Teaching your children self esteem by Life Skills Programs Pty Ltd

A Life Skills Education Series (Ages 5+)

Mind Magic Additional titles available in this Confidence Series:

Self Esteem Confidence Resilience Acknowledgements Many thanks and appreciation to those who contributed their service, expertise and talents in creating this transformational program. We are deeply grateful for your assistance and support of our mission to enrich the lives of children all over the world. Published by Life Skills Programs Pty Ltd. Copyright ÂŠ Kathy Whines and Debbie Hogg ISBN 978-0-9806317-5-3

Copyright Notice All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, mechanical, photocopying, recording or otherwise, without prior written permission of the original publisher.

ÂŠ 2010 Life Skills Programs.

ii INTRODUCTION

Page iv v vi vii viii ix xiii

contents The Call for Life Skills Education Program Overview and Aims Confidence Series Building Confidence in Children Parents Notes – How to Use the Book Parents Notes – How to Deliver the Lessons Parents Notes – Using the Resources

Who Am I 2 3 4 6 8 10 12 14

Goals and Objectives/Notes Positive Parents Pocket Lesson 1 – Who Am I Lesson 2 – What Do I Like Lesson 3 – Make Friends with Your Body Lesson 4 – My Strengths Lesson 5 – Doing the Best I Can Lesson 6 – Courage to Be Me

Self-Esteem 18 19 20 22 24 26 28 30

Goals and Objectives/Notes Positive Parents Pocket Lesson 1 – What is Self-Esteem Lesson 2 – Nice Words Lesson 3 – Praising Others Lesson 4 – Positive Messages Lesson 5 – Believing in Myself Lesson 6 – Nurture Your Confidence

Resources Section 34 35 36 37 38 42 43 44 45

One Minute Calming Exercise – Confidence Star One Minute Calming Exercise – Shine Your Light Centering – Tall as a Tree Confidence Song – Walking Talking Miracle Bank of Words Confidence Poster 5 Minute Boredom Busters Reference Page CD

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The Call For Life Skills Education The call for life skills and values is currently echoing throughout the world, as educators, parents and even children are increasingly concerned about and affected by violence, growing social problems and the lack of values throughout the world. Research has shown that social and emotional learning is fundamental to children’s academic learning, moral development and motivation to cooperate and achieve. Children who have social and emotional competencies and skills find it easier to manage themselves, relate to others, resolve conflict, and feel positive about themselves and the world around them. Life Skills Programs acknowledges the critical role that parents can play to enhance these factors that promote children’s resilience and personal development and we recognize that parents can and do make a significant difference in the lives of children. We encourage parents and educators to look at education as providing children with a philosophy of living, thereby facilitating their overall growth, development, and choices so that they may grow into responsible and fulfilled members of the community. Today, parents need new ideas to help create a positive learning environment. How do you teach young children tolerance, self-awareness and responsibility? How can you help them to deal with fear, mistrust and aggression? The answer is simple – make it Fun! Games, activities, songs, discussions and stories are all ideal ways for children to develop social and emotional skills while being creative and having fun. Through the Mind Magic program, we are supporting parents in integrating life skills and values into the family culture. Parents will note an increase in respect, caring, cooperation, motivation, self-esteem and resilience. Mind Magic incorporates all of the above life skills and is the key to nurturing and leading our children today so they can become the loving, confident, healthy adults we all desire in the future.

INTRODUCTION

Program Overview and Aims A child says, “I hear and I forget, I see and I remember, I do and I understand.” The Mind Magic series is a life skills education program about ‘seeing and doing’ – a series of 8 modules that gives parents and educators the ability to teach the powerful principles of:-

Confidence Responsibility Communication Honesty

Respect Love Creativity Personal Growth

Children will discover the objectives themselves as they actively participate in the fun games and activities that will have a lasting impact on them and their future. With questions, visual stimulation and play, we encourage the child to draw on their own conclusions. Each book has 2 modules containing 12 lessons that are simple, fun and interactive. The books are designed for easy delivery with all resources provided. There is very little preparation required and all lessons are simple and fun to use. In each Book the life skills principles are explored using 7 simple teaching techniques:• Centering/Visualization - Calming and imagining activities that encourage children to access their own creativity and inner peace. •

Discussion - Communication activities teach children to implement peaceful social skills.

•

Bank of Words – Understanding the meaning of words and how to promote discussion.

•

Positive Statement - A small ‘saying’ that creates a positive thought for the children to memorise.

•

Storytelling - Listening to a story is a dynamic process that delights children while allowing them to imagine themselves in a variety of situations.

•

Song - Artistic activities, songs and movement inspire children to express themselves while experiencing the value of focus.

•

ame-like activities are thought -provoking and fun and the G discussion time that follows these activities helps children explore effects of different attitudes and behaviours. © 2010 Life Skills Programs. INTRODUCTION

Confidence Series CONFIDENCE ‘I’m a Walking Talking Miracle’ Self-Esteem Who Am I

Confidence

Self Esteem

Confidence

Let Your Light Shine

Resilience Choose Your Attitude

Resilience

6 x Lesson Plans in Each Module 1. Who Am I 2. What Do I Like

1. What is Self Esteem

1. What is Confidence

2. Nice Words 2. Why is 3. Make Friends Confidence with Your Body 3. Praising Others Important 4. My Strengths

4. Positive Messages

5. Doing the Best I Can 5. 6. Courage to Be Me 6.

Believing in Myself Nurture Your Confidence

3. Green Thoughts 4. Boosting Your Confidence 5. Looking and Feeling Confident 6. Shining your Confidence

1. Let Your Light Shine

1. What is an Attitude?

1. What is Resilience

2. Your Special Gifts

2. Attitudes are Contagious

2. Bouncing Back

3. Ace

3. Glass Half Full

4. Shining Star

4. Your World is a 4. Stretching the Mirror Bubble

3. Thinking on the Bright Side

5. Each One of Us is Beautiful 5. Sending a 5. Problem Solving Message 6. I Can 6. Know Your 6. Choosing Green Feelings Words

As outlined above, the Mind Magic Confidence Series is divided into 3 books and each book has 2 modules that explore and support the life skill ‘Confidence’. Within each module are 6 Lesson Plans that use activities such as imagining, discussion, song, dance, drama, fun games and storytelling to help children develop social and emotional skills whilst being fun and creative.

