Building Social Emotional Learning Skills
Total Time: 2 hours
Session
Building Social Emotional Skills (Pt. 2)
12
SESSION OBJECTIVES: Caregivers will understand and be able to define Social Emotional Learning (SEL) Caregivers will understand how SEL can improve their children’s overall development (social, emotional, cognitive and physical) Caregivers will understand how to reinforce the SEL, specifically Positive Social Skills, Conflict Resolution and Perseverance, skills their children are learning in school MATERIALS: Attendance arrival and exit sheets for caregivers Parenting Curriculum Flip chart and markers Papers and pens PREPARATION: Read through all of the materials for this session and if there is a caregiver handout, make copies of the caregiver handout for each caregiver. Please make sure to give each caregiver the handout at the end of the session. Arrange for a space conducive to learning and free of interruptions; sit in a circle to encourage interaction with caregivers. SUMMARY OF THE SESSION:
Time 10 min
Activity 1. Introduction and Welcome
10 min
30 min
2. Mindfulness Exercise: Loving Kindness 3. What are the remaining SEL competencies? 4. How do you reinforce SEL with your children? 5. Practicing SEL Skills
10 min
6. Review & Home Assignments
5 min
7. Closing & Preparation
30 min 25 min
Time: 10 min
Session
Building Social Emotional Skills (Pt. 2)
12
Introduction and Welcome WELCOME
SESSION OBJECTIVES:
Welcome everyone back and thank them for coming. Ask caregivers what they remember from the previous session.
To understand and be able to define Social Emotional Learning (SEL) To understand how SEL can improve their children’s overall development To understand how to reinforce the Positive Social Skills, Conflict Resolution and Perseverance skills their children are learning in school
Ask caregivers if they remember their assignments from the previous session: Ask their child about the SEL they are learning at school. Play one (or more) SEL game, from those they brainstormed, with their child. Practice their own SEL through one of the strategies they learned today. Ask caregivers to share how they did each of these assignments since the previous session. Ask them to share a way they have spent time with their child and supported the child in school since the last session. Ask if they have done anything for their own wellbeing since the last session.
REVIEW SESSION OBJECTIVES Explain that during today’s session, they will learn about the remaining Social Emotional Learning competencies, Positive Social Skills, Conflict Resolution and Perseverance, which their children are learning about in school. Once you have reviewed the objectives, ask if any of the caregivers have any questions.
Time: 10 min
Mindfulness exercise ASK participants if they remember what they discussed in the last session about mindfulness. Remind them that mindfulness is intentionally being aware and paying attention to what is happening in the present moment and accepting reality. This is most commonly achieved through calming strategies that help to focus the mind and body. Mindfulness activities can help everyone, not just children and not just those affected by crisis. If participants are interested in doing a mindfulness activity, do the activity below. Participants who do not want to experience a mindfulness activity can sit quietly and observe or step outside for a few minutes. Explain that today they will do a mindfulness activity focused on love and kindness. Read the following: Today we will focus on loving ourselves and loving those around us. Close your eyes and begin to calm your breathing. We are going to calm our minds and our bodies. Begin to relax your entire body. Breathe in and out deeply and slowly, slowing down your breath. Grow your back longer and taller, reaching your head to the sky. Breathe calmly.
