Personal and Social Responsibility:
Character-Building Program for Teens

Personal and Social Responsibility is a Character-Building Program Focusing On:

• Accountability
• Communication
• Cooperation
• Determination
• Dependability
• Goal-Setting
• Honesty
• Integrity

• Problem-Solving
• Perseverance
• Reliability
• Responsibility
• Respectfulness
• Self-Control/ Discipline
• Self-Esteem

Created by Constance Dembrowsky, this program is specifically compiled for use with the Parent Project® Model

Empower Your Teens to:

• Exercise self-discipline
• Solve problems peacefully
• Increase their sense of self-worth
• Recognize their impact on others
• Maintain dignity and respect for themselves and others
• Set personal goals and make them happen
• Accept responsibility for their actions

The Parent Project® version is a 10 to 16 Week Activity-Based, Scoped & Sequenced Curriculum. The program includes a Teacher Manual (52 Lessons), Blackline Masters (200 Reproducible Student Activity Sheets), Color Transparencies (41 Reusable Overheads), Complete 6 Video/CD Set and a Story Handbook.

AN AWARD-WINNING TEEN CURRICULUM
Parent Project® Version — 52 Lessons


TABLE OF CONTENTS- Personal and Social Responsibility

INTRODUCTION
Unit Orientation
1. Curriculum Overview
2. Discussion Skills
3. A Graduate’s Perspective

SELF-ESTEEM I
Unit Orientation
4. Basic Human Needs
5. Understanding Self-Esteem
6. Self-Esteem: Internal Source
7. Self-Esteem: Unique Talents
8. Self-Esteem: Positive Focus
9. Self-Esteem: Integrity
10. Self-Esteem: Humanness

RESPONSIBILITY I
Unit Orientation
11. What You Do Makes a Difference
12. Personal Power
13. Behavior Loops
14. You Always Have a Choice
15. The Vocabulary of
Personal Power
16. Gaining Control
17. Control: The Basis of Personal Power
18. Responsible and Non- Responsible Statements

RELATING EFFECTIVELY I
Unit Orientation
19. Listening Skills
20. Listening for Understanding: Content
21. Listening for Understanding: Feelings I
22. Listening for Understanding: Feelings II
23. Non-Verbal Communication
24. Responding to Indicate Understanding
25. Behavior Loops: Sending

PROBLEM SOLVING
Unit Orientation
26. The Power of Role Models
27. Internal Motivation28. The Motivational
Continuum
29. Resolving Group Problems
30. Empowering Others to Resolve Problems

SELF-ESTEEM II
Unit Orientation
31. Self-Esteem: What Your Actions Say
32. Creating Positive Self-Talk
33. Using Positive Self-Talk
34. Expectations of Yourself
35. Expectations of Others

RESPONSIBILITY II
Unit Orientation
36. Winners and Losers
37. Choosing Feelings
38. Winners’ and Losers’ Choices
39. A Loser’s Defenses
40. Responsibility TO Others
41. Responsibility FOR Yourself

RELATING EFFECTIVELY II
Unit Orientation
42. Praise and Encouragement
43. Feedback that Empowers
44. Asking for What You Want
45. Handling Refusals
46. Saying No
47. Positive Strokes
48. Handling Put-Downs

SELF-ESTEEM III
Unit Orientation
49. Identifying Success
50. Evaluating Growth
51. Sending Positive
Invitations

CONCLUSION
Unit Orientation
52. Closure

 

Studies prove that the Personal and Social Responsibility Character-Building Program works!

Five-Year Study Proves Program Decreases Drop-Outs

A five-year study conducted at Bloom Trail High School in Chicago Heights, IL proves that freshmen who take the one semester curriculum course, Personal and Social Responsibility have a significantly lower drop-out rate than their freshman classmates who do not. Each year of the study the freshman class of 500 students was randomly divided in half. One half (250 students) took the curriculum and one half (250 students) did not.

PERCENT OF FRESHMEN WHO DROPPED-OUT EACH YEAR
 
‘89-’90
‘90-’91
‘91-’92
‘92-’93
‘93-’94
1/2 Freshman Class Not in Program
7.1%
11.0%
15.4%
13.7%
18.2%
1/2 Freshman Class In Program
4.0%
5.9%
3.4%
4.4%
0.8%

 

NUMBER OF FRESHMEN WHO DROPPED-OUT EACH YEAR
 
‘89-’90
‘90-’91
‘91-’92
‘92-’93
‘93-’94
1/2 Freshman Class
Not in Program
16
30
37
37
51
1/2 Freshman Class
In Program
10
16
9
12
2
 

Three-Year Study Proves At-Risk Students Improve Grades After Completing Program

A three-year study conducted at Livingston High School in Livingston, CA. proves that at-risk students who take the one semester curriculum course, Personal and Social Responsibility have a significantly higher grade point average after taking the course than they did before taking the course. Students considered most at-risk in their freshman year were placed-in the curriculum program their sophomore year.

GROUP GPA FOR CLASS OF 31 STUDENTS
WHO TOOK COURSE
Before Program
1.89
Grades from fall semester of students’ freshman year 1988–1989, the year before they had the course.
During Program
2.67
Grades from fall semester of students’ sophomore year 1989–1990, while they were
taking the course.

After Program
2.66
Grades from fall semester of students’ junior year 1990–1991, the year after they had finished the course.

 

 

To order the complete Personal and Social Responsibility Character-Building Program, click here.

 

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