Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).
| (a) |
Locate sources and evaluate information, according to specific criteria, about interpersonal skills. |
| (b) |
Analyze peer norms and trends and reflect on the consequences of following and/or resisting them. |
| (c) |
Compare the traits of a friend and those of a valued peer group member. |
| (d) |
Examine how peer pressure may be positive or negative. |
| (e) |
Examine similarities and differences in the peer pressures faced by different genders, socio-economic backgrounds, family structures, sexual orientations, ages, and cultures. |
| (f) |
Express insights in response to the statement that resisting peer pressure takes personal commitment, skill, and practice. |
| (g) |
Distinguish what is meant by "harassment" and demonstrate ways to respond to and/or prevent it. |
| (h) |
Demonstrate the ability to stand up for others, practise inclusionary behaviours, and refrain from any form of ridicule. |
| (i) |
Describe and practise a minimum of five strategies to resist peer pressure (e.g., demonstrate physical confidence, say no and leave, provide a reason or an excuse, offer an alternative, use humour). |
| (j) |
Define the terms passive, assertive, and aggressive and describe related behaviours. |
| (k) |
Analyze the traits of assertive people for the purpose of designing and delivering assertive messages. |
| (l) |
Assess the importance of avoiding negative peer pressure/attachment for the sake of belonging. |

- REACH Grade 7 PowerPoint Lesson 1: Understanding, Knowledge & Attitude
- REACH Grade 7 PowerPoint Lesson 2: Physical Consequences of Cannabis Use
- REACH Grade 7 PowerPoint Lesson 3: Social Consequences of Cannabis Use
- REACH Grade 7 PowerPoint Lesson 4: Peer Pressure, Decision Making & Risk Reduction
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