Session
Building Social Emotional Skills (Pt. 2)
12
Feel as your entire body relaxes. Think to yourself “I love myself. I am kind to myself. I respect myself.” Repeat this over and over to yourself. “I love myself. I am kind to myself. I respect myself.” Continue to breathe deeply. Bring your attention to your heart. You can even place a hand on your heart if you would like. Feel your heart expand as you repeat, “I love myself. I am kind to myself. I respect myself.” Think of someone you love. Think to yourself ““May you be loved. May you benefit from kindness. May you be respected.” Repeat to yourself, “May you be loved. May you benefit from kindness. May you be respected.” Feel your heart expand as you send love to the person you are thinking of. Now think of someone who needs extra love right now. Send your love and your kindness to that person. “May you be loved. May you benefit from kindness. May you be respected.” Feel your heart sending love to that person. “May you be loved. May you benefit from kindness. May you be respected.” If any participants have stepped outside, call them inside to participate in the following conversation. ASK participants how they feel after doing the love and kindness activity. Then ask the following questions: Can they understand how this might help their children? o Example Answers could include: it helps them to be aware of how they are feeling, helps them to realize that they can continue to send positive feelings to others, even if they had a negative interaction. How can it help them, the caregivers? o Example Answers could include: it helps them to be aware of how they are feeling, it helps them to calm down, allows them to control their feelings, and can have positive health benefits. How can they practice mindfulness with their children? Ask if any of them practiced any mindfulness activities with their children since the last session. o Example Answers could include: do activities like this before bedtime; allocate specific time in the home for being mindful; talk about mindfulness with their children
What are the remaining competencies? Time: 30 min Positive Social Skills
Explain that the SEL that their children will be taught can be broken down into five competencies, all of which they can reinforce at home. Explain that Positive Social Skills is the set of skills which allow us to relate to one another in a positive way, through understanding others’ feelings and behavior and responding in a way that promotes positive social interaction and reduces conflict. Give an example of a child who has not mastered their Positive Social Skills. For example, children who could improve their Positive Social Skills have difficulty interacting with other people. They might seclude themselves and not have any friends, or they might be unable to share with others, or they may be a bully because they have not developed their Positive Social Skills. ASK participants what Positive Social Skills their children have or struggle with. Write these down on a flipchart paper entitled “Child SEL Skills” organized by competency.
PSS Skills Children Have
PSS Skills Children Need to Improve
Conflict Resolution
Session
Building Social Emotional Skills (Pt. 2)
12
Create a T-chart under each competency so that participants can create a chart of skills that children have and skills that need improvement. ASK participants what Positive Social skills they would like to develop. Write these on a separate flipchart paper entitled “Caregiver Skills” organized by competency. Explain that Conflict Resolution is the set of skills which help us address any problems and conflicts in a positive manner as they arise. These skills minimize the impact of conflict on the people involved, leading to a positive outcome. Give an example of a child who has not mastered their Conflict Resolution skills. For example, children who could improve their Conflict Resolution skills have difficulty predicting or resolving problems when they arise. They might get into a lot of fights or they might end up inappropriately resolving conflicts because they have not developed their Conflict Resolution skills. ASK participants what Conflict Resolution skills their children have or struggle with. Write these down on a flipchart paper entitled “Child SEL Skills” organized by competency.
CR Skills Children Have
CR Skills Children Need to Improve
Perseverance
Create a T-chart so that participants can create a chart of skills that children have and skills that need improvement. ASK participants what Conflict Resolution skills they would like to develop. Write these on a separate flipchart paper entitled “Caregiver Skills” organized by competency. Explain that Perseverance is the set of skills that allows us to push through challenges and continue to work towards a realistic goal. These skills develop the recognition that all learning requires persistence by searching for alternative ways to reach a goal and a willingness to ask for support to overcome challenges. Give an example of a child who has not mastered their Perseverance skills. For example, children who could improve their Perseverance skills have difficulty trying hard, seeing the value in setting goals and the future, or caring about anyone or anything. They might stop doing their homework and chores, or have low selfconfidence because they have not developed their Perseverance skills. ASK participants what Perseverance skills their children have or struggle with. Write these down on a flipchart paper entitled “Child SEL Skills” organized by competency.
P Skills Children Have
P Skills Children Need to Improve
Create a T-chart so that participants can create a chart of skills that children have and skills that need improvement. ASK participants what Perseverance skills they would like to develop. Write these on a separate flipchart paper entitled “Caregiver Skills” organized by competency. After you have gone through the five competencies, review the skills the participants came up with on the flipcharts under the competencies. Explain that these skills are skills that can or are being taught in the SEL class that their children are taking. Explain that they can also help to reinforce these skills, and they can simultaneously improve their own skills. By knowing about these competencies and skills, they are able to use the same language at home that their children will be learning in school. This gives them a good opportunity to connect with their children and support them better.
