My Wellbeing Journal – Year 12 by learning_curve

MY WELLBEING JOURNEY – YEAR 12 CHALLENGING MY BEST SELF TO CREATE THE TYPE OF LIFE THAT I WANT FOR MYSELF To generate the motivation necessary to achieve this, you will need to be self-determined, which is feeling a sense of Autonomy, a sense of Competence and a sense of Connectedness. Reflect on where you think you are at for each of these. A healthy state of wellbeing is feeling optimistic and hopeful about today and for your future, because you know that you are working towards challenging your best self.

NAME .................................................................................................................................CLASS.....................................

AUTONOMY: I feel that I have the freedom and independence to make choices.

Usually

Sometimes

Not Yet

In what areas of my life do I want to be able to make my own decisions? Do I have choice to do this now? ....................................................................................................................................................................................... .......................................................................................................................................................................................

COMPETENCE: I feel that I have the capabilities to support my choices.

Usually

Sometimes

Not Yet

What skills, strengths and personal attributes will I need to be able to make good choices? Do I have them yet? ....................................................................................................................................................................................... .......................................................................................................................................................................................

CONNECTEDNESS: I feel that I belong to groups and am valued by others.

Usually

Sometimes

Not Yet

What type of people will support and enable me to develop these qualities to make good choices? Who are they? ....................................................................................................................................................................................... ....................................................................................................................................................................................... Acknowledgement: Ryan & Deci

CHARACTER STRENGTHS WEEKS There are six Character Strengths Weeks spread throughout this journey. They provide you and your class with opportunities to practise using your strengths to build a resilient state of wellbeing. They are also fun to do at home with your family. The order of these weeks are: Gratitude, Kindness, Bravery, Honesty, Creativity and Teamwork.

CHARACTER STRENGTH WEEK

HONESTY WEEK doing what you the person you see in the mirror, Telling the truth, being truthful with for you your mind and heart tells you is right say you will do, and listening to what always honesty. Before responding to someone, to do, all contribute to living with time to ensure that you answer honestly. pause to give yourself self-awareness your in your classroom and at home for This week make Honesty Walls both or draw honest things that they class and your family to write down did or noticed others doing. write down or draw honest things This Week’s Honesty Gratitudes: that you were grateful for. that you did or noticed others doing

From the website www.learningcurve.com.au, download the Strengths Weeks sheets from Individual Resources/Character Strengths Weeks and the Wellbeing Awards Certificates from Individual Resources/Wellbeing Awards.

“What is necessary to change a person is to change their awareness of themselves.” Abraham Maslow

INDEX OF RESILIENT WELLBEING LESSONS AND ACTIVITIES – YEAR 12 Choosing to choose is the first choice that you have in life, and by choosing to tackle and learn from the following lessons and activities, you will challenge your best self. Challenging My Best Self ................................................1

Being Present .............................................................102

Index of Resilient Wellbeing Lessons and Activities .........2

Humour ......................................................................116

About This Wellbeing Journey.........................................3

Meaning + purpose

Continuum of Mindsets...................................................5 Goals, Grit and Growth Mindsets ................................ 6-7 Your Life Roles................................................................8 Sense of Purpose ...........................................................9 Resilience to Respond Well..................................... 10-11 Mindfulness Colouring In...............................................12 Term One Self-Determined Goals..................................13 Mindfulness Colouring In...............................................40 Term Two Self-Determined Goals ..................................41 Mindfulness Colouring In...............................................68 Term Three Self-Determined Goals ...............................69

Steering Purpose ..........................................................20 Meaning by Giving ........................................................34 Showing Courage .........................................................48 Connecting with Nature ................................................62 Ethical Living ................................................................76 Two-Way Feedback ......................................................90 Resolving Personal Issues ..........................................104 Appreciating Cultures .................................................118

Accomplishment + optimism

Mindfulness Colouring In...............................................96

Prioritising.....................................................................22

Term Four Self-Determined Goals .................................97

Goals: Your Pathways Forward .....................................36

Positive Emotions + gratitude

Managing Your Time .....................................................50

Self-Generating Positives ..............................................14 Gratitude ......................................................................28 Self-Determined Self-Talk..............................................42

Notes, Patterns and Revising........................................64 Growth and Gritty Mindsets ..........................................78 Assessment Tasks and Criteria .....................................92 Help Seeking ..............................................................106

Take Notice ..................................................................56

Short-Term Targets .....................................................120

Savouring Experiences .................................................70

Health + strengths

Influence Your Future ....................................................84 Emotional Thinking .......................................................98

Five for Health ..............................................................24

Enough Is More ..........................................................112

Natural Highs................................................................38

Engagement + mindfulness

Two-Way Stress............................................................66

Third Space ..................................................................52

Living or Existing? .........................................................16

Self-Compassion ..........................................................80

Increasing Brain Power .................................................30

Family Breathing ...........................................................94

Negativity Bias ..............................................................44

Bullying and Harassment ............................................108

Flow .............................................................................58

Sleep the Key .............................................................122

Joy Of Missing Out .......................................................72 Firm Messages .............................................................86

Rear Pages

Procrastination Off Ramps ..........................................100

Character Strengths ........................................... 124-125

Act To Cope ...............................................................114

Positive Self-Talk.........................................................126

Relationships + empathy

Your Best Committed Self...........................................127

Experiencing You ..........................................................18

Respectful Relationships.............................................129

Recognising Intentions..................................................32

Regulating Your Emotions ...........................................130

Circle of Champions ...................................................128

Social Connection ........................................................46

Mastery – Focus, Feedback, Fix It ..............................131

Teacher Intentions ........................................................60

Goals. Targets, Strategies, Obstacles, Learn Plan .......132

Sense of Belonging ......................................................74

Answers to Mindfulness Puzzles .................................133

The New Addiction .......................................................88

Dates I Must Remember .............................................134

Acknowledgement: Seligman & Peterson

“Your mind is the greatest power you have. Use it well.” Aneta Cruz

PERMAH+ = Your Circle of Resilient Wellbeing ...............4

ABOUT THIS WELLBEING JOURNEY

2. About 40% of your state of wellbeing is determined by your own thoughts, words and actions, so it makes sense to contest unhelpful thoughts and adopt optimistic outlooks on life.

