Creating Resilient Youth: A Manual for Jr Secondary Students by Julie Boyd

_______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. Â© 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

CREATING RESILIENT YOUTH A STUDENT Workbook for the Middle Years by Julie Boyd

First published 1998 Simultaneously in USA and Australia Revised 2000 Rewritten 2010 © Julie Boyd and Associates PO Box 66 Hastings Point, NSW 2489 Australia ISBN: 1-876153-27-X Email: info@julieboyd.com.au Website: www.julieboyd.com.au

www.julieboyd.net.au

Life is not just what each individual makes of it but what we make of it for each other _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. © 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

CONTENTS Class Code of Conduct

Background

The Resiliency Process

Base Where are you now

Personal Strengths

Bullying, Assertiveness and Anger

Conflict resolution and problem solving

Personal Wellbeing

Behaviour

Internal World

Reading faces

Letting go

Influencing the external world

Heroes

Special letter

If youâ&#x20AC;&#x2122;ve got it... flaunt it

Trust or mistrust

Life list

Goals

Planning

Creating my preferred future

Final review

_______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

INTRODUCTION Welcome to the first day of the rest of your life! We are aware that life is full of ups and downs, and that we are all trying to do the best that we can to deal with the things we have to face. This program, called Creating Resilient Youth, is designed to help you learn some of the skills that we, as adults, have been trying to learn throughout our lives. What we recognise is that there are challenges facing young people today that people of this age havenâ&#x20AC;&#x2122;t had to deal with before. The temptation to become overwhelmed and do some things that we might regret later in our lives is often pretty strong. This program will help you to learn a lot about yourself and other people. It will help you to become clear about what you can do to make your own life better and to create the future you would like to have. Many of you are also beginning, or in the process of bringing together material and information for your PORTFOLIO, TRANSITION PASSBOOK or LIFE FOLIO. You may wish to include sections of this workbook, or results of some of the discussions, activities and problem solving issues you are engaged in to help demonstrate your abilities in these areas. We hope that the information and activities you do in these workshops are of great benefit to you as you grow to become successful members of our community. You are our future and we would like to support you in creating the future you would like to live.

The human life experience is a series of little and big ups and downs. Resilient souls assure the ups help us climb higher than the downs push us down.

Class Code Of Conduct These are the ground rules we decided on as a class. This is how we have agreed to treat each other over this program ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ In each others memory. That is how people care for themselves _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Some Background on Resilience Resiliency means 'bouncing back', to be able to successfully survive major hassles, of feeling good about yourself to the degree that you are able to say NO to bad stuff and temptation and create the life you want. To become the person you want to be, rather than accepting the life you are born to, and to be able to develop the social and other skills that you need to help you achieve these things. There has been a lot of research done on how to help kids achieve success and happiness in their lives, and the list below will give you an idea of some of the things that we need to try and help you get into your life, if you donâ&#x20AC;&#x2122;t already have them. You may want to start with a quiet reflection time about which of these things do you think you do have in your life right now. HIGH YET REALISTIC EXPECTATIONS of yourself and other people through Mutual respect (treating others as you would like to be treated) Positive attribution (seeing that other people are trying to help you not give you a bad time) Challenge with support (doing your best) Firm guidance (realising that rules are there to help you)

creation of appropriate rituals (having special things that you share with others) reframing (learning to see the world through a different ‘set of glasses’) teaching and practice of resilience skills (teaching others what you’ve learned)

CARING AND SUPPORT from other people BEYOND your IMMEDIATE FAMILY through Compassion (being gentle and considerate) Listening/giving voice (really hearing others, and having them really hear you) Believing (that things will change - even when things are really tough) Basic trust and safety (knowing that there are places and people you can be safe with) Patience (learning to wait and not want everything yesterday) Unconditional acceptance (accepting all people just because they are- but not accepting all of their behaviour)

_______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. © 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

OPPORTUNITIES FOR MEANINGFUL PARTICIPATION IN GROUPS AND COMMUNITY through Inclusion (learning to become included in all sorts of groups and activities) Reflection and dialogue (thinking about your behaviour and language more) Responsibility for self, others and environment (taking care of your future!) Ownership (feeling that you do have some control and a sense of ownership) Contribution/mastery (figuring what you are good at and what you have to offer others) Community partnerships (doing your bit to make your community a better one to live in)

