Gr 12-Life Orientation-Facilitator's Guide 1

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LIFE ORIENTATION FACILITATOR’S GUIDE Grade 12

A member of the FUTURELEARN group

Life Orientation Facilitator’s guide

1812-E-LIO-FG01

Í2,È-E-LIO-FG01zÎ

Grade 12

CAPS aligned

Dr M Koen Prof R Niemann

Facilitator’s Guide G12 ~ Life Orientation

Contents LESSON ELEMENTS.........................................................................................................4 INTRODUCTION.................................................................................................................5 TIMETABLE AND TIME MANAGEMENT.........................................................................6 ADDITIONAL RECOMMENDED READING.....................................................................7 RESOURCE REQUIREMENTS..........................................................................................7 TIME ALLOCATION............................................................................................................7 SUMMARY OF FORMAL ASSESSMENT ACTIVITIES...................................................8 STUDY TIPS AND METHODS...........................................................................................9 RECOMMENDED YEAR PLANNING............................................................................. 10 Development of the self: Understanding and managing stress.................................. 13 Lesson 1: Stress................................................................................................................. 13 Topic 1.1 Stress.....................................................................................................14 Lesson 2 ............................................................................................................................ 19 Topic 1.2 Physical Education: A balanced lifestyle................................................19 Activity 1.1 ..........................................................................................................20 Lesson 3: Solve the challenge........................................................................................... 20 Activity 1.2 ..........................................................................................................21 Lesson 4: Reflect and apply............................................................................................... 22 Development of the self: ................................................................................................. 23 Lesson 1: Relationships..................................................................................................... 23 Topic 2.1 Relationships and communication.........................................................24 Activity 2.1 ..........................................................................................................25 Lesson 2............................................................................................................................. 27 Topic 2.2 Physical Education: Safety measures in physical fitness.......................27 Activity 2.2 ..........................................................................................................29 Activity 2.3 ..........................................................................................................29 Lesson 3: Solve the challenge........................................................................................... 30 Activity 2.4 ..........................................................................................................30 Activity 2.5 ..........................................................................................................33 Lesson 4: Reflect and apply............................................................................................... 35 Development of the self: Communication..................................................................... 36 Lesson 1: Communication ................................................................................................. 36 Topic 3.1 Communication......................................................................................36 Activity 3.1 .........................................................................................................38 Lesson 2............................................................................................................................. 39 Topic 3.2: Physical Education: Participation in programmes for personal ............39 fitness and health .................................................................................................39 Lesson 3: Solve the challenge.......................................................................................... 40 Lesson 4: Apply and reflect................................................................................................ 40

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Development of the self: Conflict and conflict management....................................... 42 Lesson 1: Conflict and conflict management...................................................................... 42 Topic 4.1 Conflict and conflict management..........................................................43 Activity 4.1 ..........................................................................................................44 Activity 4.2 ..........................................................................................................48 Lesson 2 ............................................................................................................................ 49 Topic 4.2: Physical Education................................................................................49 Lesson 3: Solve the challenge........................................................................................... 49 Activity 4.3 ..........................................................................................................50 Lesson 4: Reflect and apply..................................................................................50 Study skills ...................................................................................................................... 51 Lesson 1: Study skills and preparing for examinations...................................................... 51 Topic 5.1 Study skills and preparing for examinations...........................................52 Lesson 2:............................................................................................................................ 54 Topic 5.2 Physical Education.................................................................................54 Lesson 3: Solve the challenge........................................................................................... 54 Activity 5.2 ..........................................................................................................54 Lesson 4: Reflect and apply..................................................................................55 Activity 5.3 ..........................................................................................................55 Change and transition ..................................................................................................... 58 Lesson 1: Transition between school and post-school, and the world of work................... 58 Topic 6.1 Transition between school and post-school, and the world of work.......59 Topic 6.2 The world of work: The value of work.....................................................61 Activity 6.1 ..........................................................................................................61 Lesson 2............................................................................................................................. 63 Topic 6.3 Physical Education.................................................................................63 Lesson 3: Solve the challenge........................................................................................... 63 Activity 6.2 ..........................................................................................................63 Lesson 4: Reflect and apply............................................................................................... 65 Activity 6.3 ..........................................................................................................65 Project............................................................................................................................... 67 Lesson 1, 3 and 4............................................................................................................... 67 Topic 7.1 Project....................................................................................................67 Lesson 2............................................................................................................................. 67 Topic 7.2 Physical Education: Indigenous games of South Africa.........................67 Activity 7.1 ..........................................................................................................68 Careers and career choices ........................................................................................... 69 Lesson 1: Careers and career choices............................................................................... 69 Topic 8.1 Careers and career choices...................................................................69 Activity 8.1 ..........................................................................................................70 Lesson 2............................................................................................................................. 75 Topic 8.2 Physical Education.................................................................................75 Lesson 3: Solve the challenge........................................................................................... 75 Activity 8.2 ..........................................................................................................75 Lesson 4: Reflect and apply............................................................................................... 78 Š Impaq

