本文发表在 rolia.net 枫下论坛Human Development and Sexual Health (page 173)
C1.3 identify factors that affect the development of a person’s self-concept (e.g., environment, evaluations by others who are important to them, stereotypes, awareness of strengths and needs, social competencies, cultural and gender identity, support, body image, mental health and emotional well-being, physical abilities) [PS]
确认那些影响个体的自我认同的因素（举例：环境，对他重要的那些人对他的看法，对他定型的看法，优缺点，社会竞争力，文化与性别认同，支持，个人形象，心理健康情绪良好，体能）[个人技能]
Teacher prompt: “A person’s self-concept and emotional health and well-being can be af¬fected by a number of factors. Some of these are external factors – they come from outside ourselves. Others are internal factors – they come from within ourselves. Can you give me examples of external and internal factors that are protective – things that help a person develop a positive self-concept and improve their emotional well-being?”
老师：＂个体的自我认同由许多因素决定。其中一些因素是外部的 － 即来自我们身外。一些是内部的 － 即我们自身。分别举出一些因素 － 那些能够帮助一个人开拓他的积极自我和提高他良好情绪的因素。＂
Student: “Protective external factors include having support from family and caring adults, having a safe place to live, and being involved in activities that make you feel proud of what you’ve accomplished. Protective internal factors include having a sense of purpose in life, being able to attain and sustain a clear sense of who you are, feeling that you have the right and are capable of taking steps to make things better, having clear boundaries, being optimistic, having high expectations of yourself, and having the skills you need to solve problems.”
＂具有保护性的外部因素，包括从家庭成员或照顾者那里得到的支持，一个安全的生活地方，参加那些令你感到为取得成绩而自豪的运动。具有保护性的内部因素，包括有理想的生活，有达到和支撑清晰的自我认知能力，知道自己有权利并且有能力使使事情一步步变的更好，清晰的边界感，乐观，对自己有个高期望值，有解决问题的能力。＂
C2.5 describe how they can build confidence and lay a foundation for healthy relationships by acquiring a clearer understanding of the physical, social, and emotional changes that occur during adolescence (e.g., physical: voice changes, skin changes, body growth; social: changing social relationships, increasing influence of peers; emotional: increased intensity of feelings, new interest in relationships with boys or girls, confusion and questions about changes) [PS]
更好的理解青春期身体上的，社会上的，情绪上的变化，可以令他们为健康关系树立信心和基础（身体上：音色改变，皮肤变化，长高大；社会性：社交关系的改变，同学同伴对你的影响大大加强；情感上：持续增长的强烈感受，对男孩或女孩产生新的兴趣，对于变化的混沌不解）［个人技能］
Teacher prompt: “By getting questions answered and understanding that questions and changes are ‘normal’, adolescents will be better equipped to understand themselves, re¬late to others, respond to challenges and changes in relationships, and build confidence. What are some questions that young people might have as changes happen during puberty and adolescence?”
老师:“ 通过答疑和对问题的理解，还有理解改变是＇正常的＇，青少年可以更好的武装头脑以便了解自身，他人，应对挑战，和改变关系，建立信心。哪些是青少年对于变化可能问到的问题？”
Student: “Is how I am feeling normal? Why is my body different from everybody else’s? How do you tell someone you like them? Who can answer my questions about…?”
学生：＂我的改变正常么？为何我的身体与他人的不同？你怎样告诉别人你喜欢他？谁能回答我关于...的问题？＂
Teacher prompt: “Things like wet dreams or vaginal lubrication are normal and happen as a result of physical changes with puberty. Exploring one’s body by touching or mastur¬bating is something that many people do and find pleasurable. It is common and is not harmful and is one way of learning about your body.”
老师：＂随着发育中的身体变化，出现梦遗和阴道湿润是正常现象。很多人都有抚摸自己身体和自慰，并从中产生愉悦感的体验。这是普遍的，无害的，是了解自己身体的方式之一。”
C2.6 make informed decisions that demonstrate respect for themselves and others and help to build healthier relationships, using a variety of living skills (e.g., personal and interpersonal skills; critical and creative thinking skills; skills based on First Nation, Métis, and Inuit cultural teach¬ings, such as medicine wheel teachings connected to the four colour or seven grandfather teachings, or other cultural teachings) [IS, CT]
用多种生活技能，展示你对自己和他人的尊敬和建立更健康的关系（技能举例：个人和人际交往能力；开创性思维；基于原住民，梅蒂斯人，因扭特人的教学法而产生的技能，比如医学之轮教学法，或其他教学法）［个人技能，开创性思维技能］
Teacher prompt: “In many ways, dating relationships can be similar to other relationships, such as those with friends or family. Relationships we see online or in the media are not always accurate and can send false messages. What are some of the signs of a healthy relationship, and what are some signs of potential trouble?”