INTRODUCTION

Building Confidence in Children If children have a healthy level of self-esteem and feel good about themselves, they are more likely to make friends and succeed at school. A child’s confidence influences their social behaviour and learning and those with low self-esteem are less likely to step out of their comfort zones to extend themselves and try new experiences. Having confidence refers to the image or picture of ourselves that each of us carries around in our heads. This image or picture is constructed through our experiences and is strongly influenced by the messages that others send. The way we as adults interact with children on a daily basis influences the positive picture that they construct of themselves. Let them know through our language and our behaviour that they are capable and worthwhile and they will begin to believe it. The messages we send to children influences the way they see themselves as well as our relationship with them. Children with a healthy level of self-esteem and confidence generally: • Feel worthwhile (and lovable) • Believe they are capable • Extend themselves as learners.

Features

1. Fun and interactive activities 2. Caters to learning preferences 3. 7 teaching techniques 4. 5 Minute boredom busters. 5. Lesson & Resources provided. 6. Colour coordinated reference. 7. Simple and easy to use.

Benefits to Children

1. I ncreases Self-Resilience and Self-Responsibility 2. Increases Self-Confidence 3. Encourages tolerance and cooperation 4. Improves Communication Skills 5. Promotes Healthy Relationships 6. Encourages Positive Thinking 7. Enhances Creativity 8. Encourages Enthusiasm for Learning

Benefits to Parents

1. Transforms child behaviour 2. Quality time 3. Promotes positive child/parent relationships 4. Simple and fun to use 5. Develops cooperation

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Parents Notes - How to Use the Book Symbols Used Throughout the Lessons

You will see a series of symbols throughout the modules that are used as a reference for you to quickly determine what is required.

Approximate timeframe for each activity.

Parents instructions.

Instruction for the parent to use the script or talk.

Use PIP the panda puppet in the activity

Recommended Order

It is our recommendation that the lessons be delivered at least once a week in the order of the book series. Book 1 is the first in the series.

5 Minute Boredom Busters

At the back of this book in the Resource Section is a list of 5 Minute Boredom Busters. These short activities are designed as fill-ins for those times that you have a short gap of time to fill. Each short activity is based on the life skills taught in this book and can be used any time throughout the day.

Positive Parent Pocket

The Positive Parent Pocket is a pocket-sized ‘pep-talk’ with encouraging advice and wise words that will remind you as a parent to take care of yourself and renew your spirit and enthusiasm for parenting. Ponder the question and answer it as honestly as you can.

Adapting Language to Different Ages

The Mind Magic program has been written for children aged 5+, however, the degree of adapting depends on the age and language level of the child. As the parent, you know your children best and what they are capable of achieving. Things to consider are the level of support, the difficulty, the wording and language.

7 Simple Teaching Techniques

Each lesson in these books are made up of several short activities using 7 simple teaching techniques. Centering/visualization, Discussion, Bank of Words, Positive Statement, Storytelling, Song and Games.

viii

Parents Notes - How to Deliver the Lessons Mind Magic Culture

The lessons in this manual are designed to be fun, interactive with an emphasis on creativity and allowing children to express themselves. These lessons and activities incorporate a variety of ways to explore life skills and values. Learning new concepts, sharing and thinking, creating and listening are combined with playing, art, singing, movement and imagining. This program has been written from a ‘coaching philosophy’ which suggests that everyone has their own ‘map’ of the world and we as parents and educators learn to accept, acknowledge and validate others beliefs and responses. This may pose a challenge to those who are accustomed to having only ‘right’ or ‘wrong’ answers. A child’s emotional feeling about a concept is simply his or her own. We ask that you simply consider the response and acknowledge the child’s answer and restate the content of his or her message in a more effective way. The adults who deliver these lessons are integral to the success of the program, for children learn best by example and are most receptive when what is shared is experienced. Patience, love and seeing the beauty of every child are important and invaluable aspects. These will be your gifts to the children as you do these activities. Your behaviour will enable the children to experience these skills as their own and to use them in their interactions with others. Our experience has been that children of this age are especially receptive to cooperative ways of interacting and a values-based atmosphere. Children function at their best in a nurturing environment of respect, patience and clear rules rather than of blame, shame and anger. They enjoy expressing their thoughts and feelings and being acknowledged. When they begin to integrate these life skills into their day, their vocabulary, ability to think constructively and critical thinking skills develop along with social skills, emotional growth and self-esteem.

One Minute Calming Exercise

Each lesson begins with a one minute calming exercise to introduce the children to the practice of enjoying being silent and peaceful. This can be used at the beginning of every day, before any activity you choose to do with the chilren or before bedtime to create peace, harmony and cencentration in the home environment. The calming exercises are provided on the CD and the words are in the Resources Section.

Lesson Introductions

The purpose of the Lesson Introduction is for the parent to introduce the concept of the life skill being taught, give an explanation of its meaning and create a discussion with the children on their knowledge and thoughts about the subject.

Questions/Discussions

Thoughtful, reflective discussions are essential to getting the most out of these life skills lessons. A discussion helps children develop critical thinking. Talking with others helps children learn to organize their thoughts and present them coherently. Children also learn to be active listeners, holding other peoples’ ideas up to critical analysis. They come to see that there are always alternative ways of looking at a difficult problem or situation. A great idea is to share your thoughts around the table as a family group.