PREDICTING POSSIBLE SELVES AND A PREFERRED FUTURE through Exposure to possibilities ( looking beyond what is in your immediate environment) Goal setting and directedness (setting goals and working towards them) Modelling (acting as a positive role model for other people) Persistence (not giving up, and trying different ways to achieve what you are working at) Aspiration (having dreams)

CONTRIBUTING POSITIVELY TO THE LIVES OF OTHERS You create your life with each choice you make _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. Â© 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Base: Where Are You Now? The purpose of this workbook is to help you become stronger in body, mind and spirit. It will help you to learn the skills to be able to grow through difficult times as you face your problems and grow. It will help you answer important questions that lead to happiness and mental health. You will have the chance to answer the following questions with more understanding at the end of the program, but it will be interesting for you to see what your responses are now. At the end of the program you can come back and reflect on this page and see how you have grown and changed. It will be an interesting comparison. Please complete the following questions as best you can and keep them confidential in your workbook. * Who are you? This does not mean your name, where you live, where you were born, or who you are related to. This question is asking who you are when no-one is watching. ______________________________________________________ ______________________________________________________ ______________________________________________________ * Where are you going in life? What is your big dream? Describe what you would like life to be like in 10-20 years time. ______________________________________________________ ______________________________________________________ ______________________________________________________

* As you look around your class, what kind of an activity do you think you could all create together to provide some contribution to your community or school? ______________________________________________________ _____________________________________________________ * How do you feel about the others in class? ______________________________________________________ ______________________________________________________ * Describe your level of happinesss in this time of your life on a scale of 1-10? ______________________________________________________ ______________________________________________________

Where you are now, I once was; Where I am, you will be; Live life as a mortal _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

The Resiliency Process Think of a time when things have not gone right for you. For example think of: - A time when you had to learn something that you have never tried before - Something changed in your life - such as going to a different school, moving or having a friend move away - You had an opportunity - trying out for a team, auditioning or going for a job - You bombed out on a test, had someone make fun of you or you felt threatened

Use the model below to think about how you responded to that situation then answer the questions on the next page.

A Personal Disruption Think of a time when a major disruption occurred in your life. What happened? ______________________________________________________ ______________________________________________________ What were you doing in your comfort zone?_________________________________________________ ______________________________________________________

How did it feel during the disruption? ______________________________________________________ ______________________________________________________ How did you deal with it?____________________________________________________ ______________________________________________________ Where did you reintegrate according to the model? Did you recover - With loss? ______________________________________________________ ______________________________________________________ Now that you know what you know about the model, do you think you would reintegrate differently if this disruption were to happen again? Why? ______________________________________________________ ______________________________________________________ You can never conquer a mountain, you can only conquer yourself _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Identifying Personal Strengths What traits and qualities would you like to get better at? ______________________________________________________ ______________________________________________________ Put a tick beside the strengths that you think you have from the list, and add any others that arenâ&#x20AC;&#x2122;t listed here. I can pull things apart and put them together I like to listen to music I can play a musical instrument or sing I can carry on a good conversation I am a good planner I am physically active I am energetic I can figure a lot of things out I am energetic I work well and get along with most people I have a place to go where I can recover from life I have an adult I can go to who cares about me I know how to study I can act or dance I enjoy playing I like to help people I am creative I can be a leader I am not influenced all that much by others I enjoy sports I enjoy some school subjects I get over disappointments easily I enjoy learning and taking mental risks I enjoy taking social risks (introducing myself to others) I enjoy taking emotional risks (telling others how I feel ) Others (list them ______________________________________________________ ______________________________________________________ The deepest craving in human nature is the craving to be appreciated _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Assertiveness and Anger

Aggression

Keeping Cool

When I get angry I feel like...

How I cool down best is to...

When I get angry I tend to....

How others can help me cool down is to...

When I get angry I want to...

When Iâ&#x20AC;&#x2122;m angry I need other people to...

What makes me angry is...

Notes from activities on Anger, Aggression, Assertiveness and Bullying ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ _____________________________________________________

Character is much easier kept than recovered _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Bullying Write down what you see and hear when you witnessed an act of Bullying. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Try to write your own definition of ‘Bullying’. Be prepared to share. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ In a small group, brainstorm ways of handling bullying. (Use the story of ‘Betty Ann’ in Chicken Soup for the Teenage Soul, if you can’t think of any actual examples of Bullying.) Write down what you could do if you were the victim and if you were a witness.

