Jul02 12 10:26a Pihl (call voice 1st!) 812-729-3948 729% pt handle these situations appropriately, with them effectively. Oppositional children, behavior as a result of place for childrea to lear postive coping skils anc! to practic role-playing, Some examples of effective coping skills are deey in particular, exhj filled out by the child, The information on this form will professional in deciding which coping skills to target during form may also be used as a pre-and post assessment measure A children face difficult situations in ther lives. Some chibren are able £0 while others Jack the coping skills to deal it negative § their poor coping skills. The therapeutiq setting isa safe these skills via seating, think- {ing things through, and positive seltstatements, This “Coping sale formis aid dl mental health satment. ThisJul02 12 10:26a Pihl (call voice 1st!) 812-729-3948 p.2 Mixed Emotions* ACTIVITY 3 9 feeling at the same time Skill: Emotional awareness Tell the group: example, you might feel happy when your lost dog co! upset because he has a bruised paw. You could feel finding the last piece of cake in the refrigerator, but whether you shoutd eat it. feeling, and if they trouble you, talk about them with will listen to you and can help. Distribute Activity Sheet 39. When the children have cot ~ volunteers to talk about situations in which they had mix Learning Objective: To teach children that people often hve more than one jes home, but excited about unsure about People can have more than one emotion at the hes time. For The important thing is to try to be aware of all the S oace you're jomeone who pleted it, ask for feelings. EXPRESSING YOUR FEELINGS 63Jul02 12 10:26a Pihl (call voice 1st!) 812-729-3948 ps Mixed Emotions ACTIVITY |SHEET 3 9 ~ Name Date For each situation below, what feelings might you have? lalso feel lalsp feel Our schoortMp Was calicelled, and ~ it was supposed to be the same day i that my favorite cousin will be My mom just had a new baby. visiting from out of town. I feel lalso feel feel My friend broke my new CD player | | got a great gift for my birthday but she is going to get it fixed. but it wasn’t what I wag hoping for. eriber se only. No other hout written consent. 49; ways ro TEAgH CHILDREN SOCIAL SKILLS812-729-3948 pa Jul021210:26a Prin (call voice ‘st!) CE ae es Activity: The Problem Planet me Objective: To identify behaviors that often cause problems between people. Because we are all different, it is normal to have problems pith each other once ina while. The way we behave toward other people can either help us get along better or cause more problems. The creatures below live on The Problem Planet. They have a very hard time getting along with each other because of the way they behave] See if you can tell where the creatures on The Problem Planet live by matching theif names and the way they behave to their caves. Draw a line from each creature to ifs cave. 03, TOD 4 BAND wy —_ y Big Mouth King of the Hill Show-off = ‘Two-Face a Copyright 2009, Guidance Group Digital. Permission is granted for the subscriber t this site to copy this form for personal of professional usd only. No other veproduction is permitted without written Gonsent.Jul02 12 10:26a Pihl (call voice 1st!) 812-729-3948 ps You €an Learn to Prioritize Your Tasks —~ Imagine All of the Things You Have Put Off Are Now Done In the space below, draw a picture of yourself after you have just gompleted all your important tasks, What are you doing now? 36 You Decide About Handling Frustration idence Group Digitel. Pertieaion is gvanted for the subecriber th this site to copy ee only, Mo other reproduction is permitted witkout weitcen consent. copyright 2009 vhis form for pes 2 of profaesional,Jul02 12 10:26a Pihl (call voice 1st!) 812-729-3948 ps Talking to Yourself to Keep Up Your Motivation Most successful people have learned to encourage themselves with comments about being responsible. They say things like: “No one is going to do this for you.” “This is going to work.” “I know Pl gee it” In the spaces below, write down comments you could say to yourself to encourage yourself to keep trying. ih COE Decide About Handling Frustration 25 fou Copyright ate, cusaanee Group Digntas this form for personal Peruession is srented £ rofessional use only. No other zer: the subscriber tf this size to copy en is pernitted| without written consent.Jul02 12 10:26a Pihl (call voice 1st!) 812-729-3948 pT Objective: To teach the importance of following directions Its important to follow directions so that you can stay safe and accomplisH the things you want to do. Morazaboo lives on Planet Mix-up where no one ever follows directions. Ldok at what happens to Morazaboo as he goes through his day. In each situation, write what wll happen if he doesn't follow directions. up_Di the subscriber to this site to copy this form for personal %r professional use onlly. No other reproduction is permitted without written consent.Jul02 12 10:27a Pihl (call voice 1st!) Area 3: Cogni ~ Activity: You Be the Judge 812-729-3948 ps e Restructuring ‘Objective:To raise my self-confidence by differentiating betwegn right and wrong behavio! When you know the difference between right and wrong behavior| good judgments about safe and harmful ways of letting out your decide if your actions will hurt someone or something, and you choose safe actions rather than harmful enes, Pretend you are the judge sitting in the courthouse below. Children. stories about things they have done and asking you if their behavio| wrong. if you think what they did was right, draw a smiling face in thi them, If you think what they did was wrong, draw a frowning face to them, | saw a boy drop $5 out of his pocket, and I picked up the money and kept it. {borrowed my fathers raking tn of watch without asking, inour cas. | An ose std ira or she my sister took it. erie Tune ee bison deta reatags ae elo oe micaae ree rit) seme Nensraess ne and walled sway. lyou can make bnger. You can fan decide to pre celling you was right or crete next to Copyright 2009, Guidance Group Digffal. Permission is g this form to the subscriber to this site for personal o: enly. No other reproduction is mitted without writtel anted to copy professional use consent.Jul02 12 10:27a Pihl (call voice 1st!) 812-729-3948 po Offering Help To Others* Activity 58 others: Skili: Helpfulness write them on the blackboard or a large sheet of paper. Tell them: Offering help not only makes the other person feel good, get satisfaction from knowing you have helped. The prot several steps, including: * Deciding whether someone needs or wants your nel * Thinking of what you could do to help * Asking whether you can help * Choosing the best time to help * Offering help * Helping Offering help can also mean volunteering to help othr charity work or service learning. Either way, helping othe! feel good about yourself. Distribute Activity Sheet 58. After students give their ans\ actually tell what they would say If they were In the situati what can | do to help you make dinner?"). Learning Objective: To teach children to recognize opportlinities to help Ask the group, “How do you help other people?" As they |give examples, ut you also sss involves s rs through makes you rs, have them n (e.g., “Mom, ‘CHAPTER HEAD 9748 p.10 ust be ers | wisgers jrections ‘Jul02 12 10:27a Pihl (call voice 1st!) 612-729-39- i i See ee nn = Triggers aE PURPOSE: SE een Lele He esearch per dantet enero oy Sreegs oer eocene eu oes ee [cue coes Eh hashed abhi btn Pana AIO ee i pepe ahi lee enon ear tteaeinrcacttee one tr lame este Sopyrioht 2009, Guiaance Seoup Cigital. Perniaeion iz granted for the subec | “fuss of susstance abuse and psyche, ie areas cs |_Presean ars anger management valnac ovore lus act ae asic, marsba eareg 974 facen vctapse | veg eongae | bee only. Me other reproduction ie pernicted witheur written consent Js copy tate form for personalJul02 12 10:28a Pihl (call voice 1st!) 812-729-3948 pt x_ a _ ei a —_ eer CAN SEND YOU IN THE WRONG DIRECTION pee ered PCT OP Cg Emotional or physical feelings Situations or objects that you observe that ignite you around you thatreate a response to crave for something. for youko crave. Examples of Examples of INTERNAL triggers are: EXTERNAL triggers are: Anger Depression Being at a party Drug paraphernalia Anxiety Honesty Being ina certain neighbathood Having money Boredam Rejection Celebrating Meeting new people ~ 1. What are your internal triggers? 3. What are your eternal triggers? 2, What are the most effective ways 4. What are the mobt effective ways for for you to cope with internal triggers? you to cope with}external triggers? 