Life Skill Draft Manual

Integrated Youth Activity (IYA)
Life Skill Facilitators’ Guide
May 23, 2022
Contents
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SESSION ONE...............................................................................................................................................3
Introduction, getting to know each other better, building ground rules.....................................................3
Session Two.................................................................................................................................................7
Active Listening...........................................................................................................................................7
Session Three............................................................................................................................................11
Being Assertive......................................................................................................................................11
Session Four..............................................................................................................................................14
Communication Styles...........................................................................................................................14
Session Five...............................................................................................................................................17
My value as a person.............................................................................................................................17
Session Six.................................................................................................................................................21
My hopes, my dreams, my goals...........................................................................................................21
Session Seven............................................................................................................................................26
EMOTIONAL REGULATION.........................................................................................................................26
Session Eight..............................................................................................................................................29
Feelings that hurt..................................................................................................................................29
Session Nine..............................................................................................................................................32
Stressful events and resilience..................................................................................................................32
Session Nine..............................................................................................................................................36
Creativity and problem solving..............................................................................................................36
Session Ten................................................................................................................................................39
Problem Analysis...................................................................................................................................39
Session Eleven...........................................................................................................................................41
Conflict and negotiation........................................................................................................................41
Session Twelve..........................................................................................................................................48
ADAPTABILITY AND FLEXIBILITY.............................................................................................................48
Materials...............................................................................................................................................48
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SESSION ONE
Introduction, getting to know each other better, building ground
rules
Session Objectives:
To help the participants get to know each other and create a comfortable learning
environment.
To understand the challenges that adolescents and youths face in their daily life.
To introduce the life skills training to all participants as a response to the challenges that
they face.
To be able to establish ground rules understandable by everyone in the group, for the
smooth running of sessions with minimum distraction.
To be able to capture the real needs of the participants at the onset of the training and
be able to later address them during the training.
Time: 2hrs
ACTIVITY ONE – Introduction………….10 minutes
Materials needed: A4 papers, pinned cards, pens
Procedure:
1- Welcome the participants.
2- Present yourself as a facilitator, your name, studies, current job, where you work, why
you are in this session today.
3- After introducing yourself, tell the participants that now it’s their time to introduce
themselves.
4- Ask participants to write their names in a creative way and to put it in front of them (if
they are seated behind a table) or to pin their names to their shirts using pinned cards.
5- After writing their names on a paper or pinned card, encourage each one of them in
turn to say their names in a clear voice (heard voice but not too loud) where he/she
come from, what he/she like to do most, and what their favorite food are. Ex: I am Fadi,
I enjoy playing football. I like bananas.
ACTIVITY TWO- Question and Answer ……………15 minutes

Materials needed: Card with one question on each (to be selected from the list below)
Procedure:
1- Distribute to all participants randomly a card with one question. Each participant is
given an opportunity to pick one and is not allowed to exchange it with anyone else.
2- Ask all participants to quietly open and read the question that they picked to give a brief
answer to this question.
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3- Give all participants a chance to read out their questions loudly and respond to them.
4- Help participants who cannot read so that they can have their answers ready.
6- Ensure that all participants are respectful to each other and do not interrupt, boo, laugh
at their fellow participants as they respond to their own questions.
List of Questions/Actions
 What is your hobby?
 What does your name mean?
 What do you do first when you wake up?
 Do something that can make us all laugh
 Mention one person you admire and why
 Describe one of your happiest moments in your life
 Where would you want to live? Your dream home/place
 What is your favorite food?
ACTIVITY FOUR- Challenges That Youths Face……………….20 minutes
Materials needed: Flip chart, markers
Procedure:
1- Ask participants to brainstorm some of the challenges they face in their lives, write
them on the white board or flip chart to hang it on the wall for the participants to return
to them during the training.
2- Group challenges into broad categories and link the ones identified that can be related
to life skills e.g., issues related to making choices, decisions, relationships,
communicating among others.
3- Inform participants that in the life skills training we shall be learning how to deal with
some of lives’ challenges (those linked to life skills). Make referrals to other service
providers for the challenges which cannot be dealt with within the life skills training.
4- Explain to the participants that it’s true that life skills will not help to deal with all
challenges, but in a way, it helps the participants see these challenges as a tiny dot
rather than a burning rock.
ACTIVITY FIVE - Introduction to Life Skills and Training Overview………20 minutes
Procedure:
1- Ask participants to brainstorm on the definition of life skills and identify some examples
of life skills.
2- Use the notes below to further expand participants understanding of life skills
What are Life Skills?
These are “the abilities for adaptive and positive behavior that enable individuals to
effectively deal with the demands and challenges of everyday life”. Life Skills can be
taught or learned. They enable each person to deal with the daily challenges of life.
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Why are Life Skills important?
They help us focus and pay attention.
They can help us have a better awareness of ourselves.
They help us develop a stable self-image and appreciate ourselves better.
They teach us self-control and self-regulation.
They help us learn how to take care of our bodies.
They help us learn how to recognize and express our emotions.
They teach us empathy, being able to take on the perspectives of others.
They help us learn to communicate effectively.
They teach us how to make informed decisions and how to plan our lives jobs,
career, future.
They help us learn to accept praise and criticism as well as overcome failure.
They are also helpful in modeling rational (nonviolent) behavior in conflict
situations
Examples of Life Skills
SKILLS NECESSARY TO HAVE A GOOD RELATIONSHIP WITH YOURSELF:
THE ABILITY TO COPE WITH EMOTIONS: Emotions, such as anger and fear are usually reactions
to a situation and may cause regrets if they are acted upon impulsively. It is a useful and
constructive skill to be able to contain these emotions and to think before acting. This will help
young people to act with thought and purpose in their lives. Instead of simply reacting to
events or circumstances that they may find themselves facing.
SELF-ESTEEM Often vulnerable youths lose self-esteem because of their situation. They may be
intimidated easily or develop inferiority complexes. These young people need their self-esteem
boosted to know that they are important and highly valued.
ASSERTIVENESS: Assertiveness involves knowing what you want and why you want it and being
able to take necessary action. Vulnerable young people especially need this skill to learn how to
express their feelings in a positive way. Assertiveness also entails these youths being able to say
what they do not want or don’t like and can help reduce the sexual exploitation of children.
SELF-AWARENESS All youths need to be aware of their individual abilities and talents and to
develop them, knowing that everyone is unique, created in God’s image.
THE ABILITY TO COPE WITH STRESS Youths live in very stressful situations. Constant stress can
be destructive to the growth and development of youths, and cause debilitating depression.
Therefore, youths need to know the causes and signs of stress and how to get help and support
to deal with stress to ensure proper development and growth. Skills necessary to have a good
relationship with others:
SKILLS NECESSARY TO HAVE A GOOD RELATIONSHIP WITH OTHERS:
GOOD SOCIAL MANNERS Youths often must deal with different types of people, their peers,
and adults. In such situation, they need to know how to behave, communicate, respond to
stressful situations, deal with different people from different backgrounds
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FRIENDSHIP FORMATION This is an important skill as it helps young people find peers or other
people with whom they can relate and share experiences
PEER RESISTANCE SKILLS linked to assertiveness, this is an important skill for growing youths,
especially adolescents who are constantly in the company of good and bad friends. The ability
to resist peer pressure therefore becomes an important skill.
EFFECTIVE COMMUNICATION Youths need to be able to express themselves comfortably since
communication is critical for any relationships
NEGOTIATION Involves the ability of seeing both sides of a specific issue and agreeing without
being confrontational and without compromising ones’ principles. In specific, win-win
negotiation styles are critical for the growth and wellbeing of youths.
SKILLS NECESSARY FOR MAKING GOOD DECISIONS:
CRITICAL THINKING Children are faced with many contradictory messages, expectations and
demands from different people including teachers, friends, parents, radio and television.
Therefore, they need to be able to analyze their choices and decide on what is best for them.
CREATIVE THINKING This involves coming up with new and different ideas of approaching
situations. It is about having more than one solution to try out
DECISION-MAKING Youths may be confronted with serious demand which require them to
make appropriate decisions. They must be able to make a complete analysis looking at the pros
and cons of each aspect and even going further to challenge their values and beliefs before
they make safe and informed decisions
PROBLEM SOLVING This involves the ability to identify, cope with and find solutions to the
difficult and challenging situations that vulnerable youths face 3- Explain to the participants
about the number of sessions and the frequency that they will attend in total
ACTIVITY SIX - Our Expectations ………………...20 minutes
Materials needed: None
Procedure:
1- Introduce activity by informing participants that the group will be meeting for each
session to learn more about themselves and manage their lives in a happy and safe way.
2- Ask the participants to state one thing that they want to learn or what their
expectations are from these sessions.
3- Clarify any unrealistic expectations, after each participant has shared his expectations.
This is very important. In simple terms, the facilitator explains life skills as those
different tools which one can use to help reach one’s goals and purpose in life. These
skills help one deal with their everyday life situations. Give examples like
communication, negotiation, controlling anger and sadness, loving one self, saying no
and taking a risk among others.
ACTIVITY SEVEN - Making Ground Rules…………20 minutes
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Procedure:
1- Introduce the activity by saying that we want to make our training area a happy and
safe one for everyone. Just as there are rules for driving or playing a game, we can also
set rules for everyone here to follow.
2- Encourage the participants to formulate the rules. Please note that if the participants do
not think it is important, do not force them. Moreover, avoid putting any sort of
penalties. This will encourage young people to act appropriately out of interest and not
force. The list may look something like the following sample. If, however, it does not
resemble this list, then the facilitator should suggest or add some of the rules and
explain why.
Guiding ground rules
Only one person speaks at a time.
Everyone gets a chance to speak.
Come on time.
Everyone should participate and not only some.
Everyone should listen to the other person’s views.
Do not make fun of another.
Do not pass on secrets outside the training session.
Everyone should respect everyone else.
Treat everyone else equally.
Do not say bad words.
Do not hit anyone.
Do not boo anyone else.
Do not laugh at anyone else.
Do not answer on someone else’s behalf unless asked to.
3- Aware participants that some rules are non-negotiable. These include confidentiality,
the right of any person not to say anything and or other sensitive information should not
be given out. It is okay to say you know someone without mentioning her/his name
while sharing that person’s behavior or opinion.
4- Discuss what should be done if any of the ground rules are broken. Fewer rules will be
broken if all participants buy into the ground rules and accept the rules as their internal
values. 5-Write the rules on chart pap
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Session Two
Active Listening
Objectives
Trainees are able to demonstrate active listening and understand the importance of active
listening for workplace success.
Time: 1hr and 30 minutes