Time: 25 min
Session
Building Social Emotional Skills (Pt. 2)
12
How do you reinforce SEL with your children? Remind participants that SEL skills are best learned if they are reinforced at home as well as in school, and modeled for the children by the caregivers and teachers. Explain that they are going to brainstorm different games and activities that they can do with their children to reinforce the five competencies. Remind them that they may do many of these already. Give an example for the three competencies they discussed today. For example: Positive Social Skills – encouraging children to understand how others feel Conflict Resolution – help children mediate conflicts (talk them through) Perseverance – set goals at home Break them into small groups. If there are some participants who can write, place one in each group. Give each group three flipcharts and a marker. Explain that all of the groups will brainstorm games that correspond to Positive Social Skills, Conflict Resolution and Perseverance for about 15 minutes. If they can write or draw, they can put them on the flipchart. After brainstorming games and activities they can do with their children, they will teach the rest of the group one of these games or activities and share their list back. After 15 minutes of brainstorming, bring them back together. Allow each group to share back their list and teach one of the games / activities. ASK participants how they will incorporate these games and activities into how they interact with their children.
Time: 30 min
Practicing SEL Skills Explain that now they have the opportunity to practice their own SEL skills through some activities they can also do with their children. Explain that as a group, they will have 10 minutes for each activity – one from each competency. Activity 3: Positive Social Skills: Identifying Feelings: Identifying others’ feelings and brainstorming how to respond when they are feeling unhappy. Explain the following instructions: Think of your child who you care deeply about. Think about what they look like when they are happy. What about when they are unhappy? Write down three key words or draw a picture for how you know they are happy and three key words or draw a picture for how you know they are unhappy. Think of what makes them feel well. Is it a random act of kindness? A hug? Speaking about what is challenging them? A sweet? Playing a game? Write down or draw 5 ways that you can make that person feel better when they are unhappy. ASK the participants to discuss how they can make their children feel better. Discuss how these can be the same or different, depending on the needs of the person?
Session
Building Social Emotional Skills (Pt. 2)
12
Explain that it is important to know how to help your children when they are not feeling well. By practicing your positive social skills, you will be able to relate to and respond to your child. How else can this help you? Activity 4: Conflict Resolution: STOP-THINK-ACT – Write down steps that they should have taken to resolve a conflict better. Explain the following instructions:
STOP – THINK – ACT
Now, we are going to practice another method of conflict resolution called STOP, THINK, ACT” that your children will learn in school. Teach the caregivers the motions to each word. 1. STOP: put your hand in front of you with your palm facing out like you are telling someone to stop. 2. THINK: put your finger to your forehead like you are thinking. 3. ACT: march in place like you are walking with a purpose. ASK what they think the first step, “STOP” means. An example answer could be: you should remove yourself from the conflict, calm yourself down, and state the conflict without blaming anyone. ASK what they think the second step “THINK” means. An example answer could be: think of solutions and their consequences, and select the most appropriate one. ASK what they think the final step “ACT” means. An example answer could be: act on the solution you decided on to solve the conflict. Think of a time that you did not handle a conflict with a friend or family member well. Turn to a partner and describe the conflict. Explain how you responded. Now think of how you would have used STOP-THINK-ACT to respond better in that situation. Turn to your partner and explain how you would have stopped, thought, so you could act better. ASK caregivers how they think this skill of STOP-THINK-ACT can help with their children. By practicing your conflict resolution, you will be able to give your children a good alternative to fighting, and you might be able to avoid future conflicts. How else can this help you?
GOAL ACHIEVEMENT PLAN: 1. Set a Detailed Goal 2. Define 5-Steps to Achieve that Goal 3. Get advice from someone you trust 4. Revise your 5- Step plan 5. Tell a friend your goal and how you will achieve it, ask them for support 6. Check off your 5 Steps as you achieve them 7. Revise your 5- Step plan 8. Continue to implement your 5 Step plan 9. Believe in yourself 10. Achieve your goal!
