Monitoring & Evaluation Toolkit - SELFA | SELFA Children's ...



Monitoring & Evaluation Toolkitcenter360045In this pack is everything you need to carry out monitoring and evaluation within the activities SELFA delivers. The pack includes:Observation Sheet mastercopyObservation Sheet research Observation sheets should be completed during sessions to evidence the change you have seen in a child or young person as a result of attending SELFA. This should be completed electronically on Salesforces and linked to the individual child’s profile. Staff should complete a minimum of 5 observations a week. More than one social outcomes can be evidenced at one time. Parent Questionnaires (to be completed for each child you are observing)Baseline at point of referral/ start of termFollow-up – to be completed at 6-month intervalsActivity Sheets for Children and Young PeopleComplete within groups or with individual children in conjunction with the SELFA passport to evidence self-evaluation.In this the toolkit is a pack of resources (pages x to y) which can be used to measure the impact of the work SELFA does both on individual children and young people, and the charity as a whole. Staff can use these within workshops and weekly clubs to evidence a child’s progress in achieving outcomes.Further tools are available in the passport, along with qualifications and awards which children can complete during their time with SELFA. right334010SELFA Observation SheetChild’s name:Date:Brief explanation of what you observed the child doing/saying:(You can also include unexpected reactions, learning and behaviours that do not fit the six categories below)Encourage Independence Child made a choice about learning/activity Child asked for help Child completed activity without helpSupport Positive Relationships Child is respectful of other children Child has effective communication with others Child values and accepts others differencesBuild Self-esteem Child takes pride in achievement Child completed task for own satisfaction Child takes responsibility for actions/ achievementGive Child a Sense of Belonging Child is enthusiastic/ interested Child is accepted by others Child gets involved Child discusses any problems with a staff memberPromote Aspirations Child takes part in activity to achieve a goal Child has an idea of what they want to be when they grow up Child believes in themself and their abilitiesBuild Resilience Child takes risks/steps out of comfort zone/is brave Child accepts themself for who they are Child understands boundaries and keeps within themStaff name:Session/Location:Observation Sheet ResearchOur Social Objectives: Encourage independence Support positive relationships Build self-esteem Give children a sense of belonging Promote AspirationsBuild ResilienceDefinitions: Independence: Free from outside control, able to think or act for oneself (Oxford Dictionary) Positive Relationships: Are supportive, open, fulfilling and enjoyable. These can be with peers, parents/caregivers, group leaders, professionals and wider members of the community.? Self-esteem: “one’s overall evaluation of the self and the feelings engendered by that evaluation” (Crocker, 2001).? Sense of Belonging: To feel part of a group/organisation (Oxford Dictionary) Resilience: The capacity to recover quickly from difficulties; toughness (Oxford Dictionary)? Aspirations: A hope or ambition of achieving something (Oxford Dictionary)Indicators:Encourage independence indicators: Child makes a choice about learning/activity – Montessori principle Child asked for help (‘ability to initiate help from expert’ – interpsychological independence Vygotsky. Child completed activity without help –intrapsychological independence Vygotsky (seen later).? Build self-esteem indicators: Child takes pride in an achievement – Erikson stage 4: Industry vs. Inferiority Child has intrinsic motivation to complete task – Deci & Ryan self-determination theory/SDT Child takes responsibility for their actions/achievements – Deci & Ryan, SDT, need for autonomy.? Give children a sense of belonging: Child is enthusiastic/interested in activity (Furrer and Skinner, 2003).? Child is accepted by others e.g. made a friend/part of a group (McMillian and Chavis, 1986) Child gets involved in activity (Goodenow, 1993) Child discusses any problems they have with a staff member (Goodenow, 1993) Support positive relationships indicators: Child is respectful of other children ( & HandsOnScotland) Child has effective communication with others ( & HandsOnScotland) Child can problem-solve/compromise with others ( & HandsOnScotland) Promote Aspirations IndicatorsChild will state things they want to do when they’re older regardless of whether this is based in fantasy/realistic. (Moulton et al. 2016)Child will engage in goal-directed behaviour in order to achieve something e.g. extra-curricular activities, rehearsals etc. (Moulton et al. 2016)Build ResilienceChild is brave