Advanced Preparation/Facilitator Notes
Active listening is an important skill in working with others. It involves fully concentrating on
what is being said (or not said) rather than just passively hearing the message of the speaker. It
also involves putting aside your viewpoints or key messages you want to share and instead
focusing on what the speak.er is saying and their needs.
Actively listening requires listening with all senses and providing positive verbal and nonverbal
cues (such as smiling, nodding, agreeing, eye contact, etc.) which helps put the speaker at ease
and shows your interest. When you provide this feedback, the speaker will usually feel more at
ease and communicate more easily, openly, and honestly. They will also see you as being
engaged, respectful, and interested in what they are conveying.
Create a flip chart or PowerPoint version of the following Resource Materials:
- Active Listening Simulation Chart
- Steps for Active Listening
- Signs of Active Listening
Materials
Flip chart paper

Markers
Copies of
- Do We (or Do I) Listen Effectively?
Definition of Key Terms
A communication technique where the listener fully concentrates,

Active Listening understands, and responds, as well as remembers and follows up with
what is being said.
ACTIVITY 1: Listening Simulation ……..20 minutes
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1. Explain: “To start thinking about communication, we are going to play an active listening
game.”
2. Have trainees divide into pairs. Ask each pair to sit and look at each other. Have each pair
select who will be Person A and who will be Person B. Ask each team to decide on a topic
they would like to discuss. For example, a topic in the news, a situation that is on their
mind, their career goals, etc.
OPTION: If there is a large class size and you are short on time, ask 10 trainees to
come to the front of the room to demonstrate each of the five different scenarios.
3. Explain: “There will be 5 rounds of different situations. In each situation Person A and
Person B will be asked to do different things.”
4. Provide the following instructions for each round and give 2 minutes for each.
Round 1: Ask A to talk to B, but B is not interested or listening. They play on their mobile phone
or do other activities.
Round 2: Ask B to talk to A, but A is listening with an ear directed towards B and their eyes are
not looking at B.
Round 3: Ask A and B to both talks, but neither listen. They interrupt each other or talk over
each other.
Round 4: Ask B to speak to A and listen with a blank or angry face.
Round 5: Ask A to speak to B. B looks at A’s face and listens enthusiastically and attentively.
5. Post the flip chart or PowerPoint version of
Active Listening Simulation Chart at the front of the room for everyone to see.
Ask trainees to reflect on how they felt throughout the five rounds. What were some of
the different reactions or feelings? Go through each round and write down what was
perceived and decide if this was effective communication or not and write it in the chart.
ACTIVITY 2: Active Listening Discussion ………..30 minutes
1. Ask: “Why is listening important to the success of a company and to the success of an
employee?” Write answers on flip chart paper/blackboard. Additional responses could
include:
• Companies need to listen to customers’ wants, needs and any complaints.
• Employees need to listen to and understand the directions of their boss.
• Employees need to respect and listen to each other in teams and workspaces.

Steps for Active Listening at the front of the room for everyone to see and review
together.
3. Next, write the statement on flip chart paper or PowerPoint slide:
Active listening means listening with more than just your ears.
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4. Ask: “What do you think that means? How could we listen with our eyes, ears, mouth,
hands, feet, body, brain or heart?”
Signs of Active Listening at the front of the room for everyone to see.
6. Have trainees work in groups of 4-5 and assign each group a different body
part to discuss.
7. After 3-5 minutes, have them share back their answers to the group and fill in
the chart together.
ACTIVITY 3: Active Listening Practice --------20 minutes
1. Have trainees get into pairs. Ask each pair to interview each other and
discuss their story. Their story can include their major successes, challenges, their
childhood, people who have influenced their lives, etc.
2. Explain: “While one partner is sharing their story, the other partner will
record notes and practice active listening.” After 5 minutes, teams will switch
roles.
3. Have trainees record their partners’ stories in their trainee journals.
ACTIVITY 4: ACTIVE LISTENING REFLECTION
1. Following the active listening practice activity, distribute a copy of Do We (or Do I)

Listen Effectively? to each participant.
2. Explain that good listening doesn’t require demonstrating all of the items at any one
time; however, usually a number of them are demonstrated.
3. Ask participants to review the list and identify any item they need to have
explained, then clarify, or have the group clarify, the item.
4. Instruct participants to check the boxes where they feel that they personally
demonstrated a listed behavior (or do the same process for the group).
5. Ask participants to share an item they believe they did well.
6. Ask the group to identify instances where a behavior or action on the list that was
not used but could have been very helpful.
7. Ask group members to identify two items on the list that they personally think are the
most important. Post these on flipchart or blackboard for future use.
Note: It is recommended that the Facilitator have participants use this process
(or a variation of it) fairly regularly to improve and reinforce their listening skills.
Listen Effectively
Do I (or group members) show body language that indicates I am listening?

▪ Demonstrate eye contact with the speaker (note: cultural differences)?
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 Show body language indicating active listening?
o Do I (or group members) show strong and responsive verbal and listening skills?
 Respond to things other people say (verbal messages from others)?
 Say things that show I have heard and understood what another person said?
 Ask people to be clearer about what they said?
 Say something like:
 “When you said `XXX’, did you mean...?”
 “I’m confused. Would you explain that again?”
 “Can you try that part again?”
 “Can you give me an example of what you’re talking about?”
 Paraphrase what someone said? (‘When you said x, I think I heard y. Is that
accurate?’)
 Do not make “shutdown” (comments that make it challenging for the other person to
speak, especially if someone has a different opinion) remarks?
o Do I (or group members) show how well I have listened

and engaged?
▪ State that I have learned from others.
 Demonstrate the idea of “piggybacking” or “snowballing” (building off of other’s
ideas)?
 Offer helpful suggestions in a conversation?
 Allow for disagreements in conversation?
 Allow for controversial ideas?
 Demonstrate willingness to give ideas a chance to be aired, even when
those ideas are contrary to my own?
 Examine reasons and judgments—either my own or others?
 Avoid dominating discussions?
 Avoid letting someone else dominate me?
 Avoid interrupting others when they are speaking?
 Express, and allow others to express, feelings and ideas without being defensive?
 Summarize what I have heard in a discussion?
Session Three
Being Assertive
Objectives
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Trainees understand the difference between being assertive, aggressive, and timid, and
develop strategies to handle situations in an assertive way. Understanding how to be
assertive is a major step towards taking initiative.
Time: 40 minutes
Being assertive is a core communication skill where you express yourself effectively
and stand up for yourself, while at the same time respecting others’ rights, beliefs and
perspectives.
It is important not to be aggressive and inappropriate as this will not yield the results we
want. If we put forth our ideas and perspectives by being aggressive, it can ruin our
reputations and ability to work with others over the long term. Being assertive involves
assessing the situation, determining your ultimate outcome, considering the other
person’s perspective, and speaking and acting confidently in your interactions.
Being assertive can apply to many different aspects of trainees’ lives in the workplace with
colleagues and supervisors, but also in their personal lives in their relationships with family
members, peers, partner, and friends.
Create a flip chart or PowerPoint version of Assertive vs Aggressive vs Timid
Materials
o Flip chart paper

o Markers
o Tape
Assertive Speaking and communicating confidently.
Ready or likely to attack or confront someone.

Aggressive Pursuing one’s interests and goals forcefully.
Speaking and communicating with a lack of confidence, which reflects

Timid fear and a lack of self-assurance.
Activity one: Scenario Example ………..40 minutes
1. Explain: “One key part about communication is how to manage what you say and
how you act when something is not going your way. We have to learn to be assertive and
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firm, both in our careers as well as in our personal lives. But it is important to not appear
aggressive and inappropriate. To think about this, we are going to do a role-play.”
2. Have six trainees come to the front of the room to participate in the role-play. Have
them get into pairs. One partner will be Olivia and the other will be the front desk clerk.
Give each trainee one of the three scenarios that they will act out from Assertiveness
Role-Play Responses.
3. Read out the situation to the entire group. Have one of the groups act it out as you
read. “You are told by your job counselor that you have an interview at Phone Tel the
next day at 2:00 pm for a position in their human resources department. It was
confirmed by the manager of Phone Tel. You are very excited because after your
Transferable Life Skills training you feel confident and ready for an interview. That
evening, you practice interview questions with your older sister. The next day after a
one-hour taxi ride, you arrive at the front desk of Phone Tel. You smile at the front desk
clerk and politely say your name and that you are here for an interview. The clerk says
that they do not have any positions available but that you can drop off your CV and they
will contact you later.”
4. As the presenters prepare, explain to the rest of the trainees that while the
presenters are performing, they should closely observe the scenario being shown and
make notes.
5. Have each pair of presenters act out their responses to the scenario.
6. After each presentation, use the following questions to lead a discussion:
Which was the appropriate response? Why?
How did Olivia react to the receptionist’s statements in each case?
What was the body language of Olivia in each case?
How can being timid be a negative thing in a work situation?
Have you ever been in a situation where you need to be assertive but not
aggressive? What happened?
What are ways that we can assert ourselves without being aggressive to get what
we want?
How can being assertive help us in our personal lives and with relationships that
we may have or want to have in the future?
Where else can being assertive help us in our lives to achieve our goals?
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Session Four
Communication Styles
Objectives
Trainees will explore their own communication style and that of others and explore ways they
can improve their communication.
Time: 2hrs
One part of learning about communication is understanding different ways or styles of

communicating. Trainees will identify their style through a communication inventory and learn
about the styles of others and how those styles impact communications. Styles include
controller/director, promoter/socializer, analyzer/thinker and supporter/relater.
Materials
Flip chart
Markers
Pens or pencils
Copies of Communications Styles Inventory
Communication The way in which each person interacts and exchanges information with
Style others.
Activity One: Introduction………….20 minutes
1. Introduce the participants to Communications Style Inventory, a tool they can use to assess
their own communication styles. It’s a way to understand what works and what doesn’t in the
way they relate to others.
2. Explain that this activity takes the previous lessons on communication a step further by looking
at specific communication styles.
3. After trainees have completed the inventory, ask the following:
What was your immediate reaction to the questions in the Communications Style
Inventory?
Was there anything hard about them? Easy?
When you got your score and found out which style you are, how did you react?
Do you think there are different communication styles among the members of our
group?
What do you think that means for how we work together?
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Have the group complete the Communication Styles Exercise and discuss what
information they used to identify the communication style in each scenario.
Connect the activity to communication in the workplace by asking:

When thinking about the workplace, how does your communication style serve you well?
How might it sometimes not work so well for you?
Is there anything you think you can modify to make sure you communicate
effectively on the job with those who do not have your same style?
Activity two: How Well Do I Communicate?
Materials needed: Copies of the communication skills self-assessment questions, pens Procedure:
1- Give each participants a copy of the communication skills self-assessment questions.