Activity 5: Perseverance: Achieving Goals Display copies of the Goal Achievement Plan. Participants should think of a personal or professional goal and then fill out a GAP to achieve it. Explain the following instructions: Think of a personal or professional goal you would like to achieve in the next 3 months. Explain that they can use what is called a “Goal Achievement Plan” to make this happen. Write and explain the following steps of the GAP: 1. Set a Detailed Goal 2. Define 5-Steps to Achieve that Goal 1) 2) 3) 4) 5) 3. Get advice from someone you trust 4. Revise your 5- Step plan 5. Tell a friend your goal and how you will achieve it, ask them for support 6. Check off your 5 Steps as you achieve them 7. Revise your 5- Step plan 8. Continue to implement your 5 Step plan
Session
Building Social Emotional Skills (Pt. 2)
12
9. Believe in yourself 10. Achieve your goal! Use the Goal Achievement Plan to set steps that you will need to take to achieve that goal in the next three months. ASK caregivers how they think this skill of achieving goals can help with their children. It is easy to get caught up in just going through the day without working on improving your own skills and achieving goals. By practicing your perseverance, you will be able to improve your skills and better support your children. How else can this help you? ASK participants what they learned during this session and how they will use it in their lives. How will it help them with their children? How can it reinforce not only their children’s wellbeing, but their own wellbeing?
Time: 10 min
Review & Home Assignment Have a brief discussion with the group to close the session: What did you learn today? What did you like best about the session? What did you like least about today’s session? Is there anything you didn’t learn or discuss today that you would have liked to have learnt or discussed? Remind them that you have discussed Social Emotional Learning today. SEL is most effective when reinforced in the home and school. SEL skills need to be modeled by the parent in order for the child to learn. SEL can benefit anyone – parent or child. In order to reinforce both the caregivers’ own SEL and the child’s SEL, they have the following assignments for home: Ask their child about the SEL they are learning at school. Play one (or more) SEL game, from those they brainstormed, with their child. Practice their own SEL through one of the strategies they learned today.
Time: 5 min
Closing & Preparation
THANK participants for coming to the discussion INFORM participants of the topic for discussion at the next meeting REMIND them of the date for the next meeting, if it is already set. ENCOURAGE participants to share the knowledge they learned with their partners and friends.
Group Hug Ask a volunteer or select one person (maybe a shy participant if appropriate) to come to the center of the group and ask everyone to praise that person for what s/he is and has done. Then give a group hug and close the session. Maybe with applause. Attendance Take attendance at the end of the session before participants leave.
Session
Building Social Emotional Skills (Pt. 2)
12
SESSION OBJECTIVES: Caregivers will understand and be able to define Social Emotional Learning (SEL) Caregivers will understand how SEL can improve their children’s overall development (social, emotional, cognitive and physical) Caregivers will understand how to reinforce the SEL, specifically Positive Social Skills, Conflict Resolution and Perseverance, skills their children are learning in school MATERIALS: Attendance arrival and exit sheets for caregivers Parenting Curriculum Flip chart and markers Papers and pens PREPARATION: Read through all of the materials for this session and if there is a caregiver handout, make copies of the caregiver handout for each caregiver. Please make sure to give each caregiver the handout at the end of the session. Arrange for a space conducive to learning and free of interruptions; sit in a circle to encourage interaction with caregivers. SUMMARY OF THE SESSION:
Time 10 min
Activity 1. Introduction and Welcome
10 min
30 min
2. Mindfulness Exercise: Loving Kindness 3. What are the remaining SEL competencies? 4. How do you reinforce SEL with your children? 5. Practicing SEL Skills
10 min
6. Review & Home Assignments
5 min
7. Closing & Preparation
30 min 25 min
Time: 10 min
Session
Building Social Emotional Skills (Pt. 2)
12
Introduction and Welcome WELCOME
SESSION OBJECTIVES:
Welcome everyone back and thank them for coming. Ask caregivers what they remember from the previous session.
To understand and be able to define Social Emotional Learning (SEL) To understand how SEL can improve their children’s overall development To understand how to reinforce the Positive Social Skills, Conflict Resolution and Perseverance skills their children are learning in school
Ask caregivers if they remember their assignments from the previous session: Ask their child about the SEL they are learning at school. Play one (or more) SEL game, from those they brainstormed, with their child. Practice their own SEL through one of the strategies they learned today. Ask caregivers to share how they did each of these assignments since the previous session. Ask them to share a way they have spent time with their child and supported the child in school since the last session. Ask if they have done anything for their own wellbeing since the last session.