LUU NF T I Events

EELLL LBBE EI

Daily thoughts, words & actions 40%

Genetics 50%

G?? NING

1. Getting started: there are six Essential Lessons that you need to do first: They are: page 4 – PERMAH+ = Your Circle of Resilient Wellbeing; page 5 – Continuum of Mindsets; pages 6 & 7 – Goals, Grit & Growth Mindsets; pages 10 & 11 – Resilience to Respond Well; page 13 – Term One Self-Determined Goals; and pages 124 & 125 – Character Strengths.

WHH W A

This Lesson: WHY: for you to choose to challenge your best self by deliberately practising the lessons and activities in this journal. HOW: begin by doing the Essential Lessons to gain an understanding of the ingredients that make up your state of wellbeing, resilience and Big Five Health Check In. Developing your wellbeing and resilience is a work ethic and ongoing journey. C ESS W EENNCE W in life 10%

3. Enjoy doing the weekly PERMAH+ wellbeing lesson and the nine resilient wellbeing activities, two of which are rotated each week. Doing the weekly Big Five Health Check In will help you be more aware of your wellbeing. These lessons and activities are also on the website www.learningcurve.com.au as interactive activities. MINDFULNESS TIME

WELLBEING@SCHOOL

Swapping hands: use your non-dominant hand to hold the spoon when having your breakfast cereal. When eating dinner swap the knife and fork between your hands. What are two other activities that you could do this for?

You will have many opportunities to enjoy your senior schooling journey with friends, while also encountering a number of challenging and stressful situations to overcome. What is an example of each situation?

MINDFUL MAZE

In senior schooling, the spontaneous approach to learning, studying and completing assessment tasks on time doesn’t work. Using the planner will overcome this. What are two benefits for you of doing this well?

RESOURCEFUL ME: I ADAPT

Enjoyable

Challenging

What are two emotions you could feel while doing these?

COLOUR IN

1. 2.

Acknowledgement: Kabat Zinn & Baer

MIDDLE PLANNER WEEK 5

Acknowledgement: 11-12 Building Resilience, Graduate School of Education, University of Melbourne

SENIOR PLANNER WEEK 8

MIDDLE PLANNER WEEK 18

PRINT OUT TO DO THE MAZE

Acknowledgement: 11-12 Building Resilience, Graduate School of Education, University of Melbourne

SENIOR PLANNER WEEK 34

SENIOR PLANNER WEEK 4

PRINT OUT TO COLOUR IN

4. Each weekly PERMAH+ lesson is broken up into: WHY? – the wellbeing learning intention for what you will learn in the lesson. HOW? – the strategies to practise to cultivate them into resilient habits. DO? – focusing on the questions to apply what you have learned. 5. The Big Five for Health is for you to be aware of and monitor what you need to do to stay healthy, (page 24). At the end of each week summarise how well you went for each one by colouring in how you rated your efforts.

BIG FIVE HEALTH FOCUSES.

Colour the sections to reflect how well you went.

Sleep well

Exercise daily BARELY

LITTLE BIT

ENOUGH

MOSTLY

BARELY

HEAPS

LITTLE BIT

Drink water MOSTLY

Eat healthy BARELY

LITTLE BIT

HALF HALF

HEAPS

BARELY

LITTLE BIT

ENOUGH

MOSTLY

HEAPS

Feel positive MOSTLY

HEAPS

BARELY

LITTLE BIT

MOSTLY

HEAPS

It will benefit you to understand the different feel-good brain chemicals and what releases them. Endorphins – for boosts – released through exercise, physical stress, laughing, being outside in the sun and they reduce feelings of pain. Dopamine – for pleasure – released through expecting rewards and doing things you enjoy, gives “natural highs” and associated with addictions. Serotonin – for moods and wellbeing – released during positive emotions, digestion and when you have feelings of being valued by other people. Oxytocin – for feeling loved – released by physical touch, kindness, empathy, eye contact, social connections and feeling loved and cared for.

Four neurotransmitter chemicals which contribute to positive feelings • FOR SELF – endorphins and dopamine – work to get us where we need to be as individuals – to persevere, find food and shelter, invent things, get things done – sometimes called selfish chemicals. • FOR OTHERS – serotonin and oxytocin – work to inspire us to cooperate with others to develop feelings of trust, caring and loyalty – sometimes called selfless chemicals.

www.learningcurve.com.au

Acknowledgement: P – Lyubomirsky, King & Diener, E – Hunter & Csikszentmihalyi, R – Norrish, Robinson & Williams, M – Cotton, Bronk & Damon, A – Hendren & Sheldon, H – Norrish, Robinson & Williams

“You were given this life because you are strong enough to live it.” Ain Eineziz

Essential Lesson 1

PERMAH+ = YOUR CIRCLE OF RESILIENT WELLBEING

This Lesson: WHY: for you to understand that the six PERMAH+ elements combine to describe your all-round state of wellbeing, and that no single element can do this. HOW: do the weekly PERMAH+ lessons for each of the elements to develop them in yourself to grow your wellbeing.

Positive Emotion + Gratitude Feeling good by giving and being kind

Being determined to be healthy Developing the Big Five as habits to enable your thriving mental and physical health, and using your strengths to support your learning progress and personal growth. What can you do to grow this element?

...........................................................

What can you do to grow this element?

...........................................................