2- Read out the following questions and ask them to self-score themselves as honestly as possible.
3- Ask them to add their total score in each column to all the other column totals to find a total
score. 4- Interpret as follows:
Total score = 30 - 38 - You are an aggressive communicator – (not a very popular

type of communicator)
Total score = 19 - 29 - You are good at communicating Total
score = 12 - 18 - You are not good at communicating
5- Help each individual to look at each specific question and their score to understand what their
weak points are so to develop working points to better their communication skills.
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- Communication Skills Materials needed: Communication skills assessment, pens Procedure: 1- Distribute
the communication skills assessment
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2- Interpret as follows and discuss how to be helped with each of the communication aspects that you
may have.
15-27 points - Poor Communication
28-39 points - Fair Communication
40-47 points - Good Communication
48 - 60 points - Excellent Communication
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Session Five
My value as a person
Session Objectives
To establish the major beliefs and values upheld by each participant.
To understand the individual differences in values amongst adolescents and youths
and understand how these values and beliefs influence decisions.
To help adolescents and youths to recognize that every human being has a value.
To help adolescents and youths understand that their value, just like that of
everybody else is irreducible.
ACTIVITY ONE - My Values and Beliefs Materials needed: None Procedure:
1- Ask participants to explain what the beliefs and values are, lead them to the following: Beliefs:
Assumptions and convictions that are held to be true by an individual or a group regarding
events, concepts, people, and things.
Beliefs are the assumptions we make about ourselves, about others in the world and about
how we expect things to be. Beliefs are about how we think things really are. Beliefs tend to be
deep set and our values stem from our beliefs.
Values: Are those things that really matter to each of us/THINGS WE RATE HIGHLY... they can
be ideas, thoughts, items, beliefs we hold as special. Caring for others, for example, is a value;
so is the freedom to express our opinions. Most of us learned our values - or morals, if you
prefer - at home, at church or at school.
Values and beliefs influence behavior: For instance: If your value lies in physical beauty you
may find yourself making certain decisions based on face value. Ask the participants to think of
other examples where your values and beliefs influence the way you behave.
Note: People’s values are different; they cannot be divided into right or wrong categories. Our
values are shaped by many factors including age, environment, and experiences. A particular
person’s values are not permanent. They can change over time as the person ages, changes
environment or experiences changes. While each one of us is influenced by our family values, in
some cases, children do not share the same values as their parents.
2- Discuss with participants the following: What is my value and where does my value lie? Ask
participants what they understand by value.
3- Ask them to relate the term value to human life. Then discuss the following:
The human being has a value that is given; and so, it cannot be reduced.
• The human being does not make himself: if I look at my own experience, I cannot deny that
the greatest and most profound evidence is that I do not make myself, I do not give myself life,
someone greater than me gives me this life, and my responsibility with the help of this
someone greater than me is to take care of myself and most of all acknowledge and appreciate
my value as a person.
• Since I am “made”, there is a source, an origin of my being; I discover that I am dependent on
somebody greater than me. Therefore, whether I am poor, weak, have a disability, have
experienced a recent tragedy. These are only some aspects of life that are not greater than the
value of my life. As a human being I am stronger and greater in value and therefore I can stand
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up and look at myself differently, as a valuable person capable of conquering all these
adversities.
How do I discover my value?
Ask participants to brainstorm how one can discover their value.

Ask them to reflect and share a time in their lives when they discovered something great about
themselves and how it happened. Another person can help you discover your value.
When someone looks at you and treats you in such a special way and looks at you as valuable
despite the circumstances you are in, you ask yourself how someone else can see you in such a
way and you are compelled to look at yourself differently.
ACTIVITY TWO - The Value Of Every Person
Materials needed: LCD projector short film, laptop, short film “The Butterfly Circus” (To be
downloaded on the following link: https://www.youtube.com/watch?v=BERDKvYqudE)
Procedure:
1- Watch the film together with participants.
2- Discuss how Will, the hero, was able to start seeing himself differently as someone with a
value and not a mere limbless man “whom God himself had turned his back against”.
3- Try to identify his talent and discuss how it was possible for him to discover his strength and
his value. Who influenced him and how?
4- Ask participants about other thoughts they have about the movie. Do you feel inspired by
Will? In which way?
5- Explain to participants that life is precious and therefore needs to be lived with care. Young
people need to be helped to recognize the value they are, no matter the circumstances.
Besides this awareness, participants should be helped to recognize that they each have skills
they are best at, which need to be personally put to use for a happy life. No one else can
best discover this on his/ her behalf.
6- Sensitize the participants by explaining that Life is a gift. I am an active participant in my life
and growth, and I am responsible for how I handle this gift. I am the one who takes care of
my life through what I choose. Every choice has its consequences, positive or negative. We
are the ones who make the choices. We need to learn to make the best decisions in each
situation. Let them consider that life is like a beautiful pot and when they behave in a wrong
way this pot will be broken, shattered on floor. Ask them how this pot could get back to the
way it was if it can?
7- Explain that: Life can never be the same again after a calamity befalls you.
• It takes time and effort to recover, but we can recover with strong resilience.
• We need courage to cope with problems.
• We need to forgive ourselves and others to recover well.
• To make proper recovery we need to learn from our past mistakes.
• We need to be there for persons who have fallen and help them in their recovery process
ACTIVITY THREE - Building My Strengths
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Materials needed: Flipchart, markers, life skills notebooks, pens
Procedure:
1-Explain that the world of a person is made up of three important aspects
1. Relationships
2. Activities
3. Spirituality / Values
Through RELATIONSHIPS I HAVE parents, family, friends, teachers, a community = TRUST, LOVE,
SENSE OF BELONGING, IDENTITY
Through ACTIVITIES I CAN study, work, eat, dance, do any everyday activity = COMPETENCE,
CONFIDENCE, INITIATIVE
Through SPIRITUALITY I AM values, beliefs, culture = SELF ESTEEM, PURPOSE IN LIFE, IDENTITY
AND RESPONSIBILITY
2- Ask the participants to draw the world of the person of Will from The Butterfly circus
short
movie before meeting “The Butterfly Circus” and then drawing it again after meeting the
manager
of the “The Butterfly Circus”. It should be summarized as in the figure below.
3- After drawing the world of the person of Will, ask each participant to draw his/her own
world.
Give them about 10 – 15 min on the life skills notebook.
4- Encourage them to share it with the rest of the group
WILL PERSON’S WORLD
BEFORE meeting the manager of the butterfly circus
I AM I HAVE I CAN
(Values, (Relationships) (Activities)
beliefs,
culture) Bad relationship Just exposed
with himself as an
A limbless the first owner of object
man the circus
With no Bad relationship
value with the circus
crowd
Bad relationship
with coworkers in
the circus
After meeting the manager of the butterfly circus/ Will became
20
WILL PERSON’S WORLD
After meeting the manager of the butterfly circus
I AM I HAVE I CAN (Activities)
(Values, beliefs, (Relationships) Swim Walk Jump
Work
culture ) Good relationship
with
Talented
the owner of the
Loved
butterfly circus
Skilled
Good relationship
with
the circus crowd
Good relationship
with
fans
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Session Six
My hopes, my dreams, my goals
SESSION OBJECTIVES
Help the young people recall how hopes, dreams and desires are at the origin of their hearts
and are the stimulus to growth and development as identified in module two at the start of the
life skills training.
Appreciate how young people’s own happiness depends on the level of personal
responsibility.
Help the young people set their truest goals for future growth and development.
Engage each young people to critically analyze his/her set goals as a sure step to their life
fulfillment.
ACTIVITY ONE - Whom Do I Admire?
Material needed: Flip chart, markers
Procedures:
1- Discuss with the participants the fact that we all have some people whom we admire. Some
of them are admired more than others.
2- Ask them to think of one person they admire the most and would aspire to be without
sharing his/her name yet. The participants must focus on the qualities of the person chosen.
Help them decide by offering several choices including a sportsperson, a famous person in
history, a public figure, someone they know or even someone in their family. The person
could be alive or dead, or even someone from another country.
3- Explain that such a person is called a role model. Usually, a role model is a point of
reference (we need somebody to look at), one with admirable qualities like love, truth,
justice, happiness, a source of growth, a continual reminder of ultimate values and of the
commitment to them and importantly a person in whom I see a reflection of my truest self
4- Discuss how a role model can help young people to lead more positive lives.
5- Give the participants a minute or so to think quietly. Then ask them to share the identity of
the person selected. Remind them that they should think about the qualities that they
admire and why they selected those qualities. The qualities could be personality traits of this
person, or how he or she relates with family and friends. The participants select one role
model and share with the group who that person is and why they admire them
6- At the end of these presentations, you may find some common models. If such a situation
arises, discuss more about this common role model and look at the qualities that the model
has. Write them on a flip chart. Make sure that points related to good work ethic, caring
husband, and father (for boys), respect and caring, helping others, a good education, a
healthy lifestyle (may include not smoking, drinking excessively, fit body) are pointed out
and discussed irrespective of the role model. For girls, qualities of assertiveness and
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achievement in role models provide examples of working through social and cultural
stereotypes.
7- Give a minute or two for the participants to reflect. Tell them to use the booklet and ask
them to write their role model and three to five important qualities they like about them
8- Review this activity by asking the participants what they have learned from this session.
What was useful? What did they learn from the different role models selected?
ACTIVITY TWO - I Wish, I Hope
Material needed: None
Procedures:
1- Introduce the activity by saying that we all have dreams and hopes; and tell the participants
that we will be looking at them. We will look at wishes for the near future and at hopes a bit
further down the road.
2- Discuss that “I wish” is short-term because it says, “I wish I could do well in my exam next
week” but “I hope” is long-term because we say, “I hope I finish my 6-month apprenticeship
course”
3- Give the participants a minute to think of some wishes and hopes. They do not have to share
them with the rest of the group.
4- Inform the participants that each one will be going on a journey into their life. If you can,
play some soft music in the background.
Ask the participants to close their eyes and relax their hands, arms, and feet. Your neck and
shoulders are relaxed. There is no strain anywhere. Your eyes are closed, and you are seeing
yourself on the road of your life. On the road there are many people you know, your friends and
your family. You come to a junction and realize that you are in the next year. Think. What do
you look like? What are your clothes like? What are you doing? Who are your friends at that
time? Who are you with? Are you in school? Are you working? Are you healthy? Have you
changed any of your behavior? Are you happy?”
Say to the participants, “You are now walking again on the road and now you are five years
older.” Keep on repeating such questions extending the time for each question. You may add,
“Are you married? What is your spouse like? Where do you live? What are you doing? How is
your health? Have any kinds of risky behaviors affected you? Have you changed in any way?”
Say, “You are walking again and now you are 10 years older and you have two children what are
they like? Where do you live? What are you doing? Are you and your family healthy and happy?
How do you feel?” Quietly soften your voice. After a minute or so ask the participants to open
their eyes and relax. Do not say anything for a minute or two.
5- Ask if anyone would like to share her or his wishes and dreams. Do not force anyone. Do
not comment on any of the life histories.
6- Review with participants the following: - Ask the participants if they felt it was easy to
visualize their future. - Was it easier to look at their life for the next year or for 10 years
later? Were there any problems they saw? - What would they have to do now to realize
their dreams?
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7- Note that at this stage of the training path with participants, much has been discussed right
from the person’s self-awareness, through the challenges faced and probable solutions.
Now is the time for the facilitator to help young people shape the future they need.
Emphasis should be put on their truest needs, hopes, dreams and desires that correspond to
their strengths and talents as identified in module 2 - Knowing Myself
ACTIVITY THREE - Goals I Can Reach
Procedure:
1- Introduce the activity by saying that to make our dreams a reality, we have to learn to set
goals. Remind the participants about the “I wish, I hope” activity by giving a few examples
like the following (if it’s suitable for the participants profile): E.G.: if I want to pass the exam
next week, I have to collect all the notes, study them and revise my lessons this week. This
will mean I cannot see a movie this week. I must be able to say “no” to my friends.
2- Inform the participants that there are some steps that help us establish realistic goals. On a
flip chart write: “Reaching our Goals”.
3- Explain that when setting a goal, each person has to think about the following steps: A.
Choose the goal; (Check: Is it realistic? Is it good for me? Who else is this decision good for?)
B. Find out what problems may occur in achieving the goal and the possible solutions to
those problems. C. What are my resources (Check: Who will help me? Do I have the money?
What skills do I have?)
4- Tell the participants that they will try out an example following the steps mentioned above
by making a role-play.
5- For the role-play, you will need: - One participant (participant A) that have set a goal on his/
her mind and would like to share it with the group. - Three volunteers that will stand in a
straight line with one foot as space between them. Each one will be thinking of an obstacle
that the first volunteer can face like a challenge that can stop the achievement of the
participant’s A goal. Obstacles should be based on previous experience that these
participants had or know someone who did. - The judges: the rest of the group.
6- Explain that after the first volunteer (participant A) state his/ her dream, he/she needs to
pass through three obstacles that the three volunteers will challenge him to overcome. For
each obstacle, he/she will need to suggest a solution (in a creative way) to get out from it.
His/her suggested solution should convince the judges (the rest of the group) so that they
will decide to let him/her pass to the second obstacles or not. If the participant A succeeded
to pass all obstacles by giving convincing solution each time, he/she will arrive to reach his/
her dream.
7- Ask the participant A to share what he/she felt after reaching his/her goal. Were some
choices difficult to make?
8- Ask the three participants who have given the obstacles to give their opinion on the
solutions given by participant A.
9- Ask the judges about a feedback on the whole process.
10- Discuss in a plenary session the consequences and the difference that resulted in the life
path. Make sure that the participants perceive the connection with what they decide now
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and what happens later. For this purpose, relate to the “Three Cs” in module 7: Decision-
making and to the possible change in the world of a person in module 1: Knowing myself
when it comes to realize any goal.
11- Remind participants that life is like that; we do not know what may be in store for us.
Achieving a goal makes us feel good about ourselves!
12- Ask the participants to think about their goals, for themselves, their education, job and
family, taking into consideration the obstacles they could face figuring solutions for these
obstacles to achieve their goals.
ACTIVITY FOUR - How Do I Set My Goals?