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Democracy and human rights.........................................................................................80 Lesson 1: Responsible citizenship and human rights........................................................80 Topic 9.1: Responsible citizenship and human rights...........................................81 Activity 9.1 .........................................................................................................82 Activity 9.2 .........................................................................................................83 Lesson 2.............................................................................................................................85 Topic 9.2 The role of the media in a democratic society....................................... 85 Activity 9.3 .........................................................................................................86 Activity 9.4 .........................................................................................................86 Lesson 3: Solve the challenge...........................................................................................89 Activity 9.5 .........................................................................................................89 Lesson 4: Reflect and apply...............................................................................................92 Activity 9.6 .........................................................................................................92 Social and environmental responsibility.......................................................................94 Lesson 1: Social and environmental responsibility.............................................................94 Topic 10.1 Social and environmental responsibility..............................................94 Lesson 2.............................................................................................................................95 Topic 10.2 Formulating a personal mission and vision statement for life............. 95 Lesson 3.............................................................................................................................99 Topic 10.3 Physical Education..............................................................................99 Lesson 4: Solve, reflect and apply ....................................................................................99 Activity 10.1 .........................................................................................................99 Development of the self in society...............................................................................101 Lesson 1: Physical, personal, societal and environmental conditions..............................101 Topic 11.1 Physical, personal, societal and environmental conditions...............102 Lesson 2...........................................................................................................................104 Topic 11.2 Physical Education............................................................................104 Lesson 3: Solve the challenge ........................................................................................105 Lesson 4: Reflect and apply.............................................................................................105 List of references...........................................................................................................107

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RECOMMENDED YEAR PLANNING Content

Target date* TERM 1

Unit 1: Development of the self: Understanding and managing stress 1.1 Stress 1.2 Physical Education: A balanced lifestyle Solve the challenge Reflect and apply Unit 2: Development of the self: Relationships 2.1 Relationships and communication 2.2 Physical Education: Safety measures in physical fitness Solve the challenge Reflect and apply Unit 3: Development of the self: Communication 3.1 Communication 3.2 Physical Education: Participation in programmes for personal fitness and health Solve the challenge Reflect and apply Unit 4: Development of the self: Conflict and conflict management 4.1 Conflict and conflict management 4.2 Physical Education Solve the challenge Reflect and apply Unit 5: Study skills

5.1 Study skills and preparing for examinations 5.2 Physical Education

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Content

Target date*

Completed

Solve the challenge Reflect and apply Term 2

Unit 6: Change and transition 6.1 Transition between school and post-school, and dealing with change 6.2 The world of work: The value of work 6.3 Physical Education Solve the challenge Reflect and apply Unit 7: Project 7.1 Project 7.2 Physical Education: Indigenous games of South Africa Unit 8: Careers and career choice 8.1 Careers and career choices 8.2 Physical Education Solve the challenge Reflect and apply Unit 9: Democracy and human rights 9.1 Responsible citizenship and human rights 9.2 The role of the media in a democratic society 9.3 Physical Education Solve the challenge Reflect and apply Mid-year examination

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Content

Target date* Term 3

Unit 10: Social and environmental responsibility 10.1 Social and environmental responsibility 10.2 Formulating a personal mission and vision statement for life 10.3 Physical Education Solve the challenge, reflect and apply Unit 11: Development of the self in society 11.1 Physical, personal, societal and environmental conditions 11.2 Physical Education Solve the challenge Reflect and apply Revision Final examination (during the Preliminary Examination)

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Development of the self: Understanding and managing stress

Lesson 1: Stress This unit focuses on the understanding and management of stress as an important element in the development of the self, a topic that we have been discussing since Grade 10. The development of the self entails the pursuit of developing and mastering certain skills that can help individuals to become the best they can, with all they have. It is about reaching for and realising our full potential as human beings.

