| Preschool/ Early Elementary (K-2) School | Elementary/
Intermediate | Middle School | High School |
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| Personal |
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| Behavior | - Learning self-management (e.g., when waiting one's turn; when entering and leaving classrooms at the start and end of the day and other transition times; when working on something in a group or alone
- Learning social norms about appearance(e.g., washing face or hair, brushing teeth)
- Recognizing dangers to health and safety (e.g., crossing street, electrical sockets, pills that look like candy)
- Being physically healthy--adequate nutrition; screenings to identify visual, hearing, language problems.
| - Understanding safety issues such as interviewing people at the door when home alone; saying no to strangers on the phone or in person.
- Managing time
- Showing respect for others
- Can ask for, give, and receive help
- Negotiating disputes, deescalating conflicts
- Admitting mistakes, apologizing when appropriate
| - Initiating own activities
- Emerging leadership skills
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| Integration | - Integrating feeling and thinking with language, replacing or complementing that which can be expressed only in action, image, or affectivity
- Differentiating the emotions, needs, and feelings of different people in different contexts--if not spontaneously, then in response to adult prompting and assistance
- Recognizing and resisting inappropriate touching, sexual behaviors
| - Ability to calm self down when upset and to verbalize what happened and how one is feeling differently
- Encouraging perspective taking and empathetic identification with others
- Learning strategies for coping with, communicating about, and managing strong feelings.
| - Being aware of sexual factors, recognizing and accepting body changes, recognizing and resisting inappropriate sexual behaviors
- Developing skills for analyzing stressful social situations, identifying feelings, goals, carrying out requests and refusal skills
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| Key concepts | honesty, fairness, trust, hope, confidence, keeping promises, empathy | initiative, purpose, goals, justice, fairness, friendship, equity, dependability, pride, creativity | democracy, pioneering, importance of the environment (spaceship Earth, earth as habitat, ecological environment, global interdependence, ecosystems), perfection and imperfection, prejudice, freedom, citizenship, liberty, home, industriousness, continuity, competence | relationships, healthy relationships, intimacy, love, responsibility, commitment, respect, love and loss, caring, knowledge, growth, human commonalities, work/workplace, emotional intelligence, spirituality, ideas, inventions, identity, self-awareness |
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| Peer/ Social | - Being a member of a group: sharing, listening, taking turns, cooperating, negotiating disputes, being considerate and helpful
- Initiating interactions
- Can resolve conflict without fighting; compromising
- Understands justifiable self-defense
- Empathetic toward peers: showing emotional distress when others are suffering; developing a sense of helping rather than hurting or neglecting; respecting rather than belittling, and supporting and protecting rather than dominating others; awareness of the thoughts, feelings, and experiences of others (perspective taking)
| - Listening carefully
- Conducting a reciprocal conversation
- Using tone of voice, eye contact, posture, and language appropriate to peers (and adults)
- Skills for making friends, entering peer groups--can judge peers' feelings, thoughts, plans, actions
- Learning to include and exclude others
- Expanding peer groups
- Friendships based on mutual trust and assistance
- Shows altruistic behavior among friends
- Becoming assertive, self-calming, cooperative
- Learning to cope with peer pressure to conform (e.g., dress)
- Learning to set boundaries, to deal with secrets
- Dealing positively with rejection
| - Choosing friends thoughtfully but aware of group norms, popular trends
- Developing peer leadership skills
- Dealing with conflict among friends
- Recognizing and accepting alternatives to aggression and violence
- Belonging is recognized as very important
| - Effective behavior in peer groups
- Peer leadership/ responsible membership
- Using request and refusal skills
- Initiating and maintaining cross-gender friends and romantic relationships
- Understanding responsible behavior at social events
- Dealing with drinking and driving
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| Family | - Being a family member: being considerate and helpful, expressing caring and developing capacity for intimacy
- Making contributions at home--chores, repsonsibilities
- Relating to siblings--sharing, taking turns, intiating interactions, negotiating disputes, helping, caring
- Internalizing values modeled in family
- Self-confident and trusting--what they can expect from adults; believe that they are important; that their needs and wishes matter; that they can succeed; that they can trust their caregivers; that adults can be helpful.