Accomplishment + Optimism Being confident to influence your own future Having optimism and hope by setting, striving for and accomplishing personal goals, and deliberately practising to grow your brain’s abilities. What can you do to grow this element?

........................................................... ........................................................... ...........................................................

Paying attention to what you need to

...........................................................

Living your life with curiosity and zest to focus on what you need to do to accomplish your goals and pursue what you are passionate about to grow your wellbeing.

...........................................................

What can you do to grow this element?

...........................................................

........................................................... ...........................................................

Engagement + Mindfulness

........................................................... ...........................................................

PERMAH+ is Your Circle of Resilient Wellbeing

Meaning + Purpose Having a meaningful purpose to strive for in your life

........................................................... ...........................................................

Relationships + Empathy Showing that other people matter to you Developing the social and emotional skills to build and maintain respectful and caring relationships with others, and showing empathy for their needs and feelings. What can you do to grow this element?

Identifying and focusing on something larger than yourself, which gives you a sense of meaning and purpose, and a reason for getting out of bed every morning.

...........................................................

What can you do to grow this element?

...........................................................

Acknowledgement: Seligman & Peterson

“Always be a first rate version of yourself, instead of a second rate version of someone else.” Judy Garland

Health + Strengths

Creating positive emotions, handling negative thoughts, and being grateful for how these benefit your mental and physical wellbeing, respectful relationships and personal and academic growth.

Essential Lesson 2

CONTINUUM OF MINDSETS

This Lesson: WHY: for you to learn about and continually use strategies to move your mindset towards growth, which will directly influence your own future at school. HOW: use the strength ‘Bravery’ to make the effort to deliberately learn and practise more challenging tasks, accept mistakes as learning guides, seek feedback and learn new ways to build your brain’s ability to fix them.

WHICH STEP HAVE YOU REACHED TODAY?

Yes, I did it! I will do it I can do it I’ll try to do it

How do I do it? I want to do it

Your brain is hardwired to perform at its best in all areas of your life when you feel hopeful and optimistic about your future.

I can’t do it I won’t do it

Mark where your mindset is now FIXED >

> GROWTH

FIXED MINDSETS: about proving yourself.

GROWTH MINDSETS: about improving yourself.

» The fear mindset because you are scared to leave your comfort zone to stretch your abilities and to avoid failing in front of others.

» The courage mindset because you are prepared to leave your comfort zone to stretch your abilities and accept that you may fail.

Causing you to:

» Set performance goals to reach comfortable standards and believe learning is only about the public outcome, not the journey.

» Set step-by-step process goals to challenge you to learn new things and believe that learning is all about private effort and the journey.

And:

» Believe that your choices won’t change anything, so you choose to maintain your status quo.

» Believe that your choices to challenge your status quo will see you improve your brain’s abilities.

PERFORMANCE AND PROCESS GOALS An example of a performance goal is: “I will get an A on my Science test if the questions aren’t too hard.” An example of a process goal is: “In class, I will make up my own questions which I can practise answering at home.” Write a process goal for each of these: Building your abilities: I will......................................................................................................................................... ..................................................................................................................................................................................... Connecting with others: I will...................................................................................................................................... ..................................................................................................................................................................................... Something of your choice: I will ................................................................................................................................ .....................................................................................................................................................................................

Acknowledgement: Dweck, Ericsson & Anderson

“Never settle for the line of least resistance.” Lee Ann Womack

Essential Lesson 3

GOALS, GRIT AND GROWTH MINDSETS

This Lesson: WHY: for you to reflect on how well you are focusing on your goals, using grit and adopting growth mindsets. HOW: reflect on each of the self-regulated learning processes to be self-determined to take responsibility for your own learning and apply yourself to accomplish academic success through personal growth. This process happens in three steps, which are: » Planning: you set and write down goals, which are your hope anchors to keep you paying attention to what you need to pay attention to. » Monitoring: you tap into grit, your long-term passion and purpose to deliberately practise, make good choices and maintain your efforts. » Reflection: you self-assess on how well you accomplished your goals and adopt growth mindsets to learn and try new approaches to grow further. For the above process, self-assess and journal your thoughts. Rate myself on whether I do each of the following using:

Usually

Sometimes

Not Yet

CREATING GOALS – creating three meaningful goals every Term to anchor my choices, efforts and mindsets so I can thrive and flourish.

Usually

Sometimes

Not Yet

Intentional self-expectation:

ANTICIPATING OBSTACLES – brainstorming possible and probable obstacles and setbacks when working towards

accomplishing each of my goals.

Usually

Sometimes

Not Yet

Intentional self-expectation:

PLANNING TARGET TIME TASKS –

setting a series of target tasks and time targets to complete to ensure that I move forward to accomplishing my goals. Usually Sometimes Not Yet Intentional self-expectation:

............................................................................................................................................................................................

ACTING ON FEEDBACK – seeking advice from people who have travelled this learning pathway before and acting on it.

Usually

Sometimes

Not Yet

Intentional self-expectation:

“Optimism is the faith that leads to achievement; nothing can be done without hope and confidence.” Helen Keller

............................................................................................................................................................................................

Essential Lesson 3

GOALS, GRIT AND GROWTH MINDSETS

FAILING WELL – believing that mistakes and then learning how to correct them, are stepping stones towards accomplishing my goals.

Usually

Sometimes

Not Yet

Intentional self-expectation:

DELIBERATELY PRACTISING – committing to practising what I learn to build my brain’s abilities to deliver on each of my goals.

Usually

Sometimes

Not Yet

Intentional self-expectation:

JOURNALING MY ATTEMPTS – journaling my hits, misses and not attempted every week to keep me selfdetermined, grounded and aware.

Usually

Sometimes

Not Yet

Intentional self-expectation:

SHOWING SELF-COMPASSION – understanding that it all won’t be plain sailing and forgiving myself when I

inevitably make mistakes.