As a victim

As a witness

Bullying is when someone repeatedly uses their power to hurt or scare others. It can be done by an individual or a group. It can be carried out physically, emotionally or verbally. People bully because they feel bad about themselves or to gain popularity, and sometimes even for pleasure.

Conflict Resolution

I think that when I’m in a conflict I behave like a ___________________________________________ One thing I’d like to get better at is ______________________________________________________ Think about how you would achieve each of these things

The PROBLEM SOLVING PROCESS

Notes about myself in conflict and as a problem solver. ______________________________________________________ ______________________________________________________ A problem is an opportunity in drag

Your Mind and Body Connection Before you start this worksheet, it is important to know how and when to find your pulse. When you have found it, take it for 15 seconds, multiply by 4 to get a pulse rate for one minute. Our body functions can be affected dramatically by our thoughts and feelings. We can easily make changes in how fast we breathe, produce stomach acid, or heart rate and others.After each of these situations below, take your pulse and record it. 1. Normal circumstances 2. Relaxation exercise 3. Action video excerpt 4. Soft relaxing music Medical doctors have found differences exist in how fast the body can heal itself according to a persons thoughts and feelings. How do you feel your bodyâ&#x20AC;&#x2122;s ability to fight disease, is affected when you: Are happy Are sad Are excited Think good things will happen Think bad things will happen Feel tired Feel refreshed Work hard towards a goal ___________________________________________________ Feel loved Help others _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Feel angry Feel frustrated Feel someone is hearing what you have to say ______________________________________________________ Feel someone is ignoring you ______________________________________________________

Personal Wellbeing First, in your groups of 4, choose who will focus on the following topics: 1. What can we do to improve our physical well being? 2. Do you believe you have a soul or a spirit? 3. Where is your soul or spirit located? 4. Name some examples of people who are psychologically well. How do you know? 5. How do you know when you are happy?

In your expert group, discuss your topic and make notes to report back to your group of 4. Notes: ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Now in your group of 4, make brief notes on the other 3 groups as they report back. 1. What can we do to improve our physical well being? ______________________________________________________ ______________________________________________________

2. Where is your soul or spirit located?_______________________________________________ ______________________________________________________ ______________________________________________________

3. Name some examples of people who are psychologically well. How do you know?________________________________________________ _____________________________ ________________________ _____________________________________________________ 4. How do you know when you are happy?________________________________________________

Behaviour Choose one of the options on the previous page. Write it down: __________________________

Now write what happens in each aspect below:

How do you Feel?

What are you Thinking?

What do you Do?

Physiology What is happening to your body

How Our Internal World Influences Us – Our Shadows Draw the outlines of two bodies on this page. On the figure on the left, think of someone you know and DO like. On the left side write all the characteristics of that person that you value. On the right side write all the shadows you think that person has On the second figure think of a person you know and DON’T like. On the left side write all the characteristics of that person that you value. On the right side write all the shadows you think that person has

The greatest warrior is one who never has to use his sword _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. © 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

How Our Internal World Influences Us - Feelings Think, write, pair, share What has been the happiest moment of your life so far? ______________________________________________________ ______________________________________________________

How do you feel when you are watching the News on TV? ______________________________________________________ ______________________________________________________ What impact does this have on your behaviour? ______________________________________________________ ______________________________________________________

When you watch violence or bloody scenes in a movie, play or video game, how do you feel? What do you usually do afterwards? ______________________________________________________ ______________________________________________________ How do you feel when something awful happens to someone you donâ&#x20AC;&#x2122;t know? ___________________ ______________________________________________________ ______________________________________________________ How do you feel when something awful happens to someone you do know? _____________________ ______________________________________________________ Share your responses with a partner. Are your responses similar or different? No-one can make you feel inferior without your consent _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

How Our Internal World Influences Us Time & Food How much time do you spend in a week, doing the following? • sleep • watch TV • play computer/video games • facebook/networking sites •mobile phone • eat • homework • go to school • play sport • work • spend time with family • other With the help of your Maths teacher, develop a pie graph like this one which shows how you spend your time.

Are you surprised by any aspects? _______________________________________ Are you happy with the balance? _______________________________________

Monitor your food intake over a week. Are you considering making any changes to your eating habits? If so, what?__________________ ______________________________________________________

D a y

______________________________________________________ Day B L D S r u i n e n n a a c n c k h e k f r s a s t

W T F S S

We are what we eat _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

What emotion is each face expressing?

Learning to read other people’s faces and body language is important in gaining clues as to how they might respond to what we are saying and doing.

