confidence and self-esteem group work programme
TRANSCRIPT
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Confidence and Self-esteem Group Work Programme
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Copyright © 2020 Education Authority Youth Service All rights reserved. Use of any content in this publication must reference the original source. Author Education Authority Youth Service Produced by Education Authority Youth Service 40 Academy Street Belfast BT1 2NQ www.eani.org.uk/youth www.youthonline.org.uk Email: [email protected] @eayouthservice Education Authority Youth Service
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Programme Outline Page 4
Contents
Introduction & Guidance Page 5
Session Plans Page 6
Session Resources Page 22
More Information & Links Page 30
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Aim A group work programme designed for Key Stage 3 pupils 11-14yrs to develop knowledge, understanding and skills to increase self-confidence.
Themes
Self - Confidence Develop an understanding of and strategies to use to build and develop self-confidence
Understanding Own Strengths and Skills
Increasing own awareness of personal strengths and how goal setting can help to develop skills
Promoting Positivity Understand how positive self-talk can impact on mental health
Target Key Stage and Age Range
Key Stage 3 pupils Age 11-14
Key Learning Outcomes
• Increased awareness of what confidence is.
• Development of goal setting skills.
• Increased awareness of own strengths and skills.
• Understand strategies for building and developing confidence.
• Understand the benefits of Positive Self Talk.
• Development of a growth mindset.
• Development of personal responsibility for self.
Youth Work Outcomes
Enhanced Personal Capabilities. Improved Health and Wellbeing. Development of thinking skills, life skills and work skills
NI Curriculum Objective KS3
To develop the young person as an individual.
Emotional Health & Wellbeing Framework
Wellbeing for All Early Support
Programme Outline
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This programme is a 6-week group work programme aimed at pupils in Key Stage 3 who would benefit from
engagement on their confidence and self-esteem. The sessions have been designed to last for approximately
90 minutes and offer a range of group work activities including discussion based and creative activities. Each
session plan should be used as a guide, not a rigid structure, to allow for further exploration and discussion
in specific areas if the need arises within the group.
This programme has been designed to allow pupils the opportunity to reflect on their own strengths and
experiences. It allows for exploration of what confidence means and looks like, within a safe and caring
environment. This programme will explore the connections between confidence and emotional health and
wellbeing and the impact of self-talk on both.
Emotional health and wellbeing describes the positive aspects of mental health and “mental health”
includes emotional, psychological and social wellbeing.
This programme takes a strengths-based youth work approach that genuinely recognises and validates that
every young person has strengths, and that there is strength in every action and decision they make. It is a
conscious attempt to help pupils gain for themselves, the knowledge, feelings, and skills necessary to meet
their own development needs.
Introduction & Guidance
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SESSION PLAN 1
Session Title: Meeting Group & Introduction to Programme
Session Aim: To build a positive group work environment and begin developing relationships within the group
Session Objectives:
• Increased sense of group work environment and readiness for the group work learning experience
• Understand how each other are feeling – hopes and fears going forward
Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for
task
10 mins Introduction to
programme
Emotional health and wellbeing describes the positive aspects of mental health and “mental health” includes emotional, psychological and social wellbeing. This is an emotional health and wellbeing programme focusing on confidence and self-esteem the key themes of the programme will be:
• Develop an understanding of building and developing self-confidence
• Increasing awareness of personal strengths and how goal setting can help to develop skills
• Understand how positive self-talk can impact on mental health
This session focuses on group participation, a group contract and pupils fears and expectations on participating in this group. Each pupil should complete the Baseline Worksheet, and this should be held by the facilitator.
Baseline
Worksheet
(Page 23)
15 mins Group
Introduction
Name Game
• Get the group in the circle.
• One person will start.
• They have to think of an animal or action that
• begins with the first letter of their name.
• Then they have to perform the action or animal and then say the action you have done and your name. E.g. Swimming Sam so Sam would act out that she was swimming them says
None required
Session Plans
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• swimming Sam.
• Then it would be the next persons turn so they would have to do Sams action
first. • Then do their own.
• Keep going until everyone has been and it will
• end up being the last person who has to do
• everyone’s actions and say everyone’s names.
• When you have finished you could change
• direction and get them to think about new ones
• to use.
20-30mins Group Contract
Introduction of group contract A group contract is a set of expectations of group members and agrees how the group will work together during the programme. There are 3 areas to discuss and agree on as areas of the group contract: What is our purpose as a group? What choices do we have to make as part of this group? How do we ensure our own and others safety? The pupil’s response should be noted on the flipchart pages, the contract agreed and signed by everyone in the group.
