Process Curriculum - Self Control

				Late Teens Seeks a significant peer for intimacy Becomes able to use foresight Acquires a philosophy of self, life Drive for dedication - cause Recognizes emotions & seeks to control them
			Early Teens See self as unique, an enigma, strange Often shaken by physiological changes Emotional well being tied to peer approval Introspective times may lead to ruminating Personalizes insults, sarcasm and mistakes Feel superior to adults, especially parents Focuses energy on sex role or role model Often feels invicible
		Intermediate Enjoys belonging to a club or group Takes pride in good sportmanship Vacillates between cooperation and competition Seek approval from peers and "best friends" Sees self as mature, competent, knowledgeable Begins to foresee consequences of actions Beams when honored for achievement, actions Can begin to self evaluate with integrity Deeply concerned with fairness and honor
	Primary Finds pleasure in understanding body functions Seeks approval from teacher and significant adults Enjoys routines and rituals; they provide safety Wants to know and use socially appropriate behaviors Recognizes and values personal space, ownership Wants a best friend - but mercurial changes, too Uses body in broad strokes Likes to play games; cheats to win and irritable when loses
Early Childhood Learning to attend to own physical needs Excited about naming body parts, animals Attention span fits with age 4 years = 4-5 minutes Seeks approval from parents, teacher, adults Enjoys learning and using manners if "game like" Likes self and sure of self unless deeply traumatized Trusts adults and is self motivated to learn, explore Sees individual differences and comments on them

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E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu

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