老师：＂在许多方面，与人相约的关系和其它关系，比如和家人朋友的关系类似。网约交流的信息并不总是准确的，有时是假的。哪些是良好关系的信号，哪些是有可能带来麻烦的信号？＂
Student: “In a healthy relationship, people show respect and care for each other. They try to communicate well and are honest with each other. Jealousy or behaviour that is too controlling can be signs of trouble.”
“良好关系中，人们相互尊重关照对方。他们尽力良好的交流，相互真诚。出现嫉妒和强烈控制欲，可能是麻烦关系的标志。”
Teacher: “How does knowing yourself help you to make healthy decisions when you are in a relationship?”
＂当你处于一个关系中，对自我的了解是怎样使你做出更健康的决定的。＂
Student: “Being clear about your own values, priorities, strengths, and needs can help you separate what is important to you from what is not. Knowing yourself well can help you see what you need to work on to make the relationship better.”
学生：＂对自己的价值，取舍，长处，需求有一个清晰的认识，可以帮助我区分什么是重要的什么是不重要的。对自己的良好认识，可以让我知道在这份关系中，我如何做的更好。＂
Teacher: “What communication skills can help you send information, receive information, and interpret information in an effective way in a relationship?”
老师：＂在关系中，什么样的交流技巧可以令你更有效地收发和解读信息。＂
Student: “Being respectful but clear about your ideas and feelings; listening actively; interpreting body language, tone of voice, and facial expressions; respecting signals of agreement or disagreement and consent or lack of consent; and negotiating – all these are important skills. A clear “yes” is a signal of consent. A response of ”no”, an uncertain response, or silence needs to be understood as no consent.”
学生：＂尊重的同时，清楚的表达自己的意愿，尽力倾听，解读身体语言，语调，脸部表情，尊重那些同意，不同意，答应，不答应的信息；协商 － 这些都是重要的技巧。一个明确的＇YES＇是同意的表示。回答＇no＇，不确定的回应，沉默，应被理解为不同意。＂
Teacher: “What social attitudes and behaviours are important in building a healthy relationship?”
＂什么样的社交态度和举止，对于建立良好关系是重要的。＂
Student: “It is important to have respect for others, show that you value differences, and be cooperative.”
＂尊重他人，理解差异，保持合作。＂
Teacher: “What should you consider when making any decision regarding a relationship?”
＂在关系中，当你要做决定时，什么是你该考虑的。＂
Student: “My comfort level, my personal and family values, my personal limits, and the limits and comfort of others are some of the things I should consider.”
＂我的承受力，我个人和家庭的价值，我个人的极限，他人的承受力和极限。＂
Teacher: “Changing or ending relationships can be difficult. What are some ways to deal positively with changing or ending relationships?”
＂改变和结束关系可能会很难。什么是那些积极的结束关系的方式。＂
Student: “Talk about how you feel with someone you trust. Think about what you can learn from the situation that you can apply in the future. Remember that although the hurt feelings can be very intense at the beginning, you will start feeling a little better over time. If you are the one ending the relationship, treat the other person with respect and consider how they may be feeling. Try to explain how you feel. Ending a relationship over the phone or online may not be a sensitive approach.”
＂和你信任的人倾诉。想想你现在学到的经验如何应用到将来，记住，哪怕在一开始你非常难过，过段时间你一定会感觉越来越好。如果你是主动结束关系那一方，对待对方要尊重并考虑他的感受。尽力解释你的感觉，通过电话或是网络来断绝一个关系可能没那么敏感。＂
C3.3 assess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression, race, ethnicity or culture, men¬tal health, and abilities, on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing assumptions and stereotypes [PS, CT]
评估成见的影响。成见包括同性恋恐惧，对性别的假设和期望，性取向，性别表达，人种，种族和文化，精神状态，能力，或者可以是一个人的自我认知，社会包容，与他人的关系，并提出正确的改变成见的建议。[个人能力，开拓型思维]
Teacher prompt: “Can you give examples of some stereotypes that might have a negative effect on a person’s self-concept and social inclusion? What can we do to change stereo¬types and discrimination?”
老师：＂能给我几个对个人有负面影响的成见例子么？我们怎样可以改变成见和歧视。＂
Student: “People who are overweight are sometimes labelled as lazy. That’s not fair. And it’s not fair to make assumptions about what people with disabilities are able to do. We need to base our opinions of people on who they are and what they do and not judge them by their appearance or make assumptions about them. There are also nega¬tive stereotypes about people who receive extra help or people who receive good marks in class. These can be hurtful and cause people to avoid getting help when they need it or, sometimes, to hide their abilities. Someone who has a mental illness like depression or an anxiety disorder may be seen as being different. We need to remember that mental illness can affect anyone, and it can be treated. Cultural stereotypes are also common. Sometimes people make assumptions that people from a certain cultural background all like the same things or are all good at the same things. That makes us misjudge them. To change stereotypes, we need to get to know people and respond to them as individuals. We need to challenge stereotypes when we hear them.”
