IN.gov - Skip Navigation

Note: This message is displayed if (1) your browser is not standards-compliant or (2) you have you disabled CSS. Read our Policies for more information.

Print This Page E-mail the Webmaster Find a Person Find an Office
IDOE is currently experiencing _______ issues. IDOE staff is working to resolve the problem but no estimated resolution time is available. Thank you for your patience.
IDOE HOME
INFORMATION FOR
HELPFUL LINKS
CONTACT

Office of Career and Technical Education
Indiana Department of Education
151 West Ohio Street
Indianapolis, Indiana 46204
Phone: 317-232-9168
Fax: 317-232-9121
jyeater@doe.in.gov

EVENT CALENDAR
Indiana Family and Consumer Sciences Education
Interpersonal Relationships
updated September 2005
Grade Levels: Suggested for 9th grade and up DOE Code: 5364
Length of Course: One semester or two semesters CIP code: 19.0704
Credits:  One credit per semester APC funding level: $250/student
Prerequisites:  None Teacher Resources

COURSE DESCRIPTION
INTERPERSONAL RELATIONSHIPS addresses the knowledge, skills, attitudes and behaviors all students need to participate in positive, caring, and respectful relationships in the family and with individuals at school, in the community, and in the workplace. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of individual and family issues. Topics include components of healthy relationships, roles and responsibilities in relationships; functions and expectations of various relationships; ethics in relationships; factors that impact relationships (e.g., power, conflicting interests, peer pressure, life events); establishing and maintaining relationships; building self-esteem and self-image through healthy relationships; communications styles; techniques for effective communication, leadership and teamwork; individual and group goal setting and decision making; preventing and managing stress and conflict; addressing violence and abuse; and related resources, services and agencies. Applications through authentic settings such as volunteer experiences, internships, and service learning are encouraged.
  • One-semester or two-semester course, one credit per semester
  • Local programs have the option of offering a second version of the course that is focused more on family relations.  A student may earn credits for both versions of the course.  The title Family Relations or Family Relationships may be used in order to differentiate it from the regular course offering.  No waiver is required in this instance.
  • An elective (Career Acacemic Sequence) and directed elective course for Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors Diplomas
  • Counts toward the 8-10 Career-Technical credits required for Core 40 with Technical Honors Diplomas
  • Counts toward Career Academic Sequence and Flex Credit requirements for the General Diploma
  • Indiana Academic Standards for English/Language Arts and Mathematics and National Standards for Family and Consumer Sciences have been integrated into this course.
  • One of the six FACS courses from which students may choose three to fulfill the required Health and Safety credit - see State Rule 511 IAC 6-7-6 (6)
  • One of the two courses from which schools must choose one to teach a minimum of once every year in order to qualify for state vocational funding - see State Rule 511 IAC 6.1-5.1-10.1 (c)
  • A vocationally licensed (CTE) family and consumer sciences teacher must teach this course.
  • This course generates state vocational funding (APC) for schools with approved FACS programs.
COURSE RATIONALE
Increased diversity and rapid changes in our society make interacting with others continually more complex and difficult. Interpersonal and group effectiveness skills are essential keystones to maintaining positive friendships, stable families, successful careers, and strong communities. Supportive interpersonal relationships meet personal needs, build trust and confidence, and encourage cooperation. Positive interpersonal relationships are vital for optimal human growth and development. Strong, caring, and respectful relationships strengthen families and help reduce family violence, dysfunction, and divorce. Relationship skills also are important for success in the workplace. American employers need employees who can participate as a member of a team, teach others new skills, serve clients, exercise leadership, negotiate, and work with diversity. These skills have been linked with higher productivity, product quality, and increased quality of work life. Focused attention is needed to help students build interpersonal relationship skills.

In the INTERPERSONAL RELATIONSHIPS course, students develop competence in building and maintaining various types of relationships, gain awareness of the impact of their personal needs and characteristics on relationships, build skills in conflict prevention and management, and consider behavioral standards that guide relationships. The course provides a strong foundation for improving quality of life through more positive, caring, and respectful relationships in the family, at school, in the community, and in the workplace.

ACADEMIC CONTENT STANDARDS
revised April 2005
Crosswalk to 1998 Standard
The following measurable exit standards define what students should know and be able to do at the end of the course. Academic content standards do not define a specific sequence for teaching/learning. While all content standards and competencies should be addressed in some way, teaching order and areas of emphasis will vary according to local needs. Content standard #1 and competencies 1.1 through 1.5 form the foundation for the project-based approach recommended for implementing the remaining standards.  This checklist format facilitates use by teachers and/or students for planning and reflecting on achievement of competencies.

