The Prince's Trust | Start Something
|SESSION: MANAGING FEELINGS |
|Expected Progress: |Description: |
| | |
|Young people understand how to manage feelings and emotions. |This session supports, identifies and helps young people to understand the difference between managing feelings and emotions. |
|Young people are able to look at the difference between feelings and | |
|emotions. | |
|Young people carry out and evaluate managing feelings. | |
|Resources required: |LLN Opportunities: |STEM Opportunities: |Qualifications Opportunities: |
| | | | |
|Internet access |Take part in a discussion |Internet research |Skills for School Module |
|Flipchart paper |Present ideas |Organisation and task setting | |
|Whiteboard |Communicate ideas effectively |Systematic and analytical thinking in a team |Planning for Personal Development |
|Pens | |Problem solving | |
|Paper | | | |
|Blue-Tac | | | |
|Worksheets | | | |
|Resource Cards | | | |
|Scissors | | | |
|Sellotape / Glue | | | |
|DESCRIPTION OF ACTIVITY |RESOURCES |LEARNING OUTCOME |
| | |Solution: |
|Introduction and Icebreaker | | |
| |Flip chart |The young people will be able to identify and have a better |
|Ask young people to work in teams: |Pen and Paper |understanding of feelings & emotions. |
| | | |
|Discuss ground rules including confidentiality. | | |
| | | |
|Discuss ‘what are feelings and emotions’. Ask the young people to identify a variety of feelings and list on a flip chart. | | |
|Highlight the positive and negative feelings/emotions from this list. |Worksheet 1 - ‘Basic | |
| |Emotional Assessment’ | |
|Identify Emotions | | |
| | |Understanding the different feelings and emotions. |
| |Worksheet 2 – List of | |
| |Emotions resource | |
|Discuss the different emotions with the group, refer to ‘List of Emotions’ Worksheet 2 resource. | | |
| |Worksheet 3, 4, 5 & 6 – | |
|Ask the group of young people to look at Identify Emotions worksheet 3, 4 & 5. Use worksheet 6 to identify what each person is|Identify Emotions | |
|feeling. Followed by a group discussion to confirm emotions. | | |
| |Worksheet 7 | |
| |Scissors | |
|Ask the group of young people to complete the ‘Emotions’ worksheet 7 by cutting and pasting the pictures in the correct order. |Sellotape / glue | |
| | | |
|Things that Make Me Happy | | |
| | |Identifying and exploring positive experiences. |
|Ask the group as a whole to identify what makes them happy, prompt the group by giving some examples. | | |
| | | |
|Ask the young people to individually complete ‘What Makes Me Happy’ Worksheet 8, listing what makes them happy. Note the top |Flip chart | |
|two answers for each young person on a flip chart and compare to encourage a group discussion. |Pen | |
| |Worksheet 8 – What Makes Me | |
|Ask the young people to individually complete the ‘Self Esteem Journal’ Worksheet 9 and discuss where appropriate as a group. |Happy | |
| | | |
| |Worksheet 9 – Self Esteem | |
| |Journal | |
|Expressing Empathy | | |
| |Internet access |Understanding empathy. |
| |4 YouTube links | |
| |Flip chart | |
|Using the internet access available download the YouTube links below: |pen | |
|Use this Angry Birds link as an introduction to Empathy | | |
| | | |
|Use the following Mr Bean links – taking an exam & diving board | | |
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| | | |
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| | | |
|After each of the Mr Bean clips ask the group as a whole to discuss: | | |
| | | |
|What’s going on? | | |
|Identify the emotion. | | |
|How would you feel in this situation? | | |
|How would you react to someone in that situation? | | |
| | | |
|Ask one of the group to record all of the answers on the flipchart paper. | | |
| | | |
|Anger Management | | |
| | |Learning how to understand and control anger. |
|Explain to the young people what anger is and the possible reactions, using below: | | |
| | | |
|‘Sometimes anger can affect what you say or do before you even recognise how you’re feeling. You may become so used to the | | |
|feeling of anger that you don’t notice it. | | |
| | | |
|Even if you aren’t aware of your anger, it influences how you behave. The first step to managing anger is learning to | | |
|recognise your personal warning signs that will tip you off about how you’re feeling.’ | | |
| |Worksheet 10 – Anger Warning | |
|Use 3 copies of ‘Anger Warning Signs’ Worksheet 10, cut up the warning signs and place on table. Ask each young person to |Signs | |
|select one or two warning signs that are relevant to them and discuss as a group. | | |
| | | |
| | | |
| | | |
|Strategies to Cope with Anger |Anger Management Skills | |
| |Resource | |
|Discuss coping mechanisms with the group using the ‘Anger Management Skills’ resource sheet. | | |
| |Worksheet 11, 12 & 13 - Anger| |
|Using resource ‘Anger Management Skills Card’ Worksheet 11, 12 & 13, cut up management skills cards and place on table. Ask |Management Skills Cards | |
|each young person to select the anger management skills card that is relevant to their own coping mechanism, have a group | | |
|discussion. | | |
| | | |
| | | |
|Wrap Up & Review | | |
| | |Reflection |
| | | |
| | | |
|What have you learnt as part of this session? How do you feel about it? Do you have a better understanding of how to manage |Group Witness Statement | |
|your feelings? |(adviser) | |
| |Worksheet 14 – Signposting | |
|Adviser to complete witness statement for the group. |Contact Card |Where to go for help. |
| | | |
|Discussion around where to go for help. Hand out ‘Signposting Contact Card’ worksheet 14 for the young people to take away and| | |
|keep. | | |
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