Flip chart, markers, blu-tac
15 mins 2 truths, 1 lie
Each member of the group to share 2 true statements and one that is a lie and the rest of the group must guess which is true and which is not. Discuss with the group that it is fun and interesting to learn new things about each other, and that learning happens in different ways.
None required
20mins
Hopes and fears
Each pupil should be given 2 post-it notes to everyone in the group. No names needed on the post its. On one write/draw something you are looking forward to or hoping to get out of this programme.
Post its, pens/pencils
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On the other write/draw something that worries you, concerns you or you are unsure about being involved in this programme. The notes should be places on two different places, one for hopes and one for fears. The facilitator should lead a discussion on the hopes and fears and develop responses and caring ways to address the groups fears and ensuring that the programme meets the hopes of the group.
5 mins Evaluation
Emoji cards Emoji cards should be spread out in front of the group and pupils should select the Emoji that best represents how they are feeling after the session. Pupils should be encouraged to feedback to the group the reasons for picking a particular emoji.
Emoji Card Set (download) Picture Only Flashcards
Feelings Printable | Emoji
Flashcards)
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SESSION PLAN 2
Session Title: What Is Confidence?
Session Aim: To develop an understanding of what confidence is
Session Objectives:
• Increased awareness of what the term confidence means
• Increased awareness of own goals around building confidence
Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for
task
10 mins Welcome and
Review
Facilitator should take the opportunity to welcome the group, to review the learning from previous session, and introduce the aim of this session. What is confidence? Confidence is about having a belief and positive regard for yourself and your ability to succeed. Why is confidence important? Confidence helps us feel ready for life's experiences. When we're confident, we're more likely to move forward with people and opportunities, not back away from them. And if things don't work out at first, confidence helps us try again. It's the opposite when confidence is low.
None
15 mins Group Juggle
Name game Group should stand in a circle, passing the ball from one person to another across the circle to create a pattern (the pattern will stay the same throughout the game). As each pupil passes the ball they should call the name of the person they are throwing to. How fast the group can get through the pattern, the facilitator may add in more balls to make it more of a challenge
Different sized soft balls/beanbags
20 mins Goal Setting
Goal Flower worksheet
Ask pupils to think about something that
they want to achieve by the end of this
programme connected to confidence and
self esteem and to then write it in the centre
of the flower. In each petal pupils should
Goal Flower worksheet (page 24) Colouring
pencils/makers,
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Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for
task
think of one thing that they or someone in
their support network could do to help you
achieve that goal.
Note:
Be creative, colour them in, cut them out.
Make sure that pupils put their names on
them. The facilitator should hold these and
review them with the group at the end of
the programme
scissors, any other crafts materials
20-30 mins Confidence Pizza
Give each pupil their own slice of the pizza asking ask them to think about what they feel they need to be confident, what comes into their head when they hear the word confidence – these will create the ‘toppings’ for the pizza – be creative, draw, write etc. The facilitator can piece together the ‘confidence pizza’ from all members and reflect with the group on the ideas that have been shared. Are there simple things we can do to build our confidence? Worry less? Have more self- belief? Is it difficult to find ways to be more confident?
Confidence Pizza worksheet (page 25) Colouring
pencils/markers, large sheet of card
and glue
10 mins All Change
Energiser
The group should sit in in a circle with one
volunteer sitting in the middle.
The person in the middle aim is to not be in
the middle.
The person in the middle has only one way
of moving everyone and says for example –
“all change if you have brown hair”.
Everyone with brown hair moves, as you
can’t move to a space beside you. One
person will remain staning and they take
their place in the middle.
The game continues
None required
5 mins Evaluation Emoji cards
Emoji Card Set
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Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for
task
Emoji cards should be spread out in front of
the group and pupils should select the Emoji
that best represents how they are feeling
after the session. Pupils should be
encouraged to feedback to the group the
reasons for picking an emoji.
(download) Picture
Only Flashcards
Feelings Printable |
Emoji Flashcards
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SESSION PLAN 3
Session Title: What are my strengths?
Session Aim: To develop an awareness of own strengths
Session Objectives:
• Increased awareness of own strengths
• Opportunity to practice being confident and sharing own opinions
Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for
task
10 mins Check In
Facilitator should take the opportunity to welcome the group, to review the learning from previous session, and introduce the aim of this session. Knowing your own strengths and weaknesses gives you a better understanding of yourself and how you function. Knowing your weaknesses gives you a clearer understanding of things that may be holding you back, and you can then work around finding ways to not let your weaknesses pull you behind. Learn and practice the things we can do to build our confidence.
None required
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Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for
task
20mins I prefer...