Materials needed: Color cards, pencils
Procedure:
1- Check with the group how many participants thought about their goals? What were
they? Remind participants about an earlier activity on the ID - in which they wrote their
expectations in life. Revisit the ID together and try to develop goals around similar areas.
Remind the participants of the earlier session, of the steps in setting goals and the
examples. Give the participants two differently colored cards: one color for the short-
term and another color for the long-term. Give them markers and ask them think of a
short-term goal (short-term means next day or week) and long-term goals (over a month
or a year).
2- Write the goal on the front of the card with one goal on each card. They should also
think of problems (and solutions). On the back of the card, write today’s date and set a
deadline to achieve the goals. For a long-term goal, write the sub-goals on the back of
the card. Those sub-goals that have to be achieved in order to achieve the main goal.
3- Most people’s goals are greatly influenced by the people around them. So first, look
around you. Think about the people in your community. Who do you admire? Who do
you greatly respect? The person might be a teacher who always knows the answers to
everyone’s questions. It might be a doctor who knew exactly what was making you sick a
few months ago. It might be the priest or a pastor at your church, the sheikch at your
mosque. It might be your own parents.
4- Encourage the participants to set up different types of goals - at least two. Some broad
headings are: - Health goals; - Emotional goals; - Relationship goals; - Education goals.
Examples of short-term goals could be:
• Health: I will give up smoking or drinking for a day/two days/a week.
• Relationship: I will meet my friend who gets me in trouble only once this week instead
of everyday because I want to slowly end the relationship.
• Emotional: I will control my anger when my brother annoys me, or I will practice my
assertive skills once.
• Education: I will finish my homework tonight instead of trying to complete in the
morning
5- Ask the participants to share one short-term and one long-term goal with a “buddy”
along with the problems and solutions on the way to reaching the goal. The buddy can
recommend changes if necessary. If time permits, ask the buddy to present the goals.
25
Otherwise, ask for volunteers and discuss two or three goals. If you are going for a
sample, choose a variety of goals to discuss. For example, if you already have an
educational goal, ask for volunteers for a relationship goal.
6- Ask the participants what they have learned from the exercise. Discuss why it is
important to have goals. (Otherwise, you lead a purposeless life, moving everywhere
without direction like the wind or you can get into trouble and lead a destructive life)
ACTIVITY FIVE - A “Mantra” For Trying
Procedure:
1. Discuss with the participants that in spite of your best efforts, you will still face many setbacks
in life. How would they handle their feelings? Remind the young people that it is important to
have positive thoughts, so that they can feel good and act positively.
Positive thoughts—to positive feeling—to positive action.

2. Take any of the examples from below or create a new one. I want to go off Alcohol, but I
slipped up last night. I know I can do it (positive thought) - I feel confident—I will try again
tomorrow, or I will go to a counselor for help (positive action).
OR
I knew right from the start I cannot do it (negative thought) I am useless (negative feeling) – I
give up (negative action).
3. Work through some more examples. Encourage the participants to contribute.
4. The participants can think of a “mantra” or a chant that they can say. A chant works because
you believe in it. Encourage the participants to compose a mantra when the times are difficult.
The mantra can be used by buddies to help one another. You can divide the group into two or
three so that they can brainstorm. Bring them back together and write down the mantras the
participants have particularly liked. Ask them to choose one for themselves.
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Session Seven
EMOTIONAL REGULATION
Learning Objectives:
After this lesson, learners will be able to:
Describe the nonverbal expression of a variety of emotions
Distinguish between their desirable and undesirable feelings/emotions
Articulate how much stress they have and what the stress looks and feels like
Students will brainstorm specific ways to cope with difficult feelings/emotions
Materials to run this session:
 Facilitator will need to prepare a head of time the name of various emotions on small piece
of paper (1 emotion per paper for a game of ‘feelings charades’) Please see the list of emotions
following this lesson plan.
 Art supplies for the group –for each person
 White board or flipchart with pens/markers or a blackboard with chalk/eraser
 The script for delivering this session is in italics below
Activity One: Welcome Introduction…...5 minutes
Welcome students to today’s lesson. Go over the group’s ground rules (point to poster with rules
clearly written):
Use respectful communication and behavior
The group belongs to everyone and everyone is equal in importance
Listen to each other
Take turns – give others an equal chance to speak if they want to
Be supportive of one another
Any personal information revealed during the lessons remains strictly confidential
No verbal abuse or violence
No use of cell phones during the lesson, unless it is an emergency.
Note to facilitator:
Questions are welcome during the session but if someone is dominating conversation or asking
unrelated, time consuming questions, re-direct the group back to the lesson.
Activity Two: Home Exercise Review…….10 minutes

Have students share their main findings/
revelations from the 2 home exercise activities: breathing and mindfulness tracers.
• Be positive, supportive, and calm as students share.
• You can lead students through a brief 2minute breathing activity (such as the one from the
last lesson) if you wish
27
Activity two: Reading other’s emotions…… 20 minutes
Turn to the person next to you and, on a piece of scrap paper, or on back of one of the pages in
your workbook, together write a list of 3 reasons why it is important to be able to read the feelings
of OTHERS
• Give students 2 minutes to discuss with their partner
• Have students volunteer to offer reasons in front of the whole group
• Write some of their ideas on the white board/chalk board
Say: We want to be able to read other emotions and feeling so that we can understand what they
are going through and anticipate what they might say to us or need from us.
Activity three: Feeling preferences…… 15 minutes