＂胖人有时会被贴上懒的标签。这不公平。假设残疾人能做什么也是不公平的。我们对他人的看法应建立在他是谁，他做了什么，而不能以貌取人或假定他们。有些人对那些得到更多帮助或是取得高分的同学，同样有成见。这可能有害，并且会使得他们在需要的时候得不到帮助，或者，使得一些人隐藏他们的能力。一些有精神异常的人，比如抑郁症焦虑症，可能被另眼相看。我们应该记住，精神异常会影响每个人，并且这是可以治疗的。文化成见也很普遍。有时人们会假设来自同一文化文化的人们会喜欢同一种事情，善于做同一种事。这样会令我们对他们产生错觉。想改变成见，我们需要了解他们，把每一个人都当成个体看待。当我们听到有人发表成见时，我们应该质疑。＂
Teacher prompt: “Assumptions are often made about what is ‘normal’ or expected for males and females – for example, men take out the garbage; nursing is a woman’s job; boys play soccer at recess and girls skip rope or stand around and talk; boys are good at weightlifting and girls are good at dancing. Assumptions like these are usually untrue, and they can be harmful. They can make people who do not fit into the expected norms feel confused or bad about themselves, damaging their self-concept, and they can cause people to discriminate against and exclude those who are seen as ‘different’. Assumptions about different sexual orientations or about people with learning disabilities or mental ill¬ness or about people from other cultures are harmful in similar ways. Everyone needs to feel accepted in school and in the community. Why do you think these stereotyped as¬sumptions occur? What can be done to change or challenge them?”
老师：＂在考虑什么是＇正常的＇和期望时，男女经常被提前设定 － 比如：倒垃圾是男人的活；护士是女人的工作；休息时间男孩踢球女孩跳绳或聊天；男孩善于举重，女孩善于跳舞。这类假设通常不是真的，并且会伤害人。它们会使得没有能力融入他该去的地方的人，感到困惑和无能，摧毁他们的自我认知，造成对＇异常＇人士的歧视。那些针对不同性取向，或者有学习障碍的，或者有精神病的，或者来自不同文化的人的假设，同样有害。在学校或社区里，每个人都应被接纳。你认为这些成见和假设是哪里来的？怎么改变？＂
Students: “Stereotypes are usually formed when we do not have enough information. We can get rid of a lot of stereotypes just by finding out more about people who seem different. By being open-minded, observing and listening, asking questions, getting more information, and considering different perspectives, we can work to change stereotypes. We can understand people’s sexual orientations better, for example, by reading books that describe various types of families and relationships. Not everyone has a mother and a father – someone might have two mothers or two fathers (or just one parent or a grand¬parent, a caregiver, or a guardian). We need to make sure that we don’t assume that all couples are of the opposite sex, and show this by the words we use. For example, we could use a word like ‘partner’ instead of ‘husband’ or ‘wife’. We need to be inclusive and welcoming.” “If we have newcomers from another country in our class, we can try to find out more about them, their culture, and their interests.” “If we hear things that are sexist, homophobic, or racist, we can show our support for those who are being disre¬spected.” “If we hear someone using words like ‘crazy’ or ‘nuts’ to describe a person who has a mental illness, we can explain that mental illness is no different from other illnesses, and that we wouldn’t call someone names if they were suffering from any other illness.”
＂成见的形成和我们缺乏知识信息有关。我们其实可以简单去除掉成见，只要我们多与不同的人解除。还可以通过开放的视野，观察倾听，问问题，获取更多信息，从不同的角度看问题，来改变成见。我们可以对人们的性取向有更好的了解，比如：读那些描述不同类型家庭和关系的书。并不是每个人都有一个母亲和一个父亲 － 有人有两个父亲或母亲（或者只有单亲，或是一个祖父母，一个照顾者，一个监护人）我们应确保我们不能自动就假设所有的伴侣关系中，性别都是相反的。用词上也要注意。比如，我们可以用＇配偶＇代替＇丈夫＇或＇妻子＇。我们应有包容心。＂
＂如果班里来的新人，我们应该多了解他，他们的文化，他们的兴趣。＂
＂如果我听到性别歧视，种族歧视，同性恋歧视的言论，我们可以表示对被歧视人的支持。＂
＂如果我们听到有人对精神病患者用＇疯子＇，＇癜狂＇之类的词，我们可以对他们解释，精神病和其他疾病没有不同，我们不可以侮辱人，当他们处在不论哪种疾病的痛苦中。＂更多精彩文章及讨论，请光临枫下论坛 rolia.net