Resiliency: Student Workbook for Middle School Students by Julie Boyd

CREATING RESILIENT YOUTH: Student Workbook

CREATING RESILIENT YOUTH: A Program For Middle School Students. Â© Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

CREATING RESILIENT YOUTH For Middle School Students STUDENT WORKBOOK by Julie Boyd

Life is not just what each individual makes of it but what we make of it for each other

CREATING RESILIENT YOUTH: Student Workbook

CREATING RESILIENT YOUTH For Middle School Students STUDENT WORKBOOK

Published 1998 © Global Learning Communities 163 George Street Launceston Tasmania 7250 Australia

Email: info@julieboyd.com.au Website: http://www.vision.net.au/~globallearning/ and julieboyd.com.au

ISBN: 1-876153-27-X

Published simultaneously in Australia, New Zealand and the United States of America

All rights reserved. No part of this publication may be reproduced in any form including electronic transmission, copying, photocopying or any other means, without prior written permission from the publisher.

CREATING RESILIENT YOUTH: A Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

CONTENTS REFERENCE PAGE MODULE/WORKSHOP TEACHER MANUAL MODULE 1: INTRODUCING RESILIENCY Background on Resilience

MODULE 2: THE CONCEPT AND PROCESS OF RESILIENCE Where are you now The Resiliency Process A Personal Disruption A Class Code of Conduct

6 7 8 9

14 15 18

MODULE 3: DEVELOPING RESILIENCY SKILLS Identifying Personal Strengths Assertiveness and Anger Bullying Conflict Resolution

10 11 12 13

18 21 23 26

MODULE 4: PERSONAL WELLBEING The Mind Body Connection

MODULE 5: HOW OUR INTERNAL WORLD INFLUENCES US Personal Wellbeing Behaviour Shadows Feelings Time and Food

15 16 17 18 19

42 42 43 44 46

MODULE 6: DEVELOPING UNCONDITIONAL REGARD Nonverbal Communication Round Table Activity Letting Go

20 20 21

49 50 52

MODULE 8: HOW WE CAN INFLUENCE THE EXTERNAL WORLD Secret Friend Heroes A Special Letter If You’ve got it...

22 23 24 25

60 60 60

MODULE 9: CREATING RESILIENT RELATIONSHIPS Trust

MODULE 10: CREATING YOUR PREFERRED FUTURE My Life List Goal Setting Making A Contribution Plan to Share Information Creating My Preferred Future Time Management Action Planning The Perfect Day Final Review

27 28 29 30 3` 32 33 34 35

71 72 74

MODULE 7: HOW THE EXTERNAL WORLD INFLUENCES US

CREATING RESILIENT YOUTH: Student Workbook

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 haven’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. This workbook is full of activities and information which are linked to a book that your teacher has called ‘Creating Resilient Youth’. Your teacher will refer to the activities you will be doing and they may not be done in the order of the book. You may also want to suggest other activities to your teacher that might better help some of your classmates to learn some of the skills and ideas being discussed. 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.

Julie Boyd

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.

CREATING RESILIENT YOUTH: Student Workbook

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 don’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) 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 love (accepting all people just because they are- but not accepting all of their behaviour) 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 building (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: Student Workbook

Where Are You Now? The purpose of this class 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. 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? ______________________________________________________________________ ______________________________________________________________________ Where you are now, I once was; Where I am, you will be; Live life as a mortal CREATING RESILIENT YOUTH: A Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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.

I have to live with myself and so I want to be fit for myself to know

CREATING RESILIENT YOUTH: Student Workbook

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? - Back to the Comfort Zone? - With Resilience? ___________________________________ _________________________________________________________________ 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? _________________________________________________________________ _________________________________________________________________ CREATING RESILIENT YOUTH: A Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

_________________________________________________________________

You can never conquer a mountain, you can only conquer yourself

CREATING RESILIENT YOUTH: Student Workbook

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 Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

Identifying Personal Strengths What did you learn about yourself during the Discette activity? ______________________________________________________________________

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 Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

Assertiveness and Anger

Aggression

Keeping Cool

Notes from activities on Anger, Aggression, Assertiveness and Bullying ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Character is much easier kept than recovered CREATING RESILIENT YOUTH: A Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

Bullying Write down what you observed 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. STRATEGIES As a victim

As a witness

Bullying is when someone repeatedly uses their power to hurt or scare others. It can be done by aindividual 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. CREATING RESILIENT YOUTH: A Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

Conflict Resolution High

Bears (avoids) -wants to be liked -avoids conflict

Fox (Compromises) -give up part and expects others to too

RELATIONSHIP

Low

Owl (problem solver) - collaborative - concerned for self and others

Turtle (withdraw) - goes into shell - gives in - doesn’t argue Low

Shark (confronts) - goes for what they want - little concern for others - concerned with winning GOALS

High

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 Try to defuse the situation Avoid exerting power Take breaks Don’t look for villains, look for misunderstandings

Talk issues not personalities Develop and consider possible options Listen so you can learn

The PROBLEM SOLVING PROCESS Step 1. Define the presenting problem or issue Step 2. Look underneath the presenting problem to see if there is a REAL problem Step 3. Generate lots of possible ideas or solutions Step 4. Evaluate and decide which solution to try Step 5. Implement a plan of action Step 6. Assess how well it worked

Notes about myself in conflict and as a problem solver. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ A problem is an opportunity in drag CREATING RESILIENT YOUTH: A Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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

