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Youth Power
Educator Handbook 1
Introduc+on
!
Educa+on does not just happen in a classroom. It is a con+nuous process of learning. Youth empowerment is a mean of con+nuing this process. Youth Power Workshop Series increase self-‐esteem and confidence leading to more success in academic endeavors. Youth Power provides an environment that fosters support and belonging where youth can voice their opinion and have it respected. Youth Power focuses on intellect and work ethic. It exposes youth to posi+ve role models and teaches them how to become one themselves. Youth Power focuses on the development of skills in leadership, decision making, and cri+cal thinking.
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Course Overview
² Youth Power is a 12+ hour Workshop Series catered for age groups: • 5th-‐8th grade • 9th-‐11th grade
² The Youth Power Workshop Series is divided up into 6 Units:
• Promo4ng Self Esteem • Dealing with Pressure • Health and Fitness • Becoming a Posi4ve Role Model • Planning for the Future • Closing Session
² Each Unit has four components:
• Ice Breaker Ø The icebreakers will begin the trust building process and foster
friendship amongst the Youth Power group. • Ac4vity
Ø The ac+vi+es are meant to build the youth’s personal connec+on to each Unit Theme.
• Discussion Ø The discussion allows the group to delve deeper into each Unit
Theme and will enable them to reflect • Ending Ritual
Ø The ending ritual is a secret cheer, saying, handshake, etc. that is only known by the members of the Youth Power group that create it. This gives the members of the group the feeling they are part of something special.
Course Curriculum
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Unit 1: Promo+ng Self-‐Esteem
Ice Breaker
Name Ball Objec4ve: To get to know everyone’s name Prepara4on: 1. Gather 3 Balls (Preferably soW for safety) 2. Gather everyone in a circle
How to Play: Have everyone in the circle go around and say their names. You will start off with the ball and say one of the youth’s names and throw them the ball. Then that youth must say another person’s name and throw them the ball, and con+nue to do so once everyone is familiar with one another’s names, spice it up and throw in a second ball so there are two names being called at the same +me and the ball is going in different direc+ons. AWer a few rounds you can step it up again and add in a third ball and encourage the group to go faster. Interview Game Objec4ve: To learn about one another’s goals through building trust. Prepara4on: 1. Print Interview Worksheets for every youth 2. Provide enough pens/pencils for every youth
How to Play: Split everyone into pairs. Distribute the ques+on sheets and pens to each youth. The first youth in the pair will start by asking their partner as many ques+ons from the sheet in 5 minutes. AWer the 5 minutes are up the other partner in the pair will go and do the same thing. The group will then gather together and each pair will take turns introducing each other and share what they learned about their new friend.
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Rules Objec4ve: To work together and set standards for how the group will be run. Prepara4on: 1. Poster Board 2. Pen
Instruc4ons: Work together as a group and create a list of at least five rules for the Youth Power Group. This is a great +me to discuss privacy and confiden+ality within the group.
Interview Worksheet
1. What is your most prized possession?
2. What is your favorite color?
3. What is your favorite food?
4. Who is your role model?
5. If you were an animal, which animal would you be?
6. What is your favorite sport to play?
7. If you could have a superpower, what would it be?
8. If you could visit anywhere in the world where would it be?
9. What do you want to be when you grow up?
10. What is the last book you read?
11. What is your favorite song at the moment?
12. What is a goal you want to achieve this year?
13. Where did you grow up?
14. Use one word to describe yourself
15. What is the strangest thing you have ever eaten?
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Unit 1
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steem
Ac+vity
Self-Esteem Strength Worksheet Objec4ve: To introduce your group to the theme of self-‐esteem and have them gauge their own self-‐esteem Prepara4on: 1. Print Self-‐Esteem Worksheet 2. Pass out pencils to all the youth
Instruc4ons: Have the youth take 5-‐10 minutes to themselves to fill out the Self-‐Esteem worksheets. Come back together as a group and have each person share one of their strengths.
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Self-‐Esteem Strength Worksheet
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What do I like about who I am? ___________________________________________ ___________________________________________ What am I good at? What are my skills and talents? ___________________________________________ ___________________________________________ What posi+ve characteris+cs do I have? ___________________________________________ ____________________________________________ What are the successes in my life? ____________________________________________ ____________________________________________ What are some challenges I have overcome? ____________________________________________ ____________________________________________ What do others say they like about me? ____________________________________________ ____________________________________________
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Thought Capsule Objec4ve: To become more familiar with the topic of self-‐esteem and understand their own. . Prepara4on: 1. Gather Supplies-‐ (4) 1-‐liter soda boele or boxes, magazines, markers, glue, and scissors Instruc4ons: You will create four self-‐esteem thought capsules. The youth are split up into three groups called, “ My Feelings, My Shell, My Image.” Give each group a large plas+c drink boele/box. Each group will decorate the outside of their Thought Capsule boele with pictures and words from magazines that represent their area.
