Outcome Chart - Ontario - Leadership and Peer Support 11 Open GPP3O

Personal Knowledge and Management Skills

By the end of this course, students will:

explain how their personal characteristics and acquired skills may affect their interactions with others in leadership and peer support roles
identify and apply the personal-management skills and characteristics required to succeed in leadership and peer support roles;

Personal Knowledge

By the end of this course, students will:

identify and differentiate between their personal characteristics and skills they have developed over time, based on information gathered through self-assessment (e.g., personality inventories, interest tests, feedback from others);
summarize their leadership qualities and experiences, and describe how they may affect interactions with others in leadership and peer support roles;
explain how a variety of factors (e.g., culture, family background, personal experiences, the media) have influenced their personal motivation and skills related to leadership and peer support roles;
create a personal profile reflecting the results of their self-assessment and incorporate it into their portfolio

By the end of this course, students will:

use strategies that promote positive interpersonal relationships as they pertain to leadership and/or peer support;
demonstrate effective use of communication skills in a variety of settings;
apply theories related to group dynamics and leadership in various situations;
explain how community dynamics affect leadership and peer support roles

Interpersonal Relations

By the end of this course, students will:

describe a conflict-resolution model and demonstrate its use in a variety of situations to reduce conflict and reach mutually agreeable solutions;
identify sources of pressure on adolescents (e.g., peer behaviour and attitudes, family relationships, prejudice, discrimination, media influences), and appropriate strategies to deal with these pressures.

Communication Skills

By the end of this course, students will:

explain the benefits and pitfalls of expressing emotions, and demonstrate appropriate ways of managing their own emotions and responding to others’ expressions of emotions;
demonstrate an understanding of how to respond appropriately (e.g., remaining calm, empathizing, recommending a referral) to peers’ disclosures of serious personal matters (e.g., health problems, physical and emotional abuse, bullying, exclusion, discrimination, family issues, harassment, substance abuse);

Group Dynamics

By the end of this course, students will:

describe theories of group dynamics (e.g., theories describing stages of group development, roles of group members) and produce an analysis of the dynamics of groups in which they participate

Connecting with the Community

By the end of this course, students will:

describe the dimensions of diversity within their community (e.g., gender, race, culture, ethnicity, ability, sexual orientation, age, religion, socio=economic level) and identify the value of diversity as well as the challenges it poses;
explain how power can be used positively(e.g., to promote engagement and inclusion)or misused (e.g., in situations involving bullying, exclusion, workplace harassment)in work, family, and peer contexts, and identify strategies to deal with situations where power is misused;
describe their rights (e.g., a safe environment, freedom from harassment and dis-crimination, adequate training) and responsibilities (e.g., adhering to ethical behaviour, maintaining confidentiality, showing respect for others and their property, following safety procedures) in various leadership and peer support roles

By the end of this course, students will:

describe, on the basis of research, the range of leadership and peer support opportunities in the school and the community, and identify those to which they are most suited;
demonstrate the ability to design and implement a plan or program that addresses needs identified in the school or the community

Developing a Plan

By the end of this course, students will:– identify an opportunity within the school or community (e.g., orientation for new students to the school, career fair, school arts showcase, community agency fair, social justice event, fund-raising events)where they can take a leadership and/or support role;
design and present a plan to address a need identified within the school or community where they can make a positive contribution;
use appropriate software in accessing and managing information and producing materials appropriate to their plan (e.g.,advertising brochure, posters, orientation day agenda)