This activity can be used to introduce the idea that it can show confidence to share your opinion on a topic, it can be easy to follow the crowd but it shows that you are confident if you share your own opinion. Each side of the room should represtent one answer to the question, young people should go to the side of the room that mathes their preferences. They should then be given the time and space to explain their preference and to actively listen to others. Here are some statements but the facilitator should feel free to make up their own;
• Facebook or TikTok
• Crisps or Chocolate
• Walking or Running
• Reading or Watching a movie/TV show
• Cats or Dogs
• Going to the cinema or ten pin bowling
• Football or Rugby
• Listening to music or peace and quiet
• Meeting up with friends or spending time alone
None required
30mins
Strengths Tree
Strengths Tree worksheet Pupils should take time to think about:
• What are your strengths?
• What are the things you are good at?
These should be written into the leaves of the tree For the trunk and the roots pupils should think about?
• Who are the people around you who support you?
• How do they support you?
• What things do they say and do that make you feel supported?
Strengths Tree sheets (Page 26)
pens/pencils
15mins Human Knot
Everyone stands in a circle, put right arms in and link with someone across the circle, do
the same with left arms. The aim is to untangle the human know without breaking
any links
None required
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Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for
task
5 mins
Evaluation
Emoji cards Emoji cards should be spread out in front of the group and pupils should select the Emoji that best represents how they are feeling after the session. Pupils should be encouraged to feedback to the group the reasons for picking an emoji. Plan for the week ahead Pupils should pick one of the strengths that they have identified in their strength tree and consider: What can you do this week to keep working on developing that strength?
Emoji Card Set (download) Picture Only Flashcards
Feelings Printable | Emoji
Flashcards)
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SESSION PLAN 4
Session Title: Building Confidence
Session Aim: To develop an awareness of ways to build and develop self confidence
Session Objectives:
• Increased awareness of how confidence can be portrayed in different situations/by different people
• Increased understanding of methods to use to build confidence
Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for task
10 mins Check In
Facilitator should take the opportunity to welcome the group, to review the learning from previous session, and introduce the aim of this session.
Reflecting on what everyone chose to focus
on this week – what did you do to work on
your strength? How did that go for you?
There are simple things we can do to build
our confidence and we will explore these
today through discussion.
None required
30-45mins
Creating a Confident Person
Collage Using magazines/newspapers/print outs the facilitator should ask young people to create on a page a confident person. Pupils should cut out words/pictures/people/places that represent confidence and on a large sheet of card arrange and stick them down in the shape of a person. Once completed the facilitator should reflect with the group on some of the elements of their person, why did they interpret each of the elements as displaying confidence, are they positive or negative, do they reflect you or other people and in what way
Newspapers/magazines, A2 card, scissors,
markers, glue
15 mins Silent Order
Energizer In this energiser no one can talk but pupils must get into order in terms of: First name alphabetical order Age Number of siblings
None required
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Month of birth This can be anything else that the group or the facilitators can add.
20 mins
Building Blocks
This is a thought shower exercise with the
pupils to come up with practical ways of
building confidence. These ideas should be
drawn and written down onto the brick
outlines that can then be stuck together
and joined up to create a wall.
Discussion:
Are there similar building blocks that have
been identified?
How have pupils used these building blocks
in the past and what difference have they
made?
Brick outline (Page 27)
pens/markers, blu-tac
5 mins Evaluation and
Reflection
Evaluation
Emoji cards Emoji cards should be spread out in front of the group and pupils should select the Emoji that best represents how they are feeling after the session. Pupils should be encouraged to feedback to the group the reasons for picking an emoji.
Reflection – pick one way that you could
put into practice this week that could help
to build your confidence
Remember:
• Be kind to yourself
• Look after yourself
• Focus on the positives
• Spend time with people
• Learn to assert yourself
• Do things you enjoy
• Act confident even when you don’t feel
it
• Try something new
None required
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SESSION PLAN 5
Session Title: Positive Self Talk
Session Aim: To develop an understanding of the importance of positive self-talk
Session Objectives:
• Increased awareness of how we talk to ourselves
• Understand how to turn negative self-talk into positives
Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for task
10 mins Check In
Facilitator should take the opportunity to welcome the group, to review the learning from previous session, and introduce the aim of this session. The conversations you have with
yourself throughout the day have an
impact on how we think and feel about
ourselves.
Self-talk is something you are doing
almost constantly, and it can be either
encouraging or distressing.
Positive self-talk is affirming and works
to further develop how you see yourself.
It promotes increased self-confidence,
better physical well-being, and overall
life-satisfaction. Negative self-talk can
bring you down and can negatively
impact your self-image.