² My Feelings could have images of faces, tears and smiles, using words like love, fear, and guilt.
² My Shell could show images of lips, feet, noses, hair, skin, and teeth, with words like smooth, hairy, and healthy.
² My Image would use pictures of famous people or models, and words like perfect, smart, proud, successful. etc.
² The fourth boele just needs a simple label saying ‘Hope and Fears’. Once all the boeles (or boxes) are decorated, join together again as one group. Ask each person to write their thoughts about all or any of the three areas on slips of paper. The youth can write anything to do with either self-‐esteem or taking part in the ac+vi+es What they hope to find out about themselves, the worries they have about what the ac+vi+es may be like, the fears they have about growing up or what they are looking forward to. The slips will be gathered up and then looked at by the youth at the end of this course. The wrieen thoughts can be anonymous or the youth can sign them. Put the slips of paper into the ‘Hopes and Fears’ boele or box. Explain that these boeles (or boxes) represent self-‐esteem as a combina+on of what goes on both inside and outside ourselves.
Unit 1
: Self-‐E
steem
Discussion
What is Self-Esteem? We all hear about the value of high self-‐esteem and know that people with poor self-‐esteem tend to experience problems in life, but what exactly is self-‐esteem?
• How we value ourselves (our self-‐worth). • Our aktude to ourselves (how happy we are with the type of person we are). • Our ability to manage difficult situa+ons. • Our confidence in our own abili+es. • How we see ourselves in our community and society (how we compare ourselves to others, and connect with those around us).
High Self-Esteem High self-‐esteem can mean we are comfortable with who we are. People with high self-‐esteem oWen have the confidence to influence decisions, to express their individuality and to find success in life. Low Self-Esteem Low self-‐esteem means that we do not value our true worth. This can lead to feeling helpless and not being in charge of our lives, even feeling resentment or blaming others. Those with low self-‐esteem are unlikely to reach their full poten+al in life. The Cost of Low-Self Esteem
• With low self-‐esteem, we oWen fail to recognize what we do achieve and feel good about it
• Low self-‐esteem can make us feel excluded and disconnected from society
• It can make us want to surrender our individuality and conform to stereotypes
• It can make us feel we can’t handle life’s challenges or feel like a miserable failure
• It can lead to depression, destruc+ve behavior, self-‐harming, ea+ng disorders and alcohol/drug abuse
Can we develop our self-esteem? Self-‐esteem develops during childhood. However, throughout our lives we each have the opportunity to improve our own self-‐esteem. It is core to how we act and react, make decisions and choose our path through life. This makes building self-‐esteem a fundamental life skill.
1. How did you feel during the session’s ac+vi+es? 2. What have you learned about self-‐esteem and confidence? 3. How can you improve your self-‐esteem in this next week? In one month?
In one year?
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Ending Ritual
Create an Ending Ritual As a group come up with an ending ritual for every session. This ritual is only to be used for the Youth Power Group. Get the youth excited by telling them it is a secret thing that only whoever is part of this group can be a part of. This could be a secret handshake, a cheer, etc.
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Unit 2: Dealing with Pressure
Ice Breaker
Truth or Dare Objec4ve: Encourage the youth to speak up with confidence and build trust. Prepara4on: 1. Before your group meets, write out a selec+on of ‘truths’ and ‘dares’ on slips of paper and put them in separate labeled containers. How to Play: Get the group in a circle. Have each person choose one piece of paper and do what it says! Here are some sugges+ons:
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Pressure
Truth: • Tell three things you like about yourself • Tell us what your dream job would be • Give a compliment to each member
here • If a genie gave you one wish what would
it be? • What quali+es make you a good friend? • Who is your greatest hero? • What makes you a good role model? • If you were a superhero what would
your power?
Dare: • Do a crazy dance for two full minutes • Make up a speech aWer being given an
award • Crawl around like a crab • Pretend you are singing in the shower • Make up a commercial for a funny
product • Act like an alien that just landed on
Earth and react to what you see. • Snore like someone with a bad cold
Review
Do a 5 minute review of Unit #1: Self-‐Esteem. ² What is self-‐esteem? What does it mean by high self-‐esteem? Low self-‐
esteem? How can we develop our own self-‐esteem?.