Song

The Mind Magic program has a collection of inspirational songs that inspire selfconfidence and build character in young children. Singing and dancing is a fun-filled way to help children meet the challenges of growing up. A CD with a song and song words is included with this book and the song words are in the Resources Section.

Positive Statement

Each module contains a ‘Positive Statement’ as part of the lesson plan. This is a small ‘saying’ that creates a positive thought for the children to memorise. Whilst saying the statement the children stomp up and down, can sing it, dance or get louder and softer which all helps to make it fun and memorable.

Centering

Very often children do not like having to be quiet. They seem to experience it as having to curtail their fun and repress their energy and enjoyment. The centering has been introduced for the children to practice enjoying being silent and peaceful. This exercise helps the children to learn to visualise, quieten down, be more content and help in concentration and listening. Each centering is related to the life skill being taught and it is recommended to do the â&#x20AC;&#x2DC;Centeringâ&#x20AC;&#x2122; exercise before reading a story, after coming in from play or anytime that you require the children to calm down and be quiet. The Centering is provided on the CD and the word script is in the Resources Section.

Stories

Listening to a story is a dynamic process that delights children while allowing them to imagine themselves in a variety of situations. Stories are non-instructive teaching tools. A story heard is not an explanation, but an experience that is enduring and enriching. Each child personally integrates the story, embodying the characters and experiencing the events. The stories in these modules are about PIP (Positive Inspiring Panda) and their references to the difficulties that Pip endures; connect with real life events and the life skills required to overcome them. Because genuine listening takes place during storytelling, children may be able to find the environment necessary to voice their own fears and concerns. (It is recommended that the Centering take place before reading the story).

Bank of Words

Included in each book is a bank of twelve words that can be used in discussion and are accompanied by several questions to promote discussion.

Fun Activities

Each activity will enable the children to experience these skills as their own and to use them in their interactions with others.

ÂŠ 2010 Life Skills Programs. INTRODUCTION

What Did You Learn?

It is an important component of this program that the parent feels certain that the children have understood and ‘experienced’ the objectives of the lessons. This is determined through the simple asking at the end of the lesson what they have learnt from the lesson. This allows the children to revisit what has been taught and find clarity and meaning.

Green Thoughts / Red Thoughts

Green thoughts/words and Red thoughts/words are terms used throughout the manual to replace the words positive and negative. ‘Green’ replaces ‘positive’ and ‘Red’ replaces ‘negative’. These are words that are much easier for the children to understand and identify with and can be used in any situation. The children will begin to become aware of their self-talk and communication with others and will begin to replace the ‘Red’ thoughts/words (negative) with the Green thoughts/words (positive).

PI P

xii

INTRODUCTION

Parents Notes Using the Resources Pip the Panda Puppet

Teaching with puppets is one of the easiest and most fun ways to introduce difficult concepts, correct behaviour without being negative and bring warmth and humour to the lesson. Puppets are inherently interesting, often humorous, and first-rate story tellers. They bring focus and interest to subject matter, they teach without the children recognizing they are being taught.

Use the Puppet to • Start the lesson • In discussion time • Lead the song • Role-play or dramatise problem behaviours

• Join in the Positive Statement • Help tell the story • Teach behaviour rules

Poster

A confidence poster is provided in the pack that can be displayed on a wall in the family home and used for activities, discussion and referral throughout the lessons.

Fun Activity Book

All worksheets are designed to provide a fun, interactive and educational experience for the student. Each activity will enable the children to experience the skills they are learning as their own and to use them in their interactions with others.

Games

Games are an ideal way for children to develop social and emotional skills while being creative and having fun. Each game in the program lists specific skills targeted and gives step-by-step instructions for play.

Stickers

Stickers are included to use as rewards and to motivate children to believe in themselves. They can be placed in the activity sheets or on the children themselves. Additional Stickers can be ordered online. www.lifeskillsprograms.com.au

Certificates

Once the book has been completed each child receives their own Certificate to show they have achieved ‘Confidence’.

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xiv

WHO A M I?

LE S SO N S

1- 6

MODULE 1 - WHO AM I

Lesson 1

Goal: To create self-awareness Objectives: To -

• Develop an understanding of their uniqueness

• Discover personal likes and strengths

• Learn to appreciate and be grateful for their bodies

Who Am I?

Notes

MODULE 1 - WHO AM I

Positive Parents Pocket

MODULE 1 â&#x20AC;&#x201C; WHO AM I

Lesson 1

Who Am I?

MIN

CALMING EXERCISE

Who Am I?

The one minute calming exercise is to introduce the children to the practice of enjoying being silent and peaceful. This can be used at the beginning of every day, before any activity you choose to do with the children or before bedtime to create peace, harmony and concentration in the home environment. Choose a calming exercise from the CD provided or see words in the resources section. 10 MIN

INTRODUCTION

WHO AM I? Deliver the lesson below to the children by using the script provided and encourage the children to ask questions and create discussion. This is a good time to introduce ‘PIP’ (Positive Inspiring Panda) the puppet and explain that PIP will be helping out with the fun activities. ‘Unique’ means that you are ‘one of a kind’, that you are an individual. It also means that there is no-one else just like you. When you were created, you were given a special combination of gifts. You were made for a purpose and no-one else can take your place. If you want to feel happy and confident, it’s important to understand and know all about yourself! You need to know what things will make you feel happy and what things will make you feel proud of yourself. If you know yourself, then you can begin to set goals and think about who you want to be and what you want to achieve in your life. Who you are isn’t just what you do; it’s also what you believe in, how you feel, your personality, what you love and what makes you happy. Everyone is different from each other. Some people are noisy and talkative, others are soft and shy. People come in many different colours, shapes and sizes and have different talents and skills. Think about what is unique and different about you and your friends? What about your family members – how are you different from them?

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

Who Am I?

