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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
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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
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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> |
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