WHO AM I

PART A

KEY FOCUS:

A STRONG SENSE OF SELF

 

Students who complete Part A will:

  • Feel invested in developing a strong sense of self. (Attitude)

  • Understand the complexities of identity. (Knowledge)

  • Believe they are capable of developing a strong sense of self. (Self-Efficacy)

  • Commit to noticing opportunities to explore their identity. (Behavioural Intention)

WHO AM I

PART B

KEY FOCUS:

A STRONG SENSE OF

SELF-ACCEPTANCE

Students who complete Part B will:

  • Feel optimistic about self-acceptance. (Attitude)

  • Understand the balance between self-esteem and self-acceptance. (Knowledge)

  • Know how to challenging cognitive distortions. (Self-Efficacy)

  • Commit to noticing negative thoughts. (Behavioural Intention)

WHO AM I

PART C

KEY FOCUS:

THE ABILITY TO ADOPT APPROPRIATE ROLES WHEN NECESSARY.

Students who complete Part C will:

  • Have confidence in their ability to cope with change. (Attitude)

  • Understand that change is necessary. (Knowledge)

  • Be able to identify maladaptive thoughts/beliefs/behaviours.(Self-Efficacy)

  • Commit to noticing where and how they can change. (Behavioural Intention)

WHO AM I? addresses identity and the role it plays in building relationships that foster health and happiness. 

This stage comprises of three sessions informed by findings from Harvard's Grant and Glueck studies.

Over the course of 75 years the studies followed the lives of 724 participants.

Findings showed that participants who had healthy relationships lived longer, happier, and healthier lives. 

 

People in a healthy relationship were found to have a strong sense of self, were comfortable with who they were, and would take on a role when it was appropriate and drop it again when it was no longer necessary.

 

Each session is designed to focus on one of these three qualities.

Our content was written to align with the Australian Curriculum as follows:

HEALTH AND PHYSICAL EDUCATION CURRICULUM

  • Identifying feelings and emotions associated with transitions, and practising self-talk and help-seeking strategies to manage these transitions and associated responsibilities. (ACPPS070)

  • Examining how individuals, family and peer groups influence people’s behaviours, decisions and actions. (ACPPS074)

  • Analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family. (ACPPS074)

  • Practising ways to communicate concerns about their health to a variety of support people. (ACPPS076)

  • Reflecting on the physical, social, emotional and spiritual benefits to health and wellbeing of being outdoors and of being active in a natural setting. (ACPPS078)

  • Exploring how kinship and extended-family structures in different cultures support and enhance health and wellbeing. (ACPPS079)

  • Examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and ability  and how resisting stereotypes can help students be themselves. (ACPPS079)

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