1999 Curriculum Abstracts

"The Hardy Personality in Theory, Research, and Practice,"

Leadership Teambuilding Enhancing Resiliency, Efficacy, Hardiness in Youth - Maria Angela P. Rosales, Cesar Chavez High School

In the fulfillment of the requirements for the UCI-Santa Ana Teachers Institute the seminar entitled "Hardy Personality in Theory, Research, and Practice" with Drs. Maddi and Khoshaba, a curricular unit was designed which incorporates the themes of resiliency, efficacy, hardiness and prevention efforts for secondary students.

This unit has several purposes. The first is to provide research on the stated themes. The second is to provide a guide for teacher use in facilitating "teambuilding" activities. The third is to develop resources and references in a variety of classroom settings addressing resiliency, diversity, mediation to address resiliency, diversity and mediation. These can be used with students in a variety of classroom settings. The fourth is to encourage teachers to continue to research and develop additional units and activities on youth leadership.

The teaching and facilitating strategies in the unit integrate skills in reading, writing, health, group processes, human relations and counseling. The titles of the lessons are: "Our Leadership Imprints," "Who are You ?" "I Need, We Need" and "What Stress ? Quick Write!"

"The Hardy Personality in Theory, Research, and Practice,"

	Leadership Teambuilding Enhancing Resiliency, Efficacy, Hardiness in Youth - Maria Angela P. Rosales, Cesar Chavez High School

	In the fulfillment of the requirements for the UCI-Santa Ana Teachers Institute the seminar entitled "Hardy Personality in Theory, Research, and Practice" with Drs. Maddi and Khoshaba, a curricular unit was designed which incorporates the themes of resiliency, efficacy, hardiness and prevention efforts for secondary students. This unit has several purposes. The first is to provide research on the stated themes. The second is to provide a guide for teacher use in facilitating "teambuilding" activities. The third is to develop resources and references in a variety of classroom settings addressing resiliency, diversity, mediation to address resiliency, diversity and mediation. These can be used with students in a variety of classroom settings. The fourth is to encourage teachers to continue to research and develop additional units and activities on youth leadership. The teaching and facilitating strategies in the unit integrate skills in reading, writing, health, group processes, human relations and counseling. The titles of the lessons are: "Our Leadership Imprints," "Who are You ?" "I Need, We Need" and "What Stress ? Quick Write!"