• Say: There are so many emotions to experience in life. Everyone has so many feelings in a
single day. Too many emotions to count.
• Have students turn in their workbooks to Lesson 2, Activity A: Feeling preferences and
complete the page as you go
• Individually, I want you to complete the first part of this page. I’ll give you 30 seconds to do
this. What are some feelings/emotions that make you feel good?
• Once students are done, have some students volunteer to offer their responses. Individually,
I want you to complete the next part of the page. I’ll give you 30 seconds to do this. What are
some emotions/feelings that might make you feel bad or not good?
• Once students are done, have some students volunteer to offer their responses. This
exercise allowed us to reflect on which emotions feel good – and which don’t. It’s pretty rare
that we have an opportunity to think about our emotions in this way. I’d like to ask you a few
more questions, for a whole class discussion: Which feelings are hard for us to accept?
• Take students responses Which feelings are hard to express safely?
• Take students responses Which feelings make it difficult to take care of yourself?
• Take students responses Today’s topic is called “emotional regulation.” Recognizing and
understanding what we are feeling, and which emotions we like, and don’t like, are an
important step to better manage our feelings in stressful times
Activity four: riding the wave……..15 minutes

• One of the best ways to better manage our emotions is to create some distance from them.
You might think: How do we do that?!
• When we are in the middle of a difficult or strong emotion, are you usually thinking clearly?
• Take student responses, you may want to ask them to raise their hand if they are able to
think clearly while experiencing strong emotions If you’re like me – and most people – it can be
very difficult to think clearly and rationally while having strong emotions. However there are
ways to do that! What about what we tried last time, with breathing. Did that help you calm
your thoughts/mind?
• Take student responses, you may want to ask them to raise their hand if they are able to
think clearly while experiencing strong emotions We want to try techniques similar to the
breathing – techniques that will allow us just a little space from our emotions so we are not
consumed by them.
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• Let’s try an activity. Put away whatever is in your hands. Sit squarely in your chair. Put both
of your feet flat on the floor. Roll your shoulders forwards and backwards.
• Try to drop your shoulders, so your shoulders are not up near your ears. When your
shoulders are up near your ears it means you are holding tension in your neck and back.
• Do your best to relax your shoulders, neck and back. Do your best not to hunch your
shoulders forward. Sit back so that your back is flat against the back of the chair.
• Open up your heart area. Rest your hands in your lap.
• Make sure you are comfortable. Please close your eyes, if you are comfort - able doing so.
• Wait for students to close their eyes
• Lead students through the following breathing activity in a very calm, slow, peaceful voice: If
you can, please close your mouth and only breathe in and out of your nose. Now, just notice
your breath. Notice how your body moves with each in - hale and exhale. You do not have to
change your breathing, just do your best to focus on what I say.
• Give them 10-15 seconds of quiet to get centered. Imagine being on a rowboat in the sea.
The waves in the sea represent everything and anything that might cause you stress. The waves
might be small and calm, or they might be large, fierce, and rough. Everyone is different. Just
notice the intensity and volume of your stress waves.
• Now, let’s focus on a few stories of youth like you, as they ride their own stress waves.
Mohammed wants very much to please his parents by getting into University. He believes he
must get good grades, play sports, and excel in a few intellectual competition clubs to be
accepted.
• He feels like he no longer has time for doing anything he is interested in. His whole focus is
to live up to other’s expectations, while putting aside all his personal wishes and hopes.
• When Mohammed thinks about his stress waves, he sees a huge tidal wave; he feels like he
can barely keep going. Mina, on the other hand, finds balance bet ween doing her homework,
spending time with her friends, and going to dance classes. Mina finds that her waves are pretty
small, and manageable. At times, when her stress waves get too big, she takes it as a sign that
she needs to change something – it might be her schedule or who she spends time with. When
she takes actions to stabilize, her waves get smaller again. Now, again, think for a minute about
what might be causing you stress. Imagine that all of your stresses are waves. These might be
big, intense waves or they might be very small and calm.
• Give students a minute to envision their waves in their mind.
• Slowly bring your attention back to the room. When you feel ready, open your eyes.
• Direct students to turn to the next page in their workbooks: Lesson 2, Activity B
• Distribute set of crayons to each student In the space provided, draw a picture of what your
stress waves look like. Label the waves. You can make the waves big or small as you imagined.
Then, add words or draw pictures that represent the things that cause you stress. You will not
share this with the group.
Activity Five: Ending ……5 minutes
Direct students to the 3 home exercises to be done before the next lesson (1 is just a reading)
• Clarify any questions students may have about homework
• Allow 3-4 students to volunteer to name 1 thing they learned in the session
29
• Thank students for their participation
Session Eight
Feelings that hurt
Session Objectives
To help participants gain sensitivity to hurting feelings as anger and sadness and begin
taking care of how they affect themselves and other people.
To establish the best possible mean for overcoming feelings as anger and sadness.
ACTIVITY ONE - Managing Anger
Procedure:
1- Explain that all anger is not bad. For example, anger can be helpful when some injustice is
being done and we want to counter it, or when it pushes us to do better because we failed
the first time, or when it energizes us in an emergency to get things done. Anger is bad
when it gets out of control.
2- Ask this second group of people to share the techniques they use to manage their anger.
3- The facilitator may ask participants to present a real or imaginary anger-provoking situation
or can provide one her/himself. This will then set the ground to make a list of ways to
manage anger in a productive manner.
The list to manage anger may look like this:
• Avoid the situation; (Especially if it is a trigger point, such as a bully or policeman
threatening you. Some youths are faced with situations where they have little control, so it
is best to avoid the situation);
• Count from 1 to 10 before responding, to calm down.
• Talk to a friend before it becomes too late to handle the anger
• Repeat to yourself “I will not get mad, yes I can do it, I can control myself”
• Be assertive
• Go for a walk, listen to music, run or do a vigorous exercise
• Do not forget to congratulate yourself if you succeed.
4- End the session through a guided meditation. Close your eyes – Relax – Feel the body
loosen; your shoulders, legs, arms and neck – Take a deep breath and do it again – Now feel
your anger – it is a wave. Sometimes it is a big wave and sometimes it is a small wave – Feel
the hurt and say to yourself you no longer want to feel the hurt - Make your anger very
small and let it go away in the distance – Now feel inside you – You feel very calm – You can
handle anything. You can control your anger – Slowly now open your eyes. When you open
tell yourself that you can do it and that you will do it.
5- Finish the activity by asking participants the following:
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• Ask the participants how they felt and what they have learned. How do they normally
behave? What can they do to control their normal anger response? What do their friends
do? Who can help?
• Discuss the most appropriate reaction.
ACTIVITY TWO - Managing Sadness

Procedure:
1- For this activity you can ask for some personal experiences. However as indicated earlier,
you need a co facilitator who is an experienced counselor and can handle any emotional
outbreaks or reflections that may arise.
2- Remind the group that if they wish to remain silent, their feelings will be respected. If a
youth is still grieving, it is advisable for them to have individual sessions with a counselor.
3- Ask the group what causes a little sadness and what causes serious sadness. Ask if feelings of
sadness change over time. Ask them what they think happens when a person dies. Where
do they go? Accept all answers. Say that everyone feels happy and sad in his or her life.
Happiness and sadness live side by side. Remind the group that they can express their
feelings in many ways. Many participants will bring up the subject of death and dying since
most of the participants have been through war.
4- Discuss how sadness can be expressed inside us (without anyone else knowing what you are
experiencing) and outwardly in our behavior.
5- Explain that if a river is flowing and we block it, it may find another course. In this same way,
if we feel very sad but do not express it and block it, it may come out in different ways. After
participants have stated what may happen, list the ways sadness may be expressed:
Depressed
Lack of appetite
Bedwetting
Stop looking after one’s physical needs
Disturbed sleep
Headache or stomachache
Bullying and getting angry
Intense fear
Poor performance at school
Stealing
Hitting someone.
6- Ask participants how they would help a friend who is feeling sad. The list could look like
this:
Hold the person’s hand while s/he cries
Talk about it
Bring some food the friend likes and coax her/him to eat
Just sit silently beside the friend
Go for a walk with the friend
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Do some chores together. If the friend had lost a loved one, you could also
Look at the happy thoughts’ album together
Think of the happy times you had together with the loved one
Think of all the things that the loved one would want you to do.
7- Ask participants to relax and close their eyes. Do not rush.
Breathe in and out – Breathe deeply – Feel inside and think of your feeling as a wave which
comes and goes – You are standing on the shore, watching the waves come and go – But
you only watch, you do not enter the water – The feelings come and go – You watch
peacefully –You watch the big waves and you watch the little waves – Let go of your feelings
bit by bit –Just watch them – As you watch, you feel strong, you feel you will be fine. A small
ray of light comes in – It gets brighter and brighter – Think of all the happy times you had –
Feel the happiness – Hold on to it – Feel what a special person you are – Tell yourself you
will be the best person and you are good – You feel strong – You are at peace – You feel you
can help others – Feel the strength – When you wake up, you will feel at peace and you will
feel strong. Say nothing for a few minutes. Thank the youths for coming.
The facilitator must be prepared for any help that participants will need including help of a
professional counselor.
Also note that the proposed relaxation activity above is only meant to lighten the mood in
the room. It will not erase any trauma but will make your room shift better to another
activity as you prepare to work with any specific young people that may require some
additional help.
ACTIVITY THREE - Fear Not
Procedure:
1- Start by saying that all of us have fears. Fears also change with time and age. For example, a
young child may be afraid of thunder but could lose that fear as s/he grows up. Ask
participants to share what they fear. They can talk about it or they can draw something they
are afraid of now or were afraid of once.
2- Ask participants to share their drawings and realize that there may be common fears. If
there are any imaginary fears, the facilitator must make a distinction between real fears like
an accident or a fall and a fear like a ghost.
3- Ask some of the participants to describe what they felt when they were really scared. Some
of these may be:
• Heart pounding.
• Palms sweating.
• Legs feel stiff or tingle or weak.
• Breath is short and quick.
• Feel some heaviness in the stomach.
4- Discuss how they can help themselves and their friends when they are scared.
• Go to a person you can trust and who will comfort you.
• Hold on to something that comforts you like a toy or blanket.
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• Take deep breaths.
• Talk to a friend.
• Hold a friend’s hand.
5- Assure the group that there is nothing wrong with feeling fear; even a soldier in the
battlefield feels fear. The advantage of recognizing our fear is that we learn to control it. In
that case fear helps us instead of harming us. For example, it is fear that makes us run from
danger and can save our lives.
6- Discuss with participants the following:
• How participants can help themselves be less scared. Who can help them?
• How can fear affect our risky behavior?
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Session Nine
Stressful events and resilience
Objectives
To help participants recognize stress and stressful events and how it can affect them.
To define resilience and identify factors that make participants resilient.
ACTIVITY ONE - Managing Stress
Procedure:
Ask participants what stress for them is, take all their answers and try to expose the definition
below.
In our daily lives we experience stress. A little stress helps us to be better at the things we do such
as meeting new people or going to see a manager when we have problems at work; however too
much stress can prevent us from going on with our daily activities.
Stress is a feeling from inside that occurs when a person is faced with a situation or problem that
he/she perceives as having no means or resources to solve. In other words, there is a gap
between the stressful event and resources available to the person to deal with the stressful event.
Stress has a practical element and an emotional element. For example, someone who has lost a
job may be concerned about what to eat, how to pay the rent (practical) and at the same time they
might feel angry or depressed (emotional).
There are 2 different levels of stress:
PRIMARY STRESSOR
It is the initial disturbing experience or event (e.g. death of a parent, being sexually abused).
SECONDARY STRESSORS
They are experienced as a result of the primary stress (e.g. dropping out of school after
the death of a parent).
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Each of these elements has both a practical and emotional concern. Another example may be a
case of sexual abuse, where the rape itself is the primary stressor but secondary stressors may
include related injuries, harassment by police, shame, and loss of virginity, potential pregnancy,
fear and depression.
3- Ask young people to share if they can remember a stressful event in their life. What was the
main event that happened? What happened as a result of this main event? What was your
reaction? Some examples of primary stress with secondary stressors in the table below:
35
PRIMARY STRESSORS SECONDARY STRESSORS
-Packing
-the pressure of moving quickly because new
Moving house
tenants are coming
-Stuff broken or lost
-preparations
Getting married - fighting with mother and other relatives or close
friends over cake and dress
-funeral arrangements
Death in the family or a friend
-taking over the care of sister’s children
-disputes about sharing property and belongings
-being late
Going for a job interview -worried about whether you are dressed properly
-learning a lot of new things all at once

