Decision Making 

TASK 1

Who am I? 

Answer the Questions below to help think about who you are...

(a) I like to spend time doing … 

(b) My favourite time of day is … 

(c) I like it when people … 

(d) One thing I like about myself is … 

(e) One thing others like about me is … 

(f) One thing I do well is … 

(g) A recent problem I have handled well is … 

(h) My best school subject is … 

(i) Something I am handling better this year than last year is … 

(j) One goal I have set myself is … 

(k) A value that I try hard to keep to is … 

(l) I would like to change … 

(m) If I could change one thing about me it would be … 

(n) My hope for the future is … 

(o) If only … 

Labels

A) Identify the labels you connect with for each category

• Māori, Pākehā, European, Samoan, Indigenous, Cook Islander, Fijian, Niuean, French, Irish, Indian, Chinese, South African, Kiwi … 

• Male, female, undecided, it’s complicated … 

• Gay, straight, bisexual, queer, lesbian, asexual, pan sexual, not saying … 

• Sister, brother, cousin, niece, nephew, step sister, step brother , uncle, aunty, … 

• A thinker, a doer, a procrastinator … 

• Outgoing, shy, extrovert, introvert, confident, quiet … 

• Feminine, masculine, androgynous, a mix, gender queer, non-binary … 

• Poor, working class, middle class, wealthy … 

• Emotional, spiritual, physical, intellectual, social … 

• Monolingual, bilingual, multilingual … 

• Tall, short, average, I haven’t noticed … 

• Christian, Catholic, Buddhist, Muslim, atheist, Hindu, Jewish, agnostic, secular, none … 

• Long haired, short haired, no hair, coloured hair, natural hair, curly hair, frizzy hair, straight hair, wavy hair … 

• Born in New Zealand, born overseas …

B) Make a category of your own and list the possible labels for it, identifying which one best suits you.

Reflection Question - Do labels help or hinder us in figuring out our identity?

TASK 2

A) My morning decisions

When the alarm went off this morning I;

> got straight up /pressed snooze __ times /rolled over & went back to sleep / waited until my parent yelled @ me to get up

For breakfast I;

>didn’t eat anything / sat and ate___________________ / ate ____________ on my way to school.

> I did my hair / had a shower / brushed my teeth / got dressed in my uniform 

> To come to school I put on __________________________________

> I put __________________ in my bag.

> I left home to go catch the bus / get on my bike / walk to school / wait for my ride to take me.

> When I first got to school I went to ______________________________.

B) Making more decisions

Make a decision for each question.

• On which wrist would you wear a watch or a bracelet?

• What hot drink would you have if offered one now?

• If you had to pick between the latest iphone and the latest samsung phone which would you choose?

• What will you do after school today?

• If you were going to see a movie tonight, what movie would you see?

• You have to finish reading a book by next Monday. When will you do it?

• If you found quite a bit of money at school, would you keep it and not tell anyone, or would you try to find out who dropped it?

• If a friend has a phone that they said they ‘found’, but you are pretty sure it is stolen, what would you do about it?

C) Reflection

1. How long did it take you to decide on each thing you did this morning?

2. Did it take you the same amount of time to decide on each questions?  Why do you think this is?

3. Which questions were easier or harder to answer? Why?

4. How does the idea of ‘consequences’ fit in with how hard it is to make a decision?

We will focus the following elements of Relationships & Sexuality education and the Decision making that may need to be considered relevant to these learning areas.

1. Challenging stereotypes, 

2. STIs and safer sex strategies.

3. Unhealthy relationships, 

4. Decision making around alcohol & drugs, 

b) All about me - Make a copy of and complete the worksheet below about you, this helps you to start to think about who you are and what your background is.

Health Class Brainstorm 

VARIETY OF RESOURCES

Watch the videos and answer the questions in your health books.

Watch the videos and answer the questions in your health books.

DISCUSSION Q's

1. How important do you think it is for young people to have access to information about contraception and safe sex practices?

2. What are some common misconceptions about birth control methods that you have heard of?

3. Do you think schools should provide comprehensive sex education that includes information about different forms of birth control?

4. How do you think cultural or religious beliefs influence people's decisions about using contraception?

5. Have you ever had a conversation with a partner or friend about contraception and safe sex practices?

Situation - We recently received brochures about sexual health, STI's and contraceptives from the health nurse, but when looking at them they seemed really old fashioned and not updated for our modern teenagers.

