1 Connectication | Engaging & Educational
2 Connectication | Engaging & Educational Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
3 Connectication | Engaging & Educational TABLE OF CONTENT: ◊ Introduction to object of the game 4 5 6 ◊ SET UP: Decks and functions ◊ How and when to use each deck ................. ................................... ...................................
4 Connectication | Engaging & Educational Introduction to the OBJECT OF THE GAME: What is “Connectication”? Connectication is an engaging and educational board game that is designed to teach children aged 9-13 important life skills based on healthy relationships and good character. What is the aim of the game? Through playing Connectication, children learn how to show admiration and appreciation, problem-solve and find solutions for different situations, self-regulate when strong emotions occur, identify emotions, cooperate, and communicate with others effectively. …But Connectication is more than just a game. It also includes tips for teachers and educational specialists to use as a constant reference point when dealing with disruptive behavior in the classroom or outside of it. These tips are intended to be read and reviewed regularly to help teachers guide children in a positive and effective way. Who is it for? The game is designed to be used by both teachers and students in classroom settings, however it is also an excellent resource for parents who want to promote healthy communication and problem-solving skills at home. So if you’re looking for a way to help your children learn important life skills in a fun and engaging way, invite them to play Connectication. With its focus on authentic communication, problem-solving, and healthy relationships, this game is sure to provide hours of entertainment while also promoting valuable skills that will last a lifetime.
5 Connectication | Engaging & Educational SET UP: Decks and their topics The game contains 7 decks of cards. They can be played: • together or separately. • with individual students or with a group. Each deck is dedicated to a different topic: DECK 1 - Admirations and appreciations DECK 2 - Problem-solving DECK 3 - Self-regulation DECK 4 - Identifying the Emotion DECK 5 - Cooperation and communication DECK 6 - Inclusive Ta-Boo Game DECK 7 - Tips for Teachers
6 Connectication | Engaging & Educational DECK 1 - Admirations and appreciations What is the aim of the deck? The aim of this deck is to teach and practice how to recognize and praise the good qualities or deeds of someone. This will show students how important it is to notice the good aspects in each other and will build a better bond between students in the class and the teacher, while also setting a more positive tone to a situation or meeting. How and when to use the cards? When: The cards could be used in several scenarios: • As a routine beginning of every class assembly or class time; • At the end of a lesson – when at the beginning of a certain lesson, lets say Geography, the teacher asks the students to be prepared to express their Admirations and appreciations later, about something that happened during the lesson. How: • Use the sentences provided in the cards as a template. • Limit the Admirations and appreciations only to things that happen at school. • If a student includes an insult or a joke, ask them to rephrase the sentence until it no longer sounds hurtful. • If possible, make sure that everyone receives an appreciation. To help the process, set a timer for 10 seconds per person and turn it into a game of “How fast can we go”; • The teacher spreads the 5 cards and 1 student randomly chooses a card each time the class decided to use this deck. The class uses only the card that this student has picked. • Students pass the card around and whoever has the card says the appreciation.
7 Connectication | Engaging & Educational DECK 2 - Problem-solving What is the aim of the deck? The deck is to be used both by students and teachers, however, the TEACHER has the role of a moderator/ leads the activity. How and when to use the cards? When: This deck can be used in several scenarios: • or an individual situation – the teacher refers the students towards the 5 possible solution paths and the student chooses which one to use to resolve the issue • for a class problem – students are asked to write “class issues” on a small paper and put it in a “box of issues” and then stop discussing the problem at the moment; then during class time, teacher and students review tgether the issues and decide which problem solving method to use to resolve the issues jointly; • *For teachers: Create an issue box, using the template provided, where students can put problems during the week and during class council the teacher moderates a discussion using the solution techniques given in this deck. • How: Students should be introduced to the process of problem-solving, written in the cards before an actual problem occurs, and should get familiar with the options listed in the cards in hypothetical role-play before being asked to use them by themselves during disrupting situations. • Students should be guided and encouraged to refer to the process in the cards by the teacher, and to use the suggestions for problem-solving listed there, in order to promote taking responsibility and taking the pressure off the adult to solve everything immediately.