Round Table Activity Fill in one idea of how your needs could be met, in each section, then pass your booklet on. When you read other peoples contributions, tick them if you agree.

Belonging

Competence

Acceptance

Physiology

If a child lives with acceptance and friendship, he learns to find joy in the world

Letting Go (Note: This is a PERSONAL reflection not to

be shared with classmates)

Make a list of people in your past or in the present, who have hurt you. ______________________________________________________ ______________________________________________________ Choose one of these people and write down how it felt when they hurt you. ______________________________________________________ ______________________________________________________

Write down what you wish they had really said to you you or acted towards you. ______________________________________________________

What would you really like to say to them? ______________________________________________________ ______________________________________________________ Why do you think the other person acted in this way? ______________________________________________________ Knowing what you know now, what could you do about this situation (or relationship)? ______________________________________________________ Alternative Application. Choose someone really close to you with whom you may not be happy. Write down a brief plan for how you may explain to them how you are feeling. Talk with them to explain how you feel. Try to understand why they have made you unhappy. Work out if any apology is needed. Discuss this with the person. _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

How We Can Influence The External World

You must not identify who you are!(Names will be given secretly) How can you ensure they are kindnesses and not mean-nesses? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

It’s not how much we do, but how much care we put into what we do

Heroes In your group Identify and discuss heroes. Make a list of who you see as your heros. ______________________________ _____________________________ _____________________________ ______________________________

Make a list of the qualities you all admire in these heroes. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

Pick one thing you admire that you would like to develop in yourself. ______________________________ What things might you need to do to develop this goal? Ask your group for suggestions. Make a plan of action! ______________________________ ______________________________ ______________________________

Everything that I do best is something that I never thought I could do

A Special Letter Letter writing doesnâ&#x20AC;&#x2122;t happen very often these days but people still love to get proper letters. If you knew that a person who is special was going to move far away from you, what would you like to say to them? Write a special letter to let them know how you would feel.

All things are difficult before they are easy

If You’ve Got It - Flaunt It! Personal Skills:

______________________________________ ______________________________________ ______________________________________ Special Knowledge: (Think of some areas of knowledge which you seem to know

______________________________________ ______________________________________ ______________________________________ Special Interests:

______________________________________ ______________________________________ ______________________________________

It’s a funny thing about life. If you refuse to accept anything but the best, you very often get it

Trust Or Mistrust You have a trust balance which involves each person you know, including teachers, friends, family members and others. This balance works by adding weight to one side by being trustworthy or deserving of trust. You become trustworthy by having a history of telling the truth, being honest, doing what you say you will do, being friendly and helpful. The balance will shift to the MISTRUST side by doing things that result in people losing faith in you such as lying, not doing what you said you would do, being dishonest, not helping others, not being friendly. For each weight (thing that you do wrong) on the MISTRUST side, you need to do 5 to 10 trusted things before it will balance again. Select two people you know and see on a regular basis. Determine how your trust is balanced with them by thinking about the way you have dealt with them over the last three days. First Person Things I did to increase Trust ___________________________ ___________________________ ___________________________

Second Person Things I did to increase Trust ___________________________ ___________________________ ___________________________

Small opportunities are often the beginning of great enterprises _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

My Life List After reading ‘Another Check Mark On The List’ by John Goodard, from ‘Chicken Soup for the Soul’, fill out your own ‘Life’ List. Some of these heading may help. • Explore

• Climb

• Visit

• Live (Where, with whom etc)

You may want to have completely different headings. If so, scrub these out and add your own!

Some dream of worthy accomplishments while others stay awake and do them _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. © 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Goal Setting Many people set out goals to help them achieve. Many young people have a strong sense of what they will do when they are older. Others are not so sure. When we think about goals, it is useful to think about them in the short term - for example, over the next 12 months, and the long term, which could include your whole life!. It may be useful for you to revisit the very first activity you did in the workbook, ‘Where Are You Now?’ to help you respond here. SHORT TERM GOALS PHYSICAL:

MENTAL: SPIRITUAL:

PROFESSIONAL/VOCATIONAL/ENTERPRISE/ ENTREPRENURIAL

LONG TERM GOALS PHYSICAL:

MENTAL:

SPIRITUAL:

PROFESSIONAL/VOCATIONAL/ENTERPRISE/ENTR EPRENURIAL:

Making A Contribution What are some of the ways in which young people can contribute to: The Family:_______________________________________________

