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BuildingSelf-EsteemandResilience

Length:10weeksSummaryandaim:BuildingSelf-EsteemandResilienceisaprogramdesignedforprimaryschoolstudentsbasedontheNSWPDHPEsyllabus.Theprogramexploresstudents’senseofself,theirvalueanduniqueness,howtoprotecttheirsenseofidentity,expressionoffeelingsandwhykidsbullyothers.Thisprogramisdesignedtoimprovestudentwellbeingand,inturn,reducebullyingbehaviour.Thisprogramalsoaimstobuildresilienceinchildrenwhenfacedwithdifficultsituations.Organisation:Theprogramcontains10lessons,taughtonceperweek.ThiscanbeusedaspartofcircletimeactivitiesorasseparatePDHPElessons.OutcomesandindicatorsareincludedforStage1,2and3.Resources:Picturesofseveraldifferentanimals,blankpuzzlepieces(pre-preparedandcutupfromwhitecardboard),severaldifferentflowers,flashcardsofhelpfulandunhelpfulthoughts(seeResourceSheet1),$10note,flashcardsofself-worthstatements(seeResourceSheet2),softballs,flashcardswithscenariosandfeelings(seeresourcesheet3,pp.34-37),feelingsworksheet(seep.42),bully/victimsilhouettes(seeresourcesheet4),reflectionquestionnairesheet(seep.43-44).Assessment:Informalassessmentsareconductedviaobservationofstudents’answersandworksamples,alongwithobservationofbehavioursinclassandontheplayground.Areflectionquestionnaireattheendoftheunitassessesstudents’understandingofthecontent.

Outcomesandindicators

Valuesandattitudes

V1referstoasenseoftheirownworthanddignity;

• Acceptsthemselvesastheygrowandchange• Appreciatesthattheirphysical,social,emotionalandintellectualdevelopmentisunique• Valuesthemselvesasanimportantmemberofvariousgroups• Expressesarealisticperceptionoftheirpersonalcapabilities• Appreciatesandacceptstheimportanceofdevelopingapersonalvaluesystem.

V2respectstherightsofotherstoholddifferentvaluesandattitudesfromtheirown

• Appreciatesthesimilaritiesanddifferencesbetweenthemselvesandothers• Showssensitivitytotheneeds,rights,feelingsandeffortsofothers• Showsconcernforthewelfareofothers

V3respectstherightsofotherstoholddifferentvaluesandattitudesfromtheirown.

• Recognisesthecontributiontheyandothersmaketosocialliving• Displaysacommitmenttodevelopingandmaintainingpositiverelationships• Valuespositiverelationships

Stage2

COMMUNICATINGCOS2.1usesavarietyofwaystocommunicatewithandwithingroups.

• Sharesideas,feelingsandopinionswithothersaboutissuessuchasbullying.• Makesacomplaint,statesaproblemordisagreesinacceptableways.

INTERACTINGINS2.3Makespositivecontributionsingroupactivities

• Developsfriendshipsandsupportnetworkswitharangeofpeople• Displaystoleranceinrelationtoindividualdifferences,egabilitylevels,culture• Discussespersonalstrategiestodealwithdifficultsituations

PROBLEM-SOLVINGPSS2.5usesarangeofproblem-solvingstrategies.

• Analysesproblemsituations• Identifieswaystoimproveunsafesituations• Initiatesproblem-solvingonagrouporindividualbasis

GROWTHANDDEVELOPMENTGDS2.9describeslifechangesandassociatedfeelings.

• Explainsandvaluesdifferencesingrowthanddevelopmentbetweenindividualsatdifferentstages• Identifiestheirownstrengthsandlimitations• Valuestheirownabilities

• Identifiesfeelingsassociatedwithlifechanges,eggrief,loss,familychange,newfriends• Demonstratessensitivitytotheneeds,rights,feelingsandeffortsofothers• Recallsandreportsaboutsomesituations,andfeelingstheyexperienceasaresult

INTERPERSONALRELATIONSHIPSIRS2.11Describeshowrelationshipswitharangeofpeopleenhancewellbeing

• Identifiespeoplefromwhomtheycanseekadviceandsupport• Recognisesthatfamiliesandgroupshavebothcommonanddifferentcustoms,behaviours,values• Discusseshowtrustisdevelopedinrelationships• Participatesingroupsituations,showingconsiderationfortheneeds,rightsandfeelingsofothers• Demonstratescommunicationskillsthatenhancerelationships,eglistening,showingcare,negotiating,refusing,

assertiveness• Recognisesbehavioursthatarethreatening,suchasbullying,andidentifiespeoplewhocanhelp

Stage1COMMUNICATINGCOS1.1communicatesappropriatelyinavarietyofways.