Ac+vity
Dealing with Pressure
Objec4ve: To understand the types of stress and pressure teens experience in their lives, as well as ways they can deal with these pressures. Prepara4on: 1.Prepare video: Teen Stress/Pressure Documentary heps://www.youtube.com/watch?v=EPE5ObuxYSE Instruc4ons:
Before playing the video, discuss the following ques+ons as a group: 1. What pressures are you under? 2. Are all pressures bad, or can some pressures be good? Name some good pressures. Why are those good? Name some bad pressures. Why are those bad ?How can you tell the difference between good and bad pressures? 3. In what ways are the pressures on you changing as you get older? 4. What are the most serious pressures you are feeling? 5. Are most of the pressures you feel internal pressures or external pressures? What's the difference? 6. Can you think of a +me when you felt like you were gekng a lot of pressure from others, but it turned out that you were actually pukng that pressure on yourself? 7. Do you ever put so much pressure on yourself that it makes it hard to enjoy what you're doing? 8. Do you ever put unfair pressure on yourself because you can't say "no" to people? Is that good? How could you change that? 9. Do your parents compare you with other kids? How does that make you feel? What are some ways you can deal with it? 10. Do you ever put pressure on yourself by comparing yourself with others? Is that good? 11. What's the worst way you've ever dealt with a pressure? How could you have handled it beeer? 12. What's the best way you've ever dealt with pressure? What did you learn from that? 13. Do you think pressure some+mes affects the way you make choices? In what way? 14. How do you know when pressure is gekng to be too much? 15. When you're having a big problem do you always try to work it out on your own, or do you ever reach out for help? Why? When might it be best to reach out for help? 16. Does pressure some+mes make you lose perspec+ve? (It may help to have a discussion here about perspec+ve) How does losing perspec+ve affect the choices you make? Watch the 3 minute video then answer the following ques+ons: 17. Did anybody in this video say anything you disagree with? How would you answer that person? 18. What was most meaningful to you in this video? 19. Do you relate to the students in the film? Why?
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Pressure
Discussion
How to Deal with Pressure Pressures are a normal part of life. Entering middle school, high school, and becoming a teenager brings a whole batch of new pressures. What really maeers, though, is not how much pressure you have, but how well you keep it all in perspec+ve and deal with it. Here are some posi+ve and healthy ways of dealing with pressures.
• Take +me out. • Do something else for a while -‐ exercise, read, see a movie, listen to music. • Talk to someone -‐ friends, parents, a teacher or counselor. • Ask for help. • Take a fresh look; brainstorm new solu+ons. • Don't be overly cri+cal of yourself; give yourself a break. • Think of your past accomplishments. • Think about your good quali+es. • Learn your limits; don't take on more than you can handle. • Put things in perspec+ve; pressures usually pass. • Write in a journal.
Pressure Journal Have each person write on a piece of paper at least three pressures in their lives. In groups, each person will read aloud their pressures and together the group will find solu+ons on how to cope with the pressures. This will allow to build a more comfortable support system within the Youth Power group.
Ending Ritual
Close the session with the ending ritual.
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Pressure
Unit 3: Health and Fitness
Ice Breaker
Simon Says Objec4ve: To get the body and mind moving and to help students understand it is okay to make mistakes. Prepara4on: Move the desks to the back of the classroom to clear a space for moving How to Play: Choose who will lead this exercise. The leader then carries out an ac+on and instructs the rest to copy. However they only copy the leader if they says “Simon says” before their instruc+on. AWer the game ask the group:
1. How did it feel to make a mistake? Is it okay to make mistakes? Feel the Pulse Objec4ve: To have to group unite as one person, one spirit, one group! Prepara4on: Stand in a circle and hold each other’s hands. How to Play: Everyone stands in a circle holding hands. One person starts the pulse by squeezing the hand of one of their neighbors. This gets passed on around the circle. Then the direc+on can be changed with a fast double squeeze. 15
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and
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ess
Review
Do a 5 minute review of Unit #2: Dealing with Pressure ² What are different types of pressures youth face? What are some ways
we can deal with pressures?