Stress has become an integral part of our everyday lives. Modern life is full of challenges, demands, hassles and deadlines that we cannot always avoid. The way in which we deal with stress will have an impact on our bodies and minds. Consequently, we need to protect ourselves by recognising the symptoms of stress and by taking steps to reduce any harmful effects.

Physical activities also contribute positively to maintaining a healthy life, physical mobility and physiological well-being. It also strengthens the immune system, slows down the ageing process and assists in the alleviation of stress.

The ability to effectively manage stress is critical to personal and professional success.

The aim of this unit is thus to equip learners with knowledge, values, skills and activities to recognise and cope with stressful situations and challenges in real life, in order to thrive in their lives and in the world beyond.

LEARNERS HAVE TO CONFRONT THE CHALLENGE What can I do to alleviate my own levels of stress?

It is necessary to understand that this challenge needs to be solved by the end of the unit.

• • • • • • •

LEARNING OUTCOMES After learners have completed this unit, they must be able to do the following: explain the concept of stress; identify different stress responses; analyse common causes of stress in their lives; critically evaluate ways to cope with stress in daily life; discuss the importance of physical activities and the value they have for one’s life and for the alleviation of stress; identify exercises that combat stress; argue why certain activities are particularly valuable for alleviating stress.

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DEFINE (learners have to understand the following concepts) Anxiety: Worry, nervousness or unease.

Coping mechanisms: Any conscious or unconscious effort that enables an individual to adapt to a situation in order to regain equilibrium.

Distress: The term refers to extreme anxiety, sorrow or pain.

Eustress: The term eustress consists of two parts. The prefix eu- derives from the Greek word meaning either “well” or “good”. When attached to the word stress, it literally means “good stress”.

Fight-or-flight response: When you feel threatened, a chemical reaction occurs in your body that allows you to act in a way to prevent injury.

Stress: Stress is a reaction to a stimulus that disturbs your physical or mental equilibrium.

Stress level: The severity of physical and/or mental tension resulting from factors that altered a person’s equilibrium.

Stress management plan: Physical and/or emotional actions that assist the body to deal with the stressors.

Stress tolerance: Stress tolerance is the ability to be relaxed and composed when faced with difficulties.

Stressor: A stressor is an agent or stimulus that causes stress, e.g. noises, a speeding car, writing a test or even going on a blind date.

Therapy: Expert interventions to guide a person to alter or reverse the effect of a negative condition or experience.

Topic 1.1 Stress Learners have to solve the problem questions: • What are the main causes of stress in my life?

• What effect does stress have on me?

• How stressed am I? • What can I do to manage stress?

Introduction The focus of this lesson is to recognise various causes of stress and the impact it has on our well-being, and to explore different methods to manage stress in our lives.

Address the following issues: • Conceptualising stress • The effect of stress on the body • Levels of stress • Managing stress

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(The sections labelled “For the curious” are optional, but can make a valuable contribution to mastering this topic.)

FOR THE CURIOUS People from all walks of life use stress to perform better: • Athletes typically experience high levels of stress before a race. Good athletes learn to use the “fight-or-flight” response to outperform their competitors.

• Businesspeople often feel stressed by their work pressures, but many claim that this makes them work harder and push themselves to perform better.

• Performance artists (musicians, dancers) also feel high levels of stress, but often use this to improve their work.

• Learners often feel high levels of stress related to their academic performance. It can significantly increase before a test, but this stress can play an important role in preparing for the test.

• Can you think of more examples of people using stress in a positive way?

• Can you think of an event where you felt very stressful before the time, but were energised by that stressfulness to perform better? Try to think how stress made you feel and how you were able to positively respond to these feelings.

Levels of stress Before you can do something about stress in your life, you first need to determine and understand your level of stress. There are many different methodologies that can be used to determine this. These methodologies range from the highly specialised, often administered by a trained professional (such as a doctor or a psychologist), to the very simple that can be done by yourself.

One such methodology was developed by Didato (Didato, 2003:182, 183). It involves a test with 12 questions, each with a statement that can be answered as True or False. To find out if you are stressed, complete the following quiz: Question Answer 1. I am a light sleeper.

True False 2. I tend to be a forceful personality.

True False 3. I believe that I am moodier than the average person.

True False 4. I often become exhausted.

True False 5. I often react with anger.

