Decision Making
A choice that boosts personal health and happiness and is based on what matters most to you.
Healthy decision / Values-based decision.
Which communication style avoids conflict and often leads to unmet personal needs and resentment?
Passive communication.
In the D.E.C.I.D.E. acronym, what does the first D stand for?
Define the problem (or Define the decision).
What does perspective taking mean in the context of communication and decisions?
Understanding another person’s feelings, thoughts, and viewpoint
Name two common roadblocks teens face when making decisions, mentioned in the materials.
Peer pressure; instant gratification; overbooked schedul
Which style uses forceful tone and “You” statements and often strains relationships?
Aggressive communication.
What step of the model asks you to list possible choices you could take?
Explore options.
Name one classroom activity from the slides that practices perspective taking and communication styles.
Role-play activity practicing different communication styles.
Give one real-life example from the lesson of a values-based decision and identify the underlying value
(example choices: sitting with a new kid, helping make dinner, not cheating on a test).
Name the communication style that expresses negative feelings indirectly (silent treatment, sarcasm) and one consequence of using it.
Passive-aggressive communication; consequence: confusion, mistrust, unresolved conflict.
During which step do you check how each option aligns with your core values?
Identify your values (or Consider the consequences; either step can check alignment, but best: Identify your values)
Explain how perspective taking can reduce peer pressure and help make values-based choices.
It helps you consider others’ reasons so you’re less likely to follow peers blindly and can choose options aligned with your values.
When thinking about a decision, explain why identifying your values earlier helps you choose differently than following instant gratification.
Because values act as a guide, helping you prioritize long-term well-being over short-term reward.
What is an “I” statement? Provide the three-part format from the slides.
Format: I feel [emotion] when [situation] because [reason].
Give a brief example (2–3 sentences) applying the full D.E.C.I.D.E. steps to this situation: you’ve been invited to a late party the night before a big test.
Define: party before test.
Explore: go, skip, study then join briefly. Consider: test grade, social ties, sleep.
Identify values: responsibility, friendships.
Decide & act: skip party and study.
Evaluate: test result and feelings about choice.
You disagree with a classmate’s decision. List three short steps you could take to show you are practicing perspective taking before responding.
Ask a clarifying question; paraphrase their view; state your feelings using an “I” statement.
Describe a decision you might face as a 9th grader that involves conflicting values (e.g., family vs. friends). List two possible options and one likely consequence for each option.
sample: Choose to go to party → consequence: poor test score; skip party → consequence: miss socializing but better grade.)
You witness a friend cornered by someone blaming them. Write a short assertive “I” statement (using the three-part format) your friend could say to de-escalate, and explain why assertive communication usually works better than aggressive or passive responses.
“I feel uncomfortable when you raise your voice at me because it makes it hard to talk calmly.” Explanation: uses “I”, avoids blame, invites calmer discussion.
After deciding and acting, the model asks you to evaluate the results. Describe two questions you should ask when evaluating a past decision to decide if you would choose differently next time.
Did the outcome match expectations? How did this affect my values/goals? Would I make the same choice given what I learned?
Role-play prompt: Read this short scenario and write both (a) one sentence describing the other person’s likely perspective and (b) an assertive response that acknowledges their view while expressing your own.
Scenario: A teammate chooses to skip practice because they want more time for homework; the coach is frustrate
(Sample) Other’s perspective: “They feel torn because homework is important, and they’re stressed about deadlines.”
Assertive response: “I understand you’re worried about homework; I also want the team to practice. Can we plan a shorter practice or move it so you can finish your work?”