Ac+vity
Good Health Factors
Objec4ve: To understand the importance of maintaining a healthy lifestyle in order to live a quality life. Prepara4on: 1. Print out the Good Health Factor worksheet for every youth 2. Pass out a pen/pencil to everyone
Instruc4ons: Discuss with the youth the importance of living a healthy, balanced life. Some+mes school and other obliga+ons get in the way of our health and ul+mately our happiness. Ask the youth if they feel that they cover all the categories below every week. Start by covering the worksheet together as a class and filling what they find I the most op+mal healthy lifestyle. Individually have the youth take 10-‐15 minutes filling out their worksheet. Come together and share as a class how each person can improve on their health. Break down the six categories and discuss each one in depth.
1. Exercise Ø Which type of exercise are there and which is each one good
for? • Cardio, strength training, aerobics, etc.
2. Fresh Air Ø Pollu+on and the air verses China and America Ø Outdoor ac+vi+es-‐ camping, games, importance of outdoor
to American culture Ø Lifestyle in a city in China verses. living in a rural village
3. Sleep Ø Benefits of Sleep Ø Nega+ve effects of not gekng enough sleep (not focused,
may not do well on a test, etc.) 4. Balanced Meals
Ø Difference between western and Chinese diets Ø Size Por+ons, dairy verses. Not dairy Ø What snacks and food do they like to eat? Ø Importance of fruit and vegetables
5. Recrea4on Ø Solitary verses. Group Play Ø Different hobbies, sports, culture, entertainment, etc.
6. Quiet Time Ø How do you like to spend your alone +me? Ø Reading, wri+ng, computer games, etc. Ø Is quiet +me important to you?
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Good Health Factors Worksheet
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Health Factors
Exercise: Amount of +me spent exercising.
Fresh Air: Amount of +me spent outside.
Sleep: Hours of sleep a night.
Balanced Meals:
Did you eat more fresh food or junk food today?
Recrea4on: Amount of
+me spending on
doing something you enjoy.
Quiet Time:
Amount of +me spent alone to
reflect and relax.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Discussion
Why is Being Healthy Important? Your teenage years come with a lot of pressures, including the pressures to fit in and do well in school. With school, sports, and ac+vi+es, finding the +me to lead a healthy lifestyle can be difficult. As a teen, it is important to remember that the healthy habits you adopt now will carry with you throughout the rest of your life. Taking care of your body and mind is important in maintaining good health for the long term. What are some things you can do to improve your health? Brainstorm as a class to see how we can help support each other in maintaining healthy lifestyles. Some Examples:
• Drink more water • Maintain a regular sleep paeern • Eat breakfast everyday • Avoid junk food • Snack • Exercise • Keep good posture • Maintain a hygiene regimen • Believe in yourself
Ending Ritual
Close the session with the ending ritual.
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and
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Unit 4 : Becoming a Posi+ve Role Model
Ice Breaker
Girl Verses Boys Objec4ve: To engage in a discussion about gender differences and inequali+es. Prepara4on: 1. Divide the white board ver+cally
How to Play: As a group write out all the things that they believe girls are beeer at than boys, and things boys are beeer at than girls. Once completed discuss the following:
1. Do girls/boys really have greater abili+es in these areas? 2. Should girls and boys have equal opportuni+es in all aspects of life? Ex. School, Work, Home
Human Knot Objec4ve: To work together as a team. Prepara4on: 1. Move the desk to the back of the classroom to clear a space in the middle. How to Play: As a group of 10-‐12 or smaller groups of 5-‐6 arrange group members in a circle, standing shoulder to shoulder. Tell everyone to put their right hand up in the air, and then grab the hand of someone across the circle from them. Everyone then puts their leW hand up in the air and grabs the hand of a different person. Check to make sure that everyone is holding the hands of two different people and that they are not holding hands with someone directly next to them. Tell group members to untangle themselves to make a circle without breaking the chain of hands. If group members break the chain they need to start over.
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Review
Do a 5 minute review of Unit #3: Health and Fitness. 1. What are the good health factors? Why is being healthy important? How
can you improve your healthy lifestyle?
Ac+vity
Identifying Role Models
Objec4ve: To be able to ar+culate the importance of role models, especially those that exemplify posi+ve characteris+cs and know how to become a role model themselves. Prepara4on: 1. Get Role Model Slideshow set up on the projector Instruc4ons: Discuss as a group:
1. What quali+es make someone a role model? 2. Who are your role models and why? 3. Are you a role model for anyone? A younger brother, sister, friend?
• Show the Role Model slideshow as a group and discuss the reasons why each person in the photo is a role model for our society.
As a whole group, make a list of the people students iden+fied as role models using two columns to group the examples. One column for posi+ve role models and one for nega+ve role models. Students in their groups discuss the two lists and decide what the people have in common that make them posi+ve or nega+ve role models. As a whole group, chart the common characteris+cs in each category. Lead a whole class discussion and be prepared to use their informa+on as you make sure that students understand that:
Ø Role models are powerful tools for finding our own success in life Ø Role models can be defined differently for each person Ø Role models can be defined as a person that has survived situa+ons you are
struggling with Ø They can also be chosen because of their overall view of life and its
significance Ø Some+mes role models are iden+fied because of a shared interest Ø Finding someone with a strong character and posi+ve values to share can
create a bond that can truly impact your life Ø Discovering someone with these types of quali+es can have a huge effect on
your outlook and your ac+ons
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Aung San Suu Kyi gained interna+onal fame and recogni+on when she campaigned for democracy in Burma. Suu Kyi lead
the Na+onal League for Democracy for many years and gained huge global respect and praise for her con+nued
stance, despite being a poli+cal prisoner under house arrest for over 20 years before her release. Suu Kyi is planning to
run for President in her na+ve Burma in 2015.
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Role Model Slideshow
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Jeremy Lin is an American professional basketball player for the Los Angeles Lakers. In high school he
was able to balance playing on his school’s basketball team with being one of the top students in his class. Before being draWed to the NBA, Lin aeended college at Harvard studying economics. Lin is one of the few Asian Americans in NBA
history, and the first American of Chinese descent to play in the league. He is also not the typically body type to be a point guard, but that did not
stop him to reach his dream, breaking stereotypes along the way.
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Peng Liyuan is not only China’s pop folk icon, she is the wife of Current China President Xi Jinping. She comes in with big hair and a brassy diva aktude which revolu+onized the stereotype of women
married to men in power. She helped the survivors of the Sichuan earthquake.
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24
Ban Ki Moon received his bachelor’s degree in Interna+onal Rela+ons from Seoul Na+onal University and a Master of Public
Administra+on at Harvard. AWer gradua+ng he joined the ministry of foreign affairs which launched his poli+cal career as Foreign Minister of South Korea. Ban is currently the Secretary of State for the United Na+ons. He struggled his first months wit
adjus+ng to the culture of the UN, but quickly found his bearings and passed several reforms on peacekeeping and unemployment.
Ban was name the world’s 32nd most powerful person.
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Malala Yousifazi survived an aeempt on her life and now an outspoken advocate for female rights and female educa+on in the Middle East. Since moving to the United Kingdom to live and
work, she has bravely spoken in the United Na+ons and con+nues to fight for girls to get an educa+on in all corners of
the globe.
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Nelson Mandela is the former President of South Africa. Mandela fought against racial segrega+on (Apartheid) in
South Africa. Figh+ng against the government at the +me led him to be jailed and to be known as an enemy. However he con+nued to pioneer social movements in his country. Once he was out of jail, he rose to be a Democra+c leader with values such as respect, equality, tolerance, peace, and
friendship.
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Dr. Tin Ka Ping is an entrepreneur and philanthropist in Hong Kong. He was born in Guangdong Province, China and when he was 16 his father passed away so he quit school and ran his father’s business. He grew that business and invested in many other business
ventures. He founded Tin Ka Ping Founda+on which is a charity that advocates for educa+on. He has set up 20 organiza+on for elderly, youth, and child care serves and donated over 80 million dollars to local
universi+es.
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Michelle Obama is one of the most powerful women in the world and is using that power to help change a na+on for the beeer and focusing on programs and projects around the
world, such as an+-‐obesity ini+a+ves and women’s educa+on. She is a fashion icon, a devoted mother, and an accomplished
lawyer, and writer. 28
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29
Bruce Lee is a childhood hero, an inspira+on for how to lead one’s life. He took tradi+onal mar+al and modernized it with
flexible moves adaptable to real life situa+ons. Despite his small build, his athle+cism and power is legendary.
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Ka-‐Shing Li is a Hong Kong business magnate, investor, and philanthropist. He is the richest
person in Asia with a net worth of $31.9 billion. In spite of his wealth, he has reputa+on for a no-‐
frills lifestyle. He is also known as one of the most generous philanthropists dona+ng over a billion dollars to charity. Is is referred to as “ Superman”
in Hong Kong.
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31
Survivor
Objec4ve: To work as an effec+ve team even with personality and leadership differences. Youth become aware of the different roles in group dynamics and the posi+ve and nega+ves to each role. Prepara4on: 1. Prepare Survivor Slideshow 2. Print Survivor Group Plan and Group Member Strength Worksheet Instruc4ons: Get into groups of four then play the Survivor Slideshow. First have the students imagine, imagine they are on a plane going to Europe when the plane has mechanical issues and is going to crash. They all end up on a deserted island and are only allowed two items each from the supply list. Have each youth fill out the Strength worksheet to see what skills they have to bring to help the group live off the island and ul+mately escape it. As a group they take their supplies and create a plan to live on the island for two days as well as an escape plan. Make sure the youth include how they will use their supplies they chose. Come together as a group and share their plans.
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IMAGINE...
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You sikng on a plane going to Europe. You are enjoying the free beverages and snacks and movie playing in your front
console.
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When you hear a thump and the plane starts descending fast. The emergency oxygen mask falls from above and the Pilot says that they have a problem and
the plane is going down……
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And then it’s pitch black
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You wake up on a deserted island……
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New Pathway SURVIVOR Unit 4
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Each person gets to pick two items from the list of supplies.
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Your Strengths as a Team Member
Your Name Your special skills
How can you help your team?
What Kind of dangers will you face?
How will you face them? Unit 4
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Plan
You can pick 2 items each
Day 1 Day 2 Your Escape Plan
Morning: Morning:
AWernoon: AWernoon:
Evening: Evening: Unit 4
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Discussion
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Identifying Role Models Everyone has the capability of becoming a role model. You may already play that role for someone and not even know it. You don’t have to be beau+ful, a famous celebrity, a brilliant scien+st, or a published author to be a role model for other adults. Here are some of the top quali+es a posi+ve role model should possess:
• Passion and Ability to Inspire Role models show passion for their work and have the capacity to infect others with their passion. • Clear Set of Values Role models live the values they believe in. People admire those who act in ways that support their beliefs. • Commitment to Community Role models are other-‐focused as opposed to self-‐focused. They are usually ac+ve in their communi+es, freely giving of their +me and talents to benefit people. • Selflessness and Acceptance of Others Role models are admired by people for their selflessness and acceptance of others who are different from them. • Ability to Overcome Obstacles Success is to be measured not by the posi+on that one has reached in life but success is measure by the obstacles which one has overcome. Role models show others that they have faced obstacles in their life, however they have overcame and learned from the obstacle. Some+mes failure can lead to a reward. ² What are some of the characteris+cs of a posi+ve role model you came up with
for the Iden+fy Role Model ac+vity? ² Do you currently have any of these characteris+cs ? ² If not, how would you obtain these posi+ve characteris+cs so that you can
become a posi+ve role model? ² Who is one of your role models and why?
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Ending Ritual
Close the session with the ending ritual.
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Group Dynamics To be a role model you must have leadership skills. In order to be a leader you must be aware of your own strengths and weaknesses. When in a group dynamic, there are different leadership roles an individual can take.
² Ini4ator: Person who always has ideas, likes to start projects, and advocates for new ways of moving forward. It is hard not to get excited about whatever new project or idea they have in mind. They will come up with new ideas.
² Blocker: Opposite of the ini+ator. They provide a role for maintaining balance within a group.
For example, Ini&ator: “ Let’s go to Disney land!” Blocker: “ No, too expensive.” ² Supporter: When the ini+ator and blocker bue heads, the supporter steps in,
taking one side or the other. ² Observer: Stays fairly neutral and tends to merely comment on what’s going on.
It is easy to see why people and organiza+ons are naturally aeracted to ini+ators. They bring in fresh energy and new ideas, and for them the sky is the limit. It’s equally easy to see why those same people and organiza+ons would want to stay clear of blockers. Blocking might not be pleasant, but it is a necessary component of healthy group dynamics.
² What role do you think is the best? The worst? ² What leadership role did you take in the Survivor Group Ac+vity? What role do
you normally take when in a group? ² Do you wish you could take a different leadership role?
Unit 5: Planning for the Future
Ice Breaker
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Unit 5
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Magic Word Objec4ve: The group will learn to focus and listen carefully. It will provide a space for the youth to step up in front of the group and build confidence in speaking. Prepara4on: 1. Clear the chairs to have enough space to form a large circle How to Play: The group stands in a circle with one person in the center. Each person around the circle hold their right hand out open toward the person on their right. With their leW hand they point their pointer finger down toward the open palm of the person on their leW. The group gives the person in the center a magic word. It can be anything: “ice cream”; “mood walk”, “bubble gum”, “happy.” The person in the center then begins telling a story. When he/she says the magic word, the people around the circle have to simultaneously try to grab the person on their right’s finger while pulling their leW finger away from the person on their leW. The person in the center gets to con+nue their story un+l they’ve said the magic word three or four +mes. They then pick a new person for the center. The new person gets a new magic word.
Review
Do a 5 minute review of Unit #4: Becoming a Posi+ve Role Model ² What are quali+es of a posi+ve role model? What are the four
leadership roles in a group dynamic?
Ac+vity
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Unit 5
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Crystal Ball Objec4ve: To introduce the importance of planning a future while teaching the skills of strategic ac+on planning.
Prepara4on: 1. Crystal Ball Worksheets 2. Pens/Pencils
Instruc4ons: Give each youth a Crystal Ball Worksheet and a pen/pencil. Ask each youth to think about themselves as they are today and how they want to be in the future. Have them write four things on their crystal ball they would like to accomplish (Grades, School, Job, Travel, etc.)
AWer each youth has wrieen four notes, gather the group and say, “ As you look in the crystal ball, what would you like to see? Have each person share their four things. Each youth will narrow down to one dream for the next ac+vity. Dream Action Plan Objec4ve: To have the youth create an dream ac+on plan on how they will achieve one of their dreams that they can follow to reach that dream.
Prepara4on: 1. Dream Ac+on Plan 2. Pens/Pencils
Instruc4ons: Give each youth a Dream Ac+on Plan. Have each youth fill out the Dream Ac+on Plan with the main dream they chose during the Crystal Ball ac+vity. As a group have each individual share their Dream Ac+on Plan and come up with ways that the Youth Power group can support.
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Crystal Ball Worksheet
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Dream Ac4on Plan
What is my dream? ______________________________________________________________________________________________________________________________ Why is this my dream? _____________________________________________________________________________________________________________________________________________________________________________________________ When do I want to accomplish this dream? _____________________________________________________________________________________________________________________________________________________________________________________________ What steps do I need to take to accomplish this dream? _____________________________________________________________________________________________________________________________________________________________________________________________ Are there any resources I can use along the way? _____________________________________________________________________________________________________________________________________________________________________________________________ What are obstacles I will face? _____________________________________________________________________________________________________________________________________________________________________________________________ Are there any people/collaborators who can help me reach this dream? _____________________________________________________________________________________________________________________________________________________________________________________________
Unit 5
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Discussion
Ending Ritual
Close the session with the ending ritual.
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Unit 5
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The Future Between school, sports and friends, you have a lot going on in your life. It’s exci+ng and new and most of all, fun! And probably the last thing you want to do is sit down and make a plan. But here’s the deal: You need some idea of how you want your life to unfold. For instance, do you want to go to college? What kind of career do you want? It takes a lot of work to have a fulfilled future, which is why it is important to have a life plan. A life plan can keep you on track to stay healthy so that you can reach your goals. Ask the group:
² Where do you see yourself in two years? ² Where do you see yourself in the next five years? ² Where do you see yourself in the next 10 years?
• Married? Single? In school? Working? • How much educa+on do you want? Where? When? • Do you plan on having a career? Where do you want to work?
There is a world of possibili+es out there for you, that you can make it to college and have a fulfilling career. You need encouragement and support, so it's important for your parents and friends to discuss your college, career, and life goals early and oWen. Don't wait un+l your senior year to begin thinking about your future plans. Ins+ll a vision of going to college and becoming successful can start at any age and concrete planning can begin as early as middle school.
Remember to set goals that are challenging, yet achievable. I also want to encourage you to enjoy life by exploring hobbies and leisure ac+vi+es, even if it does not overlap with your future. It is good to have an end to journey toward; but it is the journey that maeers, in the end. Enjoy your life! You only have one!
Unit 6: Closing Session
Ice Breaker
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Unit 6
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Person Bingo Objec4ve: Allow the Youth to learn similari+es and differences about each other.
Prepara4on: 1. Print out Bingo Cards
How to Play: Give each youth a bingo card and a pen. Ask each youth to aeempt to find someone to sign each box on their card. They must approach other people and see if they can find any statements that apply to that person. If they find one, the other person signs their name in that box. When a youth has a full card, they can shout bingo.
AWer the game gather the youth in a circle and ask the following ques+ons: 1. Did you find this game difficult? Was it hard asking people personal
ques+ons? 2. Were you surprised at someone’s answer? Do you now see a person(s)
differently? 3. Was there anyone who you thought was different but you realized had
some similari+es to you? Did you find differences as well?