and tries things that scares them, steps out of their comfort zone but acknowledges the feelings they have (Resilience Framework, 2012)Child is self-aware: accepts themselves and acknowledges things they need to work on. (Resilience Framework, 2012)Model of working to develop social objectives and their rationale:Independence: The child has increased confidence in their ability and resilience to deal with setbacks. We will help children to help themselves by giving them responsibility and opportunities. These in turn builds children’s self-esteem and give them life skills to adapt to adult life.? Give the child opportunities and freedom in their choice to achieve Children are given the opportunity to try new things and overcome the setbacks this entails on their own? Give every child the time to be listened to and heard, which instils that their voice matters they have the ability to speak up.?? Self-esteem: To build self-esteem: praise the action, not the child. This meets the need for competence.? Give the child appropriate responsibility for their age, this meets the need for autonomy. Treat every child with unconditional positive regard (UPR), this meets the need for relatedness. By building self-esteem children become motivated to achieve, they base their self-worth on who they are and not what they have done which encourages raised self-esteem. Motivation is built upon competence, relatedness and autonomy. By meeting the child’s need for these three agents, we build self-esteem and consequently motivation.? ‘Competence is the drive to feel able and successful. Autonomy means having control of your own life, being able to “be yourself.” Relatedness is the human need to interact with others and form relationships.’ ().? Sense of belonging: Staff act as role-models and treat all children with UPR.? Activities are provided that foster group cooperation and interaction Staff will appear consistently at each session, ensuring children form positive relationships with leaders and activity workers.? Attachment theory (Bowlby). A child with secure vs. insecure attachment. Positive outcomes are academic motivation and performance Additionally, simply knowing there is a social support network acts as a buffer enabling children to be more self-reliant in the face of adversity. Relatedness may also buffer against negative emotions, minimizing feelings of boredom, anxiety, pressure, or frustration. (Furrer and Skinner, 2003). Baumeister and Leary (1995) people have a basic need to be connected to others – belonging hypothesis.? Fewer internalizing and externalizing problems displayed, resulting in better mental health. - Our findings support the view that group belonging provides young people with a sense of definition, purpose, meaning, worth, and social control, all of which contribute to positive mental health (Newman & Newman, 2001) Maslow’s Hierarchy of Needs: The need for belonging comes on stage 3 of Maslow’s hierarchy and this is identified as a deficiency need. Maslow states people are motivated to meet these needs. Maslow states that every level of the hierarchy has to be met before the person can reach self-actualization, this is when the person becomes all they have the potential to be.? Positive relationships: Listen to what the child has to say UPR Acknowledge a child’s effort Honest and clear about expectations ‘’Children’s relationships with their parents, siblings and wider family, and then of course their peers and other adults such as teachers are incredibly important. Whilst they can have a very positive impact on our mental health and wellbeing, when they aren’t good they can have a very negative impact on us. For instance poor relationships both within families and peers are a common trigger for self-harming behaviours. We know that other issues such as bullying, or relationships difficulties between parents can have an extremely negative impact on the child’s mental health.’’ Children who have secure attachments with caregivers are more likely to mirror this in their interactions with other children (Bowlby, 1980). There are 4 types of attachment (Ainsworth, 1973 – Strange Situation): Secure: feel securely attached to a caregiver that they have the confidence to explore their surroundings.? Insecure resistant: does not feel attached to caregiver, does not have confidence to explore surroundings, difficult to soothe when upset.? Insecure avoidant: independent of caregiver both physically and emotionally, do not call for them in times of distress. Caregiver likely to be insensitive to their needs and withdraw help in times of distress. Child subconsciously believes needs won’t be met.? Disorganized: Child likely to present as angry, frustrated and non-responsive. Child has no strategy to meet needs, parenting style is erratic.? Resilience:Set clear boundariesProvide new opportunities for CYPBe a role-model by having a positive outlookEncourage self-awarenessBoundaries