Usually

Sometimes

Not Yet

Intentional self-expectation:

STANDING ALONE – having the courage to be assertive when others in my peer group question what I am doing

and why.

Usually

Sometimes

Not Yet

Intentional self-expectation:

CELEBRATING OTHERS’ SUCCESSES – savouring, praising and thriving on others’ successes and learning how they accomplished them.

Usually

Sometimes

Not Yet

Intentional self-expectation:

“Forget all the reasons why it won’t work and believe the one reason why it will.” Abdelnour

YOUR LIFE ROLES This Lesson: WHY: for you to think about what your different life roles involve. HOW: reflect on what you need to do to be self-determined to fulfill each role well. As a young adult, there are an increasing number of different roles that you are expected to be actively involved in. These include as a family member, as a senior student, as a community member and as a person developing a career for yourself.

OPTIMISTIC OUTLOOKS Understanding and consciously using my strengths every day.

Understanding my interests and personal values in life.

ME: WHO I AM NOW Understanding how to connect with myself and others.

SOCIAL-EMOTIONAL SKILLS Understanding how to self-regulate my emotions and impulses.

Understanding and showing that other people matter.

ME: WHO I WILL BECOME

Understanding how my best self can overcome challenges.

Understanding how to live an ethical and optimistic life.

Understanding how to build social-connectedness with others.

My self-expectation is: ......................................................

.........................................................................................

ME: MY SELF-IMPROVEMENT PLAN

Understanding how to grow my brain’s abilities.

Understanding how to think and change my thinking.

ME: AS A STUDENT Understanding how to develop essential learning skills.

Understanding how to cope with the ups and downs of school.

CHALLENGING VISIONS Understanding myself to identify possible careers.

Understanding my best self, goals and self-expectations.

ME: INSPIRING MYSELF Understanding how to welcome challenges to grow myself.

Understanding the type of life that I want to live.

My self-expectation is: ......................................................

.........................................................................................

Acknowledgement: Ben Shahar

“Never be limited by other people’s limited imaginations.” Mae Jemison

EDUCATION SKILLS

SENSE OF PURPOSE This Lesson: WHY: for you to discover a purpose to strive for, which gives you meaning and drive in what you do. HOW: answer the questions in the lesson and reflect on things that mean a lot to you which give you a sense of purpose in your life. Japanese people call their reason for waking up every day their ikigai. Not having a purpose in your life can lead to a lack of motivation to do what you need to do. What is something that means a lot to you which gives you a sense of purpose in your life and why? What you love

IKIGAI

What What the .............................................................................................................................................................................................

Look at the diagram. What is your ikigai, your reason for waking up every morning?

you are good at

Profession

world needs

Vocation

What do you love? ............................................................................................................................................................................................. ............................................................................................................................................................................................. What does the world need? ............................................................................................................................................................................................. ............................................................................................................................................................................................. What are you good at? ............................................................................................................................................................................................. ............................................................................................................................................................................................. What jobs interest you? ............................................................................................................................................................................................. ............................................................................................................................................................................................. What are little things you do which make a positive impact on others’ lives? And what would happen if you stopped doing them? ............................................................................................................................................................................................. ............................................................................................................................................................................................. ............................................................................................................................................................................................. Who is someone you admire who has a strong sense of purpose to help other people? ............................................................................................................................................................................................. ............................................................................................................................................................................................. Acknowledgement: Frankl & Nakanishi

“Until you make the unconscious conscious, it will direct your life and you will call it fate.” Carl Jung

Essential Lesson 5

TERM ONE SELF-DETERMINED GOALS

This Lesson: WHY: for you to set three goals this Term, one for improving your learning and thinking skills in class, one for building your respectful relationships, and one for what you want to achieve for yourself. HOW: for each of your goals, think about what you need to learn, who can help you and what strengths you will use. To create a logical visual representation of your goals, you may choose to use the Goals, Targets, Strategies, Obstacles, Learning Plan on page 132. TERM ONE SELF-DETERMINED GOALS Goal One. Competence: Improving my learning abilities. I will ................................................................................ ....................................................................................... ....................................................................................... Who can help me to learn what I need to learn? ....................................................................................... .......................................................................................

PROGRESS TOWARDS SELF-DETERMINED GOALS Goal One. What did I learn about this goal that I am grateful for? ....................................................................................... ....................................................................................... ....................................................................................... ....................................................................................... .......................................................................................

Circle where I am now on achieving this goal: 1 2 3 4 5

.......................................................................................

By the end of Term circle where I can reach: 1 2 3 4 5

Towards achieving this goal I felt I reached: 1 2 3 4 5

Goal Two. Connectedness: Connecting with others.

Goal Two. What did I learn about this goal that I am grateful for?

I will ................................................................................ ....................................................................................... ....................................................................................... Who can help me to learn what I need to learn? ....................................................................................... .......................................................................................

Circle where I am now on achieving this goal: 1 2 3 4 5

.......................................................................................

By the end of Term circle where I can reach: 1 2 3 4 5

Towards achieving this goal I felt I reached: 1 2 3 4 5

Goal Three. Autonomy: Something to achieve for myself.

Goal Three. What did I learn about this goal that I am grateful for?

Circle where I am now on achieving this goal: 1 2 3 4 5

.......................................................................................