Starting a new job -getting to know new people and worried about
making the right impression
-worrying about food and other needs

Losing a job
-paying bills
4- Discuss with participants how can the signs and symptoms, of stress, be divided into
emotional, physical and behavioral categories? Possible answers are presented in the table.
5- Explain to participants that these signs and symptoms:

 Differ depending on the age of a person (e.g. a six-year-old child might regress (bed-
wetting) and withdraw from people around him/her after the loss of a parent, a sixteen-
year-old child might become aggressive).
36
 Differ depending on the environment in which the young person is in.
 Might last a short while if these young people have supportive adults around them, but if
there is no support the symptoms might carry on for a long time or get worse.
 Remember that young people may not have the verbal skills to express how they feel so
they might display more of the physical and behavioral signs and symptoms.
ACTIVITY TWO - Measuring the Level of Stress
Material needed: Copies of the stress assessment, pens
Procedure:
1- Distribute the assessment to the participants and read it out loud. STRESS ASSESSMENT
ASSESSMENT QUESTIONS Yes(1) No(0)

1 Do you feel tired all the time or have trouble sleeping?
2 Do you have a hard time relaxing or feel unable to relax?
3 Do you forget things all the time?
4 Are you frequently angry and tired at the end of the day?
5 Do you argue all the time, even about minor things?
6 Do you never find time for yourself?
7 Do you no longer want to socialize with others?
8 Do you lack patience and feel others are always wrong?
9 Do people often tell you that you seem tense or upset?
10 Do you always feel under pressure?
Total Score
2- Help participants calculate their results:
If your total score is 7 and above (you have 7 yes), you are very stressed and need to see a
professional counselor.
If your total score is between 5 and 7, you are relatively stressed and need to do something to
reduce the stress; If your total score is between 3 and 5, you have certain stressors, but these
do not disturb your overall performance; If your total score is between 0-2, you do not need to
worry about your stress level. You probably have different ways of dealing with stress.
3- Note that failure to cope with or manage stress can lead to the following changes in youths:
• Loss of control and self-confidence and a feeling of helplessness.
• Some of it may even show as physical illness which can affect the overall wellbeing of young
people. 4- Brainstorm the kinds of coping mechanisms that young people can think of. Ask
them, what do they do to cope with stress? Note that one can cope negatively (e.g. through
drug or substance abuse) or positively (e.g. through exercise and good nutrition, joining a
support group etc).
Possible responses:
37
• Prevention and Planning: · Respond to situations before they happen through life skills like
decision-making, problem solving and daily activities which build confidence and self-esteem
(e.g. cooking, doing laundry, being involved in daily decision-making in the home, etc.).
• Understanding the Situation and Consequences: Help young people to get well informed
about the situation and how it is likely to end. (E.g. if a child is living with a terminally ill parent,
it is better to discuss the possibility of death so that child may not get shocked when death
occurs).
• Inclusion in the Process: Encourage young people to be involved in the process (if moving, in
helping to pack and finding a new school; in the death of a parent in helping to care for the
parent to the level to which he/she feels comfortable; if parents are having another baby, allow
older child to help feed the baby and tell them about it before the baby is born).
• Problem Solving · Encourage young people to come up with solutions to their problems (this
should be age appropriate).
• Good Exercise, Rest and Nutrition: Eat a balanced meal and find time to play, rest and take
care of yourself.
• Emotional Support and Counseling: Encourage young people to get emotional support by
motivating them to talk to a counselor about the problem. While it is very important to teach
and help young people to cope with stress, it is also very important to help them build
resilience. Resilience is the emotional/inner strength that one possesses and enables one to
cope with difficult circumstances. Young people can also have resilience.
Session Nine
Creativity and problem solving
Objectives
Trainees understand the importance of using creativity to solve a problem and identify mental
barriers and assumptions which can prevent problem-solving.
Creativity is all about ‘thinking outside the box’ or imagining a world where there is no box at
all! Creativity is an important skill in the workplace to solve problems, resolve conflicts,
become more efficient in doing a task, and to transform our communities and societies into
equitable places.
There is no ‘right’ way to be creative and people express their ideas and think creatively in
many different ways. However, creativity involves challenging the barriers and assumptions
we are making and looking beyond them to see other opportunities. Being creative means
being resourceful and using the resources and people around you. It also means always
knowing there is a solution, you just have to find it!
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Creativity is an essential part of problem solving.
Everybody can benefit from having good problem-solving skills, as we all encounter
problems on a daily basis. Sometimes solutions can come easily and be solved quickly;
however, there are other problems which are more severe or complex. No matter how big
or small, there are clear steps we can take to make sure we are on the right track when
tackling any problem.
1. Identify the problem
2. Determine the main objective
3. Brainstorm solutions
4. Select the best solution
5. Action plan and solve!
Prepare small pieces of paper with one of the Workplace Problem Topics below written on each,
(one piece of paper for each group of 6-8 trainees). Topics include:
• Gender inequalities in the workplace
• Sexual harassment
• Health and safety problem
• Problem with co-workers’ attitudes, behavior and workplace appearance
• Stress problem
• Communication problem
• Team conflict
• Bullying or not respecting somebody who is different
Create a flip chart version of the following Resource Materials:
Dot Puzzle
Steps to Problem Solving
Materials
o Flip chart paper

o Markers
o Handout Characteristics of Creative Thinking
o Copies of Handout brainstorming works
The ability to transcend common or status quo ideas, rules, patterns,

Creativity relationships or ways of working to create meaningful new ideas, forms,
methods or strategies.
ACTIVITY: Puzzle Activity
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1. Display the flip chart or PowerPoint version of Dot Puzzle at the front of the room
for everyone to see.
2. Ask each person to join all of the dots with only 4 continuous, connected straight
lines Connected means that you cannot lift up your pencil. The lines have to be
straight, no curves!
3. Have trainees work in groups for 5 minutes to try to solve the problem. If they
figure it out, have them keep it secret so others have an opportunity to figure it out
for themselves. Make sure no trainees look at their phones or computers for the
solution!
4. If no groups can figure out the problem, give them a clue. Explain: “To solve the
puzzle, you have to think outside of the box. What if you extended the lines past the
nine dots?”
5. Give trainees 2-3 additional minutes to solve. If a group solves the puzzle,
have them explain the solution to the group. If not, explain and show the solution:
6. If time allows, ask trainees to do the activity, now using only 3 connecting straight
lines. 3 Line Solution:
9. Lead a discussion about the activity using the following questions:
How did it feel trying to figure out the solution to the problem?
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What did you have to do to solve the problem?
How can thinking outside of the box help you in solving a problem in your life
or work?
10. Explain: “We will all face problems and challenges that we have to find solutions
to When solving a problem, it is important to think creatively, adapt to the
situation and remove any barriers, mental constrictions or assumptions we have.
Like with the dot puzzle, we all assumed that we had to keep our lines within the
nine squares. This is a barrier or assumption. Once we were able to see beyond
just the nine dots and adapt, we were able to solve the puzzle. When we are
solving a problem, it is important to challenge our assumptions and barriers.
There is always a solution!”
11. Ask trainees to think about problems they have had or know other people
may have. Ask them to think of mental and physical barriers and assumptions
that could prevent them from solving the problem. Write answers on flip chart
paper.
Session Ten
Problem Analysis
Objectives
Trainees are able to identify the root causes and effects of problems to better understand
and analyze a problem.
Step one in problem solving is being able to detect and recognize that there is a problem and
identify the nature of the problem. Why does this problem exist? What are the root causes
of this problem?
To fully understand a problem involves careful analysis through observation and developing a
clear picture of the problem. Often, what appears to be the problem is actually part of a
bigger issue that needs to be resolved. To determine the real reason for a problem, it is
important to keep digging and ask why certain things have occurred. You can usually get to the
root causes of the problem by asking why 5 times, but it may need more or less depending on
the specific problem.
Another aspect of problem analysis is understanding the effects of the problem and its
consequences over time. What happens if this problem persists? Who does it affect and why?
This stage may not be needed for simple problems, but it is important to understand in the
problem-solving process.
41
Materials
Flip chart paper
Markers
Flip chart or PowerPoint version of Steps to Problem Solving from Activity 1
Probe A doubtful or difficult matter requiring a solution.
ACTIVITY: Problem Tree Drawings
1. Explain: “The first part to finding a solution is having a clear understanding of what the problem or
issue is that we need to address.” Refer back to the Steps to Problem Solving and discuss the
questions related to Step
1) Identifying the Problem.
2. Divide trainees into groups of 4-5. Give each group a piece of paper and marker.
3. Ask them to draw a big tree on their flip chart paper with short and long roots,
short and long branches, and lots of leaves. Have trainees write their problem on the trunk
of the tree in the middle.
PROBLEM
4. Explain: “Using this tree,