CREATE TASK - Your task is to create a modern youth friendly brochure using canva (or other creative tool of choice) about either a) Safer sex & Contraceptives or b) Safer sex & Preventing STI's or c) STI's 

TASK 9 - DECISION MAKING

Kupu(Vocabulary):

Outcomes

Interpersonal

Personal 

Societal

Health enhancing

Values

Consequences

How do people make good decisions? Think, Pair, share about the questions below, record the answers to the questions below in your books.

1. How do people make decisions?

2. What influences their decisions?

3. How are options or choices determined?

4. What steps do good problem solvers follow?

5. What steps do people who make good decisions take?

DECIDE MODEL - Read the summary below, watch the 2 video clips and use these 3 sources to summarise the key information about the DECIDE model and what healthy decision making is in your books.

DECIDE: a decision-making model for more effective decision making by health care managers, 

ABSTRACT; The purpose of this article is to describe a step-by-step process for decision making, and a model is developed to aid health care managers in making more quality decisions, which ultimately determines the success of organizations. The DECIDE model is the acronym of 6 particular activities needed in the decision-making process: (1) D = define the problem, (2) E = establish the criteria, (3) C = consider all the alternatives, (4) I = identify the best alternative, (5) D = develop and implement a plan of action, and (6) E = evaluate and monitor the solution and feedback when necessary. The DECIDE model is intended as a resource for health care managers when applying the crucial components of decision making, and it enables managers to improve their decision-making skills, which leads to more effective decisions. (Kristina L Guo)

DECIDE MODEL INFOGRAPHIC - Using your new understanding of the Decide model, design and create your own infographic with the key information needed to show what the DECIDE model of decision making includes. You could use any of the following to help make your infographic - Google draw, google sheets, canva, etc

First Scenario - Applying the DECIDE model

Use the worksheet below

The D.E.C.I.D.E. ModelThe D.E.C.I.D.E. Model is an excellent tool for teaching students how to thoughtfully make decisions. Basically, the D.E.C.I.D.E. model is to decision making as the S.M.A.R.T. Goal acronym is to goal setting. Let's take a look at this simple step-by-step process:

D - Define the Decision To Be Made The first thing to do is to define the decision that needs to be made.The Example: Should I stay up and watch another episode of T.V.?

E - Explore Your Option Next, you need to explore your different options. The Example: I can stay up and watch another episode. Or I can go to bed and watch the next episode tomorrow. 

C - Consider the Consequences As you explore options, consider the consequences of each choice. The Example: If I stay up even later, I'll be tired and in a bad mood tomorrow. If I go to bed now, I'll feel rested and have time to eat breakfast with my family before school.  

I - Identify Your Values Take time to identify what's important and valuable to you so you can make a choice that honors your values and will bring you joy.The Example: I really value time with my family, being a good friend, and doing well in school. If I go to bed now I'll get to spend more time with my family, be in a good mood with my friends, and be able to focus at school. 

D - Decide and Act After you analyze your options and weigh them against your values it's time to make a decision and act.The Example: I was going to go to bed but then the episode ended with a cliffhanger so I watched another one. I didn't end up go to bed until midnight.

E - Evaluate the Results Taking time to reflect on the results is an important final step of the decision-making process. This allows you to evaluate how your choice impacted your health and happiness and to consider what you would do differently in the future.The Example: I missed breakfast in the morning and could only eat an apple on my way to school. I was grumpy all day and kept falling asleep in class.

DESC model

Describe how you are feeling

Explain the situation as specifically as possible, without using any put-downs, judgements, or blaming words.

Specify the nature of the change you want, both specifically and positively

• (Personal + Interpersonal + Societal answers if possible)

Consequences: describe the positive consequences for you making this change.

Assessment Key Points

Evaluate decision-making in a health-related situation

A health-related situation refers to a circumstance or a dilemma that requires a decision which can affect hauora. It can be addressed through the application of a decision-making process.
The health-related situation must occur in any of the Key Areas of Learning:

• Food and Nutrition

• Mental Health

• Relationships and Sexuality.

For the purpose of this achievement standard, a factor is a relevant circumstance, fact, or influence that is considered as part of the decision-making. Factors can be personal, interpersonal, and societal. The nature of factors can be economic, social, cultural, lifestyle-related, political, or environmental.

Examples include:

• knowledge, beliefs, and values

• whānau relationships, vā, and peer pressure

• laws, iwi structures, cultural norms, and media.

Consequences are outcomes and wider impacts of a decision. Consequences can be personal, interpersonal, and societal.