1E. Identify external and community resources and supports.

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Standard Definition

Self-awareness is the ability to accurately recognize one’s emotions, thoughts, and values and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a grounded sense of confidence, optimism, and a “growth mindset.”

Developmental Indicators: 

  • Identifies at least one adult they trust
  • Identifies situations in which they need to seek help from an adult
  • Recognizes how and where to get help in an emergency situation

Strategies: 

  • Have students define trust and list the qualities of a person they would trust.
  • Role-play with students ‘what if…’ situations around seeking help and how to find an adult they trust.
  • Identify and communicate who or where students can go for help based on a particular need.
  • Identify and discuss with students careers where trust is really important for the consumer (e.g., doctor, teacher, police, etc.).

 

Note: All social and personal competency (SPC) standards have developmental indicators that serve as milestones for age-appropriate progress, but they are inextricably linked to academic success. Think of SPC as weaving skills together to form a rope, in which the strands represent new social and personal skills woven tightly with academic skills to make students stronger. As students learn new social, personal, and academic skills, their brains weave these strands together and use them to solve problems, work with others, formulate and express ideas, and make and learn from mistakes. The success of students is a comprehensive approach, which is a framework we call multi-tiered systems of supports. It brings together several practices, programs, and interventions in order to meet the whole student’s needs in the classroom and beyond. Each child and adult may need some, all, or even different strategies than the ones listed and this should serve as an excellent, but not exhaustive, place to begin.