Building self esteem and resilience - WordPress.com...Changing Bullying 1 Building Self-Esteem and Resilience Length: 10 weeks Summary and aim: Building Self-Esteem and Resilience

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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.


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Outcomesandindicators

Valuesandattitudes

V1referstoasenseoftheirownworthanddignity;

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

V2respectstherightsofotherstoholddifferentvaluesandattitudesfromtheirown

• Appreciatesthesimilaritiesanddifferencesbetweenthemselvesandothers• Showssensitivitytotheneeds,rights,feelingsandeffortsofothers• Showsconcernforthewelfareofothers

V3respectstherightsofotherstoholddifferentvaluesandattitudesfromtheirown.

• Recognisesthecontributiontheyandothersmaketosocialliving• Displaysacommitmenttodevelopingandmaintainingpositiverelationships• Valuespositiverelationships


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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


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• 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


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PROBLEM-SOLVINGPSS1.5Drawsonpastexperiencestosolvefamiliarproblems.

• Whenappropriate,identifiesproblemsituations• Suggestssolutionstoproblems

GROWTHANDDEVELOPMENTGDS1.9Describesthecharacteristicsthatmakethembothsimilartoothersandunique.

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

INTERPERSONALRELATIONSHIPSIRS1.11identifieswaysinwhichtheycommunicate,cooperateandcareforothers.

• Explainswhydifferentpeopleareimportanttothem• Demonstrateswaystohelpencourageandcareforothers• Demonstratesactionstheycantakewhentheyfeelfrightened,lost,upsetorbulliedandidentifieswhocanhelpthem


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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


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


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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.


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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:


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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.


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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).


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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.


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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).


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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).


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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


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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.


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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?


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

Evaluation


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There’s no way I can do this.

This is too hard.

I’m dumb. Resourcesheet1


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I will never get this right.

If I make a mistake I am a failure.

I am not good at this. Resourcesheet1


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I give up.

I’m going to lose.

Resourcesheet1


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I can’t do this.

Everyone else is better than me.

I’m going to fail.

Resourcesheet1


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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


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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


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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

try.

Resourcesheet1


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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


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I am clever in my own, unique way.

I can handle this.

I am strong enough to handle this.

Resourcesheet1


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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


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I am important

I am valuable

I am full of worth

Resourcesheet2


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I am loveable

I am likeable

I am good Resourcesheet2


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I am good enough

I am worthwhile

I am worth it Resourcesheet2


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I am deserving of attention.

I am approved of.

I am special Resourcesheet2


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I matter. I am wonderful.

I am unique. Resourcesheet2


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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 _______________.


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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


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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 ____. _______________.


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

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


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Resourcesheet4


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Resourcesheet4


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Name:_______________________________________________Date:_____________________________________________

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

Name:_______________________________________________Date:_____________________________________________

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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:_____________________________________________

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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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Documents

Building self esteem and resilience - WordPress.com...Changing Bullying 1 Building Self-Esteem and Resilience Length: 10 weeks Summary and aim: Building Self-Esteem and Resilience