we will explore the issue we want to address and change.”
5. First ask trainees to think of all the reasons that this problem exists (the root
causes). Have them write all of the reasons along the roots of the tree.
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6. To coach trainees in thinking of root causes, write the 5 Whys Technique on flip chart
paper or blackboard at the front of the room. Discuss the technique and explain: “Often
what appears to be the problem is actually a part of a bigger issue that needs to be
resolved. To determine the real reason for a problem, it is important to keep digging
and ask why certain things have occurred. You can usually get to the root of the
problem by asking why 5 times, but you may need to ask the question more or less
depending on the problem.”
7. Next, ask trainees to think about how this problem impacts the workplace and their
lives. What are the effects of this problem? Have them write all of these impacts on
the branches.
8. Give groups 15 minutes to create their Problem Tree. Visit each group and aid as
needed. If groups are struggling with the tree idea, encourage them to be creative.
Give them extra paper to best describe the issue through words, images or statements.
9. Invite 1-2 groups to present their posters and discuss the posters using the following
questions:
Do you feel like you know enough about the problem? Why or why not?
What was it like to create these problem trees? Did anything surprise you? Explain.
Where can you find more information about the problem?
Session Eleven
Conflict and negotiation
Session Objectives
To help young people develop critical conflict resolution skills helpful in maintaining
critical relationships.
To develop in each of the participants the habit of effective negotiation in all aspects
of life.
ACTIVITY ONE - Introduction to Conflicts
Procedure:
1- Explain that conflicts can emerge simply because of difference in perspective/ the way some
one sees something. This perspective is often influenced by different backgrounds.
2- 2- Ask participants to brainstorm and discuss some of the reasons why we have conflicts.
These may include:
• Culture
• Values
• Past experiences
• Lack of understanding
• Religion
• Temper
• Gender
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• Attitude
• Beliefs
• Miscommunication
ACTIVITY TWO - Who Is Right? Who Is Wrong?
Materials needed: Instruction paper on which is written:
Instruction # 1: Remain seated on your chair
Instruction # 2: Put all the chairs in a circle
Instruction # 3: put all the chairs near the door
Instruction # 4: put all the chairs near the window.
Instruction# 5: Gather all participants for a discussion.
Procedure:
1- Give one paper to each participant and tell him/her that he/she is not to disclose it to
anyone under any circumstances.
2- Start the exercise and tell everyone that they have only five minutes to follow the
instructions given.
3- Make participants think about this exercise by asking these questions:
• Did the participants follow the instructions?
• When someone did something different from what you were doing, what did you do?
Cooperate, argue, join in, or persuade?
• Did anyone have an argument? What was it like and what did you feel?
ACTIVITY THREE- Conflict Ladder
Materials needed: Picture of a conflict ladder
Procedure
1- Discuss with the group that disagreements are a part of everyday life. Sometimes the
disagreements become conflict situations and people can get very angry. Give the following
or similar scenario: You have told a secret to a friend and found out that it has been told to
others. After finding out, you go to the friend to talk about it but the situation gets out of
control.
2- Brainstorm with the group how one would react in such a situation. You should be able to
identify four levels:
LEVEL FOUR Very angry, shouting, absolutely no control and can get
violent.
LEVEL THREE Quite angry, arguing and tone is loud. May use
sarcastic language.
LEVEL TWO Disagree, are able to talk but in an upset tone, explain
what you feel.
LEVEL ONE Angry but do not say anything, but body language says it.
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3- Ask a pair of participants to volunteer and give them a minute or two to do a role-play. They
must show all four levels. Note that as the volunteers walk up the ladder, so does the
conflict escalate.
4- Discuss all the levels:
• How did the body language and the speech change?
• If Level One is conflict, then how does not talking, pouting also create problems?
• At what point do you think you had a chance for a positive resolution?
• When did things get out of control? How did you feel?
5- Ask participants to reflect on their own experiences. Which levels have they seen more? Do
they know how to resolve a conflict?
6- Refer to the Relationship Map and decide one way by which a conflict may be resolved with
those marked by a single or double line.
ACTIVITY FOUR - Different Perspectives, This and That
Materials needed: Flip chart, markers, dilemma picture, LCD projector, laptop, Crocodile Movie (To
be downloaded on the following link: https://www.youtube.com/watch?v=JMJXvsCLu6s)
Procedure:
1- Introduce the activity by saying that conflict often arises because we see a situation in
different ways. Each one believes that his or her perspective is right. Disagreement arises
sometimes because we cannot agree on a solution that takes into account each other’s
opinion and at times even when we see that the point of view of the other person is better,
we still refuse to accept to change our point of view in front of the other person.
Note that what is critical is to accept the others’ point of view as theirs even if you do not agree,
to respect it and still love the other persons’ and not to always try to change the other persons
point of view.
2- Explain that we will do three different exercises to think about the perspective that we could
have.
Exercise A - Half OF Seven
Draw number Seven on the board or the flipchart, ask participants to tell you what the half of
Seven is.
Most of the answers will be 3.5. Few answers will be different. Even if the participants answered
differently, do not tell them the right answer before showing them Dilemma photo.
The secret of the half of SEVEN isn’t mathematic but it is about thinking outside the book and in
a creative way.
It is simple: cut the Seven into two parts as showed in the below picture. Show the participants
this secret:
45
Exercise B - Dilemma Picture
Pass the picture of the Point of view Dilemma Each person is given a minute to see the picture,
but no one must comment. Do not offer any suggestions.
After the picture has been passed around, ask the group of persons about what they saw. Some
will say a young lady, others an older one and some may have seen both. Pass the picture to the
one who has seen them both and ask him or her to explain. If the other participants have not
seen either the young or the old lady, ask if they can see them now
46
Discuss with participants the following:
- How many saws both images?
- Was it difficult to see the other picture even after being shown?
- Was it difficult to explain to others what you easily saw?
- Ask the participants to reflect on their own lives.
- Has anyone experienced this problem and tried to explain what had happened, without
having anyone listening?
Exercise C- Crocodile Movie
Show the crocodile short movie to the participants
Ask participants what they concluded from the movie?
Make it clear to the participants that:
47
- We should not insist on convincing others with our points of view even if we are sure about
the true picture, it may lead to anger of death if the other person is insisting on his point of
view.
- The first ox died when it was convincing its friend that the thing in the river is not a wood but a
crocodile. So, the other ox that saw its friend dying has undoubtedly learned from what
happened that it should not do the same.
- We should not hurt ourselves in order to convince the others
- Never be that sure that all what we see is right. Be assertive but not stubborn.
ACTIVITY FIVE- Responses to conflict
Procedure:
1- Tell the group that there are many ways to resolve disagreements. Most people use one
way more than others. Sometimes it may work and sometimes it may not.
2- Ask the group to list some of the ways a conflict can be resolved, by giving some situations
that they might face.
3- After the participants have listed these different ways, discuss this list below and point out
the similarities or the differences. The list may look like this:
Withdraw temporarily: For example, B is so angry that A withdraws.
Compromise: For example, A wants the same dress that B wants. A decides to let go
of it this time and buys something else.
One person forces another to agree:
For example, B insists that her/his solution is correct. A agrees.
Discuss and find alternatives:
For example: A and B search for what to do. A wants the same dress that B wants.
They try to look at other shops with same design, come again next week, ordered
one more.
Negotiate win-win: For example: creative thinking to solve problems. A wants the
same dress B wants. Both decide to buy something else.
Say nothing: For example, B is upset but A refuses to respond.
Do whatever you want: For example, B does what he or she wants.
Discuss whether some solutions are better than others and why
Lose-Lose: So much disagreement or violence, no one wins, because no one can even
sit and discuss.
Win-Lose: One forces the decision, or one accepts it without caring about the other,
or one does not talk about the problem. Problem is resolved but one person is not
happy. These are generally conventional ways of resolving conflict.
Win-win: A creative new solution is found in which both feel happy.
4- Discuss that some steps can be followed to make sure we reach a solution that is
acceptable to both. Remind the group that good communication and the skills they have
already learned help in solving problems and conflicts.
48
A simple three-step approach is:
STOP Check out the situation. Are emotions high? Have you stated your position clearly
using ‘I’ words? Do you know all the facts? Do you understand the other’s point of view?
THINK What solution would be best? Look for win-win solutions. ACT Try it out, and then try
again if it does not work the first time.
4- Try role plays with the participants by giving them situation to be thought about. Some are
presented here after. 6- After each situation, think with them about:
What was difficult to resolve?
Which solution would you try?
After each role play, invite comments from the rest of the group. Some problem
statements for trial:
A friend goes to see a movie and lies to his or her parents. You tell the truth. The
parents find out and want to know what has happened.
Your best friend has found a new friend to be with. You are ignored and feel hurt.
Your friend insists that you stole his pen.
Your parents ask you to help at home when your brother who was supposed to do
the task is playing.
You lend some money/book to a friend, but the friend does not return it.
Your friend invites you to go out, cancels and then asks someone else without telling
you.
A young person teases someone who has a squint or is from a certain caste.
A friend teases a girl whom you know, and you do not like it.
A husband beats his wife whenever she does not obey him.
ACTIVITY SIX - A Case Study
Procedure:
1- Read the case study together and discuss how
Nour can negotiate her way out of child labor. Use the skills already learnt in the past modules.
Reflect what life skills Nour can use to deal with her situation. Nour is a ten-year-old child. She
dropped out of school because her parents could not pay school fees, buy books, and uniforms.
She looks after her neighbor’s three children aged 2, 6, 7 and 8 years.
The two elder children go to school while the young one stays at home with her all day. Nour’s
monthly wage is paid to her father. Nour wants to go back to school but she does not know how
to bring this up with her father who is convinced that the family can only survive when Nour
works.
2- Ask the participants to share on what life skills do they encourage Nour to use to deal with
her situation? Some possible responses could be:
Nour talks to her father assertively about her interest and they work out a way of
helping the family survive in another way without necessarily relying only on her
since she is still a child.
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Nour approaches a good friend of her father and tells him to speak to her father on
her behalf so that she can return to school.
Nour speaks to the family where she works about her interest in going to school
and possibly working part time if this can be agreeable.
3- Discuss with participants the following:
• What was difficult to resolve?
• Which solution would you try?
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Session Twelve
ADAPTABILITY AND FLEXIBILITY
Objectives
Explore what being adaptable and flexible means, considering the social and
emotional knowledge, attitudes, and skills that helped hem be adaptable and
flexible in the past.
. Experience being in different roles connected with one task and analyze what it
feels like to change roles.
Being able to adapt and be flexible are necessary skills for trainees to develop to be able to
contribute on the job, meet workplace needs as they arise, and independently generate
solutions. Necessary skills include adaptability, flexibility, creativity, innovation, critical
thinking, and problem-solving.
Create flip chart or PowerPoint versions of the following Resource Materials or make
handouts:
• Sample Definitions of Adaptability and Flexibility
• Sample Definitions of Knowledge, Attitudes and Skills
• Adaptability Roles cut into 3 sections by role
Materials
Flip chart paper
Markers
Handouts of Adaptability Fact Sheet #1 and Adaptability Fact Sheet #2
The ability to change one’s actions, course, or approach doing things in