True False 6. I tend to increase the number of my activities when I am under pressure.

True False 7. I am more of a perfectionist than most of my friends are.

True False 8. I usually do not pay much attention to my health.

True False 9. When stress hits, I eat more or less than usual.

True False 10. Sometimes I feel nauseous.

True False 11. I often get a strong urge to eat, drink alcohol or smoke.

True False 12. I generally feel moderate to strong bodily tension.

True False

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Add up the number of True answers (each True answer scores 1 and a False question scores 0).

According to this test, your stress level is as follows: Your score: Most of us can manage varying amounts of pressure without feeling stressed.

However too much or excessive pressure, often created by our own thinking patterns and life experiences, can overstretch our ability to cope and then stress is experienced.

3 points or less:

You are least likely to suffer from stress-related illness.

4 – 7 points:

You are more likely to experience stress-related ill health – either mental, physical or both. You would benefit from stress management/ counselling or advice to help in the identified areas.

8 points or more: You are the most prone to stress, showing a great many traits

or characteristics that are creating unhealthy behaviours. This means

that you are also more likely to experience stress and stress-related ill

health, e.g. diabetes, irritable bowel, migraine, back and neck pain,

high blood pressure, heart disease/strokes, mental ill health (depression or anxiety).

A stress diary is a record of the level of stress that you experience over an amount of time, and potential reasons for these levels. It is a useful tool to track changes in your level of stress and to identify any associated patterns.

Summary Ensure that the summary is understood as it provides an overview of the topic.

Stress, however, means different things to different people. In Figure 1.2, it is shown that stress factors can cause stress in one person yet may be of little concern to another.

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Figure 1.3 Conceptual map of stress

In Figure 1.3, it is emphasised that people interpret challenges in life in different ways. It is clear that different internal or external pressures can cause stress. Everyone has different stress triggers, such as physical or emotional change, or a change in the environment. It can be minor challenges or major lifestyle challenges. The various elements of stress are further captured below: • • • • • • • • • •

The term stress was coined by Hans Seyle some 70 years ago. Other terms that also refer to stress are worry, pressure, concern, anxiety or nervousness.

Stress results from interactions between people and their environment that are perceived as straining or exceeding their adaptive capacities and threatening their well-being.

A stressor is something that causes stress in a person. Various types of stressors exist, such as physical, emotional, social and environmental. Stressors can be internal or external.

Stress causes various effects in our bodies, resulting in physical, behavioural, emotional or cognitive symptoms. The body’s response to a threat is known as the “fight-or-flight” reaction.

Stress can also have a positive effect on our bodies, such as heightened alertness and faster responses. Positive stress is called eustress, helping you to perform under pressure and do your best.

People react to stress in different ways. Your reaction and associated stress levels depend on how you interpret a specific event.

The first step in managing stress involves understanding your levels of stress. This can be determined through various methods or tests.

It is important to identify the main stressors that cause stress or tension in your life.

Coping with stress involves a combination of actions to avoid, reduce or manage stress.

A stress management plan is an important tool to address stress in your life.

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Learners can compare their levels of stress as measured by different online stress tests.

Some stress tests that can be used include: • www.stress.org.uk/stresstest.aspx • www.cmha.ca/mental_health/whats-your-stress-index/ • www.bemindfulonline.com/test-your-stress/ Encourage them to find more examples, and use these to test their stress levels.

Do these tests provide an accurate reflection of the stress level? Are there discrepancies between the different tests?

If the learners are comfortable with discussing the results, let them share it with others and reflect on what they have learned.

Allow for self-assessment 1.

Select the correct answer by circling the option that best represents your answer.

1.1 (a) (b) (c) (d)

Stress refers to a _____. mental reaction to a negative stimulus physical reaction to a negative stimulus person’s inability to deal with difficult situations person’s reaction to a stimulus that disturbs a person’s equilibrium

(a)

1.2 (a) (b) (c) (d)

What type of stressor is breaking up with your loved-one?

Physical Emotional Social Environmental

(a)

1.3

Decreased personal hygiene is a typical _____ stress symptom. physical behavioural social emotional

(a)

(a) (b) (c) (d)

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1.4

(a)

(a) (b) (c) (d)

What do you regard as the best interpretation of a stressful situation?