DISCUSS/SHARE

Think about what is unique and different about you and your friends? What about your family members – how are you different from them? 15

MIN

STORY

PIP TAKES THE PLUNGE Read the story to the children and then create a discussion using the questions below. This story has a very special message in it – so you need to be listening carefully. We were given 2 ears and one mouth, so we can listen twice as much as we speak! After I have finished reading the story, I have some questions we can use to have a discussion.

Lesson 1

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group.

Who can tell me what the message was in the story? What would you have done in Pip’s situation? Who can tell me what the problem and the solutions were in the story?

10 MIN

MIN

FUN ACTIVITY

PIP TAKES THE PLUNGE Ask the children to draw a picture about something from the story. Use the children’s Fun Activity book – page 6

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was one thing you learnt today about you? Give the children the pleasure of thanking PIP and putting him away in his special place.

Lesson 2

What Do I Like? 1

MIN

CALMING EXERCISE

Who Am I?

INTRODUCTION

WHAT DO I LIKE? Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. There is only one way to find out if you are good at something or if you like it - and that is to have a go and try it. You might think that joining the crosscountry team is a great idea – after all, your friend loves it! If you discover that you don’t like it or don’t have a talent for it, it doesn’t mean that you are a failure or that you don’t fit in. It simply means that a particular activity was not for you. We are all good at different things and your skills and talents are different from your friends. It’s hard to be brilliant at everything we do, however it’s worth trying things more than once to see if we like them. You may not realize it now but your hobbies, interests and favourite subjects are already leading you towards your future. The things that you enjoy and are interested in will help you to decide what you want to do when you are older. The world is full of lots of wonderful opportunities just waiting for you!

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. Think about something that you like to do or that you would like to do even better? What would it take for you to improve? Would it take lessons, practice, belief in yourself or encouragement from others?

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

SONG

Who Am I?

MIN

A CD is provided with the song ‘I’m a Walking Talking Miracle’. The song is intended to inspire self-confidence and build character in the children. Allow the children to sing, dance, jump about and have some fun whilst singing the song. The song words are included in the resource section.

MIN

FUN ACTIVITY

My Favourite Begin by explaining to the children that we all have our own favourite things in life. This is what makes us all different. Wouldn’t the world be strange if we all liked the same things? Do you know what your favourite things are? Use the children’s Fun Activity book – page 7 5

MIN

Lesson 2

‘I’m a Walking Talking Miracle’

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was one thing you learnt today about your favourite things? Give the children the pleasure of thanking PIP and putting him away in his special place.

Lesson 3

Make Friends With Your Body

MIN

CALMING EXERCISE

Who Am I?

INTRODUCTION

MAKE FRIENDS WITH YOUR BODY Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. Our bodies are made up of many different parts and each part contributes to making us special. Some of us have strong legs and can run fast, while others have talented fingers to create beautiful art or play a musical instrument. Each person contributes to the world with his/her own special talents and unique abilities. What other parts of the body can you think of that were given to us for a reason and to use to our best ability? What parts of your body were given specifically to you for your unique talents? Instead of looking at qualities like size, shape, colour, beauty or age, we can learn to look for people’s inner strength, their goodness and their personalities. Our bodies are miracles made up of many different parts that all work together to make up you. Did you know that your body helps you to enjoy life? Your legs help you to run, jump, skip, dance and ride your bike. Your arms help you to swim, play an instrument, eat healthy food and draw wonderful pictures. Your eyes, ears and nose all help you to make sense of your world. Make Friends with your Body by exercising, having fun and eating healthy food! Your body is your home and it needs to be looked after. Feeling good about your body helps you to be positive and happy and it helps you to feel good about who you are!

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. What other parts of the body can you think of that were given to us for a reason and to use to our best ability? What parts of your body were given specifically to you for your unique talents? Is it hard for you to say nice things about yourself? If so, what makes it hard?

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

MIN

POSITIVE STATEMENT

‘I’m a Walking Talking Miracle’

Great, now we are going to repeat this statement and whilst we are saying it I want you to stomp up and down and get louder and then get softer, much softer, now soft.

10 MIN

Lesson 3

Now you are going to learn a Positive Statement. A Positive Statement is a saying that puts positive thoughts into your mind and if you keep repeating it, then your mind records it and remembers it just like your IPod. How cool is that? So, here we go. The Positive Statement is Confidence is –

Who Am I?

Whilst saying the positive statement, children can be encouraged to stomp up and down – getting louder and faster, then softer and quieter, then louder again. At the end, everyone gives a big hug to themselves.

FUN ACTIVITY

Body Beautiful Begin by explaining to the children that we all have 2 eyes, 1 nose and 1 mouth however no-one looks exactly the same. All of our body parts were given to us for a reason and for us to use to our best ability. Ask the children to think about why they have certain parts of their body and what they can be used for. Use the Fun Activity book – page 8

Allow time at the end for sharing • • • • •

MIN

On On On On On

the the the the the

EXAMPLES: arm – ‘Gives hugs’ mouth – ‘Good singer’ ear – ‘Great listener’ leg – ‘Fast runner’ foot – ‘Good football kicker’

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was the one thing you learnt today about making friends with your body? Give the children the pleasure of thanking PIP and putting him away in his special place.

Lesson 4

My Strengths 1

MIN

CALMING EXERCISE

Who Am I?

10 MIN

INTRODUCTION

MY STRENGTHS Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. If I were to ask you what your strengths are – would you know? Even all the animals in the world have their own special talents and strengths! What about a kangaroo – what is a kangaroo good at? What about eagles – what are their strengths? What about a snake – what can they do? It seems as though all the animals of the world already know what their strengths are because that’s what they use all the time to live and survive. What if a dog tried to meow instead of bark? What if a koala tried to fly instead of perch in a eucalyptus tree? What if a rabbit tried to swim under the ocean? Of course they don’t even try because they know who they are and what they are meant to do. We all have our own special talents and strengths. It’s important to know what they are so that you can use them in your life and be the best that you can be!