By the end of Term circle where I can reach: 1 2 3 4 5

Towards achieving this goal I felt I reached: 1 2 3 4 5

SIGN OFF! ME:

DATE:

MY PARENT/GUARDIAN:

DATE:

MY HOME ROOM/FORM TEACHER:

DATE:

Acknowledgement: Sheldon & Adams Miller

“Gratitude is when memory is stored in the heart and not in the mind.” Lionel Hampton

POSITIVE EMOTION + GRATITUDE

Self-Generating Positives WHY: by making the choice to self-generate positive emotions in yourself, you will raise the ratio of positives to negatives in your life and become more optimistic about your capacity to influence your own future. Positives broaden and build your attention and engagement, which enable you to significantly enhance the quality of what you are doing. HOW: simple ways to self-generate positives include saying “hello” with a smile, looking for joy in others, feeling grateful for little things and what you have now, and challenging yourself to do something out of your comfort zone. Acknowledgement: Ryan, Deci, Fredrickson & Losada

DO: what are two positive emotions that you feel when greeting and farewelling someone? 1. ............................................................................................................................................................................. 2. ............................................................................................................................................................................. What is a simple thing that you see or do every day which brings you joy and shows that you are grateful for what you have? ................................................................................................................................................................................. ................................................................................................................................................................................. Which goals, grit and growth mindset process can help you with Self-Generating Positives? (pages 6&7) ................................................................................................................................................................................. “It is your responsibility to ensure that positive emotions constitute the dominating influence of your mind.” Napoleon Hill

WELLBEING@SCHOOL

RESILIENT ME: I RESPOND WELL

Being kind to give of yourself in the service of others to make a positive difference to their lives adds meaning and purpose to your own life. When is a time that you were proud of how you did this and what emotions did you feel?

Socialising is an important and healthy part of Year 12. To ensure your and your friends’ safety, before you go out, discuss possible unsafe situations and what you all would do. What are two of these situations?

...............................................................................

1. ...........................................................................

...............................................................................

............................................................................... ...............................................................................

...............................................................................

Acknowledgement: Reivich & Shatte

Acknowledgement: 11-12 Building Social-Emotional Resilience, Graduate School of Education, University of Melbourne

Fabulous First 5 Minutes: 14

2. ...........................................................................

what is your favourite positive emotion to experience and what causes it?

...............................................................................

WEEKLY HEALTH FOCUS

MY GOAL THIS WEEK

Colour the sections to reflect how well you went.

What do I want to achieve this week?

Exercise daily

............................................................................... ...............................................................................

BARELY

LITTLE BIT

ENOUGH

MOSTLY

HEAPS

...............................................................................

Sleep well BARELY

LITTLE BIT

............................................................................... MOSTLY

HEAPS

Drink water BARELY

LITTLE BIT

ENOUGH

MY GOAL NEXT WEEK MOSTLY

HEAPS

Eat healthy BARELY

LITTLE BIT

HALF HALF

...............................................................................

What do I want to achieve next week? ............................................................................... ...............................................................................

MOSTLY

HEAPS

...............................................................................

Feel positive BARELY

LITTLE BIT

MOSTLY

............................................................................... HEAPS

WHAT ARE YOU GRATEFUL FOR?

...............................................................................

MINDFULNESS COLOURING IN

............................................................................... ............................................................................... ............................................................................... ............................................................................... ............................................................................... ............................................................................... ............................................................................... ............................................................................... ............................................................................... ...............................................................................

RELATIONSHIPS + EMPATHY

Experiencing You WHY: by having a self-image of what you want people to think of when they first meet you, you will be able to practise body language which sends those messages. HOW: when people read body language messages that you unconsciously send, they signal to them what your intentions are. Practise your body language to ensure you are putting out images and intentions which accurately reflect who you are. In the world of social media where people are constantly posting pretend images of themselves, be very aware of not falling into the same trap. Acknowledgement: Diener & Biswas-Diener

DO: what are two character strengths (pages 124-125) that you want others to think of when they first meet you? 1............................................................................................................................................................................... 2............................................................................................................................................................................... When is a time that you felt someone misread your body language to form an impression of you that you didn’t want them to have? ................................................................................................................................................................................. Which character strength can help you with Experiencing You? (pages 124&125) ................................................................................................................................................................................. “Everyone thinks of changing the world, but no one thinks of changing themselves.” Leo Tolstoy

GRATITUDE WEEK

RESOURCEFUL ME: I ADAPT

This week, enjoy making a positive difference to other peoples’ lives by creating activities using the strength GRATITUDE, to grow relationships with your family, friends and school community.

To be successful in Year 12 it is important to be confident in setting goals, targets and strategies. What does each of these terms mean to you?

Gratitude Week worksheet and Gratitude Wellbeing Award are in Individual Resources on www.learningcurve.com.au

Goals..................................................................... ...............................................................................

Targets ................................................................. Strategies ............................................................ ............................................................................... Acknowledgement: Seligman & Peterson

Fabulous First 5 Minutes: 18

Acknowledgement: Sheldon & Adams Miller

when is a time that you did what your mind and heart told you was right for you?

...............................................................................

WEEKLY HEALTH FOCUS

MY GOAL THIS WEEK

Colour the sections to reflect how well you went.

What do I want to achieve this week?

Exercise daily

............................................................................... ...............................................................................

BARELY

LITTLE BIT

ENOUGH

MOSTLY

HEAPS

...............................................................................

Sleep well BARELY

LITTLE BIT

............................................................................... MOSTLY

HEAPS

Drink water BARELY

LITTLE BIT

ENOUGH

MY GOAL NEXT WEEK MOSTLY

HEAPS

Eat healthy BARELY

LITTLE BIT

HALF HALF

...............................................................................

What do I want to achieve next week? ............................................................................... ...............................................................................

MOSTLY

HEAPS

...............................................................................

Feel positive BARELY

LITTLE BIT

MOSTLY

............................................................................... HEAPS

WHAT ARE YOU GRATEFUL FOR?