REVIEW SESSION OBJECTIVES Explain that during today’s session, they will learn about the remaining Social Emotional Learning competencies, Positive Social Skills, Conflict Resolution and Perseverance, which their children are learning about in school. Once you have reviewed the objectives, ask if any of the caregivers have any questions.
Time: 10 min
Mindfulness exercise ASK participants if they remember what they discussed in the last session about mindfulness. Remind them that mindfulness is intentionally being aware and paying attention to what is happening in the present moment and accepting reality. This is most commonly achieved through calming strategies that help to focus the mind and body. Mindfulness activities can help everyone, not just children and not just those affected by crisis. If participants are interested in doing a mindfulness activity, do the activity below. Participants who do not want to experience a mindfulness activity can sit quietly and observe or step outside for a few minutes. Explain that today they will do a mindfulness activity focused on love and kindness. Read the following: Today we will focus on loving ourselves and loving those around us. Close your eyes and begin to calm your breathing. We are going to calm our minds and our bodies. Begin to relax your entire body. Breathe in and out deeply and slowly, slowing down your breath. Grow your back longer and taller, reaching your head to the sky. Breathe calmly.
Session
Building Social Emotional Skills (Pt. 2)
12
Feel as your entire body relaxes. Think to yourself “I love myself. I am kind to myself. I respect myself.” Repeat this over and over to yourself. “I love myself. I am kind to myself. I respect myself.” Continue to breathe deeply. Bring your attention to your heart. You can even place a hand on your heart if you would like. Feel your heart expand as you repeat, “I love myself. I am kind to myself. I respect myself.” Think of someone you love. Think to yourself ““May you be loved. May you benefit from kindness. May you be respected.” Repeat to yourself, “May you be loved. May you benefit from kindness. May you be respected.” Feel your heart expand as you send love to the person you are thinking of. Now think of someone who needs extra love right now. Send your love and your kindness to that person. “May you be loved. May you benefit from kindness. May you be respected.” Feel your heart sending love to that person. “May you be loved. May you benefit from kindness. May you be respected.” If any participants have stepped outside, call them inside to participate in the following conversation. ASK participants how they feel after doing the love and kindness activity. Then ask the following questions: Can they understand how this might help their children? o Example Answers could include: it helps them to be aware of how they are feeling, helps them to realize that they can continue to send positive feelings to others, even if they had a negative interaction. How can it help them, the caregivers? o Example Answers could include: it helps them to be aware of how they are feeling, it helps them to calm down, allows them to control their feelings, and can have positive health benefits. How can they practice mindfulness with their children? Ask if any of them practiced any mindfulness activities with their children since the last session. o Example Answers could include: do activities like this before bedtime; allocate specific time in the home for being mindful; talk about mindfulness with their children
What are the remaining competencies? Time: 30 min Positive Social Skills
Explain that the SEL that their children will be taught can be broken down into five competencies, all of which they can reinforce at home. Explain that Positive Social Skills is the set of skills which allow us to relate to one another in a positive way, through understanding others’ feelings and behavior and responding in a way that promotes positive social interaction and reduces conflict. Give an example of a child who has not mastered their Positive Social Skills. For example, children who could improve their Positive Social Skills have difficulty interacting with other people. They might seclude themselves and not have any friends, or they might be unable to share with others, or they may be a bully because they have not developed their Positive Social Skills. ASK participants what Positive Social Skills their children have or struggle with. Write these down on a flipchart paper entitled “Child SEL Skills” organized by competency.
PSS Skills Children Have
PSS Skills Children Need to Improve
Conflict Resolution
Session
Building Social Emotional Skills (Pt. 2)
12
Create a T-chart under each competency so that participants can create a chart of skills that children have and skills that need improvement. ASK participants what Positive Social skills they would like to develop. Write these on a separate flipchart paper entitled “Caregiver Skills” organized by competency. Explain that Conflict Resolution is the set of skills which help us address any problems and conflicts in a positive manner as they arise. These skills minimize the impact of conflict on the people involved, leading to a positive outcome. Give an example of a child who has not mastered their Conflict Resolution skills. For example, children who could improve their Conflict Resolution skills have difficulty predicting or resolving problems when they arise. They might get into a lot of fights or they might end up inappropriately resolving conflicts because they have not developed their Conflict Resolution skills. ASK participants what Conflict Resolution skills their children have or struggle with. Write these down on a flipchart paper entitled “Child SEL Skills” organized by competency.