• Expressesfeelingsaboutsafeandunsafesituations• Showsunderstandingaboutothers’feelings

INTERACTINGINS1.3developspositiverelationshipswithpeersandotherpeople.

• Displayscooperationingroupactivities,egtakingturns• Usespositivetalktoencourageothers• Listensandrespondstoothers• Showsconcernforthewellbeingofothers

PROBLEM-SOLVINGPSS1.5Drawsonpastexperiencestosolvefamiliarproblems.

• Whenappropriate,identifiesproblemsituations• Suggestssolutionstoproblems

GROWTHANDDEVELOPMENTGDS1.9Describesthecharacteristicsthatmakethembothsimilartoothersandunique.

• Identifiesspecificattributesofotherstudents• Discussesthingstheydowell,eggames,schoolwork,caringforsiblings• Recognisesandnamesdifferenttypesofemotions• Demonstrateswaysofencouragingandcarryingforothers

INTERPERSONALRELATIONSHIPSIRS1.11identifieswaysinwhichtheycommunicate,cooperateandcareforothers.

• Explainswhydifferentpeopleareimportanttothem• Demonstrateswaystohelpencourageandcareforothers• Demonstratesactionstheycantakewhentheyfeelfrightened,lost,upsetorbulliedandidentifieswhocanhelpthem

Stage3COMMUNICATINGCOS3.1communicatesconfidentlyinavarietyofsituations

• Presentsanopinionwithconfidence

INS3.3Actsinwaysthatenhancethecontributionofselfandothersinarangeofcooperativesituations• Usesstrategiestoresolveconflict• Expressesandactsappropriatelyonconcernforothers• Demonstratesactionsthatsupporttherightsandfeelingsofothers,egfairplay,consideration,encouragement

PROBLEM-SOLVINGPSS3.5Suggests,considersandselectsappropriatealternativeswhenresolvingproblems.

• SelectsthemostappropriatesolutiontoagivenproblemGROWTHANDDEVELOPMENTGDS3.9Explainsanddemonstratesstrategiesfordealingwithlifechanges.

• Suggestswaysofdevelopingnewskillsandcompetencies,egpractice,peertutoring,goalsetting,seekingsupport• Devisesstrategiestocopewithlifechanges,egpuberty,changingfriendships,commencinghighschool• Recognisesawiderangeofinfluencesonpersonalidentity,egpeers,media,culturalbeliefs• Describesaspectsofsocialandemotionalgrowthanddevelopment

INTERPERSONALRELATIONSHIPSIRS3.11Describesrolesandresponsibilitiesindevelopingandmaintainingpositiverelationships.

• Discusshowtheyrelatetopeopleinvariouscontexts• Identifiestheirrolesandresponsibilitieswithingroups• Analysestheeffectsofactionsthatenhanceordisruptrelationships,egpeerinfluences,bullying,activelistening• Demonstratesacceptablewaysofresolvingconflict

• Modelsbehaviourthatreflectssensitivitytotheneeds,rights,feelingsofothers• Describesthefactorsthatcaninfluencecommunication,eglistening,expression,feelings,peerpressure,bodylanguage• Developsandmaintainsapersonalnetworkoftrustedadultswhocouldprovideadviceandsupport

Week/topic&resources

Activities Register

Week1WeareallimportantandtalentedinourownuniquewayResources:pre-preparedblankpuzzlecutintopieces.Picturesofseveraldifferentanimals