Standard 1

Students will integrate processes of thinking, communication, leadership, and management in order to apply interpersonal relationships knowledge and skills.

_____

IR-1.1

demonstrate components of critical thinking, creative thinking, and reasoning.

_____

IR-1.2

Evaluate effective communication processes in school, family, career, and community settings.

_____

IR-1.3

demonstrate leadership that encourages participation and respect for the ideas, perspectives, and contributions of group members.

_____

IR-1.4

Apply management, decision-making, and problem solving processes to accomplish tasks and fulfill responsibilities.

_____

IR-1.5

Examine interrelationships among thinking, communication, leadership, and management processes to address individual, family, community, and workplace issues.

Standard 2

Students will analyze functions and expectations of various types of relationships.

_____

IR-2.1

Examine processes for building and maintaining various types of interpersonal relationships.

_____

IR-2.2

Analyze ways relationships among family members influence interpersonal relationships with others.

_____

IR-2.3

Explore characteristics and consequences of healthy and unhealthy relationships.

_____

IR-2.4

Determine strategies for managing stress in school, family, career, and community settings.

Standard 3

Students will evaluate personal needs and characteristics and their impact on interpersonal relationships.

_____

IR-3.1

Examine ways relationships are influenced by personal characteristics and stages of physical, intellectual, emotional, social, and moral development.

_____

IR-3.2

Evaluate influences of personal wants and needs on relationships.

_____

IR-3.3

Consider effects of self-esteem and self-image on relationships.

_____

IR-3.4

Analyze impacts of personal standards and codes of conduct on interpersonal relationships.

_____

IR-3.5

Apply standards of ethical behavior when making judgments or taking personal actions.

Standard 4

Students will demonstrate communication skills that contribute to positive relationships.

_____

IR-4.1

Evaluate types, styles, and functions of communication and their effects on relationships

_____

IR-4.2

Explore ways of expressing attitudes through verbal and nonverbal behaviors and ways these behaviors influence communication.

_____

IR-4.3

Demonstrate effective listening and feedback techniques.

_____

IR-4.4

Analyze barriers to communication in school, family, career, and community settings.

_____

IR-4.5

Analyze principles of ethical communication in school, family, career, and community settings.

_____

IR-4.6

Examine opposing points of view regarding current societal issues.

_____

IR-4.7

Assess impacts of technology on communication and interpersonal relationships.

Standard 5

Students will evaluate effective conflict prevention and management techniques.

 

_____

IR-5.1

Explore origins and development of individual and group attitudes and behaviors regarding conflict. 

_____

IR-5.2

Evaluate conflict prevention, resolution, and management skills.

_____

IR-5.3

Analyze controlling and aggressive behaviors, including bullying, violence, and abuse.

_____

IR-5.4

Implement strategies to increase tolerance of individual or group differences; prevent bullying, violence, and abuse; and encourage peaceful resolution of conflict.

_____

IR-5.5

Assess community resources, services, and agencies that support conflict prevention, resolution, and management.

Standard 6

Students will demonstrate leadership, teamwork, and collaboration.

_____

IR-6.1

Evaluate a variety of leadership styles, characteristics, and techniques to reach goals in school, family, career, and community settings.

_____

IR-6.2

Demonstrate collaborative group leadership (in which group members develop a common vision; relate and cooperate with each other to achieve that vision; and assume shared responsibility for each other, the group, and the larger community).

_____

IR-6.3

Demonstrate strategies that motivate, encourage, and involve group/team members and consider individual and group strengths and limitations.

_____

IR-6.4

Demonstrate techniques that develop team and community spirit, including integrating new team members.

Teacher Resources

Seven Habits - Teaching Ideas - August 08 (PDF file)
I use the 7-Habits book with IPR (Interpersonal Relationships), but I also begin using it with 7th graders and intoduce the first habit.

In 8th grade we do a mission statement and go over each habit quickly to help them understand where the book is headed and implement it with the IPR part of 8th gr FACS.

Then the high school IPR class we spend a lot more time with each habit and do more discussion. I have only been teaching here for a couple of years so I haven't had the same students at the high school that I have had at the middle school so there hasn't been a problem of overlapping; however, I'm not really sure that would ever be a problem.

There are some websits to help along with work books and other helpful items. Attached below is something off the website that my husband found for me. I'll have to find the websit from home but it has many suggestions.

Posted August 2008 by Joleen Knotts <jknotts@sunmandearborn.k12.in.us>