...............................................................................

john maxwell

MEANING + PURPOSE

Steering Purpose WHY: by creating a sense of purpose in your life, you will be more self-determined to do the hard things that you need to do to achieve your goals. A person without purpose is like a boat without a rudder, aimless. HOW: to discover your sense of purpose ask yourself: what do you love, what are you good at, what does the world need and what career will help you to achieve these things. Make prioritising the wellbeing of others and yourself as the key purpose in your life to strive for. Acknowledgement: Goldstein, Rogers & Maslow

DO: write down one word answers to these questions: What do you love?......................................................... What does the world need? ........................................... What are you good at? .................................................. What career will deliver these? ....................................... What is your purpose for getting out of bed every morning to live the type of life that you want to live? ................................................................................................................................................................................. ................................................................................................................................................................................. Which goals, grit and growth mindset process can help you with Steering Purpose? (pages 6&7) ................................................................................................................................................................................. “The purpose of life is a life of purpose.” Robert Byrne

HABIT ENABLER

MINDFULNESS MAZE

BELIEVING IN GROWTH: is understanding and accepting that you can grow your brain’s abilities in any field of life through practising to strengthen brain pathways. When is a time that you have believed in growth to practise and improved?

Find the path that leads to the centre of the maze.

............................................................................... ...............................................................................

............................................................................... ............................................................................... Acknowledgement: Ericsson & Anderson

Present Positive: 20

what is something that is happening now that you are really enjoying?

...............................................................................

MY THOUGHTS

WEEKLY HEALTH FOCUS Colour the sections to reflect how well you went.

Exercise daily BARELY

LITTLE BIT

ENOUGH

MOSTLY

HEAPS

MOSTLY

HEAPS

MOSTLY

HEAPS

MOSTLY

HEAPS

Sleep well BARELY

LITTLE BIT

Drink water BARELY

LITTLE BIT

ENOUGH

Eat healthy BARELY

LITTLE BIT

HALF HALF

Feel positive BARELY

WHAT HAPPENED THIS WEEK?

LITTLE BIT

MOSTLY

HEAPS

MINDFULNESS COLOURING IN

RELATIONSHIPS + EMPATHY

Social Connection WHY: by accepting that a healthy feeling of social-connectedness is essential for your personal and academic growth, you will value your connections to your family, friends and teachers more. HOW: believing that you and other people matter, and showing empathy and kindness to each other builds your resilience to adversity. When you are struggling, even though you don’t feel like it, go out of your way to be with others; your feeling of connection and sense of belonging will generate positive emotions in you to lift your spirits to feel more optimistic. Acknowledgement: Diener & Biswas-Diener

DO: when you feel that nobody understands your issues, who are two people that you can share these concerns with? 1. ............................................................................................................................................................................. 2. ............................................................................................................................................................................. When is a time that the empathy others showed for you lifted your spirits and made you feel that you had the resilience to push through? ................................................................................................................................................................................. ................................................................................................................................................................................. Which character strength can help you with Social Connection? (pages 124&125) ................................................................................................................................................................................. “A dream you dream alone is only a dream. A dream you dream together is reality.” John Lennon

RESPECTFUL RELATIONSHIPS

RESILIENT ME: I RESPOND WELL

What stresses some people may not worry others. To manage stressors, identify coping strategies that work for you to relieve anxious feelings. What are two stressors that you experience, and a coping strategy that you use to relieve them?

You possess your own mix of character strengths. What is a strength which can help you to cope with the demands of study and why? What is a strength that you look for in friends and why?

1. ...........................................................................

Demands of Study ...............................................................................

...............................................................................

In Friends

Coping Strategy .................................................

...............................................................................

Acknowledgement: 11-12 RRRR, Graduate School of Education, University of Melbourne

Acknowledgement: Reivich & Shatte

Fabulous First 5 Minutes: 46

...............................................................................

when is a time that you were open-minded when listening to someone?

2. ...........................................................................

WEEKLY HEALTH FOCUS

MY GOAL THIS WEEK

Colour the sections to reflect how well you went.

What do I want to achieve this week?

Exercise daily

............................................................................... ...............................................................................

BARELY

LITTLE BIT

ENOUGH

MOSTLY

HEAPS

...............................................................................

Sleep well BARELY

LITTLE BIT

............................................................................... MOSTLY

HEAPS

Drink water BARELY

LITTLE BIT

ENOUGH

MY GOAL NEXT WEEK MOSTLY

HEAPS

Eat healthy BARELY

LITTLE BIT

HALF HALF

...............................................................................

What do I want to achieve next week? ............................................................................... ...............................................................................

MOSTLY

HEAPS

...............................................................................

Feel positive BARELY

LITTLE BIT

MOSTLY

............................................................................... HEAPS

WHAT ARE YOU GRATEFUL FOR?

...............................................................................

word definition

HEALTH + STRENGTHS

Self-Compassion WHY: by understanding that being kind to yourself is not about giving in to your every wish, but rather appreciating your strengths and abilities, you will be prepared to use your strengths and abilities to enjoy challenging your best self. HOW: Aristotle once said “The most important relationship you have is the one that you have with yourself.” Don’t hold grudges with yourself for things that you have said or done, so that you can untie emotional knots that weigh you down. Show self-compassion to believe that you are more than enough and matter. Acknowledgement: Niemiec, Neff & McGehee

DO: what are two areas of your life where you need to treat yourself with more self-compassion? 1. ............................................................................................................................................................................. 2. ............................................................................................................................................................................. What are two ways that FOMO can threaten your efforts to show self-regulation and self-compassion? 1. ............................................................................................................................................................................. 2. ............................................................................................................................................................................. Which character strength can help you with Self-Compassion? (pages 124&125) ................................................................................................................................................................................. “To be self-compassionate, be mindful of yourself, gentle with yourself and honest with yourself.” MW

Enjoy the challenge of helping the insect get out of the bottle.

Answer page 133

Future Positive: 80

what is something that you are really looking forward to?

MINDFULNESS PUZZLE.