Displaypicturesofanumberofdifferenttypesofanimals.Askstudentstoordertheanimalsfrombesttoworstinaverticalline(bestatthetop,worstatthebottom).Explaintheirreasoning.Thenaskthefollowingquestions:Howwouldthebearfeelifhiswholelifehewishedhewasalion?Whatwouldthemousedoifhetriedtobelikeabird?Wouldhesucceed?Imagineifthemouse,thegiraffe,theturtleandthelionwereallaskedtohavearunningracetodecidewhowasthebestanimalofall.Wouldthatbefair?Explainthat,justlikewejudgewhichanimalisthebestandwhichistheworst,weoftendothatwitheachother.Wejudgewhoisthebest,whoisthecoolestandwhoisnot.Sometimesweplaceourselvesinorder.Maybewethinkweareatthetop,orthemiddle,orthebottomofthesocialhierarchy.Ask:Howdoyoufeelwhenyouwishyoucouldbelikesomeoneelse?Imagineif3kidsdidamathtesttodecidewhowasthebestpersonintheschool(notthebestatmath,butthebestperson).Wouldthatbefair?Imagineif3kidshadarunningracetodecidewhowasthecoolestkidintheschool.Wouldthatbefair?Itdoesn’tmatterwhatourstrengthsorourweaknessesare,wearealljustasimportantaseachother.Thechildthatcanrunthefastestisnotbetterthanthechildthatcanreadreallytrickybooks.Thechildthatfindsmathhardisnotanylesstalentedthanthechildthatfindsmatheasy.Wearealluniqueandwealllearninourownuniqueways.Giveeachchildapieceofanalreadypreparedandcutuppuzzle.Havethechilddecoratetheirpiece,writetheirnameonitandwritesomethingtheyaregoodat.Displaythepuzzleonthewallasareminderthateachchildisimportantandhastalentsandstrengths.Abovethepuzzle,displaythesentence:Weareallimportantandtalentedinourownuniqueway.

Week2WealllearninourownuniquewayResources:3differenttypesofflowersUnhelpfulandhelpfulthoughtsflashcards(Resourcesheet1)

Display3differentflowers/plants.Askthestudentswhetheralltheplantsgrewexactlythesamewayatexactlythesamepace.Doesitmatterwhetheronegrewquickerthantheother?Doesitmatterifonetooklongertoblossom?Istheresomethingwrongwiththeflowerthattooklonger?No,theyareallbeautifulanduniqueintheirownway.Theyallgotthereintheend.Theworldwouldbeboringtolookatiftherewasonlyonetypeofflower.Explainthateveryonelearnsinhisorherownuniqueway.Forsome,itmayonlytakeonelessontounderstandaconcept.Foranother,itmaytakeaweek,orafewweeksorevenafewmonths.Andthatisperfectlyokay.Itdoesn’tmeananythingiswrongwithyou.Itjustmeansyouneedmoretimeonitand/oryouneedtheteachertoexplainittoyouinadifferentway.Goaroundthecircleandhavestudentsnamesomethingthattheyfeeltheyaregoodat(eg.Dancing,math,English,sport).Thenhavestudentsnamesomethingtheyfeeltheyneedtoworkon.Havetwosetsofflashcardsonthefloor.Ononesetofflashcards,writethefollowingsentences:I’mnotgoodatthis.Igiveup.I’mgoingtolose.Ican’tdothis.Everyoneelseisbetterthanme.I’mgoingtofail.There’snowayIcandothisThisistoohard.I’mdumb.Inevergetthisright.IfImakeamistake,Iamaloserandafailure.Ontheothersetofflashcards,writethefollowingphrases:

I’mgoingtostartwiththepartIcandoI’mgoingtogetbetteratthisThisisgoingtobeabattleandI’mgoingtowinAllthatmattersisthatItrymybest.Iamproudofmyselfforhavingago.Thismightbehard,butifIkeeppracticing,Iwillgetit.ThismaytakesometimeandeffortI’mgoingtotrainmybrain.Mistakeshelpmetolearnbetter.I’mgoingtofigureouthowtheydoitsoIcantry.I’mgettingbetteratthis.Thisisnotmybestsubject.ButI’lltrymybest.IfItryhard,I’llgetthere.Icanhandlethis.Iamstrongenoughtohandlethis.Thisisanopportunitytolearnnewthings.Everyonemakesmistakes.ThismistakedoesnotmeanIamafailure.IknowtodaywashardbutIcantryagaintomorrow.Discussthefirstsetofflashcardsandexplainthattheyareunhelpfulthoughts.Unhelpfulthoughtscanmakeusmiserableandstopusfromtrying,whichmakesitalothardertolearn.Butimagineiftheflowerthattookafewmonthstoblossomgaveupbecauseitwastakingtoolong?Theworldwouldbemissingabeautifulpartofnature.Collaborativelychooseanalternativeflashcardforeachunhelpfulthoughtthatislistedonthefloor.Eg.PairI’mnotgoodatthiswithI’mgoingtogetbetteratthis.Havestudentswritedownanunhelpfulthoughtthattheysometimesoroftenhaveandthenwriteanalternativehelpfulthoughttheycanchoosetothinknexttimeithappens.