8 Connectication | Engaging & Educational What are the rules? • Teacher has the role of a moderator and chooses which deck to use based on the problem. Depending on the situation, they can choose to combine the different decks. • The instructions in the cards are intended for teachers to guide students throught the process of problem-solving.
9 Connectication | Engaging & Educational DECK 3 - Self-regulation What is the aim of the deck? The cards deck helps with solving problems through self-regulation techniques. The cards will help you to calm down and/or divert attention to something else. Most cards are applicable in all situations. However, if the card cannot be realised at this very moment, you have a second chance to take a card. How and when to use the cards? • Individually by a student when he/she faces an individual problem and on his/her own time • Individually by a student but can be sent to the problem solving spot by the teacher (if needs to calm down or solve a problem) • During a class if a problem for the whole class arises, or the class needs some calming or diverting of attention - a student or a teacher can lead the activity • Teacher or student randomly picks a card with eyes closed. If the card cannot be realised at this very moment, they have a second chance to take a card.
10 Connectication | Engaging & Educational DECK 4 - Identifying the Emotion What is the aim of the deck? This deck aims to teach students how to recognize positive and negative emotions that they are feeling, to be able to name them and to be able to relate the emotion with the physical sensation they are experiencing. The student is presented with 6 cards with emotions with instructions on one side. The deck is inspired by the “Feeling Wheel”, created by psychologist Robert Plutchik and developed by Dr. Gloria Willcox. The objective is for students to learn how to: • Identify one’s own emotions with more accuracy and those of others. • Identify the body sensations that goes with the feeling. • Learn to deal with emotions, to develop self-compassion. How and when to put it into practice? When: When a student exhibits changes in behaviour, in class or in individual context. The game may be played in the curriculum class, or when the teacher sees fit. The purpose is to help the pupils understand their emotions in a heated situation, where some kind of disagreement occurs. This game might be useful when the class is faced with a problem, when the student is misbehaving, or if the teacher wants to teach the students how to express their emotions and self-reflect. How: The teacher presents 6 cards to the student so that he can choose the one that best defines what he/she feels at the moment. On the side with instructions, it is explained that the student has to select 3 feelings from the card, that best describe his/her emotional status at the moment. Then, the student is asked to describe the physical sensation that they are experiencing with that emotion. After this, the student is asked to provide an example of a similar situation and how did he deal with his emotion
11 Connectication | Engaging & Educational DECK 5 - Cooperation and communication What is the aim of the deck? The idea of the deck is to teach students on how to communicate, share their needs and express their feelings. The cards will: • Help students understand what bothers them and build a social contract between the students • Teach students how to politely and effectively listen to one another How and when to use the deck? When: It can be played in any setting, any time during the school year when we want to teach students to communicate with each other. It can be a quick game where each students takes a card and quickly goes through the different points or it can be a 2 minutes per student game during which, each student has to say three things for each ‘square’. Also, every time a problem arises in class and students start behaving badly because of a strong positive or feeling, refer to the deck of cards and pick the relevant feelings card to discuss what they need, and what they can and should not do. How: The teacher presents the students with the deck of cards when he/she wants to focus attention and to practice communication skills. Each student picks a card from the deck, and has 30 seconds to say something about each point. The next student picks a different card and speaks through what is on his/her card. It can also be played using the same card for all the students. This can be quicker if it is part of a normal class. If there is enough time, each student can have 2 minutes, and can say three things about each of the empty spaces.
12 Connectication | Engaging & Educational DECK 6 - Inclusive Ta-Boo Game What is the aim of the deck? The idea of this deck is to raise students’ awareness of the terms diversity, equality, and inclusion through a guessing game played by more than 2 people, preferably in 2 groups. The aim of the game is to: • Help students understand that we are all different. • Assist students beyond understanding, to see how our differences become assets we can embrace and celebrate. • Assist students to discover new inclusive words and terminologies. • Familiarize students with the importance of respecting others, diversity, and other people’s feelings by teaching them about it. How and when to use the deck? When: This game can be played in class free time or wherever the teacher/ facilitator deems appropriate. It can be used as an icebreaker, for bonding, or incorporated into the lesson. It can be played repeatedly throughout the year or event as its purpose is to introduce inclusive vocabulary to participants. Playing it repeatedly will reinforce their knowledge. How: The teacher/facilitator needs to read the instructions’ card thoroughly. Students divide into groups of 2 and their main aim is to find as many Card Words as possible. One player, called the ‘Hint-Giver’, tries to describe the term or keyword without using the taboo words written on the cards. The other players have to guess the main word. The deck contains 37 base word cards each including 3 forbidden words and instructions.