Being laid-back Postponing the action Adapting goals to the situation Going into a fight-or-flight mode

1.5 (a) (b) (c) (d)

An example of effective stress reduction is _____. do time management ignore your physical symptoms as they will pass again engage in heavy physical exercises let other people take over you responsibilities

(a) X

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Identify the three major stressors in your life and decide in which category each of them fall. (E.g. I have to share a room with my sister – environmental stressor.)

Any reasonable stressor linked to a category.

Lesson 2 Topic 1.2 Physical Education: A balanced lifestyle Learners have to solve the problem question: How can I discipine myself to continuously engage in physical exercise in attempt to reduce my stress levels?

Introduction In this unit, the health benefits of regular exercise and physical activity will be explored. It is, however, emphasised that it requires focus, determination, motivation and willpower to be committed to an exercise programme. Although starting a fitness programme may be one of the best decisions you can make to improve your health and to curb stress, it is important to plan such a programme carefully.

The aim of regular Physical Education (PE) lessons is the following: • Achieve your own personal health and fitness goals.

• Cultivate long-term engagement in physical exercise.

• Address the following issues: • Selecting activities • Relaxation exercises • Cautionary measures

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Activity 1.1 During this first PE lesson, learners should use the time to develop a personal Physical Education plan for the first month. They have to discuss their plans with the facilitator to ensure that he/she supports the plan and that it can contribute to their personal health and fitness for the year.

Let them do an exercise to develop a personal physical activities plan for the first week. Here is an example of how they can go about it: Date

Place

Activities

Monday 18 January

Neighbourhood

Walking

Tuesday 19 January

Neighbourhood

Walking

Wednesday 20 January Home Thursday 21 January Neighbourhood

Muscle exercises Walking

Friday 22 January Saturday 23 January Sunday 24 January

Muscle exercises Neighbourhood

Home Slow jogging Rest

Time allocated and/or distance 20 minutes/ 1 kilometre 20 minutes/ 1 kilometre 20 minutes 20 minutes/ 1 kilometre 20 minutes 10 minutes

Monitoring my physical activeness (/X)

Now they can do their planning for the first month.

It is important to ensure that they constantly check progress against their plan and adjust the plan to take into account changes in their personal circumstances. If necessary, allow them to consult a professional to help them develop a plan.

Lesson 3: Solve the challenge LEARNERS HAVE TO SOLVE THE CHALLENGE: What can I do to alleviate my own levels of stress?

To limit the negative affect that stress can have on you, personal interventions are very important, as you cannot just “run away” from stressful situations. Apart from the coping mechanisms to be able to intentionally put actions in place to manage your stress, you may have school stress influencing your social and family life or vice versa. © Impaq

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To manage your stress, you have to work out ways to alleviate stress and also develop social support. Being in the presence of others to help you cope has proven to be a very effective way to avoid stress. Changing your behavioural, physical and eating patterns may also help reduce some stress.

In order to solve the overarching unit challenge, the learners have to do the following activity:

Activity 1.2 (The research required for this activity may be done prior to the lesson.)

Consult relevant books and articles in the library and/or use the internet (e.g. www. fosteringresilience.com/pdf/stress_management_plan.pdf and www.rawfoodnature. com/food-combining.html) and search for: 1. At least ONE stress management plan and write down the steps suggested in that plan and map what YOU intend doing during each step.

2. Identify at least eight (8) foods that fights stress and then explain why these foods can assist your body in combating stress.

3. Discuss what you have learnt from your friends, classmates or facilitator in an attempt to identify a number of feasible steps that can be followed to manage your stress.

Activity 1.2 MEMORANDUM 1.

Stress management plans can comprise actions such as:

Tackling the problem • Identify and then address the problem.

• Avoid stress when possible.

• Let some things go. It is important to try to fix problems, but sometimes there is nothing you can do to change a problem.

Taking care of your body • Active relaxation.

• The power of exercise. Exercise is the most important part.

• Eat well.

• Sleep well.

Dealing with emotions • Take instant vacations.

• Release emotional tension.

Helping a little can make your world better . . . and helps you feel better.

• Contribute.

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Examples of foods that are good for relieving stress:

Food Avocado Blueberries Milk

Facilitator’s Guide G12 ~ Life Orientation

Almonds

Contains Vitamin B Anti-oxidants and Vit C Vitamin B6, Vitamin B12 and protein Lactin Vitamin B6 and Vitamin E

Oranges

Vitamin C

Salmon

Omega-3 fatty acids

Spinach Turkey

Magnesium Amino acids and tryphotan

Benefits Relieves stress Stress busters Calming effect Bolster immune system during stress Lower blood pressure and stimulates cortisol Keep cortisol and adrenaline in balance Promotes feeling of well-being Stimulates serotonin

TIPS Include the following important elements in your solution: 1.