Week3Iamimportant,valuableandfullofworthandthatwillneverchange.Resources:$10noteSelf-worthflashcards(resourcesheet2)

Holdupa$10noteandaskhowmuchitisworth.Throwitontheground,treadonitandpickitup.Andaskthesamequestion.Scrunchitupandthrowitatthewall.WhatifIputdirtalloverit,putitinmymouthandpullitout.Howmuchisitworth?Itisstillworththesameamount.Explainthatlikea$10bill,theyalsohaveworththatwillneverchangenomatterwhattheydoorhowtheyaretreated.Spreadapileofflashcardsonthefloorwithwordsthatdescribeachild’sworth.Forexample:IamimportantIamvaluableIamfullofworthIamloveableIamlikeableIamgoodIamgoodenoughIamworthwhileIamworthitIamdeservingofattentionIamapprovedofIamspecialImatterIamwonderfulHavestudentsnameaflashcardthattheywouldliketobelieveaboutthemselvesorthattheyalreadybelieveandmakesthemfeelgood.EmphasisethatIamthesethingsnotbecauseofanythingIdobutbecauseIamme.Playwithsomesentencestoshowthedifferencebetweenthetwo(eg.IamimportantbecauseIwingamesalotvsIamimportantbecauseIamme).

Week4ThreatstooursenseofselfSoftballsSelf-worthflashcards(resourcesheet2)

DisplaytheIamflashcardsfromthepreviouslesson.Havestudentscompletethesentencesasareminderofwhatmakesthemfeelgoodtobelieveaboutthemselves.DiscussthreatstoIam.Displayaselectionofscenarios:NotcomingfirstLosingagameGettingintotroubleBeingbulliedWhensomeonesayshurtfulwords.Notunderstandingwhattheteacherissaying.Whentheworkistoohard.Whensomeonecomplimentssomeoneelsebutnotme.Discusshowthesescenariosmakestudentsfeelandhowitchangestheirviewofthemselves.Eg.WhenIloseagameIfeelangryanditmakesmethinkIamnotgoodenough.Haveapileofballsinthemiddle.Role-playanexampleofadaywhenmanyofthesescenarioshappen.Eachtimeascenariohappens,handthesamestudentaball.Eventuallythestudentisholdingmoreballsthantheycanhandleandtheloadgetsheavierandheavier.Thisishowwefeelwhenwetakeoneverythingthatissaidordonetous.Taketheballsandrole-playanewscenariowhereaballisthrownatthestudentandiscaughtbutthenletgoof.Explainthatinthenextlessonstudentswilllearnhowtoletgoofthefeelingsandunhelpfulthoughtsthatcomeinascenario,suchasnotwinningagame.

Week5Protectingoursense

Discussthemeaningofprotection.Discusshowwecanprotectoursenseofselfworthevenwhenitisthreatened.Revisetheballactivitywherethesamestudentisgivenaballandthroughoutthedayandtheballsgetmoreandheavier.