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. What are some other animal’s strengths? What are your special talents and strengths? 5

MIN

CENTERING

A centering allows the children to use their imaginations and become quiet, calm and peaceful in preparation for a story or any other activity that requires them to be centered. Use the CD provided or alternatively read the centering to the children from the resources section.

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

My Strengths Paper Chain Begin by asking the children “Who has something that they do really well? Ask the children to write 3 of their strengths in the boxes in their Fun Activity book – page 9 then provide them with 3 different strips of paper to write those strengths on. Demonstrate how to create a paper chain with their strips, linking their 3 talents together. Once the entire chain is constructed and linked together, ask what this demonstrates (The fact that everyone has talents they do well). Hang the chain up in a room as a reminder that everyone is good at something. Refer to it as needed throughout the day, week, month or year. If you want try adding to it at different times.

MIN

Who Am I?

FUN ACTIVITY

Lesson 4

MIN

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was one thing you learnt today about your strengths? Give the children the pleasure of thanking PIP and putting him away in his special place.

Lesson 5

Doing The Best I Can 1

MIN

CALMING EXERCISE

Who Am I?

10 MIN

INTRODUCTION

DOING THE BEST I CAN Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. Did you know that it’s okay to make mistakes? This may surprise you because we live in a world where everyone seems to want us to be perfect at everything. There is no such thing as perfect! You can only do the best that you can do at the time you are doing it. Everybody makes mistakes – that’s what being human is. Robots can be perfect but not humans. Sometimes you may find yourself not trying things because you are afraid you might do it wrong or make a mistake. However, it’s far better to have a go and try it – even if you do make a mistake, you can learn from it and ask yourself – What did I learn? Or, what would I do different next time? When we are trying to be perfect at something, sometimes we might be doing it to get praise or approval from someone else like our parents or friends. You don’t always need praise from others. You can get praise or approval from yourself instead! You can say this ‘green’ thought to yourself ‘I am doing the best I can today’.

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. Have you ever tried to be perfect for someone else? How did it make you feel?

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

10 MIN

BANK OF WORDS

10 MIN

FUN ACTIVITY

EXAMPLES:

Excellent Magnificent Marvelous Acheiver 5

MIN

Lesson 5

My Name is Me Each child will print their name vertically down the left-hand side of their work page, writing each letter separately. The children will think of a positive self-descriptive word or phrase that matches each letter of their name. Use the children’s Fun Activity book – page 10

Who Am I?

Choose from the Bank of Words template provided in the resource section and create a discussion using one or more of the questions provided.

Clever Rapid Ace Impressive Great

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was the one thing you learnt today about doing your best? Give the children the pleasure of thanking PIP and putting him away in his special place.

I DID MY BEST!

Lesson 6

Courage To Be Me 1

MIN

CALMING EXERCISE

Who Am I?

INTRODUCTION

COURAGE TO BE ME Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. Did you know it takes real courage to stand up to people and say ‘no’? If other kids are trying to get you to do something that you know is wrong– or its dangerous, and they are calling you names, then it takes real courage to say ‘No’. So, courage means doing the right thing when it’s hard and even if it means being called names. It’s having the courage to say ‘no’ to something that you know is wrong. Courage doesn’t mean that you won’t feel afraid. It’s about taking action or doing the thing that you are afraid of doing. Like taking part in the running race even if you are afraid of competition, it’s telling someone that they hurt your feelings when they were unkind and its saying hello and helping a child who has no friends. When we think of courageous people, we often think of soldiers, police officers, fire fighters, and astronauts. These people are courageous, however it also takes courage to be a good friend, a good brother or sister and it takes courage to be yourself. If you have the courage to be true to who you really are and to be yourself, even under strong peer pressure, then you will have the confidence to be and do whatever you want in life.

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. When was a time you had the courage to say ‘no’ to something you knew was wrong? What happened when you said ‘no’?

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Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

MIN

POSITIVE STATEMENT

‘I’m a Walking Talking Miracle’

Great, now we are going to repeat this statement and whilst we are saying it I want you to stomp up and down and get louder and then get softer, much softer, now soft.

10 MIN

Lesson 6

Who Am I?

FUN ACTIVITY

Courage Certificate Ask the children to design a ‘Courage Certificate’. The certificate could be for something brave they have done themselves, it could be for someone they know, a character from TV or a book they have read. Use the children’s Fun Activity book – page 11 The Certificate will include: The person’s name who is receiving the award Who or what the person helped (this could be a person, animal or the environment) Describe what the act of bravery was and how it helped Decorate the award

“What is right is not always popular, and what is popular is not always right” 5

MIN

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was the one thing you learnt today about Courage? Give the children the pleasure of thanking PIP and putting him away in his special place.

SELF ESTEEM LE S SO N S

1- 6

MODULE 2 - SELF ESTEEM

Self Esteem 18

Goal: To increase self-esteem Objectives: To -

• Understand the meaning of self-esteem • Understand how others can affect self-esteem • Learn how positive self-talk impacts self-esteem

Notes

MODULE 2 - SELF ESTEEM

Positive Parents Pocket

MODULE 2 - SELF ESTEEM

Lesson 1 Self-Esteem

What Is Self-Esteem

MIN

CALMING EXERCISE

INTRODUCTION

WHAT IS SELF-ESTEEM? Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. Self-Esteem is how you feel about yourself as a person. When we are babies and very small children, it is the people around us that help us to have good self-esteem. When we learn to walk, people say “Well done” and “You are so clever”! When parents praise their baby and take good care of it, this helps the baby feel loved and valued. As we get older, we can help ourselves have high self-esteem. Achievements like getting a good grade on a test or scoring a goal in soccer are things that make us feel proud of ourselves and boost our self-esteem. If we get positive messages about ourselves as small children, chances are we have high self-esteem. You can compare self-esteem to a bucket of water. It starts out full when you are born and then whenever you develop negative thoughts about yourself, it’s like poking little holes in that bucket and our self-esteem drips right out through the holes. Everything you say and do affects your self-esteem. Remember how we talked about that little ‘voice’ or chatter in our minds and how it’s important for you to keep having ‘green’ thoughts instead of ‘red’ thoughts? Well, it’s the same with our self-esteem – plug up those holes in the bucket with ‘green’ thoughts! If your self-esteem is high, then you have the confidence to try anything!

