example, if you are deciding where to go for your Christmas holiday, you would need to consider the amount of money and time you have access to.
Complexity of the problem
More complex decisions require a greater number of resources and individuals. For example, purchasing a house is a more complex decisions then deciding on a birthday present for your best friend.
Past experiences and personal values
Often in decision making we take into account the result of a prior decision. For instance, a teenager who is badly sunburnt may choose to use sunscreen to cover up the next time they visit the beach.
A persons values will also dictate the decisions they make. For example, a personal may value academic achievement more than playing live music so the stronger value would come into play when deciding whether to concentrate on university studies or the continuing success of a social band.
Attitude to change
Undertaking change may often be difficulty as it may involve some positive and negative consequences. Individuals may in some cases be reluctant to make a big decision due to the fear of change. For example, when someone chooses to leave come, the comfort of home and the immediate support of parents is somewhat lost. However, there might be the reward of increased independence and freedom.
Sociocultural factors
A persons socio-cultural background can impact on their ability to make decisions. Cultural aspects such as gender, family, position, education level and socioeconomic status can influence an individual's willingness, ability of confidence to make decisions. For example, in some Middle Eastern countries, males have traditionally had more power than females. As a result, some women often take on a more passive role when it comes to making decisions.
Problem solving
Problem solving is the method for analysing a situation, generating possible solutions and evaluating the options.
Problem solving process
Identify the problem
This involves defining the problem and recognising the need to take control
Explore alternative solutions and their consequences
This involves brainstorming solutions and mapping out the positive and negatives of each of these solutions.
Select an option
Based on the solution brainstorm, select the most appropriate manner to solve the problem
Implement the solution
Evaluate the situation
This involves evaluating the results to see how well your solution solved the initial problem (+/- outcomes).
Identify and challenge gender expectations in regard to personal management skills
Identify and challenge gender expectations in regard to personal management skills
Activity: Article Investigation
Form groups of four
Read through each of the articles as a group
On the whiteboards, identify the gender expectations relating to your assigned personal management skill
Present your findings to the class.
Planning and organisation:
https://www.huffingtonpost.com/hunter-stuart/a-message-from-a-man-to-men_b_5715733.html
http://www.dailymail.co.uk/femail/article-1296247/Women-ARE-organised-sex--workplace-least.html
Communication:
https://psychcentral.com/blog/6-ways-men-and-women-communicate-differently/
Decision Making:
http://www.decision-making-confidence.com/gender-differences-in-decision-making.html
Problem solving:
http://www.healthguidance.org/entry/13967/1/Problem-Solving--Differences-Between-Men-and-Women.html
Activity:
After completing the whiteboard brainstorm, use the information presented by each group to complete the following table.
Assess the extent to which personal management skills can influence resource management
Assess the extent to which personal management skills can influence resource management
Activity: Response
Assess the extent to which personal management skills can influence resource management in ONE of the following situations (8 marks).
Seeking employment
Completing the HSC
Maintaining and building relationships
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