Responsibility Curriculum

Becoming Responsible Program: Our program has identified three arenas of responsibility to make choices-personal, social, and environmental (or surroundings). Regardless of the arena, a fundamental assumption is that youngsters who learn more about choices and how to make more choices themselves, learn that not only do they have hope, but they literally are able to create their own opportunities to change--they not only can cope with the future, they can design it.

Personal Responsibility: It is difficult to be responsible about anything or toward anyone if you aren't willing to deal with a situation from the point of view that you are the source of what you are, what you do, and what you have. This sounds very simple and when people don't view themselves in this way, it is easy to be irresponsible. For example, some adolescents indicate they begin smoking because their friends pressured them to use tobacco.

Social Responsibility: We believe this means interacting with others in a way that enables and ennobles them, rather than demeaning them. This begins with the attempt to send good signals to others, knowing that those others are sending and receiving good and bad signals, but odds are they'll respond well to our good signals most of the time. For example, teaching students verbal skills that reinforce healthy living practices enables rather than disables students.

Surroundings Responsibility: This requires being conscious of the different contexts in which we function. It means respecting property, become stewards of the equipment, of the school, and of the larger community. For example, making and keeping one's commitment regarding a substance-free school zone ennobles all involved.

A three-step strategy is used in the responsibility model, i.e., awareness, practice, choice). First, children become aware of their language and behaviors that are irresponsible (those that do not support the well-being of oneself, others,or surroundings-approximately 6 lessons). Second, alternative language and behaviors are offerred which we encourage children to practice (4 lessons). Finally, the children and the teachers have an opportunity: a choice is now available (3 formal lessons with ongoing practice sessions). The program is designed for students, teachers and parents. This general strategy is used with all three groups. Specific "lessons" and/or activities have been developed that assist each group in becoming more accountable with regards to their language and actions while following the preceding 3-step strategy. For example, a series of lessons are designed that help all groups become aware of language that abdicates responsibility-we call it "makes me" language, e.g., "the teacher makes me angry", "he said I was ugly, that's why I threw the ball at him". We then give them other words to use and they practice them, e.g., "I chose to be angry". Then they have the opportunity to choose how they will speak.

This strategy is replicated for all of the comprehensive health behaviors. The entire program consists of over 30 lessons-many of which have subset lessons attached. The program, once implemented, becomes infused across all facets of daily life. The results from TRAP have been exciting: improved fitness, more knowledgeable regarding substance issues, change in practiced health behaviors, more positive social interactions and more peaceful campuses.

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Contact Project Trust: Dr. Stanley Bassin, Dr. Don Morris
last modified 10/97