1. For Today’s

2. Karen McGibbon holds a BSc in Marine Biology
(UWI), a Master’s Degree in Pastoral Psychology
and Counseling (St. Stephen’s College - Canada)
and is a Certified Life Coach (International Institute
of Coaching Studies) specializing in Relationship,
Health & Wellness, Parent and Teen Coaching. She
is currently pursuing a PhD in Counselor Education
& Supervision at Regent University. Karen served
as a teacher in various prominent high schools in
Jamaica for over 12 years, as well as a Guidance
Counselor for five of those years. Karen operates
her own Private Practice and lectures the
Professional Enhancement Course ‘The Art &
Science of Happiness’ at The Mico University
College.

3. PERSONAL Contents
DEVELOPMENT
‘I Am’ Poem……………………………………………… 3
WORKBOOKS Adjusting to a new school……………………………… 4
(GRADE 7 ) Some Important Information…………………………... 5
When I am Older………………………………………… 7
Dream Job……………………………………………….. 9
Puberty………………………………………………….. 11
What makes you happy?....……………………………... 15
Relax! ……………………………………………………. 17
Lend a helping hand…………………………………...... 19
What is Wellness? …………………………………….… 21
Wellness Wheel Activity………………………………... 23
The Benefits of getting along with others…………...... 25
How to get along with Others………………………...... 25
Friend Wanted………………………………………….. 27
Healthy Eating Diary……………………………………. 28
Eating Healthy…………………………………………... 30
The Convention on the Rights of the Child……………. 32
Sexuality……………………………………………….... 34
Studying for Tests………………………………………. 36
Journal Writing………………………………………….. 40

4. Hath E ti g
el y a n
Eating healthily m eans g etting the right balance of nutrients your body need s to perform every
Stud ing fo T s
y r ets
day. If you follow these g uidelines, you will be well on your way to a healthier life!
Tests are a way for you and you r teach er to m easu re h ow well you h ave learn ed the
Eat fruits and veg etables every day. m aterial covered by th e class. Th in k of them as a ch allen ge! H ere are som e tips for
Count your calcium - enough calcium now can reduce the risk for broken b ones later. stu dyin g for tests.
Power up with protein - protein can help you grow strong and sustain your energy levels
Go w hole grain. Before the test….
Know your fats - Lim it your fat intake to 25 to 35 percent of your total calories each day.
1. Be sure to fin d ou t th e followin g details ah ead of tim e.
Replenish your body w ith iron.
Control your food portions. wh at m aterial the test will cover
Read food labels. wh at type of test it will be (m ultiple choice, tru e/false, sh ort an swer,
Plan meals and snacks. essay)
Jum pstart your d ay with breakfast - this can help you m aintain an app ropriate w eight. h ow the test will be graded
Snack sm art - A healthy snack can give you the energy you need to get throug h the day. h ow m u ch the test will coun t toward the fin al g rade
Lim it fast food and choose wisely.
Rethink your drinks - Try sticking to water, low -fat milk, or fat-free m ilk.
2. Stu dy in a place th at is free of distraction s. H ave ready all th e things you will
need, su ch as paper, pen s, or a calculator.
3. Stu dy at a tim e wh en you are alert an d not h u n gry or sleepy.
4. Don't wait u n til th e last m in ute to stu dy! Sh ort daily stu dy session s are better th an
on e lon g session th e night before th e test.
5. Set a goal for each stu dy period. If you are being tested on th ree chapters, set u p
fou r stu dy session s, on e for each ch apter an d on e for a review of the m ain ideas in
all th ree chapters.
6. Repetition is key! Read and reread you r class n otes an d the relevan t ch apters in
the textbook.
7. Wh ile you are reviewing your n otes, cover th em up on ce in a wh ile and repeat
them ou t lou d. Pretend th at you are explain ing the m aterial to som eon e else.
Te‘ e ’ Fo P a i Pa
h Nw od yr m l te
d
8. Create you r own stu dy aids.

5. PERSONAL Contents
DEVELOPMENT It is not okay to do that to Me!! ...……………………… 3
WORKBOOKS Steps to Conflct Resolution…………………..………… 5
(GRADE 8 ) ‘I’ Messages…………………………….……………….. 7
Decisions! Decisions! ………………………………..….. 9
You are not the Boss of Me! ………………………..….. 11
Sexuality……………….....……………………………... 13
What do I think about me..…………………………….. 15
Behind your Back……………………………………….. 16
Family Career Questionnaire…………………………... 17
Goal Setting Process…………………………………..... 19
Social Web Tips for Teens…………………………….… 21
Cyber Safety…………...………………………………… 23
Coping Strategies (when I am upset)…...…………...... 24
What do you do when something or someone upsets
you.................................................................................... 24
The Best of Me……………...…………………………... 27
Respect…………….……………………………………. 29
Peer Pressure.…………………………………………... 31
Abuse……………………………………………………. 33
Could this be Abuse? ....……………………………….... 35
Journal Writing………………………………………….. 40