- Intellectually inquisitive--like to explore their home and the world around them
- Homes (and communities) free from violence
- Home life includes consistent, stimulating contact with caring adults
| - Understanding different family forms and structures
- Cooperating around household tasks
- Acknowledging compliments
- Valuing own uniqueness as individual and as family contributor
- Sustaining positive interactions with parents and other adult relatives, friends
- Showing affection, negative feelings appropriately
- Being close, establishing intimacy and boundaries
- Accepting failure/difficulty and continuing effort
| - Recognizing conflict between parents' and peers' values (e.g. dress, importance of achievement)
- Learning about stages in adults' and parents' lives
- Valuing of rituals
| - Becoming independent
- Talking with parents about daily activities, learning self-disclosure skills
- Preparing for parenting, family responsibilities
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| School-Related |
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| Reasonable Expectations | - Paying attention to teachers
- Understanding similarities and differences (e.g., skin color, physical disabilities)
- Working to the best of one's ability
- Using words effectively, especially for feelings
- Cooperating
- Responding positively to approval
- Thinking out loud, asking questions
- Expressing self in art, music games, dramatic play
- Likes starting more than finishing
- Deriving security in repetition, routines
- Able to articulate likes and dislikes, has clear sense of strengths, areas of mastery, can articulate these, and has opportunities to engage in these
- Exploring the environment
- Self-confident and trusting--what they can expect from adults in the school; believing that they are important; that they can succeed; that they can trust adults in school; that adults in school can be helpful
| - Setting academic goals, planning study time, completing assignments
- Learning to work on teams
- Accepting similarities and differences (e.g. appearance, ability levels)
- Cooperating, helping--especially younger children
- Bouncing back from mistakes
- Able to work hard on projects
- Beginning, carrying through on, and completing tasks
- Good problem solving
- Forgiving after anger
- Generally truthful
- Showing pride in accomplishments
- Can calm down after being upset, losing one's temper, or crying
- Able to follow directions for school tasks, routines
- Carrying out commitments to classmates, teachers
- Showing appropriate helpfulness
- Knowing how to ask for help
- Refusing negative peer pressure
| - Will best accept modified roles
- Enjoys novelty over repetition
- Can learn planning and management skill to complete school requirements
| - Making a realistic academic plan, recognizing personal strengths, persisting to achieve goals in spite of setbacks
- Planning a career/ post high school pathways
- Group effectiveness: interpersonal skills, negotiation, teamwork
- Organizational effectiveness and leadership- making a contribution to classroom and school
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| Appropriate Environment | - Clear classroom, school rules
- Opportunities for responsibility in the classroom
- Authority clear, fair, deserving of respect
- Frequent teacher redirection
- Classrooms and school-related locations free from violence and threat
- School life includes consistent, stimulating contact with caring adults
| - Opportunities to comfort peer or classmate in distress, help new person feel accepted/ included
- Being in groups, group activities
- Making/ using effective group rules
- Participating in story-based learning
- Opportunities to negotiate
- Time for laughter, occasional silliness
| - Minimizing lecture-mode of instruction
- Varying types of student products (deemphasize written reports)
- Opportunities to participate in setting policy
- Clear expectations about truancy, substance use, violent behavior
- Opportunities for setting, reviewing personal norms/standards
- Group/academic/ extracurricular memberships
| - Guidance/ structure for goal stting, future planning, post-school transition
- Opportunities for participating in school service and other nonacademic involvement
- Being a role model for younger students
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| Community | - Curiosity about how and why things happen
- Recognizing a pluralistic society (e.g., aware of holidays, customs, cultural groups)
- Accepting responsibility for the environment
- Participating in community events (e.g. religious observances, recycling)
| - Joining outside the school
- Learning about, accepting cultural community differences
- Helping people in need
| - Understanding and accepting differences in one's community
- Identifying and resisting negative group influences
- Developing involvements in community projects
- Apprenticing/ training for leadership roles
| - Contributing to community service or environmental projects
- Accepting responsibility for the environment
- Understanding the elements of employment
- Understanding issues of government
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| Events Triggering Preventive Services | - Coping with divorce
- Dealing with a death in the family
- Becoming a big brother or sister
- Dealing with family moves
| - Coping with divorce
- Dealing with a death in the family
- Becoming a big brother or sister
- Dealing with family moves
| - Coping with divorce
- Dealing with a death in the family
- Dealing with a classmate's drug use or delinquent behavior
| - Coping with divorce
- Dealing with a death in the family
- Dealing with a classmate's drug use or delinquent behavior, injury or death due to violence, pregnancy, suicide, HIV/ AIDS
- Transition from high school to workplace, college, living away from home
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