Successfully navigating the developmental tasks of this age group require a heightened awareness of self and others. As children become more peer-focused outwardly, their need for inner self-knowledge is foundational to their happiness, confidence, and mental well-being. Through creative arts, story-telling, and safe but challenging conversations, students will learn what it is we all share that make us human, and what it is that makes each of them unique.
NYS Education Law §804
Prana Mani offers two distinct tracks through which New York State school districts can ensure that their health education curricula reflect the multiple dimensions of health as delineated by New York State Framework for Health Education Instruction.
NYSED outlines the importance of including the following concepts and domains across the continuum of a school district’s health education program:
Self-Management (and sub-categories)
Our lessons and learning objectives are aligned with CASEL’s identified 5 Core SEL Competencies.
Direct instruction and practice cover the following topics:
An expanded emotional vocabulary and the opportunity to apply it accurately to themselves and others
Psychobiology 101: Brain and nervous system anatomy, the stress response, and the core elements of mental and physical well-being as a teen
Body mapping: How emotions are experienced in the brain and the body
Emotional management: Accessible techniques and considerations for managing ourselves
Beyond Keep Your Hands to Yourself: Domains (or types) of safety and how they are experienced and strengthened