Every action that holds the possibility of a positive or negative outcome is a risk. Some risks are
essentially positive risks and some are negative risks. Young people need to take risks in order to develop
and learn how to keep safe.
Positive risk-taking nurtures responsibility for self
and others. Studies indicate that young people who
are given the opportunity to engage in positive
risk-taking activities are less likely to engage in
negative risk-taking activities.
In a high-risk activity, the likelihood
of an unwanted outcome occurring is high AND the severity
of the unwanted outcome is high. In a low-risk activity the likelihood of an
unwanted outcome is low OR the severity of the unwanted outcome is minimal
Risk-Taking contains 15 lesson activities under the topic headings of:
1. Exploring Risk
Activity 1, for students to understand what risk is and to introduce the concepts of positive and negative risk and likelihood and severity of risk.
Activity 2, for students to consolidate their understanding of risk and be able to assess risk in terms of positive and negative and likelihood and severity.
Activity 3, for students to learn to distinguish between risk, probability and chance, and to develop risk-assessment skills by exploring the concepts of probability and chance.
Activity 4, for students to understand, assess and manage risk in a range of situations.
Activity 5, for students to understand that we all need to assess and manage risk to others as well as to ourselves.
2. Weighing Up Risk
Activity 6, for students to develop their knowledge and understanding of risk around drug use.
Activity 7, for students to recognise respond differently to risk and to drugs; and to develop their knowledge and understanding of likelihood and severity of risk, particularly around drug use.
Activity 8, for students to recognise some of the risks associated with drinking alcohol.
Activity 9, for students to understand sexual risks in relationships, and learn how to manage risk to themselves and others.
Activity 10, for students to understand what anti-social behaviour is, the consequences of anti-social behaviour, and in particular the implications of breaking the law.
3. Making My Own Decisions
Activity 11, for students to explore and present their views on gambling.
Activity 12, for students to understand the unit system of measuring alcoholic drinks and be able to use this information to guide decision-making.
Activity 13, for students to understand theat they need to manage risk to themselves and others; to appreciate that pressure to influence others can be used positively or negatively; to develop the confidence to resist pressure to do things.
Activity 14, for students to think about young people's behavious and how it may impact on others.
Activity 15, for students to think about the balance between society’s risk aversion and the individual’s right to participate in extreme sports.
Risk-Taking © Lesley de Meza and Paul Law, 2008. ISBN 978-1-905801-08-4 Series editor Hilary Dixon.
Sample Pages, click the pages below for a pdf version of the sample pages where you can read the text clearly: