FACILITATOR’S
MANUAL © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.
Page i
Collective Group Activity: At every appropriate opportunity, facilitator should strive to move students from an attitude of “I Can’t” to the more comforting and positive attitude of either “I Can’t Yet” or “I Can.” Additionally, help the students to rephrase “LOCK Values” statements, those negative, defeatist attitudes, to “KEY Values” statements, those optimistic, I-can-do-so-much-better-now-that-I-have-learned attitudes.
© 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.
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Based on the following examples, write in some possible Overgeneralization Thinking in the middle column and some more balanced BELIEFS in the right-hand column.
LIFE NEEDS: A bully steals your lunch money. SAFETY & SECURITY: A bully threatens your safety or the safety of someone you care about. FREEDOM & FUN: Due to breaking a law or a set of rules, you get put on probation for six months or longer. BELONGINGNESS & AFFECTION: After going through a crisis, some people you thought were friends turned their back on you. BELONGINGNESS & AFFECTION: You feel at risk of losing a friendship unless you agree to give in to his/her peer pressure. RESPECT & SELFRESPECT: A bully trashtalks you, your Mama, or some other person you care about. SELF-ACTUALIZATION: You are dealing with worthiness issues as a friend, parent, or significant other either stands you up or does not call as promised. Your action response to your ACTIVATING EVENT that got you put in this class.
Š 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.
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Since most of our work is in groups, we want to make sure our youth are heard as individuals. There is no doubt many youth have problems in their lives they want to talk about or get advice on. We want them to feel free to discuss any problems they have, because depression and suicide are rampant among our teens and preteens. They may also have questions about MK or concerns about other youth within the group. We want to always ensure a safe environment, and we can’t help them if we don’t know there is a problem. Journal writing also allows for youth to simply be creative, brainstorm or “free write” for expression and tension release. At the end of each session, the facilitator will give youth ten minutes to write in their journals. Instructions are given to write about anything that is bothering them, of concern to them, or questions they may have about MK. They may simply write a poem about their feelings or jot down feelings or symbols of expressions. For those who have difficulties writing, they may focus on drawings and symbols. This is their time to relax and let their feelings flow freely. They may choose to turn their journals in to the facilitator at any session, especially if they think they need help, questions answered, or some advice; however, they may also choose to keep it for their reflection. They may choose which, if any, sessions they wish to share their journal with the facilitator.
© 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.
Page 120
See pages 130-131 for ordering information.
Š 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.
Page 190