Reflecting on what everyone chose to
focus on this week – did anyone give
their way of building their confidence a
go? How did you feel? Do you think it
helped to boost your confidence?
None required
30 mins How do I see
myself?
Think about how you positively see your
personality, relationships (parents,
friends, siblings), talents and abilities
and your body and fill into the table.
Reflect on this task as a group – was it
easy or difficult, what was easy or
difficult about it, why do you think its
“How do I see myself?” Worksheet (Page 28)
pens
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easier to identify the negative
thoughts/feelings about yourself?
30mins Turning Positives
into Negatives
Thought shower The facilitator should facilitate a conversation with young people writing their responses on to the flipchart pages. The group should contribute to a conversation on: What negative things do we say to ourselves daily? How can we change these statements from negatives into positives, what words can we changes? Do we need to change the whole statement and how we think of ourselves? The facilitator should reinforce the importance of using our self-talk in a positive way to encourage growth, change and positive mental health.
Flipchart, markers
10 mins Evaluation
Evaluation
Emoji cards
Emoji cards should be spread out in
front of the group and pupils should
select the Emoji that best represents
how they are feeling after the session.
Pupils should be encouraged to
feedback to the group the reasons for
picking an emoji.
Remember:
• Recognizing Your Strengths
• Reality Check. What is the worst
thing that can happen and the best
thing can happen and what is most
likely to happen.
• Put your worries into questions and
answer your own question.
None required
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SESSION PLAN 6
Session Title: Positive Affirmations & Programme Review
Session Aim: To develop an understanding of positive affirmations and own progress
Session Objectives:
• Awareness of what positive affirmations are and how they can be used
• Reflection on progress throughout the programme
Time for task / Overall time:
Description/event: Instruction/Purpose: Items needed for task
10 mins Check In
Facilitator should take the opportunity to welcome the group, to review the learning from previous session, and introduce the aim of this session. Affirmations are positive statements that can help you to challenge and overcome self-destructive and negative thoughts. When you repeat them often, and believe in them, you can start to make positive changes.
None
15 mins Human Bingo
Human Bingo The card containing positive affirmations and pupils should fill in the bingo card by talking to each other in one to one settings and putting one name in each box.
Human Bingo Card (Page 29)
Pens
20 mins Positive High 5
Each pupil should draw around their hand on a page and write their name in the palm. The pupils should pass each others sheets around all group members. Each group member should write positive comments about that person on the hand. The facilitator should reinforce the importance of positive affirmations are in building confidence. We don’t always take the time to tell other people their strengths and their positive thoughts about you.
Paper, pens/markers
20 mins Positive
Affirmations Spectrum
This exercise can be done in a room or on a work sheet depending on the group.
Paper, pens
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An agree at one side of the room/page and disagree at the other side of room page. The facilitator should read the following statement out and ask pupils to place themselves along the spectrum. I believe that I am...
• Confident
• Positive about my future
• Determined
• A likeable person
• Unique
• In control of my life
20 mins Evaluation
Review Goal Flowers completed in session 2 – have pupils achieved the goal, which of the petals were most helpful to you. Is there a new goal that you would like to set (another goal flower can be completed) Each pupil should complete the Baseline Worksheet that was completed at the beginning of the programme, and this should be retained by the facilitator.
Flipchart, markers, goal flowers (optional)
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Index of Resources
Evaluation Worksheet Page 23 Goal Flower Worksheet Page 24 Confidence Pizza Worksheet Page 25 Strengths Tree Worksheet Page 26 Brick Outline Worksheet Page 27 How do I see myself? Worksheet Page 28 Human Bingo Worksheet Page 29
Session Resources
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Evaluation
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Goal Flower
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Confidence Pizza
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Strengths Tree
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Brick Outline
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How do I see myself?
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Human Bingo
Speaks more than one
language
Is good at maths
Plays a team sport
Is good at building/making
things
Can play a musical
instrument
Is a good artist
Is always on time
Has a good memory
Is good at communicating
with others
Can swim
Likes to help others
Is easy to talk to
Has good organisation
skills
Is always there for their
friends
Is a good cook
Is a kind person
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REACH App The REACH team have worked with children and young people to develop a
mobile App which provides resources and support links on Emotional Health and
Wellbeing for Pupils, Parents and Schools. In addition, you can request support
from the REACH team via the App. We will continue to develop this App based
on feedback on an ongoing basis. The is available to download from the Apple
App Store and Google Play Store at the links below
REACH Webpage Visit our REACH Webpage to stay up to date
regarding our reach programme
Visit www.eani.org.uk/reach
Get in Touch For more information regarding the REACH Programme, you can contact us directly using the information
below
028 9598 5667
More Information & Links
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