make CYP feel safe and cared for. They provide structure and appropriate ways to behave. By explaining the rationale behind boundaries and allowing them to be involved in their creation, CYP are more likely to internalise these and start making their own boundaries and limits. By providing new opportunities CYP are encouraged to take risks and be brave. Allowing children to discuss their feelings of fear and uncertainty we are promoting acceptance of these. Whilst encouraging them to overcome this provides the CYP with a chance to increase their self-confidence and use resources to overcome difficulties. The idea of a positive outlook (rose-tinted glasses or tomorrow is a new day – Resilience Framework) is to model desired behaviour. A positive attitude increases the ability to be adaptive to situations and not be overwhelmed as well as instilling a sense of hope.You can encourage self-awareness in CYP by being self-aware yourself as well as encouraging them to be mindful and reflective and providing them with time and space to discuss their feelings/emotions. This increases confidence and ability to manage situations.Aspirations:Support CYP to overcome attitudinal barriers to their aspirations Provide mentoring and information for adolescents on how to achieve aspirationsHold high aspirations for CYPPositively reinforce a CYP’s efforts to achieve somethingCYP aspirations are largely linked to their socio-economic status and attitudes their parents hold for them. You can support them to overcome attitudinal barriers to aspirations by encouraging them to take new opportunities and praise their efforts to do so. For adolescents it is important to provide information and support them in their goals by mentoring. By holding high aspirations for CYP they begin to believe in themselves like you do, ultimately this fosters their belief in themselves. By positively reinforcing their efforts CYP begin to believe their success is due to their efforts and not luck/chance. This increases perseverance and reinforces their effort provides results. (Gutman and Akerman, 2008)References Vygotsky's Educational Theory in Cultural Context 186-187 Springer early child development theories Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of educational psychology, 95(1), 148. Newman, B. M., Lohman, B. J., & Newman, P. R. (2007). Peer group membership and a sense of belonging: Their relationship to adolescent behavior problems. Adolescence, 42(166), 241. Pooley, J. A., Cohen, L., & Pike, L. T. (2005). Can sense of community inform social capital?. The Social Science Journal, 42(1), 71-79. Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90. Erickson, M. F., Sroufe, L. A., & Egeland, B. (1985). The relationship between quality of attachment and behavior problems in preschool in a high-risk sample. Monographs of the society for research in child development, 147-166. Baseline Parent QuestionnaireChild’s nameDate of birthStatementStrongly AgreeSomewhat AgreeNeither Agree/ DisagreeSomewhat DisagreeStrongly DisagreeCan make a choice when given optionsKnows when they need help and asks for itCan follow a task through to completion without helpIs respectful of other childrenCan communicate wellValues and accepts othersTakes pride in their achievementsCan complete tasks for own satisfactionTakes responsibility for themselvesGets involved in activities and tasksIs accepted by othersKnows they can talk to me about anythingAccepts themselves for who they areUnderstands boundaries and keeps within themCan take part in an activity to achieve a goalHas ideas about what they want to be when they grow upBelieves in themselves and their abilitiesAny comments:Do you think there is enough support in Craven to help your child develop their self-esteem?YesNoDo you think there is enough support in Craven to help your child develop their independence?YesNoDo you think there is enough support in Craven to help your child develop their aspirations?YesNoDo you think there is enough support in Craven to help your child develop their resilience?YesNoDo you think there is enough support in Craven to help your child create positive relationships?YesNoDo you think there is enough support in Craven to help your child feel a sense of belonging?YesNoWhere (apart from SELFA) does your child go to receive support for these? E.g. any extracurricular clubs/groups etc.If SELFA didn’t exist, would you be able to access activities to help your child easily?Yes NoIf no, what are the main factors preventing your child accessing mainstream services and activities (please tick all that apply)I need help with transportI have other children and therefore don’t have time to bring themThey are too expensiveMy child needs extra support to attend theseI have health problemsThere aren’t any other activitiesOther (please specify)Thank you for your participation!Baseline Parent Questionnaire – Prompt sheet with examplesCan make a choice when given