2.MEH.1.1

2.MEH.1.1 Identify appropriate standards for behavior.Positive character traits are in the community, in the workplace, and at home. These characteristics show respect and consideration for others as well as self-respect. Ways to show respect include:
 * 1) Treating other people as one would want to be treated.
 * 2) Being courteous and polite.o Listening to what other people have to say.
 * 3) Not insulting people, or making fun of them, or calling them names.
 * 4) Not bullying or pick on others.
 * 5) Not judging people before getting to know them.

Ways to show trustworthiness include:
 * 1) Not lying, cheating, or stealing.
 * 2) Being reliable; keeping promises and following through on commitments.
 * 3) Having the courage to do what is right, even when it is difficult.
 * 4) Being a good friend and not betraying a trust.
 * The student will be able to list ways to demonstratie how to be honest.
 * The student will be able to identify how to be responsible.
 * The student will demonstrate honesty and responsibility.

2.MEH.1.2 Summarize behaviors that help to avoid risks.Potentially harmful situations will occur, and there are measures that can be taken in order to avoid or minimize the risk. Telling a responsible adult, such as a teacher or guidance counselor, avoiding peers who are engaging in risky behavior, considering the consequences to actions which could result in emotional or physical harm, and using refusal strategies such as saying “no” are all valuable skills necessary for young people to develop in order to keep out of trouble. Understanding the possibility for danger is a skill that keeps young people safe. Practicing what to do in risky situations will help a child avoid risks for injury, illness, or hurting others in the future.
 * Through role-plays, the student will demonstrate behaviors to avoid certain risks.

2.MEH.1.3 Explain the influence of peers, the media, and the family on feelings and emotions.Societal influences such as peers, the media, and family have great potential to impact feelings and emotions. Recognizing the existence of these influences and identifying both their positive and negative aspects are crucial for students to develop critical thinking skills.

Students can unknowingly be persuaded by their peers in various situations such as treatment of classmates, academic performance, overall attitude, and expression of feelings. The influence of media on children extends to health-related issues. Although television has the power to educate on a wide variety of health-related topics such as nutrition and exercise, it can be a negative force through images and advertisements that influence students to make poor food choices and further encourages inactivity. The relationship between students and their living environment is also an important factor when considering influence on feelings and emotions. The people with whom he shares life (his family) shape the student’s view of the world. Observable behaviors in the home, but not necessarily taught, will ultimately shape a student’s feelings and emotions, regardless of the intent. Families work together best when all members help each other feel loved and accepted.

Once a student acknowledges the impact of peers, media, and the family on feelings and emotions, he/she is more likely to evaluate these influences and be able to make informed, healthy choices and decisions.
 * The student will explain ways peers can positively and negatively influence feelings.
 * The student will list methods the media uses to influence attitudes and values.
 * The student will identify ways in which family members influence emotions.

2.MEH.1.4 Explain the influence on self-concept on performance and vice-versa.Self-concept is the way a student views himself overall. This mental picture includes how he sees not only himself physically but also his abilities and how he “fits in.” Self-concept includes the way he sees himself as a student, as a friend, and as a member of a group, such as a sports team. It is based on external input from others as well as internal thoughts and experiences. A student can have either a positive self-concept or negative self-concept and insecurity. If a student is insecure, then poor levels of confidence will follow. Self-concept is developed through interactions with others. A student’s thoughts, beliefs, and actions are affected by how he feels about himself, self-esteem, and confidence. It also determines his relationship with others and influences the way the student responds to difficulties in life.

Resilience, or the ability to overcome adversity, is a vital component of good mental and emotional health. A student who is resilient feels that he is in control of his own life and that he can make a difference in the world. Students’ self-concept can be built in several ways. Decision making and problem solving around issues that are relevant to their lives can be effective in developing their self-concept as well.

Encouragement and positive feedback, such as short notes or awards for achievements, particularly achievements outside of academics, enhances one’s view of self. Overcoming the fear of mistakes is one of the biggest changes to self-concept. Mistakes will be made, but through shortcomings one can learn and grow.
 * The student will identify how a positive self-concept affects performance.
 * The student will explain how a negative self-concept affects performance.
 * The student will practice positive self-talk to enhance performance.

2.MEH.1.5 Summarize the potential negative effects of stress on the body and mind. Everyone experiences stress sometimes. Stress is the body’s reaction to strong emotions. It is normal to be anxious sometimes in the school day. Children may be anxious over a school play, a spelling test, learning a new math skill or an argument with a friend. Playing in an exciting team game can be stressful. Prolonged exposure to stress causes a range of problems for children and changes in their behavior such as headaches, stomachaches, crying, not sleeping well, withdrawal, being very distracted, or feelings of isolation. Children who live in poverty or violent communities experience more stress. Stressors might include a pet dying, a parent yelling and being angry, illness in the family, divorce, or a step parent or new sibling joining the family. Sometimes feelings can be so strong that a child may need help controlling or managing those feelings. Children need to be taught strategies to cope with the stress they feel.
 * The student will list the negative effects of stress.
 * The student will give examples of coping strategies to help prevent negative effects of stress which may include: talk to a trusted adult or a friend, listen to music, play a game, play with a pet, draw, color or paint.
 * The student will practice positive coping strategies to manage stress.