MY THOUGHTS

WEEKLY MY GOALHEALTH THIS WEEK FOCUS Colourdo What the I want sections to achieve to reflect thishow week? well you went.

Exercise daily

............................................................................... ............................................................................... BARELY

LITTLE BIT

ENOUGH

MOSTLY

HEAPS

...............................................................................

Sleep well

............................................................................... BARELY LITTLE BIT OK MOSTLY HEAPS ...............................................................................

MY GOALDrink NEXTwater WEEK What do I want next week? BARELY LITTLEto BITachieve ENOUGH MOSTLY

HEAPS

Eat healthy

............................................................................... ............................................................................... BARELY

LITTLE BIT

HALF HALF

MOSTLY

HEAPS

...............................................................................

Feel positive

............................................................................... ............................................................................... BARELY LITTLE BIT OK MOSTLY HEAPS

WHAT HAPPENED THIS WEEK?

confucius

Essential Lesson 6

CHARACTER STRENGTHS

This Lesson: WHY: for you to learn about Character Strengths and do the VIA Survey to identify your top strengths. HOW: discover your mix of strengths by doing the free Youth Survey at www.viacharacter.org. For each strength in the table, fill in what number they were on the survey. The 24 Character Strengths are valued personal traits which are your personal best ways to do things and what you unconsciously use to make sense of the world. Everyone has all of them in different amounts depending on their life experiences. To learn more about Character Strengths, google the enjoyable eight minute Tiffany Shlain YouTube clip called “Science of Character”.

CURIOSITY

JUDGEMENT

Finding fascination in exploring and discovering more about things that interest you. Can be extended to learning more about how you can perform your role as a senior student better.

Being open-minded to consider and examine things from all angles to arrive at logical conclusions. Can include changing how you perform your role as a senior student by learning new approaches.

Your VIA No.

LOVE OF LEARNING

PERSPECTIVE

BRAVERY

Thriving on mastering new skills and competencies in your role as a senior student, whether from your own curiosity to develop yourself or from being part of a cooperative and sharing team.

Being able to make sense of your role as a senior student, be open to new ideas, and share your thoughts wisely with other students and your Circle of Champions.

Being able to overcome a setback or challenge, and acting on and speaking up on what your mind tells you is the right thing for you to do, even if it may be unpopular.

Your VIA No.

PERSEVERANCE

HONESTY

ZEST

Pushing through obstacles to finish what you start, and following through on what you say you will do, particularly when it involves practising more difficult tasks and fixing your mistakes.

Being truthful and presenting yourself as someone who is sincere, sticks to what you know is right, and takes responsibility for your words and actions.

Approaching your role as a senior student with energy and enthusiasm, and enjoying every day as an exciting adventure to challenge your best self.

Your VIA No.

LOVE

KINDNESS

SOCIAL-INTELLIGENCE

Seeking and valuing close social connections and relationships with others, particularly those students and teachers who you work closely and cooperatively with.

Doing good to feel good, and feeling good to do good. Being prepared and wanting to give of yourself to do kind little things often for others.

Being aware of the reasons behind what makes other people do things, and then adjust what you do to enable cooperative working relationships to support each other.

Your VIA No.

“Just as we don’t realise we are breathing, we often don’t realise we are using our character strengths.” Martin Seligman

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CREATIVITY Coming up with original and novel ways to think about, design and do things. Can be applied to nearly every human pursuit and your role as a senior student.

Essential Lesson 6

CHARACTER STRENGTHS

Enjoy doing the strengths weeks to make character strengths key pillars in your school. Character strengths bring the following virtues alive: Wisdom, Courage, Humanity, Justice, Temperance and Transcendence. The colour of each virtue aligns with strengths of that colour. When is a time that you were proud of how you used your strengths? .................................................................................. ............................................................................................................................................................................................. .............................................................................................................................................................................................

TEAMWORK

FAIRNESS

LEADERSHIP

Cooperating well as a member of different teams, feeling valued by them, and contributing your fair share to achieve what the team set out to do.

Choosing to treat all people with respect, kindness and integrity. Be consistent to use the same courtesy and show that you value them all.

Encouraging and enabling people to enjoy cooperating together to practise and achieve shared goals, while maintaining respectful expectations and relationships.

Your VIA No.

FORGIVENESS

HUMILITY

PRUDENCE

Being strong to accept that making mistakes is part of being human, and forgiving people who do so and giving them a second chance.

Letting your achievements speak for themselves, and quietly and efficiently go about how you perform as a senior student to contribute to the teams you are part of.

Making considered and careful choices to avoid taking undue risks and not saying or doing things that you might later regret.

Your VIA No.

SELF-REGULATION Being self-aware of the emotions you are feeling, the warning signs that they are rising, controlling your impulses, and being self-disciplined as a senior student. Having grit to stay focused.

Your VIA No.

APPRECIATION OF BEAUTY & EXCELLENCE Your VIA No.

Noticing and appreciating beauty, excellence and outstanding efforts. Valuing and celebrating nature and enjoying everyday experiences.

Your VIA No.

GRATITUDE Your VIA No.

Being aware of and thankful for the efforts of people and the good things that happen every day; avoiding being on autopilot and taking things for granted.

HOPE

HUMOUR

SENSE OF MEANING

Believing that through your own efforts, you can influence your own future as a senior student, and achieve the goals you have set for yourself and as part of teams.

Enjoying laughing and having fun with people, and bringing smiles to their faces. Sharing the light and bright side of life to generate positive emotions in yourself and others.

Having something bigger than yourself as your life purpose and which brings you meaning to understand where you fit in the big scheme of things. Your reason for getting out of bed every morning.

Your VIA No.