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. What are some things that you say to yourselves that poke holes in your bucket? What could you say to yourself to plug up the holes? © 2010 Life Skills Programs.

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Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

CENTERING

Self-Esteem

MIN

FUN ACTIVITY

Holes in My Bucket Ask the children to write in what they say to themselves to make holes in their bucket (red thoughts). Then on the opposite side of the bucket ask them to turn it around to a positive thought (green thoughts). Use the children’s Fun Activity book page 14.

MIN

Lesson 1

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was the one thing you learnt today about self-esteem? Give the children the pleasure of thanking PIP and putting him away in his special place.

Lesson 2 Self-Esteem

Nice Words 1

MIN

CALMING EXERCISE

INTRODUCTION

NICE WORDS Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. If someone gives you a compliment or is kind to you it can really help to boost your self-esteem. Can you think of a time when someone said something good about you? Did it make you feel special? However, if others put you down or say unkind things about you – you can start to believe it. This can make you feel sad and make your self-esteem low. To protect yourself from unkind words, you can create an imaginary bubble around your body and the unkind words will just bounce off the bubble and never get inside! Let’s all stand up and do it. Imagine there is a great big bubble around you. Nothing can get through it – especially unkind words. Now imagine someone is saying something that is unkind or makes you feel sad – watch the words just bounce off the bubble and float away – you don’t even hear them and they stay on the outside of your bubble. How did that feel? Do you think you could practice using the bubble in the playground? Where else would you practise using your bubble?

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. What can happen when you compare yourself with others? Have you ever made yourself feel bad by comparing yourself with others? What could you say to make yourself feel good?

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

Self-Esteem

SONG

‘I’m a Walking Talking Miracle’ A CD is provided with the song ‘I’m a Walking Talking Miracle’. The song is intended to inspire self-confidence and build character in the children. Allow the children to sing, dance, jump about and have some fun whilst singing the song. The song words are included in the resource section.

MIN

FUN ACTIVITY

Nice Words Working together, turn to the person on your right and say one nice thing about them. Have a discussion and ask them to explain their compliment and say how it made them feel. They can then write what their compliment was in their Fun Activity book page 15.

Lesson 2

MIN

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was the one thing you learnt today about how others affect our selfesteem? Give the children the pleasure of thanking PIP and putting him away in his special place.

Lesson 3 Self-Esteem

Praising Others 1

MIN

CALMING EXERCISE

INTRODUCTION

PRAISING OTHERS Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. ‘Sticks and stones may break my bones, but words will never hurt me’. Who has heard that saying before? Nasty words can hurt people and they can do a lot of harm. Being unkind to others affects their self-esteem and it also makes you feel bad too. Everything we do or say is affecting our self-esteem and also our friends. Remember to praise your friends when they do something good – it will really help to boost their self-esteem!

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. Have you ever hurt someone’s feelings and felt bad about it? Did it affect your self-esteem too? When was a time you made someone feel really good about themselves? How did it make them and you feel?

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

POSITIVE STATEMENT

Self-Esteem

MIN

‘I’m a Walking Talking Miracle’ Great, now we are going to repeat this statement and whilst we are saying it I want you to stomp up and down and get louder and then get softer, much softer, now soft.

MIN

FUN ACTIVITY

Praising Others Ask the children to think of two friends/family members. compliment to each of them in the Fun Activity book page 16.

MIN

Lesson 3

Write a

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was the one thing you learnt today about praise? Give the children the pleasure of thanking PIP and putting him away in his special place.

Lesson 4 Self-Esteem

Positive Messages 1

MIN

CALMING EXERCISE

INTRODUCTION

POSITIVE MESSAGES Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. Did you know that we all carry around a picture in our minds of how confident we are? This picture is created from our experiences in life from the time we were babies up until now. Babies don’t see themselves in a good or bad way. It’s the people around them that help them to develop their self-esteem. When a baby learns to crawl, walk or talk, everyone says “Well done” whilst smiling and clapping. When the baby gets praise from its parents this helps the baby feel loved and valued. As children get older, they have a bigger role in developing their own selfesteem. Achievements like getting a good grade on a test or scoring a goal in soccer are things that make them feel proud and believe in themselves. So, if we get positive messages and praise from family members, friends and even strangers – it all adds to the picture we have of ourselves and chances are we will have high self-esteem. Even if you didn’t receive green (positive) messages from others, you can start believing in yourself today by giving yourself green (positive) messages and create your own high self-esteem!

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. How can you tell they have high self-esteem? Do you know someone who has high self-esteem? How can you tell they have? Do you know someone who has low self-esteem? How can you tell they have low self-esteem? Why do you think some people have high self-esteem and others have low self-esteem? © 2010 Life Skills Programs.

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

CENTERING

Self-Esteem

MIN

FUN ACTIVITY

Affirmation Pencil Flags Supply children with small strips of coloured paper. Ask them to write an ‘affirmation’ for themselves on the strip and decorate it. Example: I believe I can……….. The small flags are then taped around the end of their pencil as a constant reminder of what they can do. The Affirmation can then be copied into their Fun Activity book page 17.

Lesson 4

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was the one thing you learnt today about positive messages? Give the children the pleasure of thanking PIP and putting him away in his special place.

I Can!