Adaptability
order to suit a new situation.
51
ACTIVITY: Defining Adaptability and Flexibility
1. The Facilitator explains that this activity helps participants learn and demonstrate the
knowledge, attitudes, and skills required for being adaptable and flexible because these
abilities are important to succeeding on the job. Employers rely on employees to be
flexible, adapt to changing situations, and learn from their experiences.
2. Provide an example of where an adaptable employee is valuable to a business. (Example: a
restaurant where a cook calls in sick and a server says, “I know how to cook. I can help!”
and then helps out in the kitchen). Ask:
 “How did the server think about the situation after learning the cook called in
sick?”
 “What kind of attitude did the server seem to have?”
 “What social or interpersonal skills did the server demonstrate?”
3. Ask the participants brainstorm definitions for “adaptability and flexibility,” and “knowledge,
attitudes, and skills.” Work with the participants to formulate appropriate definitions,
while posting iterations of the definitions on flip chart or blackboard.
4. Use S4.4: Sample Definitions of Adaptability and Flexibility and S4.5: Sample definitions of
Knowledge, Attitudes and Skills to show participants what several sources say about
“adaptability and flexibility” and “knowledge, attitudes, and skills.” Have
the participants compare these with their ideas. Have them edit their versions to make them
reasonably consistent with the definitions provided, resulting in final definitions developed by
the participants.
5. Participants will now generate examples of situations where they have adapted to an
unexpected change and analyze what happened when they did. The Facilitator asks:
 “What are some situations where you had to change what you thought you would do
because you learned that something else had changed—at home, in life, in school,
etc.?” (Example: “Recently, I had planned to go out with my friends after school, but
then my coach asked me to stay after for ball practice.”) Post these examples on the
flip chart paper.
 “How did you feel when you had to change what you thought you were going to do?”
 “What occurred (pro or con) because you adjusted to the change?” Facilitate a
discussion to identify patterns in the responses and note on the flipchart.
 “What are some good reasons for being adaptable?”
 “Can you think of any reasons that being adaptable could be risky?”
52
6. Participants then consider on-the-job situations that could occur during which it might be
appropriate for them to consider being adaptable and flexible.
The Facilitator asks:
“In a job, what kinds of situations might arise in which it is important to adjust and
adapt?”
“Do you think your ability to manage your emotions and stress would make a difference
in these situations? If so, how?”
“Do you think that evaluating the consequences of your attitudes and actions would
make a difference in these situations? If so, how?”
“Do you think being open to other’s ideas would make a difference in these situations?
If so, how?”
“Are there other skills or attitudes that would make a difference in this situation?”
7. The Facilitator then asks the participants to form groups of 3.
8. Tell the participants that there will be 3 rounds in this process. Each participant will have an
important role, and will experience all 3 roles during the 3 rounds:
Reader: Reads slowly and clearly to teammates from the
Adaptability fact
Sheets, presenting important ideas about adaptability.
Serious Listener: Listens very carefully to what the Reader is saying, in order to be able to
summarize it.
Recorder: Writes down what sounds like the most important information about adaptability
from what the Reader is saying.
9. Explain that the Reader goes first. While the Reader reads, the other 2 teammates
(depending upon role) will either write notes or listen carefully. Note that when this is
done, there will be “report outs” when we’ll have the chance to hear from each participant
about what happened.
Ask whether any participant has a question about the process and respond accordingly.
Hand one of the three Roles to each group member, and also give the Reader one (of 3)
Adaptability Fact Sheets to read to his/her teammates.
10. Round 1 in each group: the Facilitator begins the process.
The Reader in each triad reads the Adaptability Fact Sheet (#1), while
Serious Listener and Recorder perform their assigned roles.
The Serious Listener and Recorder have 2 minutes each to seek clarification
from the Reader about what s/he/they read.
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The Facilitator asks Serious Listener and Recorder to (in 1 minute) report
out what they’d heard.
11. The Facilitator processes the experience in terms of content by asking:

“What differences (if any) did you find between the Recorder’s written notes and the Serious
Listener’s verbal memory (listening skills)?”
“What does this tell us?”
“What did you learn about adaptability from this experience?”
12. The Facilitator processes the experience in terms of process and role by asking:
“What was it like for you to play your role?”
“What feelings or attitudes did you experience?”
“How did you handle your feelings and/or attitudes?”
“Other than feelings and attitudes, what was easy about playing the role?”
“Other than feelings and attitudes, what was difficult?”
“What did you learn from this experience?”
13. Round 2 in each group: The Facilitator has participants rotate roles and provides each
new Reader with a new Adaptability Fact Sheet (#2), then repeats the same steps to
process in terms of content and process.
14. Round 3 in each group: The Facilitator has participants rotate roles and provides each
new Reader with a new Adaptability Fact Sheet (#3), then repeats the same steps to
process in terms of content and process.
15. The Facilitator asks participants to reflect on their experiences with adapting to role
changes by asking:
“What were your experiences with changing roles?”
“What challenged you when you had to change roles?”
“What excited you about changing roles?”
“Are there roles you now have that you would like to change? Why?”
“How does this connect to how you manage your own behaviors and attitudes?”
“How does all of this connect with the world of work?”
16. The Facilitator summarizes the session by asking:

“What did you learn about adaptability and flexibility?”
“How can you apply this to your classes and activities?”
“How can you apply this learning to jobs you might hold in the future?”
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Life Skill Draft Manual

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Integrated Youth Activity (IYA)

Life Skill Facilitators’ Guide

May 23, 2022

ACTIVITY TWO- Question and Answer ……………15 minutes

Time: 1hr and 30 minutes

Create a flip chart or PowerPoint version of the following Resource Materials:

- Active Listening Simulation Chart

- Steps for Active Listening

- Signs of Active Listening

Flip chart paper

A communication technique where the listener fully concentrates,

ACTIVITY 1: Listening Simulation ……..20 minutes

ACTIVITY 2: Active Listening Discussion ………..30 minutes

2. Post the flip chart or PowerPoint version of

ACTIVITY 3: Active Listening Practice --------20 minutes

1. Following the active listening practice activity, distribute a copy of Do We (or Do I)

Do I (or group members) show body language that indicates I am listening?

o Do I (or group members) show how well I have listened

o Flip chart paper

Definition of Key Terms

Assertive Speaking and communicating confidently.

Ready or likely to attack or confront someone.

Speaking and communicating with a lack of confidence, which reflects

Activity one: Scenario Example ………..40 minutes

One part of learning about communication is understanding different ways or styles of

Activity One: Introduction………….20 minutes

Connect the activity to communication in the workplace by asking:

Activity two: How Well Do I Communicate?

1- Give each participants a copy of the communication skills self-assessment questions.

Total score = 30 - 38 - You are an aggressive communicator – (not a very popular

How do I discover my value?

Ask participants to brainstorm how one can discover their value.

ACTIVITY THREE - Building My Strengths

ACTIVITY FOUR - How Do I Set My Goals?

Positive thoughts—to positive feeling—to positive action.

Activity Two: Home Exercise Review…….10 minutes

Activity three: Feeling preferences…… 15 minutes

Activity four: riding the wave……..15 minutes

ACTIVITY TWO - Managing Sadness

-learning a lot of new things all at once

-worrying about food and other needs

5- Explain to participants that these signs and symptoms:

ASSESSMENT QUESTIONS Yes(1) No(0)

Advanced Preparation/Facilitator Notes

o Flip chart paper

Definition of Key Terms

The ability to transcend common or status quo ideas, rules, patterns,

ACTIVITY: Puzzle Activity

9. Lead a discussion about the activity using the following questions:

Advanced Preparation/Facilitator Notes

Probe A doubtful or difficult matter requiring a solution.

ACTIVITY: Problem Tree Drawings

4. Explain: “Using this tree,

• Sample Definitions of Knowledge, Attitudes and Skills

• Adaptability Roles cut into 3 sections by role

Definition of Key Terms

The ability to change one’s actions, course, or approach doing things in

 “What social or interpersonal skills did the server demonstrate?”

7. The Facilitator then asks the participants to form groups of 3.

11. The Facilitator processes the experience in terms of content by asking:

16. The Facilitator summarizes the session by asking:

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