ofselfFlashcardswithscenariosandfeelings(pp.34-37)Softballs

Thenusethethinkaloudstrategytomodelhowtoletgooftheunhelpfulthoughts.Example:“I'm walking around feeling good. I feel special and unique and full of worth and then BAM!" (have a student throw a ball at you), "I get teased. And then the thought comes into my head, 'I'm not special.' And I feel sad for a minute. But then I think, 'no hang on, I AM special. This person likes me, and this person likes me and this person likes me. I am special" (drop the ball to the ground as a representation of letting go of the thought "I'm not special”). Repeat with a new scenario, "So I'm walking around thinking I'm special and I'm unique and I'm full of worth and then BAM", (have another student throw a ball at you), "Someone laughed at me. And the thought comes into my head, 'I'm not good at anything,' so I hold onto that thought for a minute and I feel embarrassed but then I think, 'wait a second. I AM good at things. I'm good at soccer and maths. I am good at things!'" (drop the ball once again to represent letting go of the unhelpful thought). Repeatwithafewmorescenarios.Havestudentssuggestnewthoughtstocounteracttheunhelpfulonesandallowthemtopracticeusingthesamerole-playsthatweremodelled.Emphasisethatstudentscanchallengetheunhelpfulthoughtsthatcomeintotheirheads.Theydon’thavetoacceptthem.Makesurestudentsunderstandthattheirfeelingsareimportant.Feelingsareanaturalresponseandhoweverthestudentfeelsisokay.Thisexerciseisnotpretendingtheirfeelingsaren’tthere.Butrather,itisacknowledginghowtheyfeelandacknowledgingthethoughtthatcomesintotheirheadandthenchallengingthethoughtwithanewone.Thereasonforcatchingtheballandthenlettingitgo,ratherthanlettingtheballbouncestraightoff,isthatmostofthetimeitisnotpossibletostophardfeelingsandunhelpfulthoughtsfromentering.Theydolingerabit.However,whenthethoughtischallenged,thenitispossibletoletgooftheball.Providearangeofflashcardswithscenariosandfeelings(pp.33-36).StudentsstartwithWhenI_______(eg.Getbullied)Ifeel________(eg.Scared)anditmakesmethink___________(eg.I’mnotgoodenough).

Discusshowscenariosdon’thavetochangetheirsenseofself.Nomatterwhatballsarethrownatthem,whetherbullyingorgettingintotroubleetc.itdoesn’tchangetheirvalueorimportance.Theirsenseofselfdoesnotchangeevenwhentheymakewrongchoices.It’sstillimportanttotakeresponsibilityforthingswehavedone.However,makingbadchoicesdoesnotequatetobeingabadperson.

Week6Feelingsworksheet(p.42)

Dividestudentsintoteams.Givethem5minutestocomeupwithasmanyfeelingwordsastheycan.Displaythelistsoffeelingsandgivestudentsopportunitytoaskforthemeaningsofnewwords.Discusshoweveryonehasfeelings.Wefeeldifferentthingsthroughoutthedaydependingonthedifferentthingsthathappentous.Itisimportantnottobeashamedofhavingfeelings.Howeverwefeelisokay.Havestudentswritedownsomethingthatmakesthemfeelhappy,excited,sad,angryandhurt(seep.41fortheworksheet).Studentscanvolunteertosharetheiranswers.Askstudentsthequestion:Whodoyoushareyourfeelingswith?Howdotheyhelpyoufeelbetter?Writedownstudents’answers.Example:WhenIfeelsadItellmymumandshegivesmeahug.Theideaofthisexerciseistostarttobuildabankofideastoexpressfeelingsinhelpfulways.

Week7Theimportanceofsharingfeelingswithatrustedadult.Resources:Pictureofa

Revisitthelastlessononfeelings,showingthelistofpeoplethatstudentsfeelcomfortablesharingtheirfeelingswith.Ask:Whathappenswhenwedon’tshareourfeelingswithanyone?Gothroughafewexamples.Sadness.Ifwedon’tshareoursadfeelingswithanyone,thesadnesscangetworseandworse.Insteadofonlyfeelingsadforalittlebit,wefeelsadforalongtime.Anger.Whenwedon’tshareourfeelingsofangerwithatrustedperson,andwekeepitalltoourselves,webegintofeelmoreandmoreangry.Untileventuallyitexplodes(showavolcanotodemonstratebottlingupangerforalongtimeanditeventuallycomingoutinunhelpfulways–likehurtingothers).

volcano

Explainthatwhenwetryandcarryallthesebigfeelingsandemotionsonourown,itfeelsheavierandheavierandwewillfinditharderandhardertocopeinlife.Askstudents:Whathappenswhenweshareourfeelingswithanadultbuttheymakeusfeelworse?Explainthatsometimestheadultsthatareclosesttousactuallyhurtourfeelingswhenwesharethem.Thismeanswedon’tfeelcomfortablesharingourfeelingswiththem.Havestudentssuggestotherpeopleoutsidethefamilytheycouldtrust:eg.Teacher,friends’parents.DisplaytheKidsHelplinewebsite:https://kidshelpline.com.au/kidsTellstudents:Ifyouarefindingithardtodealwithyourfeelingsandemotions,andyouneedhelp,theKidsHelplineareheretohelpyou.Showstudentshowtonavigatethewebsite.Thereisaphonenumber.Thereisalsoanemailaddressandonlinechat.