The concept of stressors – in order to understand what causes stress in your life, you should list the most important stressors that you experience.

2.

Your interpretation of these stressors.

3.

The various effects that stressors can have on your body, emotions, behaviour or thinking.

4.

An indication of the level of stress in your life.

5.

The causes of stress/stressors.

6.

Your personal stress management plan.

Lesson 4: Reflect and apply Let the learners use this lesson to apply the knowledge that they have acquired during this unit to address the requirements of the unit challenge to their own benefit. This task contributes to their School-Based Assessment marks.

CHALLENGE: What can I do to alleviate my own levels of stress?

See the portfolio book for the task to solve the challenge by providing feedback, applying your acquired knowledge and reflecting on your own development. Š Impaq

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Development of the self: Relationships

Lesson 1: Relationships Healthy relationships are central to well-being. Researchers believe that humans are social animals and that only when people connect with others can their deepest needs and goals be fulfilled (Bartkus & Davis, 2009:1). We can accomplish all our material goals, but if we do not tend carefully to our relationships, we may end up empty, boring, alone and miserable.

This idea is underscored by the Swedish proverb which reminds us that “shared joy is a double joy; shared sorrow is half a sorrow” (ThinkExist.com, 2014). In the movie Cast Away, loneliness and social isolation is portrayed. We see how Tom Hanks’ character (who is stranded on an uninhabited island) misses a relationship with others when he creates a face on a volleyball and names the ball “Wilson” as if it was a person. In the movie, it is emphasised how we as humans crave and need social contact.

LEARNERS HAVE TO SOLVE THE CHALLENGE How sustainable do my relationships with my friends tend to be, how do my habits and customs differ from another cultural or race group and what should I do to overcome these possible differences when forming relationships?

It is necessary to understand that this challenge needs to be solved by the end of the unit.

• • •

LEARNING OUTCOMES After the learners have completed this unit, they must be able to do the following: analyse the importance of healthy relationships; distinguish between and explain four types of relationships; argue why effective communication skills is a vital aspect of interpersonal relationships.

DEFINE (Learners have to understand the following concepts) Adolescence: Adolescence describes the teenage years between 13 and 19. It can be considered the transitional stage from childhood to adulthood.

Assertiveness vs. aggressiveness: Aggressive teenagers will try to force other people to think like them or play their way. Assertive teenagers are respectful of other people’s differences and ideas, but are not afraid to stand up for themselves.

Bias: Inclination or prejudice towards or against something or someone, sometimes for no real reason.

Cognitive skills: Thinking and integrating knowledge, problem-Solve and decision-making skills.

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Emotional intelligence: Emotional intelligence (EI) is the ability to monitor your own and other people’s emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behaviour, such as viewing empathy, integrity, respect and listening and how one understands the feelings of others.

Empathy: Trying to see things from other people’s point-of-view; to literally put yourself in others’ shoes.

Family: Family is defined as a domestic group of people with some degree of kinship, whether through blood, marriage or adoption.

Friend: A friend can be defined as a person you know well and regard with affection, trust and respect.

Honesty: Free of deceit, truthful and sincere.

Inhibit: Hinder, prevent or restrain.

Initiate: Start or begin relationships.

Interpersonal conflict: Refers to the struggle between two or more parties who perceive incompatible goals, values or beliefs.

Predisposition: A tendency to hold a particular attitude or to act in a particular way.

Social skills: Cooperating with others, reSolve conflict and managing personal stress.

Superficial: Friendship without depth or understanding.

Sustain: Keep going, maintain or continue relationships.

Topic 2.1 Relationships and communication Learners have to solve the problem question Will my approach to build relationships and communicate with others ensure sustainable relationships?

Introduction Relationships can sometimes be stressful, but decades of research supports the idea that a lack of relationships can cause multiple problems with physical, emotional and spiritual health. According to literature, healthy relationships can help you to live longer, deal with stress more effectively, enhance your self-esteem, make you feel richer and help you discover yourself (University of Minnesota, 2014:1).

Address the following issues: • Conceptualising relationships • Types of relationships • Sustaining relationships

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