5. Name three things that you can rely on to safeguard your recovery? a. b. « ~Jul02 12 10:28a Pihl (call voice 1st!) 812-729-3948 plz Gi Activity 32 ~ & a The Magic Stone i Purpose: To use the creative process of group storytelling to talk 5 about anger; to begin a process of verbally ce expressing anger, ¢ What You'll Need Z + A special scone (or any small object) y —; + Procedure : + Explain chac whoever isin possession of the stone is 2 endowed with the power 0 tell wonderfu! stories : + Designate a group leader. The group leader should hold the srone 4nd, start a story. 4 about someone gerting angry i Stop the story at che point when the character gets angry and is reddy to act er i react. Now ask the group what should happen next? Should zie people involved 2 in the story get angry at each other? Should they walk away from the situation? ~ Continue telling che scory based an che group® decision of how tofaandle the 3 situation. Include who said what and che consequences of the group’ decision. u ‘Then have the storyteller pass the stone on to someone else. ‘The nxt person will repent the process. Each cime, the group leader will intervene and 4sk for group st inpur about how co handle the situation. Continue passing the stohe and telling, fs che scory until everyone has had a chance tell che story. lEthe sefey ends before a everyone in che group has had a chance, start anather story: n Talk About In angry situations, when is it good ro ralk it our, and when walk away? 004 to just More to Try ‘Asa group, come up with a scenatio that would tend ro make anyong angry: Have students act out several ways t0 deal with it, including walking away from the situation. Discuss the strategies that seemed to be the most effectul02 12 10:29a Pihl (call voice 1st!) 812-729-3948 pls Name Date Creative Challenge In the journal, fet “anger” have a chance to explain itself. Wrice out 2 journal entry beginning, ‘I'm your anget. When I show up, I need to express myself: Sometimes I express myself verbally and| sometimes physically. The times I need to express myself verbally ace” © 2005 The Buren for Ae Sopysight 2069, Guidance croup vigital. erticsion is granted fer the subscriber te thie cite colcopy wie form fox pesvenst ov professional use only. we Jetion is permitted without written consent.ul02 12 10:29a Pihl (call voice 1st!) 812-729-3948 pid You €an Learn to Cope When Your Parents Fight ~ How to Ask for Help When You Need i Many children have a hard time adjusting to their parents’ divorck, but there are many adults who know how to help, Sometimes children even toa with other iP children whose parents are going through a divorce. These grou lot of ideas to help you cope better with the divorce. can give youa Sometimes it helps if you write down what you need. Fill in this [etter and show it to whomever you think can help you. Dear » I'm having hard time, and | would like some help. The things that bother me most are Most of the time | feel The things | would like to happen are Thanks, Signed (your name) 48 You Decide About Coping With Divorce112-729-3948, pls Jul02 12 10:30a Pihl (call voice 1st!) 812. You €an Learn to Talk About Your Difficult Fee ings When parents get a divorce, children have lots of feelings that are hard for them to understand, They often feel sad, angry, afraid, and evdn guilty about the divorce. Some children think that they shouldn't talk about their feeli gs. They might see that their parents are already upset and feel that they need ‘ protect them. But it is the parents’ job to Protect their children, ier Way around, Other children just think it is better to keep their feelings to themselves. They might think that the Parents will get mad at them if they express their feelings, or they might worry that things will get worse if ‘hey talk about how they feel—even though they are not sure what will really happen. The truth is that sharing your feelings will almost always help. . not the ot When you talk about your feelings, you almost always fe * When you tell your parents about your feelings, they will learn more about what you need, « When you talk to almost anyone about your feelings, you will have a closer and more caring relationship. pl relieved. Even though it is important to talk abs is hard to do, But once they than they thought. out difficult feelings, many children find it start talking, they soon find that it|is much easier ea You Decide About Coping With Divorce 7729% 4 Jul02 12 10:30a Pihl (call voice 1st!) 812-729-3948 p16 Can Learn Stand Up for Your R ights ~ How to Stand Up for Your Rights To stand up for your rights, you will have to be assertive. This mens stating your rights in a firm, clear voice. You may