Week8Expressingfeelingsinhelpfulandunhelpfulways

Givestudents5minutestocreatearole-playbasedonthefollowingscenarios,demonstratingexpressionsoffeelingsthatareunhelpfultoothers:Youwinatrophyandyougoaroundtellingeveryonehowmuchbetteryouarethanthem.Youfeelangryatyourfriendsoyougoandyellathim.Youfeelhappythatyougottheanswerrightsoyoutellothersthatyouaresmarterthanthem.Yourfriendhurtsyourfeelingssoyouspreadrumoursabouther.Youfeelembarrassedthatyoulostthegamesointhenextgameyoutripsomeoneover.Discusshowtheseareunhelpfulandhurtfulwaystoexpressfeelings.Dividestudentsintoteams,givingeachteamthenameofadifferentfeeling.Havetheteamscomeupwith

helpfulwaystoexpressanddealwithfeelingsandemotions.Herearesomeexamplestogetthestudentsgoing:Anger:Walkawaytoaquietplacetocooldown.Tellateacher.Takedeepbreaths.Countto10beforerespondingtoanyone.Sadness:Tellatrustedadultwhatyou’resadabout,journalaboutyoursadness,drawapictureorcolourin,gosomewherequietandcomfortable,allowyourselftocrywithsomeoneyoutrust.Createabankofideasforhowtoexpressandrespondtofeelingsinahelpfulwaythatdoesn’thurtselforothers.

Week9Whydokidsbullyotherkids?Resources:Childsilhouettes(resourcesheet4)Softballs.

Displayanddiscussthefollowing:Whensomeonesaysordoessomethingunintentionallyhurtfulandtheydoitonce,that’srude.Whensomeonesaysordoessomethingintentionallyhurtfulandtheydoitonce.That’smean.Whensomeonesaysordoessomethingintentionallyhurtfulandtheykeepdoingit–evenwhenyoutellthemtostoporshowthemthatyou’reupset,that’sbullying.Goaroundthecircleandhavestudentssharehowbullyingmakesthemfeelandwhatitmakesthemthinkaboutthemselves.Forexample:BullyingmakesmefeelscaredandhurtanditmakesmethinkIamnotlikeable.Askthestudents:whydoyouthinkkidsbullyotherkids?Writedowntheirresponses.Watchthefollowing1minutevideoonwhykidsbullyotherkids:https://www.youtube.com/watch?v=C-MP4C7xeq4Haveastudentstandinthemiddleofthecircleandgivethemawholepileofballstocarry.Discusshowbulliesaremostlikelyexperiencingproblemsintheirownlife.Theyareoftencarryingmanyhurtsandmayhaveevenbeenbulliedthemselves.

Explainthatthepersonholdingtheballsisrole-playingthebully.Theballsrepresentallthehurtsthatthebullyiscarrying.Havethestudentgentlythrowsomeoftheballstootherstudents.Thisdemonstratesthebullypassingonsomeoftheirhurtstoothers.Writeontheboard:WhenIambullied,itdoesnotsayanythingaboutme.Itsayseverythingaboutthebully.Emphasisethatthehurtfulwordsabullymaytellyoudoesnotmeanyouareworthlessornotgoodenoughorunlikeable.Itmeansthatthebullyisexpressinghis/herownhurtsinaninappropriateandhurtfulway.Thisdoesnotexcusethebehaviour(therearealwaysconsequencesforbullyingbehaviour)butifweunderstandwhysomeoneisbehavinglikethattowardus,ithelpsusnottotakeonthehurtsasmuch.Thosehurtsbelongtothebullyandneedtobeexpressedinamorehelpfulway.Placeagiantsketchorsilhouetteofachildnexttoatinysketchofanotherchild(resourcesheet4).Explainthatwhenwearebeingbullied,wecanoftenviewthebullyasagiantcomparedtous.However,inreality,oftenthebullyfeelssmallerthanus.Changethepicturetoasketchofachildandasmallersketchofanotherchild(thesmallersketchrepresentinghowthebullymayfeelontheinside).Whensomeonefeelssmallontheinside,sometimestheytryandmakeothersfeelsmallsotheycanfeelbigger.Finishthelessonwiththeimportanceofcomingtoanadultforhelpinabullyingsituation.Ifthestudentisfeelingscaredandunsafe,theyshouldcometoanadultimmediatelyandgetthehelpthattheyneed.