optionsPrimary e.g. – Would you like a banana or an apple for snack?Shall we play tig or hide and seek?Youth e.g. - Can they choose what they’d like to wear?Knows when they need help and asks for itPrimary e.g. – would they ask for help to tie their shoe laces?Youth e.g. – would they ask for help brushing their hair or getting dressed?Can follow a task through to completion without helpPrimary e.g. – tidy up their toysYouth e.g. – they can get home on their own or make a journey independentlyCan communicate welle.g. use of body language, tone of voice, turn taking etc.Value and accepts others differencee.g. religious views, political views, supporting different sports teams, different opinionsCan complete tasks for own satisfactione.g. not just because they will be rewarded but because they want to anyway (such as finishing a painting, cleaning their room)Takes responsibility for themselvese.g. actions and achievements, right and wrongIs accepted by otherse.g. they have friendship groups, they feel like they belongKnows they can take to me about anythinge.g. problems, concerns and worries about home/school/friendships/relationships etc.Accepts themselves for who they aree.g. aware of their strengths and weaknesses, they understand it’s ok not to be perfectTakes risks and steps out of their comfort zonee.g. tries new experiences even when unsure, confident to approach different situations (such as a confrontation)Understands boundaries and keeps within theme.g. can follow rules and structures, not conforming to peer pressure or following the crowd (such as deciding to wear wellies in the snow even though their friends tell them to wear their new trainers because it will look cooler)Can take part in an activity to achieve a goale.g. swimming lessons, scouts and guidesBelieve in themselves and their abilitiese.g. speak positively about themselves and their achievements, has a ‘can do’ and positive attitude.Baseline SEND Parent QuestionnaireChild’s nameDate of birthIf the question does not apply to your child please tick Neither Agree/Disagree. See accompanying prompt sheet for help. StatementStrongly AgreeSomewhat AgreeNeither Agree/ DisagreeSomewhat DisagreeStrongly DisagreeCan make a choice when given optionsCan initiate help when neededCan communicate to others how they feelIs respectful of other childrenFeels proud when they’ve completed somethingCan complete tasks for own satisfactionGets involved in activities and tasksIs accepted by othersUnderstands boundaries and keeps within themHas hopes for what they can achieve Do you think there is enough support in Craven to help your child develop their self-esteem?YesNoDo you think there is enough support in Craven to help your child develop their independence?YesNoDo you think there is enough support in Craven to help your child develop their aspirations?YesNoDo you think there is enough support in Craven to help your child develop their resilience?YesNoDo you think there is enough support in Craven to help your child create positive relationships?YesNoDo you think there is enough support in Craven to help your child feel a sense of belonging?YesNoWhere (apart from SELFA) does your child go to receive support for these? E.g. any extracurricular clubs/groups etc.If SELFA didn’t exist, would you be able to access activities to help your child easily?Yes NoIf no, what are the main factors preventing your child accessing mainstream services and activities (please tick all that apply)?I need help with transportI have other children and therefore don’t have time to bring themThey are too expensiveMy child needs extra support to attend theseI have health problemsThere aren’t any other activitiesOther (please specify)Thank you for your participation!Baseline SEND Parent Questionnaire – Prompt sheet with examplesCan make a choice when given optionsWould you like a banana or an apple for snack? Verbal on nonverbal choosing.Can initiate help when neededWill let you know either verbally/nonverbally that they need help e.g. with feeding/clothing/doing an activityCan communicate to others how they feelWill let you/other children know (verbally or nonverbally) if they are upset/cross/happyIs respectful of other childrenWith regards to others feelings, personal space etc. Feels proud when they’ve completed somethinge.g. an activity or made something such as baking, arts and craftsThis may be communicated by their happiness, desire to use/hold/have their creationCan complete tasks for own satisfactione.g. not just because they will be rewarded or are encouraged but because they want toGets involved in activities and tasksWill join in group activities or activities with others Is accepted by othersHas friends, is part of a group, feels a sense of belonging. This may be indicated by happiness when seeing familiar faces ro when responding to others. Understands boundaries and keeps within themCan follow rules and structure, not conforming to peer pressure