have to say them over dnd over again until people listen. For example, if someone took your pencil or pen, you could say: “You have no right to take things that belong to me.” Or if another child told you to be quiet, you could say: “| have the right to say what I think.” Or if someone threatened to hurt you, you could say: “You don't have the right to threaten me.” Think of some situations where another child threatened to take Away your rights. List these situations here: Now have an adult role-play the person trying to take away your rfghes while you practice standing up for your rights, stating them in a firm, clea voice. It is always important to state your rights if you fee! that someonelis taking them away. However if another child still threatens you or ignores your rights, then you should immediately tell an adult what has happened, ‘You Decide About Teasing| & Bullying ce Group Digital. Perviceion is granted for che subscriber to this site to) cary Thue ean Sor fessiontl use ooly. Ms ether reproduction ie pateitted uitnout vritean cossentJul02 12 10:30a Pihl (call voice 1st!) 812-729-3948 paz ~ 9 You €an Learn to Deal With Being Excluded from a Group It is very hard when a group of kids exclude you. Groups of ki together and won't let anyone else join them are called cliqui is who stick Sometimes cliques pick on others by calling them names. Othdr times, they may gossip or spread rumors. Cliques often develop an attitude thqt says they are better than everyone else, and this can make other kids feel vdry bad. Cliques can have a lot of power in a school, and they are hard to avoid. The best way co deal with cliques is to find other kids to be with and to form a group that is inclusive (including everybody) rather than exclusive. SS You! Decide About Teasing & Bullying if aT copyeighe 2009, sp Digital. tevniseian is granted Zor the subscriber to this site ts © eset eaten oe ease reeceJul02 12 10:3ta Pihl (call voice 1st!) 812-729-39. You Can Learn to Have A Positive Attitude 48 pls If you wanted to see a certain movie and it was no longer showin] theater, you might think,“That stinks! Bad stuff always happens to would probably feel unhappy all day. Instead, you could think, “Well see it on video. There are other good movies | can see today.” You better day then, wouldn't you? That's what having a positive attitude is like. You choose to have tH make you feel good instead of thoughts that make you feel bad. breath and say “Stop!” to the negative thoughts going around in y Then think of a positive thought instead. The more you work on -—™. positive attitude, the better you will feel. When you find yourself starting to feel angry or sad or scared, * a deep at the 7” You | can always fd have a joughts that ur head. ving a ae 42 You Decide About Handilin: copyright 2099, Guidance sroup Digital. Permission is granted for che sub thie form for personal or profeccicnal use only. wo otker reproduction 1e Your Anger his site to copy hove written consentJul02 12 10:3ta Pihl (call voice 1st!) 812-729-3948 pg “Fang «Side ® 4. PURPOSE: ‘To increase coping skits through the use of humor with various He situations, |. GENERAL COMMENTS: Humor and laughter can be used as coping mechanisms with even the more emotiondly-packed Situations in le. Learning how to see a lighter side to various lle situations and to find fa humorous response/action, can cortibute to improved physiéal anc mertal healt, IW, POSSIBLE ACTIVITIES: ‘A. 14, Distribute handouts, and discuss humor as a coping sk 2. Instruct group members to complete handouts. 3. Ask group members to share at least one of their three situations. 4. Encourage otners to citer alternative ighter side thoughts and humorous responbes! actions as feedback 5. Process benofis ofthis activiy. 8. 1. Introduce conoept of humor as a method of coping with emotionally-packed situations. 2. Write the following stuations on the chalkboard or develop a list of your own. a) | broke @ dozen eggs on the floor. 5) My:mather never calls. e) There's no money to pay the bis, 4) | broke my leg. 2) My bestfriend is moving to another city. 1) My flowers didn’ arriva on time on my wedding day, 4g) | Grove on a back road at 2:00 a.m. and my car broke down. F} Ws very hot al a graduation ceremony. 3),A relative unexpectedty needs te leave town, ‘3. Brainstorm ighter side thoughts anc humorous respones/actions for each situato ‘on chalkboara, 4. Distribute handouts instructing group members to complete. 