6. A bully is someone who unfairly uses his or her power, socially, emotionally or
physically, to hurt someone else over and over. 1. Set the stage. Agree to try to work together to find a solution peacefully, and establish ground
rules (e.g., no name-calling, blaming, yelling, or interrupting).
2. Gather perspectives. Each person describes the conflict from his or her perspective,
without being interrupted. Listeners pay close attention and then ask clarifying questions
in a nonthreatening manner. They consider not only what the other participants say they
want, but why they want it. Addressing the other person's need to feel respected is often
key to resolving the conflict.
Can you identify bullying acts? Write the following words under the correct heading:
3. Find common interests. Establish which facts and issues participants agree on and
kicking, dirty looks, embarrassing someone, hitting, insults, gossiping, pushing, decide why different the issues are important to each person. Identify common interests,
which can simply be a mutual desire to resolve the problem without resorting to violence.
name-calling, teasing, damaging friendship of others, destroying personal property,
cliques, making fun of someone 4. Create options. Take time for each person to brainstorm ideas about possible solutions
to the problem. Create a list of options without immediately criticizing them or feeling
committed to them. Try to think of solutions where both people gain something; think
Physical Emotional Social
win-win! We often assume that for one person to win, the other person has to lose. In
Ex. Kicking fact, it is often possible to think creatively and come up with a solution that both people
leave feeling that their needs have been met.
5. Evaluate options. After a number of options are suggested, each participant discusses his or
her feelings about each of the proposed solutions. Participants will negotiate and often will need
to compromise in order to reach a conclusion that is acceptable to both. They may need to
agree to disagree about some issues to reach an understanding.
6. Create an agreement. The individuals involved explicitly state their agreement and
may even want to write it down. If necessary, they set up a time to check back to see how
The best way to deal with a bully is to use the power of your mind and emotions and the agreement is working.
take away the bully’s power.
1. Make friends. Be kind and friendly. Most bullies feel angry and hurt.
2. Refuse to fight and walk away. Remember that fighting does not solve anything.
Walking away takes courage.
3. Stand up to the bully. Surprise the bully. If you show that the bully’s words
When young people use such an approach to resolve conflicts and disagreements, they often find
don’t hurt you, you’re taking away the bully’s power. that conflicts don't have to be avoided, nor do they necessarily lead to violence. Conflict can
4. Be assertive. Use Authority. You are showing the bully you are not afraid to call actually be a positive tool in their lives; it can provide teens with an opportunity to take a close
on someone who is more powerful than the bully to help you. look at themselves, their attitudes and beliefs. If resolved positively, conflicts can actually help
strengthen relationships and establish greater understanding!

7. PERSONAL Contents
DEVELOPMENT Choices…Choices!! ……………...……………………… 3
WORKBOOKS Learning Styles/ Multiple Intelligences……..………… 5
Features of each Learning Style…………………..….. 9
(GRADE 9 ) ‘My Style’ ………………………..…………………….... 10
What will I Study………....……………………………... 12
Career Alphabet……….....……………………………... 14
Developing My Career Plan……………………………. 16
Sex or Abstinence…………..…………………………... 17
My Future……………………………………………...... 20
Put On a Happy Face………………………………….… 22
Drugs 101…..…………...………………………………... 24
Coping Strategies (when I am upset)…...…………...... 24
The Negative Effects of commonly abused drugs……. 26
What do you know about the effects of Drug Abuse? .. 27
Improving My Family Relationships…….…………….. 29
Guidelines for Respectful Communication When You
Have a Conflict…………………………………………. 34
What makes me angry?………………………………… 36
My Anger Management Action Plan...……………….... 38
Journal Writing………………………………………….. 40

8. These are features of each Learning StyLe: Directions:
Work in a small group to respond to the following questions. Discuss your
Visual/Spatial Learner responses after completing each list. When finished, continue to the next page
to complete the Results section.
• Likes to: draw, build, design and create things, daydream, look at pictures/slides, watch
movies and play with machines
• Is good at: imagining things, sensing changes, mazes/puzzles and reading maps, charts
Why consider abstinence? Why consider sex?
• Learns best by: visualizing, dreaming, using the mind's eye and working with What would a teen say... What would a teen say...
colors/pictures
Verbal/Linguistic Learner
• Likes to: read, write and tell stories
• Is good at: memorizing names, places, dates and trivia
• Learns best by: saying, hearing and seeing words
Logical/Mathematical Learner
• Likes to: do experiments, figure things out, work with numbers, ask questions and explore
patterns and relationships
• Is good at: math, reasoning, logic and problem solving
• Learns best by: categorizing, classifying and working with abstract patterns/relationships
What would a parent say... What would a parent say...
Bodily/Kinesthetic Learner
• Likes to: move around, touch and talk and use body language
• Is good at: physical activities (sports/dance/acting) and crafts
• Learns best by: touching, moving, interacting with space and processing knowledge
through bodily sensations
Musical Learner
• Likes to: sing, hum tunes, listen to music, play an instrument and respond to music
• Is good at: picking up sounds, remembering melodies, noticing pitches/rhythms and
keeping time
• Learns best by: rhythm, melody and music
Interpersonal Learner
• Likes to: have lots of friends, talk to people and join groups

9. Publishing Division of Meto Corporation Ltd
Technology Innovation Centre
University of Technology
Old Hope Road 237
Kingston 6
Telephone: (876) 970-1655/ 422-
2139
Facsimile: (876) 927-1925

10. Publishing Division of Meto Corporation Ltd
Technology Innovation Centre
University of Technology
Old Hope Road 237
Kingston 6
Telephone: (876) 970-1655/ 422-
2139
Facsimile: (876) 927-1925