or following the crowd, will do as asked to doHas hopes for what they can achieveThey are hopeful for new things, opportunities, trying things, the future. This could be that they want to learn a new skill e.g. get themselves dressed, use own cutlery, go out with friends, stay in school. This may be communicated verbally/nonverbaly e.g. smiles in repsonse to you asking questions or doing activities. Follow-up parent questionnaireChild’s nameDate of birthWhich SELFA activities has your son/daughter attended (please tick all that they’ve been to)? Ausome Club Holiday Workshops 8-11 Skipton Academy Sports Bentham Buzz Holiday Workshops Youth Spotlight Primary Bentham Youth SELFA Active Spotlight Youth Girls Rock SELFA Social Step-up Club Greatwood Sports SELFA Starters Youth Juniors Holiday Workshops 4-7 Settle Youth Youth SeniorsOverall, have you noticed an improvement or increase in the following since your child started attending SELFA activities?StatementNo differenceSome differenceSignificant difference(S)he can make a choice when given options(S)he knows when they need help and asks for it(S)he can follow a task through to completion without help(S)he is respectful of other children(S)he can communicate well(S)he values and accepts others differences(S)he takes pride in their achievements(S)he can complete tasks for own satisfaction(S)he takes responsibility for themselves(S)he gets involved in activities and tasks(S)he is accepted by others(S)he knows they can talk to me about anything (S)he accepts themselves for who they are(S)he understands boundaries and keeps within them(S)he can take part in an activity to achieve a goal(S)he has ideas about what they want to be when they grow up(S)he believes in themselves and their abilitiesAny other areas of improvement:If you answered “yes” to any of the above, overall, how much of this change do you think was due to attending SELFA activities? All of itMost of itSome of itA little bit of itNone of itPlease give any comments on why you gave this answer:Case studies are a vital way of sharing the impact of our work with funders and supporters. A good case study includes the story of why your family needed our support, how we helped and the difference it made. Would you be happy for us to interview you, so we could write a short case study? Names will be changed where requested. Yes NoWould your child(ren)/family be interested if SELFA were to run the following services in the future? Counselling service 0-5 years service 19-25 years serviceIs there anything else you'd like to tell us about the support you've received from SELFA? How might we improve what we do?Is there anything else you’d like to tell us about other support you’ve received?Thank you for your help!Follow-up SEND parent questionnaireChild’s nameDate of birthWhich SELFA activities has your child attended (please tick all that they’ve been to)? SELFA Sounds Holiday Activities Family Music SessionsOverall, have you noticed an improvement or increase in the following since your child started attending SELFA activities?StatementNo differenceSome differenceSignificant difference(S)he can make a choice when given options(S)he can intitiate help when needed(S)he can communicate to others how they feel(S)he is respectful of other children(S)he feels proud when they’ve completed something(S)he can complete tasks for own satisfaction(S)he gets involved in activities and tasks(S)he is accepted by others(S)he understands boundaries and keeps within them(S)he has hopes for what they can achieveIf you answered “yes” to any of the above, overall, how much of this change do you think was due to attending SELFA activities? All of itMost of itSome of itA little bit of itNone of itPlease give any comments on why you gave this answer:Case studies are a vital way of sharing the impact of our work with funders and supporters. A good case study includes the story of why your family needed our support, how we helped and the difference it made. Would you be happy for us to interview you, so we could write a short case study? Names will be changed where requested. Yes NoWould your child(ren)/family be interested if SELFA were to run the following services in the future? Counselling service 0-5 years service 19-25 years serviceIs there anything else you’d like to tell us about the support you’ve received from SELFA and support available elsewhere?Thank you for your help!Monitoring & Evaluation ToolsThe following is a list of example activities that children and young people can access at SELFA which will evidence their achievement of SELFA’s social objectives. Some of the activities link to an activity sheet, examples of which are at the back of this pack. These should be discussed and completed during SELFA sessions and in conjunction with the SELFA Passport.Encourage IndependenceExamples may include:ActivityEvidencePage NoChild or young person planning a session/activity for the rest of the