Heart Rate:_________

2. Relaxation exercise

Heart Rate:_________

3. Action video excerpt

Heart Rate:_________

4. Soft relaxing music

Heart Rate:_________

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 ________________________________________________________________

CREATING RESILIENT YOUTH: Student Workbook

Help others _______________________________________________________________ Feel angry

________________________________________________________________

Feel frustrated

________________________________________________________________

Feel someone is hearing what you have to say ______________________________________________ Feel someone is ignoring you __________________________________________________________

CREATING RESILIENT YOUTH: Student Workbook

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. Where is your soul located? 3. Name some examples of people who are intellectually well. How do you know? 4. 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 located?_____________________________________________ ______________________________________________________________________ 3. Name some examples of people who are intellectually well. How do you know?____ ______________________________________________________________________ 4. How do you know when you are happy?_______ CREATING RESILIENT YOUTH: A Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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?

Listen ... I know about STRESSED. It’s desserts backwards CREATING RESILIENT YOUTH: A Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

How Our Internal World Influences Us - 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 DONâ&#x20AC;&#x2122;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 Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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 Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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 • eat • homework • go to school • play sport • work • spend time with family • other

With the help of your Maths teacher, develop a pie graph 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. Breakfast

Lunch

Tea

Snacks

MON TUE WED THUR FRI SAT SUN CREATING RESILIENT YOUTH: A Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

Are you considering making any changes to your eating habits?____________________ ______________________________________________________________________ We are what we eat

CREATING RESILIENT YOUTH: Student Workbook

What emotion is each face expressing?

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

SENSE OF PURPOSE

SENSE OF COMPETENCE

OPPORTUNITIES TO CONTRIBUTE

If a child lives with acceptance and friendship, he learns to find joy in the world CREATING RESILIENT YOUTH: A Program For Middle School Students. Â© Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

Letting Go 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 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.

Do not try to be anything other than what you are, and try to do that perfectly CREATING RESILIENT YOUTH: A Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

How We Can Influence The External World

Secret Friend Brainstorm some secret kindnesses which you could do for a ‘mystery person’ in your class. Remember that your kindnesses must not identify who you are! (Names will be given secretly) __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ _________________________________________________________ __________________________________________________________ __________________________________________________________ It’s not how much we do, but how much love we put into what we do

CREATING RESILIENT YOUTH: Student Workbook

Heroes In your group Identify and discuss heroes. Make a list. ______________________________ _____________________________ _____________________________ ______________________________

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! ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

CREATING RESILIENT YOUTH: Student Workbook

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

CREATING RESILIENT YOUTH: Student Workbook

A Special Letter 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.

Dear

From

All things are difficult before they are easy

CREATING RESILIENT YOUTH: Student Workbook

If You’ve Got It - Flaunt It! It is really important that we are able to recognise our personal strengths, skills and interests. We are all different and have much to contribute to our families, school, and the community. Knowing what our personal strengths are is really important because we need to value ourselves and know what we have to offer. Personal Skills:

(Think of some things which people say about you such as, you are a good listener, you are a loyal friend, I can trust you etc.) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Special Knowledge: (Think of some areas of knowledge which you seem to know more about than other people do) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Special Interests: (Think of some special areas of interest to you, such as sport or hobbies) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ When you have completed this sheet, ask a friend to look at it to see if there are any other strengths, skills, knowledge or interests which they recognise in you, for you to add to your lists. It’s a funny thing about life. If you refuse to accept anything but the best, you very often get it CREATING RESILIENT YOUTH: A Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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 ___________________________ ___________________________ ___________________________

Things I did to decrease Trust ____________________________ ____________________________ ____________________________

Second Person Things I did to increase Trust ___________________________ ___________________________ ___________________________

Things I did to decrease Trust ____________________________ ____________________________ ____________________________

Small opportunities are often the beginning of great enterprises CREATING RESILIENT YOUTH: A Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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

• Study

• Climb

• Photograph

• Visit

• Learn (Accomplish)

• Live (Where, with whom etc)

• Do

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 Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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/ENTREPRENURIAL:

CREATING RESILIENT YOUTH: Student Workbook

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: ______________________________________________________________________ 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 CREATING RESILIENT YOUTH: A Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

A Plan To Share Resilience Information 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

Content

Resources

Who

Unless you try to do something beyond what you have already mastered, you will never grow

CREATING RESILIENT YOUTH: Student Workbook

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? ______________________________________________________________________ Which relationships do you think will be important to you in the future? ______________________________________________________________________ • 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, be helpful to others? ______________________________________________________________________ • Making - What have I learned about myself? ________________________________ ______________________________________________________________________ • Having - What is it that I’m good at? _______________________________________ ______________________________________________________________________ • 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 CREATING RESILIENT YOUTH: A Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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

Time

•______________________________

__________________

•______________________________

__________________

•______________________________

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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 Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

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 Program For Middle School Students. © Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/

CREATING RESILIENT YOUTH: Student Workbook

The Perfect Resilient 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!!

MY RESILIENT DAY

CREATING RESILIENT YOUTH: Student Workbook

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

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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? ___________ __________ _____________

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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: ______________________________________________________________________ ______________________________________________________________________ Things I plan to do differently in my life now 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 Program For Middle School Students. ÂŠ Global Learning Communities International, 163 George Street, Launceston, Tasmania, 7250, Email: globallearning@vision.net.au, Website: http://www.vision.net.au/~globallearning/