Lesson 5

Believing In Myself 1

MIN

CALMING EXERCISE

Self-Esteem

INTRODUCTION

BELIEVING IN MYSELF Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. Did you know that every goal that has ever been reached began with just one step... and the belief that it could be achieved? Think of a person you admire who has achieved their dreams and goals – it could be a famous athlete, president, teacher, parent, singer or friend. How do you think they achieved their goals? Dreams really can come true however they are also combined with doing the work, determination and a strong belief that you can do it. Special dreams lie inside each of us and whatever your dream is you can achieve it. If you believe that you ‘can’, you truly do have the power to make your dreams come true. Look deep inside your heart and you will find the strength you never knew you had!

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. What are your dreams and goals? What do you need to believe about yourself to achieve them?

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

BANK OF WORDS

Self-Esteem

10 MIN

Choose one of the words from the Bank of Words provided in the resource section and create a discussion using one or more of the questions provided. 2

MIN

SONG

10 MIN

Lesson 5

FUN ACTIVITY

Dreams & Goals Ask the children to draw or write about their dreams and goals. Use the children’s Fun Activity book page 18.

MIN

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was one thing you learnt about believing in yourself? Give the children the pleasure of thanking PIP and putting him away in his special place.

Lesson 6

Nurture Your Confidence 1

MIN

CALMING EXERCISE

Self-Esteem

INTRODUCTION

NURTURE YOUR CONFIDENCE Deliver the lesson below to the children by using the script provided and encouraging the children to ask questions and create discussion. Our self-esteem is just like a stone inside a piece of fruit. The stronger and healthier it is then the better the fruit is on the outside. The more we look after and nurture ourselves on the inside the stronger we will become. Imagine if a peach or plum stone was all dry and shrivelled up on the inside, what do you think the outside of the peach or plum will look like? If you are having ‘red’ thoughts and feel sad on the inside how will it be making you feel on the outside? However, if you are choosing ‘green’ thoughts and being happy and comfortable on the inside, how will you be feeling on the outside? When you are feeling great on both the inside and the outside think of how much more you could do? You will feel much stronger, more confident and your personality will shout out confidence. When your confidence is strong, you can achieve much more for yourself and it will help make your dreams come true. It really is a very simple choice – choose ‘green’ thoughts to nurture and boost your confidence!

DISCUSS/SHARE

Ask the children to discuss with you the answers to the questions below. You can all share your thoughts around the table as a family group. Which choice will you make? What makes you want to make this choice? When you nurture your self-esteem what exactly does it give to you? What strengths help make up your self-esteem?

SYMBOL DESCRIPTION

Include Puppet

10 MIN

Delivery Time

Parent Instruction

Parent Script

POSITIVE STATEMENT

Self-Esteem

MIN

10 MIN

Lesson 6

FUN ACTIVITY

Nurture Your Confidence Just like the peach with it’s strong stone inside draw or write about your self-esteem (strengths inside). Use the children’s Fun Activity book – page 19.

MIN

WHAT DID YOU LEARN?

Bring the children back together as this is the end of the lesson. Ask the question below to ensure the objectives have been met and that the children have understood and ‘experienced’ the lesson. What was the one thing you learnt today about how to nurture your confidence? Give the children the pleasure of thanking PIP and putting him away in his special place.

ÂŠ 2010 Life Skills Programs.

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RESOURCES SECTION

Resources Section

CONFIDENCE ONE MINUTE CALMING EXERCISES Confidence Star Exercise For a few moments, be very still, close your eyes if you want to...relax your toes and legs.... relax your stomach... and your shoulders.... relax your arms and your face. Take a deep breath in and out.....and think of the bright shining stars in the sky at night and imagine yourself to be just like them... quiet and peaceful. You are a Confidence Star bringing your own special qualities to the world. You are a beautiful bright star.... enjoy the feeling of confidence inside you that shines a light of peace and courage. Whenever you want to feel confident, you can become very still and quiet inside and remember that you are a Confidence Star.

34 RESOURCES SECTION

Shine your Light Exercise I want you to get nice and comfortable, breathing nice and deep, now. Keep breathing nice and slowly and close your eyes now. Imagine you are surrounded by a really beautiful light; it can be any colour you choose, it’s all yours and it’s very special to you. What colour will it be? And now I am going to ask you to think

Resources Section

CONFIDENCE ONE MINUTE CALMING EXERCISES

about one special thing that you are really good at. Just keep breathing, nice and slowly, nice and deeply, that’s right, in and out. Well done, good work. Now bring that picture into your mind, you know, the one that you are really good at, that’s right, make it nice and bright in your mind, now take a deep breath and enjoy the picture, notice how it makes you feel, where do you feel it? Keep taking deep breaths, that’s right, deep breaths and feel yourself relax even more. Enjoy the picture! Now as you let that picture go, you can slowly open your eyes and come back into the room. Well done!

Resources Section

CONFIDENCE Centering – ‘Tall as a Tree’ Close your eyes gently. Breathe in slowly and deeply through your nose and let the balloon inside your tummy slowly fill up. Now breathe out as slowly as you can and let the balloon become smaller and smaller until there is no air left in your tummy at all. Imagine you’re the tallest, strongest tree in the world. Think about your long sturdy roots that grow deep into the ground. These roots keep you upright, steady and firm. Imagine your trunk divides high above the ground into branches that seem to reach for the sky. Birds flutter in and out of your branches and the sun glimmers through your bright leaves. With your head high in the air and as your branches sway gently in the wind, strength and courage flow through you and you know that you are the tallest strongest tree in the world. Now slowly open your eyes and have a big stretch. Who feels all warm and fuzzy?

36 RESOURCES SECTION

Resources Section

Confidence Song Walking Talking Miracle When I walk down the street I’m a tower of strength, Filled to the brim with confidence, Filled to the top with self esteem, Courage to shine, yeah you know what I mean. Cause I’m a walking, I’m a talking, A walking, talking miracle. Yeah, I’m a walking, talking miracle A walk, walk, talk, talk, miracle. If I feel sad, angry or scared, I fill my tank with courage to spare, Lashings of love that shine like a light, A pinch of power hey I’m alright. Cause I’m a walking, I’m a talking, A walking, talking miracle. Yeah, I’m a walking, talking miracle A walk, walk, talk, talk, miracle. A walk, walk, talk, talk, miracle. A walk, walk, talk, talk, miracle.