5. Share as able. 66. Process benefits of this aotivity. and write ight 1609, Sutdance Group Digits. Permission {s gzented for ene aubscriber to this site th copy ehia form tor pers SjekFoFevoscnal ues only, We ether reproduction is permiteed without written consent. Taiz roxp conce foow tive mancaeneme > en ee aJul02 12 10:3ta Pihl (call voice 1st!) 812-729-3948 p.20 Humor can help reduce stress. A lighter side does exist within most _~ life situations. Our attitude, during even the more emotionally- packed events in our lives, can change our perspective and our ability to cope. Humor and laughter assist our physical and mental health. They elicit a natural healing response from ‘our body: endorphins are released, which elevate mood, decrease pain senshtion/perception, and make clearer reasoning possible. ‘The Sunny-Side Up approach does not make fun of situations, but encourdges coping. List below three emotionally-packed situations you're facing now or have experienced during the past year. Take a step back, and look at each situation from a lighter side....fidentifying a way in which you could see the situation (or part of it!) in a humorous way. Next, iqentify a humorous response to better cope with the situation. Emotionally-Packed Lighter Side [umorous Situation Thought Response/Action aaa Tren bopnced eas Ourfood | Welet dome dich and ood Perea ase et | Mee et can Sen yeah Re ee M I — ——— — L _ D Tright be loora ay om Thentanave morcumewee | Tieeh esumé wang Mare ‘rin my fmilyand moretime | contest mong my fiend to ce ° Tipe ee Te eo ea ae D Ez — R A T E Ce | Send. strangest situations... and reminising with old pictures of seufseectcuges | sanemnfg’ gna end comer 7 SIU, | BIE 7 wiaeyoet sameeren Seth tear R i E M E Try the Sunny-Side Up approach... to keep your lif¢ unscrambled!Jul02 12 10:3ta Pihl (call voice 1st!) 812-729-3948 ‘ea 3: Understanding Peop! Activity: Act and Feel “Objective: To understa Fill in the faces in the left column so they look like you. Pretend you named Billy, and you act toward him as described in the middle colum: Billy feel when you do these things? Fill in Billy's expression on the fac: eclumn te show how he feels when you act this way toward him. 1. You share your toys with Billy. 2. You break Billy’s action figure. ~ EES 3. You taugh at Can Billy when cP he falls off his bike. ‘BILLY Q P, aan P 4, You push Billy eos into the pool. 5. You help Billy study. BILLY omyright 200%-Caidance Group Digital. permiesion is granted fo! Las site to copy this form for personal or professional use onl reproduction is permitted without written consent. 39990 p.2t fe subscriber to . No otherJul02 12 10:3ta Pihl (call voice 1st!) 812-729-3948 p.22 You Can Learn to Cope with Guilty Feelings ~ ae eee eee ehee enter feqtieas How to Cope with Guilty Feelings Read what each child thought. Decide for yourself who is correct and circle that thought. 1. Katie thought, “My neighbor died because | wished she would die.” Leah thought, “My neighbor died because she was very old” 2. Jamie thought, “A kid in my class died because he was badly injured in an acdident” Eric thought, “A kid in my class died because | was jealous of him and hopdd he would disappear.” 3. Sonia thought, “My cat died because | always complained about taking care of him.” Keith thought, “My cat died because he got sick and the vet couldn't make him better.” 4. Mike thought, ~ “My grandfather died because he had a heart attack.” Sean thought, “My grandfather died because | always pulled away when he tified to hug me.” 5. Scott thought, “My cousin died because | told him that | hated him and wishdd he would die,” Dana thought, “My cousin died because he had an illness that couldn’t be cured” Have you ever felt like you were the cause of another person's ddath? If you have, write about those feelings here. Then tell a grown-up about what you have written. ~ 28 You Decide About Coping With Loss Copyright 2009, Guidance Group Digital. Permission te granted for the cubscriber co foie site to copy this form for persona: or professional use only, No other repveduction ic permitted wifehout wriJul02 12 10:3ta Pihl (call voice 1st!) 812-729-3948 p.23 That Dying Dying as Part of Living: A Fill-in-the-Blahk Story Jordan's dog Serena had been part of his family since befork Jordan was born. Now, Serena was years old. It was hard for her to _| the way she had when she was younger. When he watched Serena, Jordan