Week10Programreflectionsworksheet

Givestudentstimetowritedowntheiranswerstothesequestions:Whatissomethingnewthatyoulearnt?Didtheselessonshelpyouinanyway?How?Whatwasyourfavouritethingtolearnaboutinthisprogram?Whatissomethingyouwilltakefromthisprogramtoputintoaction?

(p.43-44) Whataresomehelpfulthingsyoucandoifyouarefeelingangry?Whataresomehelpfulthingsyoucandoifyouarefeelingsad?Whocanyoutalktoifyouneedhelpwithyourfeelings?Whocanyoucometoforhelpifyouarebeingbullied?Discussanswers.

Evaluation

There’s no way I can do this.

This is too hard.

I’m dumb. Resourcesheet1

I will never get this right.

If I make a mistake I am a failure.

I am not good at this. Resourcesheet1

I give up.

I’m going to lose.

Resourcesheet1

I can’t do this.

Everyone else is better than me.

I’m going to fail.

Resourcesheet1

I’m going to start with the part I can do.

This is going to be a battle and I’m going to win.

All that matters is that I try my best.

Resourcesheet1

I am proud of myself for having a go.

This might be hard, but if I keep practicing, I will get it.

This may take some time and effort. Resourcesheet1

I’m going to train my brain.

Mistakes help me to learn better. I’m going to figure out how they do it so I can

Resourcesheet1

I’m getting better at this This is not my best subject but I’ll try my best.

If I try hard, I’ll get there. Resourcesheet1

I am clever in my own, unique way.

I can handle this.

I am strong enough to handle this.

Resourcesheet1

This is an opportunity to learn new things.

Everyone makes mistakes. This mistake does not mean I am a failure.

I know today was hard but I can try again tomorrow.

Resourcesheet1

I am important

I am valuable

I am full of worth

Resourcesheet2

I am loveable

I am likeable

I am good Resourcesheet2

I am good enough

I am worthwhile

I am worth it Resourcesheet2

I am deserving of attention.

I am approved of.

I am special Resourcesheet2

I matter. I am wonderful.

I am unique. Resourcesheet2

When someone teases me, I feel ______ and it makes me think ___________________ but I am still ____________.

When I am bullied, I feel _________ and it makes me think __________________but I am still _______________.

When I get into trouble, I feel _________ and it makes me think _________________but I am still _______________.

When I am left out of a group, I feel _________ and it makes me think __________________but I am still _______________.

Resourcesheet3

When I lose a game, I feel _________ and it makes me think __________________but I am still _______________.

When the work is really hard, I feel _________ and it makes me think __________________ but I am still ____. _______________.

When ___________________________________ I feel _______________ and it makes me think __________________________________________ but I am still _____________________________.

Resourcesheet4

Name:_______________________________________________Date:_____________________________________________

My feelings I feel happy when ____________________________________________________________________________________________________________________________________________________________________________ I feel sad when ____________________________________________________________________________________________________________________________________________________________________________ I feel angry when ____________________________________________________________________________________________________________________________________________________________________________ I feel excited when ____________________________________________________________________________________________________________________________________________________________________________ I feel hurt when ___________________________________________________________________________

Name:_______________________________________________Date:_____________________________________________

Reflecting on the program

What is something new that you learnt? ________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________ Did these lessons help you in any way? How? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What was your favourite thing to learn about in this program? ________________________________________________________________________________________________________________________________________________________________________________________________________ What is something you will take from this program and put into action? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:_______________________________________________Date:_____________________________________________

What are some helpful things you can do if you are feeling angry? ________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________ What are some helpful things you can do if you are feeling sad? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Who can you talk to if you need help with your feelings? ________________________________________________________________________________________________________________________________________________________________________________________________________ Who can you come to for help if you are being bullied? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Self Esteem!

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