Mental Wellness and Health Decision-Making

I AM READY

I Am Ready is designed for a target audience of 16- adult.  The curriculum however has been successfully implemented with middle school students.  

I am Ready is 8 thematic units. 

Unit 1:  Self-Control

Unit 2:  Mindfulness and Stress

Unit 3:  Habits and Thoughts

Unit 4:  Beliefs and Attitudes

Unit 5:  Thinking Errors

Unit 6:  Coping

Unit 7:  Anger Management

Unit 8: Goal Setting

Each thematic unit contains 4 lessons that are 2.0-2.5 hours in length. 

The units and lessons are designed to be delivered in sequence as collectively, the lessons create a cohesive learning experience. However, lessons can be delivered out of sequence with planning and preparation.

The role of the educator in a humanistic curriculum is to be a guide and mentor.  Teachers are not the source of knowledge but a facilitator of knowing acquisition.  This role is important to the design and delivery of the curriculum.

The goal of curriculum is to help students…

  • Slow down their thinking processes and evaluate the thoughts, feelings, and behaviors that they experience in situations.
  • Understand System 1 thinking patterns and teaches learners tools and strategies to manage system 1 responses.
  • Learn new thinking patterns to replace the faulty patterns that often result in destructive and negative responses and behaviors.

Our Program-In-A-Box approach provides everything you need to facilitate 8 units (30 lessons) of intense learner-centered activities.

RESOURCES
30 Instructor Guides
30 Power Points
30 Learner Workbooks
30 Unit Resource Guides
30 Teacher Scripts

Lessons focus on active learning, meaning-making and providing a workforce-based learning experience.

Curriculum was piloted and researched with Gang Prevention and Corrections Programs in Central America in 2018.  Research participants reported increases in self-esteem, self-efficacy, and self-control.  

 

We welcome inquiries from research institutions and colleges who are interested in researching student outcomes, impact, etc.

I AM READY Airplane VIEW

The information on this page provides a general overview of I AM READY.  You can view a more detailed scope and sequence by selecting the BLOCK BUTTONS  under the DOWNLOAD menu tab.

I AM READY contains 8 units.  Each unit contains 4 lessons.

UNITS
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    Click the submenu UNITS buttons under the DOWNLOAD menu tab.

    A unit is a curriculum topic. 

    This topic is divided into 4 lessons.  

    Each lesson is 2.5-3 hours in length.  

    Every unit is divided into 4 lessons.  Each lesson is 2.0-2.5 hours in length.  Typically, lessons are taught sequentially on different days of the week. 

    For more information on lessons, see the detailed scope and sequence on the Lesson pages under the DOWNLOAD menu.
    AN AIRPLANE VIEW

    The following scope and sequence provides an airplane view of the curriculum.  You can download resources on the unit download pages.

    Unit 1: Are You Ready?

    Self-control is the ability to manage one’s thoughts, feelings, and behaviors.  Unit 1 teaches the concept of self-control and how learning to manage one’s internal thoughts, feelings, and actions gives a person autonomy over internal events and influence over external events.

     

    Internal events are inner thoughts, feelings and behavioral responses. External events are physical events, such as death, the loss of a job, being stuck in traffic, or getting a disappointing review from a boss.

     

    In this unit, students explore the concept of self-control, articulate their WHY for participating in the course, and participate in their first supportive Transformation Circle (support group discussion.)

    Guiding Questions

    • What is self-control?
    • What is the relationship and interconnectedness between thoughts, feelings, and  behaviors?
    • How can I control internal and external events?

    Lessons

    • Lesson 1: Are You Ready?
    • Lesson 2:  What’s Your WHY?
    • Lesson 3:  Today and Tomorrow
    • Lesson 4:  Meeting Expectations

    Unit 2: Are You Mindful?

    Stress impacts everyone, but what people perceive to be stressful is different for different people. In Unit 2, learners explore frames of reference and perception of stress.


    Students explore the stress model and the Peace of Perception model to understand how stress impacts their internal events (thoughts, feelings and actions) and take an inventory to measure their perception of stress for different life events.


    Students are then introduced to empathy maps and the Six Seconds to Ready strategy for managing internal responses during stressful events.

    Guiding Questions

    • How do I perceive events in my life?
    • What is stressful?
    • What is my frame of reference and perception of stress?

    Lessons

    • Lesson 1: Mindfulness, Stress Perception
    • Lesson 2: Six Seconds to Ready
    • Lesson 3:  Today and Tomorrow
    • Lesson 4:  Meeting Expectations

    Unit 3: Are You disciplined?

    We often think of a habit as a physical automatic behavior. In reality, a habit is a collection of the three internal events that interact together to produce a physical behavioral response.


    In this unit, students use the Habit Formation model to explore how habits are formed and why the automation and repetitious nature of habits makes them so difficult to modify and change.


    Learners explore the Habit Loop model and identify the relationship between routines, triggers, and rewards.


    Learners identify positive and negative internal habits (thoughts, emotions, and reactive patterns) and identify changes that they want to make.

    Guiding Questions

    • What are my habits?
    • What are the internal routines, triggers, and rewards of my internal habits?
    • What is the Cognitive Triangle?
    • How do I use my ‘Big I’ and ‘little i’ scripts?

    Lessons

    • Lesson 1: Habit Formation
    • Lesson 2:  Habit Loops & Cognition
    • Lesson 3:  Today and Tomorrow
    • Lesson 4:  Meeting Expectations

    Unit 4: Are You Awake?

    On a daily basis, we use mental shortcuts to help us make decisions. Our Rules for Living (RFL) allow us to make decisions quickly and with little conscious investment. There are two types of Rules for Living. Daily RFLs help us make decisions in daily routines that are non-threatening. Protective RFLs help us make decisions in potentially threatening or unusual situations.


    Sometimes, our Rules for Living become distorted, and as a result, our decision-making process becomes fault. Distorted RFLs negatively influence our thoughts, feelings, and behaviors and diminish healthy decision-making processes.


    In this unit, learners explore Rules for Living and the sources of distortion- distress, chronic stress, and trauma. Learners evaluate common distortions and the impact that these distortions have on one’s internal events. Learners discover and practice tools that help students monitor distorted RFLs and restructure thoughts that contribute to distortions.

    Guiding Questions

    • What are my Rules for Living?
    • How do Rules for Living become distorted, and how can I challenge these distortions and create positive changes in my thinking?

    Lessons

    • Lesson 1: Rules for Living
    • Lesson 2: RFL Cycle
    • Lesson 3:  Today and Tomorrow
    • Lesson 4:  Meeting Expectations

    Unit 5: What Are you thinking?

    Everyone is susceptible to Thinking Errors. In Unit 5, learners explore ten common Thinking Errors and the destructive impact that such cognitive distortions can have on one’s internal events.


    Learners take a cognitive distortion survey to determine which Thinking Errors they are most prone to commit. Learners roleplay common Thinking Error scenarios and explore how Thinking Errors magnify a negative internal voice (‘little i’).


    Learners then complete a Thinking Plan. The Thinking Plan helps one identify common Thinking Errors. The Thinking Plan also helps students engage the START Tool. The START Tool helps students stop negative thinking patterns and reframe negative thoughts into positive and empowering Big I Statements. Finally, learners explore the cyclic and damaging relationship between Thinking Errors and distorted Rules for Living.

    Guiding Questions

    • What are Thinking Errors?
    • How do Thinking Errors negatively impact my beliefs, emotions, and behaviors?
    • How can I challenge these distortions and create positive and empowering patterns of thought?

    Lessons

    • Lesson 1: Ten Thinking Errors
    • Lesson 2:  Thinking Plan and “little i”
    • Lesson 3:  Today and Tomorrow
    • Lesson 4:  Meeting Expectations

    Unit 6: How are you coping?

    We cannot avoid stressful life events. We can, however, control how we cope with life’s stressful events. In Unit 6, students identify major stressors and evaluate the impact of these events on their daily lives.



    Learners explore the four types of Coping Styles and identify their Coping Style preferences. Students explore coping habits and how impulsive coping behaviors can lead to unhealthy coping habits.


    Student create a Coping Plan to evaluate the benefits and consequences of impulsive coping behaviors and practice the REACT Tool. The REACT tool helps learners stop impulsive reactions and helps learners consider healthy alternatives in moments of stress and volatility.

    Guiding Questions

    • What are the styles of coping?
    • Are my coping skills constructive or destructive?
    • How can I replace destructive coping skills with healthy coping skills?

    Lessons

    • Lesson 1: Stress and Coping
    • Lesson 2:  Creating a Coping Plan
    • Lesson 3:  Today and Tomorrow
    • Lesson 4:  Meeting Expectations

    Unit 7: How do you manage anger?

    Anger is the emotional response that we have to internal or external events that are perceived as a threat, violation, or an injustice. Anger management is how we process, handle, and respond to our anger. Becoming angry is a natural and normal human reaction; however, how we perceive, manage, and respond to anger is a learned response.


    In Unit 7, learners examine anger management styles and learn tools to improve their management and accept more self-control in emotionally tense situations. Learners explore the difference between assertiveness and aggressiveness and the concept of respect and dignity.


    In this unit, students take an inventory of their Anger Management Style preferences, create an Anger Management Plan and learn how to use the ASSERT tool and the SELF tool to manage anger and communicate with respect and dignity during moments of anger and volatility.

    Guiding Questions

    • What is anger management?
    • What is my style of anger management? Is it healthy?
    • How can I manage anger assertively without resulting to aggression?
    • What is respect?
    • How can I manage anger to preserve the dignity and respect of myself and others?

    Lessons

    • Lesson 1: Anger Management
    • Lesson 2:  Aggressive versus Assertive
    • Lesson 3:  Today and Tomorrow
    • Lesson 4:  Meeting Expectations

    Unit 8: What is your plan?

    Our decisions are impacted by internal and external events and our reaction to them. Research indicates that people use two types of decision-making systems. In System 1, decisions are made quickly and with little reflective thought. In System 2, reasoning processes are intentionally slowed down so that one can evaluate and analyze their situation in order to respond more carefully. Everyone uses both systems of thinking; however, when System 1 becomes a person’s predominant thinking system, poor decisions are made.


    In Unit 8, learners explore System 1 and System 2 thinking processes. Learners reflect upon the IAR tools and explore how the IAR tools help them make better System 1 and System 2 decisions.


    Learners use the Pyramid of Empowerment model to review the tools that they have learned over the course of the curriculum. Learners create SMART goals and play a team building game to reflect upon their personal experiences of growth and development.

    Guiding Questions

    • What is System 1 and System 2 Thinking?
    • What are my planning patterns?
    • How do I create realistic goals?
    • How will I use the IAR tools to create positive change in my life?

    Lessons

    • Lesson 1: System 1 and 2 Thinking
    • Lesson 2:  Pyramid of Empowerment
    • Lesson 3:  Today and Tomorrow
    • Lesson 4:  Meeting Expectations