felt It seemed like she The next time his mom took Serena to the vet's office, Jordan went with her. Here is what the vet told them: Jordan knew that all living things Even so, he wished that Serena He told his mom that His mom said that es ed for the subscriber to this site to copy production ie permitted wifhou: written consent.Jul02 12 10:32a Pihl (call voice 1st!) 812-729-3948 p.24 Offering Help To Others ACTIVITY SHEET 58 Name Date How can this boy help his mother? He can: How can one girl help the other girl? she can: —~ | How can the grownup help this boy? He can: How can this student help his teacher? He % K can: fe # Aepyright 2008, Guidance Group Digital. Permission is granted fdr the subscriber to sis site to copy this form for personal or professional use onlly. Ko other rep§@luction is permitted without written consent. 101 wavs T0 TEACH GHlLDREN SOCIAL SkisJul02 12 10:32a Pihl (call voice 1st!) 812-729-3948 p.28 Taking Responsibility For Others: The Secret Friend Game SUMMARY: Children are assigned o “secret riend” in the classroom. |During the day they must find ¢ wey to help that friend in some way. OBJECTIVE: To teach children that being responsible includes lookinglout for ond helping others. AGES: 5+. GROUP SIZE: Unlimited. BEFORE YOU BEGIN: Write down the names of each of your studentt on slips of paper. Then put these in o shoebox. MATERIALS NEEDED: Poper ond a shoebox. WHAT TO DO: 1. Explain to the students in your cless that they are going to each pick fhe name of a “secret frienc” for the day. 2. Have each student pick a nome from the box and silenily read it (or you can Be whisper the name to them if they can't read yet). 3. Tell them thot they have to find a way to help their secret friend in soche woy before the end of the day, 4. At the end of the doy, see if students can guess who their secret friend wos, 5. Talk about the different ways that students helped each other. 6. IF students I'ke this activity, repeat it again once o week. Copyright 2009, Guidance Group Digital. Permission is granted fqr the subscr: this site to copy this form for personal cr professional use onlly. No other production is permitted without written consent. TEACHING CHILDREN TO CLEAN UP er toJul02 12 10:32a Pihl (call voice 1st!) 812-729-3948 p.26 Area 1: Kindness fat Activity: Choosing to Be Kind Objective; To practice the thought process of choosing to be kind Instead of mean Sometimes you may have a hard time making the choice to be kind. Othpr kis, or your ‘own thoughts, may give you the idea to be mean. When this happens, yu must turn away from the mean ideas and choose to act with kindness. To help yourself db this, you can follow three steps: 1. THINK: Remind yourself that being mean is wrong and hurtful 2. TALK: Say out loud, to yourself or someone else, ‘Tm not going to te mean—it is ‘wrong and hurtful 3. ACT: Instead of being mean, act with kindness. Or, just walk away frpm the situation. Draw a picture of yourself at the beginning of the maze below. Then dra a line through the maze that will take you to the Kinder World at the end. Each time yout come to a Situation Box, follow the Think, Talk, and Act steps above. Tell someoneelse what you ‘would think, say, and do in that situation to choose to be kind instead of nean. yright 2009, Guidance Group Digital. Peppission is granted fdr the subscriber to this site to copy this form for personal or professional use onlly. No cther reproduction is permitted without written consent.Jul02 12 10:33a Pihl (call voice 1st!) 812-729-3948 p27 rea 3: Understanding People Activity: Time Alone Objective: To understand that sometimes the best way to help have some time alone. Sometimes when we are upset, it helps to talk with or to be with sometimes we just need a little time by ourselves to be quiet or to don’t want to have to talk to or to be with anyone else, Amy is feeling sad because her favorite hamster just died. Every Sometimes we ine wants to help Amy feel better. Her friends ask her to come out and play. Her brother wants her to watch the goldfish with him. Her parents want to take her to the zoo. want to do any of these things. She just wants to be alone for a pictures below. Then draw a line from Amy to the places she could WANTTOGO ‘TOTHEZO0? [But Amy doesn’t hile. Color the to be alone. Ceamyright 2009, Guidance Group Digital. Permission is granted fo] t s site to copy this form for personal offSprofessional use onl} reproduction