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Preschool/ Early
Elementary (K-2) School |
Elementary/
Intermediate |
Middle School |
High School |
| Personal |
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| Behavior |
- Learning
self-management (e.g., when waiting one's turn; when
entering and leaving classrooms at the start and end of
the day and other transition times; when working on
something in a group or alone
- Learning social
norms about appearance(e.g., washing face or hair,
brushing teeth)
- Recognizing
dangers to health and safety (e.g., crossing street,
electrical sockets, pills that look like candy)
- Being physically
healthy--adequate nutrition; screenings to identify
visual, hearing, language problems.
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- Understanding
safety issues such as interviewing people at the door when
home alone; saying no to strangers on the phone or in
person.
- Managing time
- Showing respect
for others
- Can ask for,
give, and receive help
- Negotiating
disputes, deescalating conflicts
- Admitting
mistakes, apologizing when appropriate
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- Initiating own
activities
- Emerging
leadership skills
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| Integration |
- Integrating
feeling and thinking with language, replacing or
complementing that which can be expressed only in action,
image, or affectivity
- Differentiating
the emotions, needs, and feelings of different people in
different contexts--if not spontaneously, then in response
to adult prompting and assistance
- Recognizing and
resisting inappropriate touching, sexual behaviors
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- Ability to calm
self down when upset and to verbalize what happened and
how one is feeling differently
- Encouraging
perspective taking and empathetic identification with
others
- Learning
strategies for coping with, communicating about, and
managing strong feelings.
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- Being aware of
sexual factors, recognizing and accepting body changes,
recognizing and resisting inappropriate sexual behaviors
- Developing skills
for analyzing stressful social situations, identifying
feelings, goals, carrying out requests and refusal skills
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| Key
concepts |
honesty,
fairness, trust, hope, confidence, keeping promises, empathy |
initiative,
purpose, goals, justice, fairness, friendship, equity,
dependability, pride, creativity |
democracy,
pioneering, importance of the environment (spaceship Earth,
earth as habitat, ecological environment, global
interdependence, ecosystems), perfection and imperfection,
prejudice, freedom, citizenship, liberty, home,
industriousness, continuity, competence |
relationships,
healthy relationships, intimacy, love, responsibility,
commitment, respect, love and loss, caring, knowledge, growth,
human commonalities, work/workplace, emotional intelligence,
spirituality, ideas, inventions, identity, self-awareness |
| Peer/
Social |
- Being a member of
a group: sharing, listening, taking turns, cooperating,
negotiating disputes, being considerate and helpful
- Initiating
interactions
- Can resolve
conflict without fighting; compromising
- Understands
justifiable self-defense
- Empathetic toward
peers: showing emotional distress when others are
suffering; developing a sense of helping rather than
hurting or neglecting; respecting rather than belittling,
and supporting and protecting rather than dominating
others; awareness of the thoughts, feelings, and
experiences of others (perspective taking)
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- Listening
carefully
- Conducting a
reciprocal conversation
- Using tone of
voice, eye contact, posture, and language appropriate to
peers (and adults)
- Skills for making
friends, entering peer groups--can judge peers' feelings,
thoughts, plans, actions
- Learning to
include and exclude others
- Expanding peer
groups
- Friendships based
on mutual trust and assistance
- Shows altruistic
behavior among friends
- Becoming
assertive, self-calming, cooperative
- Learning to cope
with peer pressure to conform (e.g., dress)
- Learning to set
boundaries, to deal with secrets
- Dealing
positively with rejection
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- Choosing friends
thoughtfully but aware of group norms, popular trends
- Developing peer
leadership skills
- Dealing with
conflict among friends
- Recognizing and
accepting alternatives to aggression and violence
- Belonging is
recognized as very important
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- Effective
behavior in peer groups
- Peer leadership/
responsible membership
- Using request and
refusal skills
- Initiating and
maintaining cross-gender friends and romantic
relationships
- Understanding
responsible behavior at social events
- Dealing with
drinking and driving
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| Family |
- Being a family
member: being considerate and helpful, expressing caring
and developing capacity for intimacy
- Making
contributions at home--chores, repsonsibilities
- Relating to
siblings--sharing, taking turns, intiating interactions,
negotiating disputes, helping, caring
- Internalizing
values modeled in family
- Self-confident
and trusting--what they can expect from adults; believe
that they are important; that their needs and wishes
matter; that they can succeed; that they can trust their
caregivers; that adults can be helpful.
