POSITIVE

RELATIONSHIPS
LI:
TO UNDERSTAND THE DIFFERENT TYPES OF
FAMILIES
TO UNDERSTAND VALUES
BRAINSTORM IN YOUR EX BOOK
• When you hear the word ‘family’, what do you think of?

• How would you describe your family?

• Why are families important?

• List 3 things your family taught you.

• Are there any values in your family you don’t agree with?

• Explain how your relationship with your family changes as you develop.

• What are your responsibilities as a member of your family?

 FAMILIES

• Provide a number of important things to us as we grow.

Food, shelter, clothing, moral compass, communication skills,
safety, security

• Need not be biologically related

• Many different types of families

 1` `
• Nuclear-man, woman, children (adopted or biological).
Traditional family.
• Sole-parent-one parent raising kids. (Divorce, death, choice)
• Extended-different generations of a family living together.
Parents, kids, aunts, uncles, cousins, grandparents.
• Communes-several family groups living together and sharing
resources. Not necessarily related.
• Blended-aka Step-family. When marriage brings two families who
already have kids of their own together. (Brady Bunch!)
• Same-sex-two adults of the same gender in a relationship. They
may or may not have kids.
INTERCULTURAL UNDERSTANDING AND
FRIENDS

• LEARNING INTENTION:

• To define values and

identify qualities in friendships.
KEY TERMS
• Holistic Health: the physical, social, emotional, cognitive and
spiritual wellbeing of a person
• Intimate relationship: a deep emotional connection with another
person
• Morals: behaviour and attitudes towards what is right or wrong
• Biological: genetically related to the parents.
• Ethnic: people of the same race or nationality who share the same
culture
• Census: official count of the population of a country.
• Worksheet 5.5 (p122)- Family types

• Read p 205-206
• Complete ‘Face to Face’- Some benefits of families

• Read p 206-208
• Complete WS 5.6 ‘The Relation Ship’
• Write an acrostic for the word FRIEND
• Learning Intention:

• To give examples of positive peer group influence.

ESTABLISHING AND MANAGING
RELATIONSHIPS
• Peer Group- your friends, those with whom you regularly interact (other than family)

• Peer Pressure- the strong influence of a group to act in a particular way.

• Avoiding making poor decisions- hang out with others who share your interests,
develop a sense of humour, avoid risky situations, be assertive, don’t be afraid to
lean on your support networks (parents, teachers, coaches, older siblings)
DECISION MAKING
• Consider :

• the choices you have

• how your actions will affect yourself and others
• the possible mental/social/physical/emotional outcomes of your actions.

• The process :

• Identify the problem

• Look at the alternatives and their consequences
• Choose and implement an alternative
• Evalulate the outcome
• TODAY:

• TB p 166
• ‘Face to face’

• (In pairs, write your responses in your ex book.)

COMMUNICATION

• Learning Intention:

• To explain different types of communication and

the effect communication can have on people.
COMMUNICATION
• The sending and receiving of messages between two or more people
• Essential for positive relationships
• Effective communication requires:
• Be specific (very clear) about what you want to say
• Be respectful
• Speak clearly and concisely
• Eye contact with whoever you are speaking to
• Positive body language
• Not too soft, or loud
• Be assertive
• Be a good listener
• Pay attention and avoid distractions
• Consider others point of view before responding
• Communication can be both verbal and non-verbal
• Spoken
• Body language
• Signs (Auslan, road signs, referee signals…)
• Emojis

Assertive – saying what you want to say in a respectful manner, but at the same time being very
definite about what you are saying. Not raising voice, or ‘talking down’ to the other person/people.
Passive – Avoid confrontation. Don’t stand up for yourself, your beliefs

Aggressive – Negative form of communication. Loud, ‘in your face’, don’t consider others point of
view. Can be verbally or physically abusive
TODAY:
• 1. Copy Heading and LI from slide 12 into your ex book (Properly ruled up!)

• 2. Read through slides 13 and 14.

• 3. Copy definitions (Passive, Aggressive, Assertive) into your ex book.

• 4. Review & Reflect p 168 (TB)

Write out questions and respond in full sentences in your Ex Bk.

5. Up & Moving p 169 (TB) (selected activities)

CONFLICT AND HOW TO

RESOLVE IT

• LEARNING INTENTION:

• To understand what conflict is, and what

strategies can be used to manage or avoid it.
CONFLICT

• Can be the result of miscommunication.

• When individuals or groups disagree about a topic or decision that needs to
be made.
• A natural part of human interaction as a result of different beliefs and values.
• Can be positive if it helps us to gain an understanding of different
perspectives, but can also be negative if no agreement or negotiation can be
reached
• Very common in families- particularly between teenagers and parents- and
between friendship groups.
RESOLUTION STRATEGIES

• Remain calm. (Walk away for a brief time if need be). Count to 10 in your
head.
• Is there a compromise? Ie is there any way you can both get some of what
you want?
• Get a different perspective on the issue.
• Communicate honestly
• Speak respectfully
• No solution possible? Then agree to disagree!
TODAY:
Copy Heading and LI from slide 16 into your
properly ruled up) ex book.

• Read through slides 17 and 18.

• Copy slide 18 into your ex book.

• Complete the Case Study on page 218-219 of your text book. Remember to
write out questions in red pen, and answer in blue/black pen in FULL
SENTENCES.
CASE STUDY QUESTIONS
REVIEWING RELATIONSHIPS
MOOD MISSION-
BEING GRATEFUL

• LEARNING INTENTION:

• To be grateful (understanding how to say thankyou/ cultivating gratitude)

TODAY:
• Copy the Learning Intention from slide 22 into your (properly ruled up book).

• Read through Identify and Understand on slide 23.

• Complete Practise (slide 24)

• Once you have had the chance to speak to the person you are grateful for,
complete Reflect (slide 24). Do you think this would be something good to
practice regularly? Why/why not?