CR Skills Children Have
CR Skills Children Need to Improve
Perseverance
Create a T-chart so that participants can create a chart of skills that children have and skills that need improvement. ASK participants what Conflict Resolution skills they would like to develop. Write these on a separate flipchart paper entitled “Caregiver Skills” organized by competency. Explain that Perseverance is the set of skills that allows us to push through challenges and continue to work towards a realistic goal. These skills develop the recognition that all learning requires persistence by searching for alternative ways to reach a goal and a willingness to ask for support to overcome challenges. Give an example of a child who has not mastered their Perseverance skills. For example, children who could improve their Perseverance skills have difficulty trying hard, seeing the value in setting goals and the future, or caring about anyone or anything. They might stop doing their homework and chores, or have low selfconfidence because they have not developed their Perseverance skills. ASK participants what Perseverance skills their children have or struggle with. Write these down on a flipchart paper entitled “Child SEL Skills” organized by competency.
P Skills Children Have
P Skills Children Need to Improve
Create a T-chart so that participants can create a chart of skills that children have and skills that need improvement. ASK participants what Perseverance skills they would like to develop. Write these on a separate flipchart paper entitled “Caregiver Skills” organized by competency. After you have gone through the five competencies, review the skills the participants came up with on the flipcharts under the competencies. Explain that these skills are skills that can or are being taught in the SEL class that their children are taking. Explain that they can also help to reinforce these skills, and they can simultaneously improve their own skills. By knowing about these competencies and skills, they are able to use the same language at home that their children will be learning in school. This gives them a good opportunity to connect with their children and support them better.
Time: 25 min
Session
Building Social Emotional Skills (Pt. 2)
12
How do you reinforce SEL with your children? Remind participants that SEL skills are best learned if they are reinforced at home as well as in school, and modeled for the children by the caregivers and teachers. Explain that they are going to brainstorm different games and activities that they can do with their children to reinforce the five competencies. Remind them that they may do many of these already. Give an example for the three competencies they discussed today. For example: Positive Social Skills – encouraging children to understand how others feel Conflict Resolution – help children mediate conflicts (talk them through) Perseverance – set goals at home Break them into small groups. If there are some participants who can write, place one in each group. Give each group three flipcharts and a marker. Explain that all of the groups will brainstorm games that correspond to Positive Social Skills, Conflict Resolution and Perseverance for about 15 minutes. If they can write or draw, they can put them on the flipchart. After brainstorming games and activities they can do with their children, they will teach the rest of the group one of these games or activities and share their list back. After 15 minutes of brainstorming, bring them back together. Allow each group to share back their list and teach one of the games / activities. ASK participants how they will incorporate these games and activities into how they interact with their children.
Time: 30 min
Practicing SEL Skills Explain that now they have the opportunity to practice their own SEL skills through some activities they can also do with their children. Explain that as a group, they will have 10 minutes for each activity – one from each competency. Activity 3: Positive Social Skills: Identifying Feelings: Identifying others’ feelings and brainstorming how to respond when they are feeling unhappy. Explain the following instructions: Think of your child who you care deeply about. Think about what they look like when they are happy. What about when they are unhappy? Write down three key words or draw a picture for how you know they are happy and three key words or draw a picture for how you know they are unhappy. Think of what makes them feel well. Is it a random act of kindness? A hug? Speaking about what is challenging them? A sweet? Playing a game? Write down or draw 5 ways that you can make that person feel better when they are unhappy. ASK the participants to discuss how they can make their children feel better. Discuss how these can be the same or different, depending on the needs of the person?