is permitted without written consent. the subscriber to No otherJul02 12 10:33a Pihl (call voice 1st!) 812-729-3948 p.28 ing with People Activity: Stop the Complaining ‘Objective: To teach the value of a positive attitude and the difference between Positive statements and complaints. Everyone complains once in awhile, but no one likes to listen to -freone who complains all the time. It is more fun to be with people who look on the positive side of things. Help stop the complaining! Color the octagons red and cut them oi. Then read the sentences on the next page and decide which are positive statememts and which are complaints. Glue or tape the octagons over the complaints. Write the word STOP on the octagons to make them look ike STOP signs. OOM OOO 30Jul02 12 10:33a Pihl (call voice 1st!) 812-729-3948 p.29 I hate I feel good. Mondays. Bia We never Skating is i fun. do things my way. ~ : Even if it’s ete : ee nothing to ee pe al do at is 4 waste Grandma’s ofjtime. have fun. house. I like reading. vmoyright 2009, Guidance Group Digital. Permission is granted fbr the subscriber to wis site to copy this form for personal dl professional use only. No other reproduction is permitted without written consent.Jul02 12 10:33a Pihl (call voice 1st!) 812-729-3948 p.30 Area 4: Sharing ~ Activity: Thank You for Sharing Objective: To be aware of, and thankful for, people in your life who share with you There are many people in your life who share with you every day. Becaifse they share with you, you have moze and can do more. Look at the pictures below, and write the names of the people who sharp these things with you, Make a copy of this page, and in the space provided, write a ‘fankyou note to one of these people. Tell them how you appreciate their sharing, and h you, Be sure to cut it out and give it to them when you are through. it has helped Thank-You Note \ syright 2009, Guidance Gzoup Digital. Pefilission is granted ffr the subscriber to this site to copy this form for personal or professional use only. No other reproduction is permitted without written consent.Jul02 12 10:34a Pihl (call voice 1st!) 812-729-3948 p.3t THE ~ pet ‘Work with the rest of your class to send out the message that bullying if Create a bulletin board or a poster with the following words on the top paper in giant letters... "What Not To Ber ‘Then take tuzns and come up with words that relate to bullies and bully will help everyone to remeraber chat bullying isn’ acceptable in your la ‘You may cven want to make copies and hang them up in your cafeteria, hallways and chroughour your whole school! oe 10 Fy enn as @ 2m heron Ccyright 2003, cuddance croup Digital, Mission is granted fd this site to copy this form for personal or professional use onl reproduction is permitted without written consent Buty int cool, f the ing. This stoom. ithe Ar Rid Yor Ir the subscriber to . No otherJul02 12 10:34a Pihl (call voice 1st!) 612-729-3048 p32 Asking Questions* eriviry 24 Learning Objective: To understand the importance of asking questions during a conversation Skill: Social communication Tell the group: Asking questions Is the best way to get as much informatjon about a | Subject as possible. When you ask questions you show that you are interested in other people and you keep the conversation going. You will also team things from people's answers that will rhake you a better friena. For practice, have the children turn to the person on their rittht. One of the two people secretly focuses on something in the room (e.g.| the clock) and gives a clue, such as, “I'm thinking of something on the vilall.” The other Berson asks questions (e.g., “What color is it?" or “Which walllis it on?") until she guesses the object. im Distribute Activity Sheet 24 and have the same pairs of chjdren practice | asking questions. | BEING PART OF A GROUP aJulo2 12 Seve 10:34 Pihl (call voice 1st!) 812-729-3948 p33 Asking Questions ACTIVITY SHEET 2a Name Date Here's the beginning of a conversation you and your partner can have. After you have read your parts, keep the conversation going by making up three more questions and answers. You: | have a dog. Your partner: What's his name? You: Dusty Your partner: What kind of dpa Is he? You: A golden retriever Your partner: You: Your partner: You: Your partner: You: Next, your partner should tell you everything he leamed abbut Dusty, beginning with "You have a dog named Dusty..." Now, switch the order. Your partner starts the conversation by saying, “I have a friend." When five questions nave been asked and answereH,, it’s your tum to tell your partner what you learned about his friend, begining with "You have a friend...” IGht 2009, GULasHCe GIOuD Digital, PSrMission 1s granted tt is site to copy this form for personal or professional use onfly. No other Fepygduction is permitted without written consent. 