Relationships
Define a healthy relationship and name one characteristic that shows a relationship is healthy.
A healthy relationship supports well‑being; characteristic: respect (or care, trust).
What is verbal communication? Give one example.
Verbal = spoken words; example: asking a question.
Name one physical need and one emotional need families commonly help meet.
Physical: shelter; emotional: support.
What is peer pressure? Provide one example of positive peer pressure.
Influence from peers; positive: encouraging study habits.
Define "boundary" in the context of a dating relationship.
Boundary = personal limit about comfort, safety, or values.
Give two examples of immediate family members and explain one way families meet a basic human need.
Immediate family: parent(s), sibling(s); meets basic need: shelter or medical care or emotional support.
Name two nonverbal cues that show you are listening to someone.
Eye contact, nodding (or facial expressions, body orientation).
Describe two ways students can maintain healthy relationships with parents/guardians.
Spend quality time; follow rules while discussing disagreements respectfully.
Identify two strategies to resist negative peer pressure.
Strategies: refuse assertively, choose friends with similar values, support peers.
List two characteristics of a healthy dating relationship.
Characteristics: respect, trust, individuality.
Explain how differences in age, income, and social status can affect power in a relationship and give one strategy to keep power balanced.
Differences can create imbalance; strategy: set clear boundaries and communicate, seek support.
Explain the difference between "you-statements" and "I-statements" and explain why I-statements are typically more effective.
You-statements blame (You never listen); I-statements describe feelings and needs (I feel upset when I’m interrupted).
Explain how communities can affect family relationships; give one positive and one negative example.
Community can provide resources (positive) or stigma (negative).
Explain how emotional changes during adolescence can affect friendships and suggest one way to manage that change.
Emotional maturity shifts priorities — communicate and seek new friendships as needed.
Explain the difference between passion and intimacy, and say which tends to be short-lived if based only on physical attraction
Passion = physical attraction (short-lived); intimacy = emotional closeness.
Describe three signs of an unhealthy relationship and one safe step someone can take if they experience these signs.
Signs: control, isolation, disrespect; step: tell a trusted adult or use safety plan.
Describe an example of aggressive communication and explain it as an assertive statement.
“You’re always ruining things!” Assertive: “I feel upset when plans change without notice; can we agree ahead next time?”
Siblings often spend lots of time together. Identify two common sources of sibling conflict and provide one strategy to prevent escalation.
Sources: privacy, chores, favoritism; strategy: set rules, compromise.
Give an example of gossip that harms a friendship and describe a constructive response a student could use to stop it.
Gossip example: spreading a rumor; response: confront gossip, defend friend, report if needed.
Describe how to clearly communicate a boundary and what to do if a partner doesn’t respect it.
Communicate directly, state consequences, end relationship if boundary ignored, seek help.
A student is ignored and often feels undervalued by a close friend. Describe what the student could do to start a conversation about how they feel, using “I” statements.
“I feel hurt when I’m ignored. I want to talk about how we can spend time that feels fair to both of us.”
During a conflict, list the negotiation steps a person should use and explain the role of compromise.
Steps: listen, state position, negotiate/compromise, agree on solution; compromise = each gives up something.
A family rule conflicts with a teenager’s plan.
Describe a respectful process the teen can use to discuss the rule and seek a compromise.
Process: choose time, use I-statements, propose alternatives, negotiate compromise.
You notice a friend being pressured into breaking school rules. Describe a response the friend could use to refuse and support the pressured student.
Example refusal: “I don’t want to break rules. I’ll sit this out and support you if you need help.”
One partner wants to pressure the other into sexual activity.
Describe a safe, assertive refusal process and list two resources the person could use for help.
Refusal example: “No. I’m not comfortable with that. If you keep pushing, I will end this conversation and leave.” Resources: trusted adult, school counselor, local youth helpline.