______________________________________ ______________________________________ ______________________________________ Friends:

______________________________________ ______________________________________ ______________________________________ School:_______________________________________________

______________________________________ ______________________________________ ______________________________________ Community:

______________________________________ ______________________________________ ______________________________________

This is an activity to do at home. Ask one of your parents or another adult to tell you how they spent their time when they were your age. How did they spend their time which was the same for you? How did they spend time differently? SAME:

______________________________________ ______________________________________ ______________________________________ _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

DIFFERENT:

______________________________________ ______________________________________ ______________________________________ Ask one of your grandparents (or someone of ‘grandparent’ age!)to tell you how they spent their time at your age? What did they do that was the same as for you? How did they spend time differently? SAME: ______________________________________________________

______________________________________ ______________________________________ ______________________________________ DIFFERENT:__________________________________________

______________________________________ ______________________________________ ______________________________________

It’s what you learn after you know it all that counts

A Plan to Share Information about Resilience Work with a partner to plan a presentation about Resilience. This planning sheet may help. Audience:_____________________ Presented by: _____________& _____________

Learning Outcomes we hope to achieve for the audience: • • •

Time

Unless you try to do something beyond what you have already mastered, you will never grow _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. © 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Creating My Preferred Future These questions are designed to get you thinking about having a measure of control over your own life.

• Being - Which relationships are currently most important to you now?

______________________________________ ______________________________________ ______________________________________ • Asking - What is it that you want to clarify about the future in your own mind?

______________________________________ ______________________________________ ______________________________________ • Seeking - How can I stretch the boundaries of my experience and at the same time, _______________________________________

______________________________________ ______________________________________ • Making -

What have I learned about myself?

______________________________________ ______________________________________ ______________________________________ • Having -

What is it that I’m good at?

______________________________________ ______________________________________ ______________________________________ _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. © 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

• Sharing - What can I share with others?___________________________________

______________________________________ ______________________________________ ______________________________________ • Celebrating - How can I celebrate my achievements and the attainment of my goals? ______________________________________

______________________________________ ______________________________________

Well done is better than well said

Time Management One of the real issues facing all of us in the modern era is the management of time. Thinking about how we will spend time to achieve the things we want, is very useful. Things I would like to achieve in the next week and how long each will take (approximately) Things I would like to achieve •______________________________ •______________________________ •______________________________ •______________________________

How I will plan this into my week Monday Tuesday Wednesday Thursday Friday Saturday Sunday -

The secret of success in life is to be ready for opportunities as they come _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. © 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Action Planning This sheet may assist you in planning or you might like to draw up your own Action Planner. Purpose (Why):

Who:

What:

When:

How:

Things that will help:

Things that could get in the way:

My planned outcomes:

How I’ll know it has worked:

Only those who dare to fail greatly can ever achieve greatly _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. © 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

The Perfect Day! Using everything you now know about Resilience, plan a day which would include as many resilient features as you can think of! Let your imagination run wild!!

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

If better is possible, good is not enough _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

Where Are You Now? Final Review Using five words, please describe yourself.

______________________________________ ______________________________________ ______________________________________ Where do you think you will be in your life: 1 year from now ______________________________________________________

______________________________________ ______________________________________ ______________________________________ 5 years from now__________________________________________________

______________________________________ ______________________________________ ______________________________________ 10 years from now ______________________________________________________ 20 years from now ______________________________________________________ When I retire I will ______________________________________________________ When things go wrong for you, what do you do?

______________________________________ ______________________________________ _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

______________________________________ If you and other members of this class were involved in a project to help others, could you see yourself being involved? Yes/No What could you imagine yourself doing? ______________________________________________________

______________________________________ ______________________________________ ______________________________________ On a scale from 1 to 10, 10 being very happy, how happy are you now? ___________ If you could make a change to be happier, would you change you or someone else?

______________________________________ ______________________________________ ______________________________________ Other things I want to remember that Iâ&#x20AC;&#x2122;ve learned are:

______________________________________ ______________________________________ ______________________________________ Only as high as I reach can I grow. Only as far as I seek can I go Only as deep as I look can I see. Only as much as I dream can I be _______________________________________________________________________________ CREATING RESILIENT YOUTH: A Workbook For Middle School Students. ÂŠ 2010 Copyright to Julie Boyd and Associates and may not reproduced in part or whole without written permission. Website: www.julieboyd.com.au LICENSES for multiple copies available through info@julieboyd.com.au

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