Review
Do a 5 minute review of Unit #5: Planning for the Future ² What are some of the future dreams the group shared? What are some
ways we can reach these dreams?
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Person Bingo
Speaks a second language
Likes spicy food
Favorite color is blue
Does not have a cell phone
Owns a dog Plays on a sports team
Has traveled to America
Likes to clean Is le_ handed
Is a morning person
Doesn’t like ice cream
Has read all the Harry Po`er
Books
Unit 6
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Ac+vity
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Unit 6
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Dream Catcher Objec4ve: To obtain instant feedback on what the youth learned from the workshop, and what they intend to do differently as a result. As well as deepen the sense of connec+on and community and provide a strong sense of closure to Youth Power Workshop Series Prepara4on: 1. Ball of string 2. Everyone stand in a closer circle, shoulder to shoulder How to Play: When a person has the ball of string they need to share with the group.
“One thing I have learned is… And therefore I will…”
You will hold onto an end of the string and then throw the ball across the circle to a another person. This person shares something they have learned and what they intend to do differently as a result. Once they have finished speaking, they hold onto the string and throw the ball across the circle to another person. This con+nues on, un+l everyone goes, at which point it comes back to you (the teacher) who likewise shares what they have learned and therefore what they will do. Then you should restate some of the key learning's and planned ac+ons from the group, and ask what the shape of the string suggests. Youth will oWen say something like “a spider’s web” and you can make reference to the strength of a web coming from its structure and its interconnectedness. An explicit link should be made to the connec+on that has formed in the group over the course of this Workshop Series and the need for the support and strength that the group has generated to con+nue. You can also share that this shape references how people have shared some of their inner selves with the group and how they have shared some personal dreams and ideas with it – and how powerful this can be if the individuals of the group con+nue to support each other’s dreams in the future.
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Thought Capsule Objec4ve: To reflect on the past five sessions and see how each youth has grown through the Youth Power process
Prepara4on: 1. Gather up the four Thought Capsule (Feelings, Image, Shell, Hope and Fears)
that you did in Session 1: Self-‐Esteem 2. Gather the group in a circle
Instruc4ons: In a circle pass around each Thought Capsule and discuss the outside of each one.
Ask the group: ² Why did you choose to put these photo or draw this picture on capsule? ² What does it represent? Do you feel this is a correct representa+on of
how you feel now? ² How have your thought changed, how have they stayed the same?
Together look at the messages inside the ‘Hopes and Fears’ capsule. Read out the comments and reflect how the hope or fear has been addressed throughout the Youth Power Workshop Series.
Unit 6
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Discussion
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Unit 6
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Emeralds and Slugs Objec4ve: The youth can provide feedback about the workshop in a fun and engaging way. Prepara4on: 1. Gather in a circle How to Play: Popcorn style (people can start to speak whenever they feel comfortable), youth are invited to say emeralds for things they liked about the workshop and slugs for things that were challenges. For example “emeralds for the fun ac+vi+es,” “slugs for the +mes I had to speak up and voice my opinion when I was not comfortable .” Allow the conversa+on to flow without interrup+on and if people offer things that have really bothered them about the workshop, follow up with a group discussion on how these issues can be improved. Individual Statues Objec4ve: Youth can process their thoughts and feelings about the workshop using physical movement. Prepara4on: 1. Clear the desk to the side of the classroom. How to Play: Ask the youth to walk around the room slowly. Ask them to stop and take a pose to represent something:
u Your best moment of the workshop u Your most challenging moment u Something you learned
AWer each pose ask them to walk around the room slowly again and then ask for a different post Tip: You can vary this by asking half of the group to walk around and have a look at the ‘statues’.
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Ending Ritual
That’s so True Objec4ve: To prac+ce accep+ng compliments, whether we believe them or not. Our own limi+ng beliefs can get in the way of an apprecia+on or other posi+ve offering. Prepara4on: 1. Gather group in a circle
How to Play: The first person says their name, something they appreciate about themselves, and then something they appreciate about the person beside them. That person says, “thank you. That’s so true.” Then they say their own name, something they appreciate about themselves, and then something they appreciate about the person beside them un+l you complete the circle. **It’s very important that the compliments be sincere, so don’t use this ac+vity in a highly charged moment of your group’s development, where there is a possibility of put-‐downs or sarcasm.** Ending Ritual Close the session with the ending ritual.
Unit 6
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