Session
Building Social Emotional Skills (Pt. 2)
12
Explain that it is important to know how to help your children when they are not feeling well. By practicing your positive social skills, you will be able to relate to and respond to your child. How else can this help you? Activity 4: Conflict Resolution: STOP-THINK-ACT – Write down steps that they should have taken to resolve a conflict better. Explain the following instructions:
STOP – THINK – ACT
Now, we are going to practice another method of conflict resolution called STOP, THINK, ACT” that your children will learn in school. Teach the caregivers the motions to each word. 1. STOP: put your hand in front of you with your palm facing out like you are telling someone to stop. 2. THINK: put your finger to your forehead like you are thinking. 3. ACT: march in place like you are walking with a purpose. ASK what they think the first step, “STOP” means. An example answer could be: you should remove yourself from the conflict, calm yourself down, and state the conflict without blaming anyone. ASK what they think the second step “THINK” means. An example answer could be: think of solutions and their consequences, and select the most appropriate one. ASK what they think the final step “ACT” means. An example answer could be: act on the solution you decided on to solve the conflict. Think of a time that you did not handle a conflict with a friend or family member well. Turn to a partner and describe the conflict. Explain how you responded. Now think of how you would have used STOP-THINK-ACT to respond better in that situation. Turn to your partner and explain how you would have stopped, thought, so you could act better. ASK caregivers how they think this skill of STOP-THINK-ACT can help with their children. By practicing your conflict resolution, you will be able to give your children a good alternative to fighting, and you might be able to avoid future conflicts. How else can this help you?
GOAL ACHIEVEMENT PLAN: 1. Set a Detailed Goal 2. Define 5-Steps to Achieve that Goal 3. Get advice from someone you trust 4. Revise your 5- Step plan 5. Tell a friend your goal and how you will achieve it, ask them for support 6. Check off your 5 Steps as you achieve them 7. Revise your 5- Step plan 8. Continue to implement your 5 Step plan 9. Believe in yourself 10. Achieve your goal!
Activity 5: Perseverance: Achieving Goals Display copies of the Goal Achievement Plan. Participants should think of a personal or professional goal and then fill out a GAP to achieve it. Explain the following instructions: Think of a personal or professional goal you would like to achieve in the next 3 months. Explain that they can use what is called a “Goal Achievement Plan” to make this happen. Write and explain the following steps of the GAP: 1. Set a Detailed Goal 2. Define 5-Steps to Achieve that Goal 1) 2) 3) 4) 5) 3. Get advice from someone you trust 4. Revise your 5- Step plan 5. Tell a friend your goal and how you will achieve it, ask them for support 6. Check off your 5 Steps as you achieve them 7. Revise your 5- Step plan 8. Continue to implement your 5 Step plan
Session
Building Social Emotional Skills (Pt. 2)
12
9. Believe in yourself 10. Achieve your goal! Use the Goal Achievement Plan to set steps that you will need to take to achieve that goal in the next three months. ASK caregivers how they think this skill of achieving goals can help with their children. It is easy to get caught up in just going through the day without working on improving your own skills and achieving goals. By practicing your perseverance, you will be able to improve your skills and better support your children. How else can this help you? ASK participants what they learned during this session and how they will use it in their lives. How will it help them with their children? How can it reinforce not only their children’s wellbeing, but their own wellbeing?
Time: 10 min
Review & Home Assignment Have a brief discussion with the group to close the session: What did you learn today? What did you like best about the session? What did you like least about today’s session? Is there anything you didn’t learn or discuss today that you would have liked to have learnt or discussed? Remind them that you have discussed Social Emotional Learning today. SEL is most effective when reinforced in the home and school. SEL skills need to be modeled by the parent in order for the child to learn. SEL can benefit anyone – parent or child. In order to reinforce both the caregivers’ own SEL and the child’s SEL, they have the following assignments for home: Ask their child about the SEL they are learning at school. Play one (or more) SEL game, from those they brainstormed, with their child. Practice their own SEL through one of the strategies they learned today.
Time: 5 min
Closing & Preparation
THANK participants for coming to the discussion INFORM participants of the topic for discussion at the next meeting REMIND them of the date for the next meeting, if it is already set. ENCOURAGE participants to share the knowledge they learned with their partners and friends.
Group Hug Ask a volunteer or select one person (maybe a shy participant if appropriate) to come to the center of the group and ask everyone to praise that person for what s/he is and has done. Then give a group hug and close the session. Maybe with applause. Attendance Take attendance at the end of the session before participants leave.
