Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.
| (a) |
Develop a common understanding and use of respectful language to talk about thoughts, feelings, and actions (e.g., emotions, ideas, behaviours, choices, reactions, control). |
| (b) |
Examine daily habits/routines that are healthy/unhealthy (e.g., eating breakfast/skipping breakfast, recycling/littering). |
| (c) |
Investigate and illustrate how particular thoughts (e.g., "I am good at ...", "I can't do ...as good as she can." ) make one feel. |
| (d) |
Examine various ways to appropriately share thoughts, feelings, and actions. |
| (e) |
Provide examples of how one can help others to understand self by sharing thoughts and feelings. |
| (f) |
Discuss the basic "cause-effect" relationship among thoughts, feelings, and actions (e.g., If I think I am smart, I will feel "content/confident" and I will try to learn. If I think I am "dumb", I will feel sad/frustrated and I may not participate in class.). |
| (g) |
Determine that people are responsible for personal thoughts, feelings, and actions. |

A teacher's guide is available for each program.
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD).
Content includes:
- Gender and Sexual Diversity
- First Nations and Métis Ways of Knowing
- Assumptions, Privilege and Oppression
- Comprehensive School Community Health (CSCH)
- CSCH Approach to Creating Inclusive Schools