Violence+Prevention+Group+Project

=**__Decision-Making Project __**= = = During class we are learning about violence prevention and decision-making skills. The New York State sub-skills are listed below. The rules for this class wiki are as follows:
 * Each group will be assigned a scenerio
 * Each group member must provide 5 posts to each journal assignment. When you post to your group's scenerio, you should write your last name and then your answer. It should look like this: Last Name - __(answer)__
 * Each group member must upload their self-reflection paper and make their document available to the teacher

Please note: ﻿I have provided the needed documents at the bottom of this wiki page.

Sub-skills according to the New York State Guidance Document DM.C.1: Identifies personal health decisions and analyzes related internal and external influences DM.C.2: Recognizes personal capabilities and limitations as they relate to possible healthy solutions DM.C.3: Gathers, synthesizes, and evaluates available information to enhance health DM.C.4: Personalizes health risk of decisions to self and others DM.C.5: Applies a decision making model to real-life health-related situations DM.C.6: Analyzes perceptions of peer, family and community normative health-related behavior DM.C.7: Describes how personal health decisions may affect subsequent decisions DM.C.8: Assumes responsibility for personal health decisions

In this project, students grapple with real-world situations in small groups of four. This type of activity can help you develop small group discussion and decision-making skills. Whether your experience is similar to the scenarios below or not, we all face such dilemmas in our personal lives. There are multiple possible outcomes to the situation, any or all of which might be “right.” The purpose of this activity is to:
 * organize and conduct an effective small group
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">explore the situation
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">identify possible alternatives
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">weigh the consequences of each possible outcome
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">select an outcome by majority vote or consensus (depending on the situation's requirements)
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students must meet with their group members to discuss one real-world situation. Groups will be small enough to enable free discussion by all members. Each group should appoint a chair and recorder person for their group. Each group will exchange contact information. Students will identify the step-by-step process of making a decision to the real-world situation. Please write out the strategies you took to making a decision in your group journal. Refer to group project rubric. In addition, students are required to have in the following forms turned in at the end of the project: (Rubric)
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Agenda for every group meeting
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group Process Evaluation form
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After the teacher receives all of the journals and self-reflection papers, the teacher will use the project rubric to assess the necessary steps for completing a decision in a real-world setting. Each rubric block has a criteria and quality rating which will make up a summation at the bottom of the rubric sheet. This summation will determine a student’s grade percentage. 75% of the grade will come from the criteria rating and 25% of the grade will come from the quality rating. I will combine these percentages to receive a final score.

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Scenarios: ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal;">Group 1 - John and Laura <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal;">Group 2 - Scott and Julie <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal;">Group 3 - Deciding to Report Abuse

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Focus questions: __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal;">-Is there a way to recognize an abuser? <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal;">-What are the signs that indicate a person might be an abuse victim? <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal;">-Is there any way to know for sure whether a person is being or has been abused? <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal;">-Be sure that you understand that abuse is not always physically obvious – any person, of any age, may be a victim. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">-Read the scenario.

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