“Freedom is knowing who you really are.” Bill Vaughan

125

POSITIVE SELF-TALK When you walk out the gate, make sure you have a choice about YOUR LIFE. It’s a reality, you are going out in to the world. BE PREPARED

THE

The time to go without is now, not when you receive your results

PIZZA OF L Adult Rights, Privileges

Freedom

IFE

This Lesson: WHY: for you to contest unhelpful thoughts and self-calm using positive self-talk. HOW: write down possible challenging situations and unhelpful thoughts that you may experience, and then make up a “I can and I will” self-talk statement to contest and cope with them. The key is to practise saying them to yourself, so that you will be prepared when you need to use them.

Driving Voting

Reach for the SKY Take responsibility for your own life

If life’s a mirror, what you put in is exactly what you get out; nothing more, nothing less Not perfect – BUT your best shot Yourself

Friends Saying NO

Self-discipline, Character, Sacrifices, Choices

The smallest piece BUT the hardest to chew

Below are examples of self-talk you could use. Make up some of your own “I can and I will” positive self-talk statements.

EFFORT – I can and I will:

Create positive self-talk statements for:

» think flexibly to fix mistakes

I want to clearly explain myself.

» keep persisting when I’m struggling » seek help when I’m unsure of things » use my strengths to smile more

INITIATIVE – I can and I will: » write down what I’m looking forward to

I want to understand questions better.

Create positive self-talk statements for: I want to be more optimistic.

» use assertive language when I need to » do acts of kindness every day » write down what I’m grateful for

COURAGE – I can and I will: » do what my mind tells me is right

I want to be more welcoming.

Create positive self-talk statements for: I want to be kinder to myself.

» apologise to make things right » not compare myself to others

SELF-REGULATION – I can and I will: » pause and think before I speak or act

I want to include other students.

Create positive self-talk statements for: I want to not spread rumours.

» do the Big Five well » listen to others actively » say “hello” and make eye contact

I want to use my strengths to stay safe.

Acknowledgement: Ryan & Deci

“Be careful to use positive self-talk because you might be listening.” MW

126

» be prepared to say “no” to my friends

YOUR BEST COMMITTED SELF This Lesson: WHY: for you to design a personal plan to challenge your best self. HOW: identify and write down what you want your best self to act like, look like, sound like, feel like, know and be able to do. James Womack once said, “Commitment unlocks the doors of imagination, allows vision, and gives us the right stuff to turn our dreams into reality.” Which quadrant currently best describes your commitment?

Lacking Commitment – going through the motions

Content to not make the choice to … No need to act with courage to …

No Commitment

Showing Commitment

Refuse to make the choice to …

Making the choice to …

– merely existing

– being self-determined Acting with courage to …

Unable to act with courage to …

Showing some Commitment – trying to be selfdetermined

Unsure of how to make the choice to … Unsure how to act with courage to …

How is Your Commitment? Describe the reasons why you chose the quadrant that you feel your commitment is currently in.

Your Best Self: Choose four descriptors which describe what you want your best self to act like, look like, sound like, feel like, know and be able to do.

Anticipated Roadblocks: Describe possible challenges, obstacles and setbacks that you will be confronted with. ..................................................................................................................................................................................... .....................................................................................................................................................................................

Circle of Champions: Describe how your Champions can assist you to overcome these roadblocks. ..................................................................................................................................................................................... .....................................................................................................................................................................................

Independent Choices: Describe choices that you will need to make to create your best self. ..................................................................................................................................................................................... ..................................................................................................................................................................................... Acknowledgement: Lyubormirsky

“If it doesn’t challenge you, it won’t change you.” Fred Devito

127

REGULATING YOUR EMOTIONS This Lesson: WHY: for you to learn to recognise when your emotions are intensifying and then to act immediately. HOW: identify what personal warning signals your body sends as your emotions strengthen and mark them on the outline of your body. When you notice them, start self-calming strategies to stop anxiety and distress creeping up on you. Distress signals fall into three categories which, when combined, affect your state of wellbeing: Which distress signals do you feel most often? Rate them using:

Usually

Sometimes

Not Yet

Describe what kind of signals your body sends you when you are under pressure. Also write your distress signals on the different parts of the body outline shown here.

PHYSICAL Possible responses: trembling, dizziness/headaches, skin disorders, pounding heart, breathlessness, tiredness. Usually

Sometimes

Not Yet

EMOTIONAL Possible responses: anxiety, anger, depression, ill temperament, panic, lack of interest/boredom. Usually

Sometimes

Not Yet

BEHAVIOURAL Usually

Sometimes

Not Yet

Acknowledgement: Ben Shahar, Rievich & Shatte

“He who controls others may be powerful, but he who has mastered himself is mightier still.” Lao Tzu

130

Possible responses: disturbed sleeping patterns, frequent distraction, forgetfulness, abnormal eating habits.

MASTERY – FOCUS, FEEDBACK, FIX IT This Lesson: WHY: for you to become a more effective learner by practising thinking in certain ways before, during and after class. HOW: to improve how you learn, improve how you think. A powerful Habit of Mind is Meta-cognition - thinking about your thinking. It makes a lot of sense to use it for your classes.

FOCUS –

is paying attention to what you need to pay attention to and dismissing distracting thoughts from your mind. To stretch your brain, deliberately leave your comfort zone to tackle and practise more challenging tasks. What are you doing to apply these strategies?

FEEDBACK –

is asking teachers for feedback about extending your efforts for growth, accepting that you should only succeed in about 70% of what you are practising, and that academic growth comes from learning new things. What are you doing to apply these strategies?

FIX IT –

is deliberately practising more logical and intelligent approaches that you have learnt from your teacher’s feedback to fix your mistakes. Knowing what you did wrong isn’t enough, you have to “do” to fix mistakes. What are you doing to apply these strategies?

Acknowledgement: Ericsson, Coyle & Tversky

“I attribute my success to this; I never gave or took an excuse.” Florence Nightingale

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