Communication skills for successful friendships
Through dramatic inquiry, communication skills for successful friendships gives ākonga the opportunity to explore a range of interpersonal skills that promote mental health and are helpful for navigating changing relationships.
About this resource
This planning and teaching resource activity (years 5–13) is part of mental health education, one of the key areas of learning in health and physical education. Teachers can adapt and develop it to meet the identified learning needs of ākonga.
Communication skills for successful friendships
Through dramatic inquiry, communication skills for successful friendships gives ākonga the opportunity to explore a range of interpersonal skills that promote mental health and are helpful for navigating changing relationships, including:
- using active listening skills in mediation situations
- using 'I' statements to express feelings verbally
- giving and receiving positive and negative feedback
- using assertiveness to support healthy decisions
- using negotiation skills to resolve conflict in relationships.
Understanding ourselves and getting on together — Activity collection
This resource is part of the Understanding Ourselves and Getting on Together collection.
Possible learning activities
Mental Health Education and Hauora: Teaching Interpersonal Skills, Resilience, and Wellbeing
This resource is for use with all students in Years 7–11 in New Zealand schools. It may also be useful for senior students.
Listening
- Exploring non-verbal communication (lesson 78, page 228)
- Real listening and pseudo listening (lesson 79, page 231)
- Paraphrasing and summarising (Lesson 82, page 237)
- Observing and reflecting feelings (Lesson 83, page 239).
Using feedback and assertiveness skills to make healthy decisions in relationships
- Types of behaviour; understanding passive, aggressive, and assertive response behaviours (Lesson 94, page 257).
- Giving and receiving positive and negative feedback, and asking for change (Lessons 98, 99 and 100, page 266–273).
Resolving conflict
- Understanding conflict (Lesson 111, page 299)
- Resolving conflict in friendships (Lesson 112 and 113, pages 301–304).
Cultural and diversity considerations
All ākonga are part of wider whānau, hapū, iwi, and other community groups. Culturally capable kaiako and tumuaki know, value, and integrate the cultural capital of their ākonga into the work of creating positive classroom communities. Classroom programmes dealing with mental health should be sensitively developed so that they respect and reflect the diverse values and beliefs of ākonga and the whole school community.
Kaiako of Pacific ākonga should consider what assertiveness looks like for the Pacific peoples represented in their classrooms, and may need to engage with whānau to deepen their understanding here. More guidance for dialogue with Pacific whānau can be found on Engaging with parents, families, and communities, which is part of Tapasā on TKI.
Links to the HPE underlying concepts
Hauora
Taha whānau, taha hinengaro, and taha wairua - using effective communication skills to interact positively with others and enhance emotional wellbeing, identity, and self-worth.
Attitudes and values
Developing a positive and responsible attitude towards their own wellbeing, displaying care, and concern, and respecting the rights of others.
Kaiako notes
Focus inquiry questions on the learning outcomes before and after the activities to support ākonga to reflect and think critically about the activities.