groupObservation Sheet/Passport2Any passport activityObservation Sheet2Child or young person making choices on activities covered within the groupObservation Sheet and list of child/young person’s interests2Independence checklistChecklist411:1 activitySupport Positive RelationshipsExamples may include:ActivityEvidencePage No1:1 activity looking at understanding friendship networks and relationshipsRelationship map/Inside my heart37, 38Problem solving group activity/gameExamples of games sheet and observation sheet239-40Discussion around what makes us differentObservation sheet2Passport activitiesBuild Self-EsteemExamples may include:ActivityEvidencePage NoGroup activity to motivate child/young person to share and discuss elements they like about themselvesObservation sheetSelf-esteem dice activityI Am Special & Unique worksheetI Love Myself activity sheetThings I Like About myself230-32, 42333536Passport activitiesSelf esteem worksheets (Youth)24-28Give a Sense of BelongingExamples may include:ActivityEvidencePage NoGroup activity to help child/young person undertand they are accepted by othersObservation sheetFriendship tree234Passport activitiesMeeting outside of SELFAObservation sheet2Promote AspirationsExamples may include:ActivityEvidencePage NoInvite inspiring people to come and lead groups to give an insight to their job role.Observation sheet2Build ResilienceExamples may include:ActivityEvidencePage NoTrying new activities/stepping out of comfort zoneObservation sheet2Gratitude JournalGratitude Journal22-23Reiki & mindfulness sessions in groupObservation sheet2Residentials (trying new activities, foods etc)Observation sheet2Gratitude JournalSummaryKeeping a journal of gratifying experiences is a key to living a more full-filled life. There’s no wrong way to complete a Gratitude Journal. But here are a couple of pointers to help you get started.Use the Gratitude Journal to record 5 things you are grateful for each day. Identify 1 extra item each day that you've never expressed gratitude for before. Keep this journal handy and reference at a moment of low self esteem, or are struggling to feel thankful. Read through previous entries and take note of any emotional shifts.Gratitude Journal DateToday, I am grateful for …Something I need to express gratitude for …1.2.3.4.5.1.2.3.4.5.1.2.3.4.5.1.2.3.4.5.1.2.3.4.5.1.2.3.4.5.Self Confidence WorksheetInstructions Print it and complete the statements. Keep your completed self esteem worksheets handy. The next time you’re feeling low self-esteem and need a self-esteem boost read your Self Confidence worksheet and be reminded of your personal power and use it to transform situations in which you feel less confidence.Part OneThink of a situation in which you experienced confidence and a feeling of satisfaction and self worth. Answer the following questions.What is the situation?What do you say to yourself about the situation (self talk)?How do you feel physically? What sensations and feelings do you have in your body?What do you do as a result of this?Part TwoThink of a current situation in which you experienced a lack of confidence that you would like to change if you could.What is the situation?What could I do that would help me feel differently? (For example, create a visualisation in which I remember how I felt in Part One)What could I do differently, next time I am in this situation? What actions would empower me?Psychology Sentence Completion WorksheetSummaryWhen you feel comfortable sharing your thoughts and feelings, it becomes easier to explore and assess the internal issues that may be affecting your self esteem.Set aside five minutes 2-3 times a week to answer the Sentence Completion Worksheet. After completing the exercise for two weeks, review your responses to gauge improvements in your general outlook on life and personal self-esteem. Over time you should notice responses becoming more positive in nature.Sentence Completion WorksheetMy best friend isSometimes I wish I couldThe thing I fear most isToday I would like toI’d really enjoyI feel my future isI gain strength fromSentence Completion WorksheetI would neverI was really happy whenI love whenI struggle whenI believe thatI get angry whenToday I fear thatSentence Completion WorksheetToday is going to beI hope thatI thrive whenToday I would like toI secretly enjoyI don’t like to admitToday I believed thatNegative Thought Stopping Worksheet SummaryThrough identification of negative self talk, a mind clouded with negativity can be trained to view life more objectively, and positively. Use the Negative Self Talk Worksheet to record each negative thought you have about yourself for an entire day, along with how each thought made you feel. Include the trigger – where you were, or what you were doing when you had a negative thought.Immediately challenge each thought by identifying why that thought might not be true. Armed with this evidence, record an alternative thought, say