1c wavsro reacuc OREN SOCIAL SKILLSJul02 12 10:34a Copyright 2009, Guidance Group Digital. Permission is granted this site to copy this form for personal or professional use o reproduction is permitted without written consent Pihl (call voice 1st!) 812-729-3948 p34 ‘Two Sides To Every Story SUMMARY: Children discuss popular foiry tales ond talk about everydne’s point of view (even the villains). AGES: 5+. GROUP SIZE: 6-25. OBJECTIVE: To show children that every disagreement has two sides.| MATERIALS NEEDED: None, BEFORE YOU BEGIN: No preparation necessary. TIME: 10 minutes. WHAT TO DO: Ask children to think of a favorite siory, for example, Litile Red Ridin 2. Talk about how angry Red Riding Hood was with the wolf. Did she right to be cngry? Yes! 3, Ask children if they could tell the story from the wolf's point of view. the wolf was scared and cold and took the basket because he didn’t know. what else to do. 4. Ask children how Little Red Riding Hood ond the wolf might have se differences. Example: They could have sat down and shared the babkel, or perhaps if the wolf didn’t have food to bring to share, he could have| a story or a song. 5. Use other popular fairy tales (Snow White, Cinderella, etc.) as exam how people can resolve their differences if they really try. TEACHING CHILOREN TO SHARE THEIR THOUGHTS WITHOUT FIGHTING. Hood. veo imagine led their brought les of jor the subscr: ly. No other ber toJul02 12 10:36a Copyright this sic peproducti. Pihl (call voice 1st!) Together We Stand SUMMARY: Children have their legs fied together with a piece of strirlg and must do en assigned task. AGES: 4+. OBJECTIVE: To teach children thet we ore all dependent on each other, MATERIALS NEEDED: You will need a roll of siring or yarn. 812-729-3948 p38 er yarn, BEFORE YOU START: Explain to children that there are times in life When you must share yourself in order to accomplish something that is in everyond’s best interests. TIME: 5-10 minutes WHAT TO DO: |. Poir off children so that they are with someone of about the same siz} 2. Loosely tie the ankle from one child to the enkle of their poriner using 9r yom that is easily breakable. Then ask the children fo: @. Walk around the room, b. Put cway books or toys. © Line up. 3 If there is an extra child because you have en odd number of siuden chess, hove thot child join another pair. string in the 4. IF children break their string/yarn then they must sit down for the rest pf the: coctivity. 5. IF they do not share themselves well (they argue, push or pull their pal ‘and so on), they must immediately sit down. 2008, Guidance Group Digital. Permission is granted £ to copy th: on is permitted without written consent TEACHING CHORE To SHARE ner, fr the subscri| S form for personal or professional use only. No other er toJul02 12 10:36a Pihl (call voice 1st!) ATSSEEESSS Attendance Contract Cue isa key element of the therapeutic process. 812-729-3948 p.36 srefore, the issue of attendance cannot be taken lightly. All parties involved mipst be dedicated to the therapy and share in the hard work. Setting limits regard|ng cancellation policies will facilitate this mutual commitment, At the begi sion, the mental health professional should have this form Dy the child's parent or guardian. This will prevent any fat 3g of the first ses- iewed and signed misunderstand- ings between the therapist and the parent. This form may be sed by all mental health professionals working with all types of children.Jul02 12 10:36a Pihl (call voice 1st!) 812-729-3948 p37 | aa Lagree to bring my child therapy sessions for the next ___ sessions, If I canngt agree to call and reschedule within 24 hours of the sion. I understand that the success of this therapy is dependent upon my child’s regular attendance. | attend because of illness or a scheduling conflict, I | se: Date: / Attendance Contract Copyright 2009, Guidance Group Digital. Permission is granted this site to copy this form for personal or professional use o: meproduction is permitted without written consent. a lor the subscriber to ly. No other