RESOURCES SECTION

Resources Section

A bank of words is supplied to be displayed in the classroom. Choose one of the cards provided and hold it up to the class. Use one or more of the activities below which are also written on the back of the cards. All of the questions and activities can be used in relation to each of the bank of words, however we have Choose one word and use the questions and activities below in used the first word ‘Confidence’ as an example below. These words can also be relation to spelling, that word. There is aand section in theThe Fun Activity used for journal writing discussion. card is then Workbook displayed on for the theclassroom children to write and draw their answers. A You template is wall and can be referred to throughout the week. can match up one word withnext one activity for words. each lesson provided on the page of foryour thechoosing bank of The first word

BANK OF WORDS

‘Confidence’ has been used as an example below. These words also be 1. used for with spelling, journal and discussion. Youbecan match Discuss the class - If you writing had ‘Confidence’ what would you doing, up one word with one activity of your choice for each lesson. saying and feeling?

Write -down thehad name‘Confidence’ of a book or TVwhat character that you has ‘Confidence’. 1. D2. iscuss if you would be doing, saying How do you know they are confident? and feeling? 2. Write down the name of a book or TV character that has 3. Draw a picture of you having ‘Confidence’. ‘Confidence’. How do you know they are confident? 3. D4.raw a picture you having ‘Confidence’. Discuss with theof class - Why is ‘Confidence’ important? 4. Discuss why ‘Confidence’ is important. If ‘Confidence’ was was aamilkshake, whatwhat ingredients would go into it? go into 5. If5.‘Confidence’ milkshake, ingredients would Either write it or draw it. it? Either write it or draw it. 6. Say out loud in one word one thing that gives you ‘Confidence’. 6. Each member of the class is to say out loud in one word one thing that gives you ‘Confidence’.

Confidence

Energy

Strengths

Positive

Fun

Grateful

Courage

Believe

Shine

Self-esteem

Unique

Attitude

3 - Circus of Dreams

38 RESOURCES SECTION

s of Dreams

BANK OF WORDS

sson 1

MIN

Positive

Resources Section

you ‘Confidence’.

Courage

Self-esteem

Confidence

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dence’.

nce

Energy

Fun

Believe

Unique

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Strengths

Grateful

Shine

Attitude

Resources Section 42 RESOURCES SECTION

1. Write down 4 positive words that describe you? 2. Write down 3 things that you are really good at. 3. Draw a picture of ‘Confidence’. 4. List as many words associated with ‘Confidence’ as you can. 5. Think of a time you felt ‘Confident’. Write it down and describe how it felt. 6. Write or draw someone you know who is ‘confident’ and why you think they are. 7. Discuss with the class what you could do to become more confident? 8. Name the one thing that is unique about you. What makes you different to your friends? 9. Write down a compliment for someone and give it to them. 10. When do you feel most ‘Confident’? What are you doing when you feel that way? 11. If ‘Confidence’ was a milkshake, what ingredients would go into it? 12. Close your eyes and picture yourself being ‘Confident’. Write/ draw how it makes you feel. 13. ‘Nobody can make you feel inferior without your permission’ – Discuss what that means. 14. If ‘Confidence’ were stars in the midnight sky, how would you keep them sparkling? 15. Make up a ‘Positive Statement’ about ‘Confidence’. 16. Sing the ‘Confidence’ song. 17. Do the ‘Tall as a Tree’ centering. 18. Design/draw a ‘Confidence’ Fridge magnet on paper. 19. What would Little Miss Confidence (the book character) look like? Draw her. 20. Write down the top 3 things that make you most proud of being you.

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Resources Section

5 Minute Boredom Busters

These 5 minute Boredom Busters are short activities designed as fill-ins for car trips, rainy day fun or short activities the family can do together. Each activity is based on Confidence and can be incorporated throughout the day as a reminder of the life skills lesson.

REFERENCE Books 10 Minute Life Lessons for Kids - Jamie Miller Mind Maps for Kids - Tony Buzan Elf Help books - Teacher Therapy Life Skills Games for Children - Bernie Badegruber Living Values Activities for Children 3-7 - Diane Tillman and Diana Hsu 104 Activities That Build - Alanna Jones Websites www.educationworld.com www.goodcharacter.com www.kidshealth.com www.friendlyschools.com.au www.bullyingnoway.com.au

Life Skills Programs Pty Ltd PO Box 19 Bilambil NSW 2486 www.lifeskillsprograms.com.au

ÂŠ 2010 Life Skills Programs. RESOURCES SECTION

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‘The first book in the Mind Magic Confidence Series, ‘Self-Esteem’ is packed with 12 fun and simple lessons and activities. Children will discover and learn as they actively participate in the fun activities. This social and emotional learning program is guaranteed to help children develop resilience, increase self-esteem, improve communication skills, create healthy relationships and encourage positive thinking’

Creators of Life Skills Programs, Kathy & Debbie are both spirited passionate Life Coaches and specialists in Family Coaching. Through Coaching and Education they help shape family behaviours and attitudes to create a ‘Rock Solid Family’. Their core value of being of service to make a difference in a simple way shines through as their coaching and programs deliver essential elements necessary for families in today’s ever-changing dynamic world. Kathy Whines is an LCA qualified Life Coach & Training Director, Cert IV Trainer, Presenter, Facilitator, successful Business Owner and Mother. Debbie Hogg is a Master Practitioner in NLP/Neuro-Semantics, an International Coach Federation Credentialed Life Coach (PCC)(LCA), ANZI Coaching – Coach of the year 2010, Cert IV Trainer, Presenter, Facilitator, successful Business Owner and Mother. Kathy & Debbie’s guidance and approach will help light the way.

™

www.lifeskillsprograms.com.au

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