it alound, and write down how it made you feel.TriggerNegative ThoughtAssociated Emotion When Saying Thought AloudEvidence That Does Not Support The ThoughtAlternative ThoughtAssociated Emotion When Saying Thought AloudWhenever you feel yourself sinking into a negative self talk mode, identify each negative thought and replace it with a positive one right away. Continue to repeat the new thought to yourself or aloud until you begin to feel better.Flipping Your Mistakes, Failures & Obstacles WorksheetInstructionsList the mistakes, obstacles and failures you would like to turn around in your life, then in the “How I Will Flip It” column, write the step you will take to change things.Mistakes, Failures & ObstaclesHow I Will Flip ItRemember: The purpose of “Flipping It” is to empower yourself and make you see that there is a way out, so rather than just accepting a bad situation as your “fate” empower yourself and FLIP IT.525895-248804438074150644380824881I am Special and UniqueA compliment that someone has given me:Good qualities that my friends would use to describe me:What I like to do for fun:2 words I would use to describe myself512214277841My Name: 2 things I am good at:One good deed I have done for someone:One thing that most people don’t know about me:One thing that makes me laugh:5225481073265Friendship Tree-5195505864-796627247Relationship MapWhat is important to you will almost always include who is important to you. We can learn about and record the important people in someone’s life by having conversations and using the relationship circle.Inside my Heart………………………’s HeartIt is okay to love and care about different people. There is room in my heart for many people, memories, animals and other things that are important to me. I can always think of these people, memories, and other things I love. When I imagine them in my heart, it can help me feel safe and peaceful.Supporting Positive Relationships Problem Solving ActivitiesWalking the PlankFor this problem solving activity for older kids or teens, you will need four 2×6 boards. Divide your group into two teams with an equal number of children on each team. Place two of the four boards end to end on the ground or floor. Set the other two parallel to the first two about two or three feet apart. The goal is for each team to pass one board forward while standing on the other board in single file. If someone steps off a board, the team must start over. The team that succeeds in passing the boards a set number of times, or reaches a predetermined spot is the winner. Group DrawingDivide your group of kids into teams of three. Each person on the team has a one of the following roles:Drawer. The drawer attempts to recreate a pre-drawn design they cannot see. They take directions from the talker. They stand with their back to the talker and viewer and may not talk.Talker. The talker describes the design to the drawer, without seeing the design. They may question the viewer. They may not use hand gestures.4363720276571Viewer. The viewer sees the design. However, they are not allowed to talk and must communicate nonverbally to the talker. Additionally, they must not draw the design in the air or actually show the design with their gestures.The activity ends when the viewers say they are satisfied with the drawings. You may wish to award a prize to the best drawing. AnimalsPrior to playing this game, write on individual slips of paper the names of animal pairs, one name on each slip. Distribute the slips of paper to each group, instructing them not to share which animal name they received. The kids then move around performing activities their animal 413136888726might do. The goal is for the kids to get into pairs successfully in a set amount of time without talking or making any noises. Suggest the following activities:Cleaning or groomingEating and drinkingFightingSleepingWalking or runningPeople achieve more when they solve problems and make decisions together. Our problem solving activities teach our children and young people how to work out a solution, a talent useful in many different environments. Problem solving:Improves team workHelps participants address complex situationsUtilizes different thinking stylesIncreases creativityCollectively leads to decision makingTeaches both negotiation and cooperationAfter completing a problem solving activity, encourage the children/young people to discuss what process(es) they used in the exercise. Even kids are able to participate in such discussions. Also ask what was learned and if they have any opinions about how they could have solved the problem more efficiently.Team-building exercises can improve problem solving and decision making in a new or established team. They work with every age group and in many different environments. Use our exercises to help solve problems and have some fun doing so.165105893994673-8370 ................
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