- Intellectually
inquisitive--like to explore their home and the world
around them
- Homes (and
communities) free from violence
- Home life
includes consistent, stimulating contact with caring
adults
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- Understanding
different family forms and structures
- Cooperating
around household tasks
- Acknowledging
compliments
- Valuing own
uniqueness as individual and as family contributor
- Sustaining
positive interactions with parents and other adult
relatives, friends
- Showing
affection, negative feelings appropriately
- Being close,
establishing intimacy and boundaries
- Accepting
failure/difficulty and continuing effort
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- Recognizing
conflict between parents' and peers' values (e.g. dress,
importance of achievement)
- Learning about
stages in adults' and parents' lives
- Valuing of
rituals
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- Becoming
independent
- Talking with
parents about daily activities, learning self-disclosure
skills
- Preparing for
parenting, family responsibilities
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| School-Related |
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| Reasonable
Expectations |
- Paying attention
to teachers
- Understanding
similarities and differences (e.g., skin color, physical
disabilities)
- Working to the
best of one's ability
- Using words
effectively, especially for feelings
- Cooperating
- Responding
positively to approval
- Thinking out
loud, asking questions
- Expressing self
in art, music games, dramatic play
- Likes starting
more than finishing
- Deriving security
in repetition, routines
- Able to
articulate likes and dislikes, has clear sense of
strengths, areas of mastery, can articulate these, and has
opportunities to engage in these
- Exploring the
environment
- Self-confident
and trusting--what they can expect from adults in the
school; believing that they are important; that they can
succeed; that they can trust adults in school; that adults
in school can be helpful
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- Setting academic
goals, planning study time, completing assignments
- Learning to work
on teams
- Accepting
similarities and differences (e.g. appearance, ability
levels)
- Cooperating,
helping--especially younger children
- Bouncing back
from mistakes
- Able to work hard
on projects
- Beginning,
carrying through on, and completing tasks
- Good problem
solving
- Forgiving after
anger
- Generally
truthful
- Showing pride in
accomplishments
- Can calm down
after being upset, losing one's temper, or crying
- Able to follow
directions for school tasks, routines
- Carrying out
commitments to classmates, teachers
- Showing
appropriate helpfulness
- Knowing how to
ask for help
- Refusing negative
peer pressure
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- Will best accept
modified roles
- Enjoys novelty
over repetition
- Can learn
planning and management skill to complete school
requirements
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- Making a
realistic academic plan, recognizing personal strengths,
persisting to achieve goals in spite of setbacks
- Planning a
career/ post high school pathways
- Group
effectiveness: interpersonal skills, negotiation, teamwork
- Organizational
effectiveness and leadership- making a contribution to
classroom and school
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| Appropriate
Environment |
- Clear classroom,
school rules
- Opportunities for
responsibility in the classroom
- Authority clear,
fair, deserving of respect
- Frequent teacher
redirection
- Classrooms and
school-related locations free from violence and threat
- School life
includes consistent, stimulating contact with caring
adults
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- Opportunities to
comfort peer or classmate in distress, help new person
feel accepted/ included
- Being in groups,
group activities
- Making/ using
effective group rules
- Participating in
story-based learning
- Opportunities to
negotiate
- Time for
laughter, occasional silliness
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- Minimizing
lecture-mode of instruction
- Varying types of
student products (deemphasize written reports)
- Opportunities to
participate in setting policy
- Clear
expectations about truancy, substance use, violent
behavior
- Opportunities for
setting, reviewing personal norms/standards
- Group/academic/
extracurricular memberships
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- Guidance/
structure for goal stting, future planning, post-school
transition
- Opportunities for
participating in school service and other nonacademic
involvement
- Being a role
model for younger students
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| Community |
- Curiosity about
how and why things happen
- Recognizing a
pluralistic society (e.g., aware of holidays, customs,
cultural groups)
- Accepting
responsibility for the environment
- Participating in
community events (e.g. religious observances, recycling)
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- Joining outside
the school
- Learning about,
accepting cultural community differences
- Helping people in
need
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- Understanding and
accepting differences in one's community
- Identifying and
resisting negative group influences
- Developing
involvements in community projects
- Apprenticing/
training for leadership roles
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- Contributing to
community service or environmental projects
- Accepting
responsibility for the environment
- Understanding the
elements of employment
- Understanding
issues of government
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| Events
Triggering Preventive Services |
- Coping with
divorce
- Dealing with a
death in the family
- Becoming a big
brother or sister
- Dealing with
family moves
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- Coping with
divorce
- Dealing with a
death in the family
- Becoming a big
brother or sister
- Dealing with
family moves
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- Coping with
divorce
- Dealing with a
death in the family
- Dealing with a
classmate's drug use or delinquent behavior
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- Coping with
divorce
- Dealing with a
death in the family
- Dealing with a
classmate's drug use or delinquent behavior, injury or
death due to violence, pregnancy, suicide, HIV/ AIDS
- Transition from
high school to workplace, college, living away from home
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