13 Connectication | Engaging & Educational There are also 10 additional empty cards for improvisation. On the term cards, the player sees the base word they must describe, and below it, the forbidden or “taboo” words they cannot say when describing the base word: Rules for playing: 1. Divide students in 2 groups 2. Team A selects one of its members to serve as the initial Hint-Giver. 3. In order to view the cards as they are dealt, Team B’s members should sit behind Team A’s Hint-Giver. 4. The teammates of the Hint-Giver must sit across him/her and wait to yell out their Response Word while they are not permitted to view the cards. 5. The Hint-Giver randomly selects one Card. 6. For the duration of 90 seconds, the Hint-Giver must explain the Card Word without using the Excluded Words or the Card Word itself. 7. The team of the one providing the clues earns a point each time a teammate calls out the right Card Word. 8. The group that scores the most wins.
14 Connectication | Engaging & Educational DECK 7 - Tips for Teachers What is the aim of the deck? “Tips for Teachers” deck contains examples of common problematic behaviour that students often engage in during or after class grouped in 5 example sheets. On the other hand, each sheet contains suggestions on what might the unexpressed conviction behind the behaviour, what the student wants to tell us with their actions and suggestions for how you, as a teacher, could act in order to resolve the problematic situation in the best possible way. The aim of the “Tips for Teachers” deck is: 1. To help understand the hidden intention behind the behavior of the child and to find a solution. 2. To present the teacher with tools to resolve the situation in a healthy way. How and when to put it into practice? “Tips for Teachers” deck is intended to be used only by teachers or other educational specialists. It is to be read and reviewed regularly and it is intended to be a constant reference point when dealing with disrupting behavour in the classroom and/or out of it. When a child or children engage in a disruptive behaviour regularly, and the teacher is out of ideas on how to deal with the situation, then they can review the “Tips for Teachers” deck in the following way: 1. Identify what is the intention of the student ( Tip sheets 1 to 5) by looking at the “Examples of probable behaviour” column and comparing their behaviour to the listed examples. 2. Once you have identified the correct Tip Sheet you need, proceed by reading columns “What is the student’s unexpressed conviction” and “What they want to tell us” 3. Then, in column “Ideas for proactive and motivating reactions” you will find helpful tips and suggestions on how to deal with the situation. 4. Refer to the deck on a daily basis and use all other decks to assist you in implementing the Ideas.
15 Connectication | Engaging & Educational Credentials The game was developed under Erasmus+ Programme KA210-YOU - Small-scale partnerships in youth. Project partners: Bulgaria – Can You Association / New Opportunities Greece – EVENTURES Portugal - Agrupamento de Escolas Trigal de Santa Maria (AETSM) Graphic design: VBrand Visuals | @ vbrandvisuals Illustrations: Yana Tosheva @yana.t.art - Instagram
16 Connectication | Engaging & Educational
Admirations and appreciations When you give appreciations, you say: When you receive appreciations, you say: (Nome), …….......................................….. I appreciate you for/because …………………………........... …………………………........... (Nome). Thank you, When you give appreciations, you say: When you receive appreciations, you say: (Nome), …….......................................….. Thank you for …………………………........... …………………………........... (Nome). Thank you, When you give appreciations, you say: When you receive appreciations, you say: (Nome), …….......................................….. I liked it when you …………………………........... …………………………........... (Nome). Thank you, When you give appreciations, you say: When you receive appreciations, you say: (Nome), …….......................................….. …………………………........... I respect that you …………………………........... Thank you, (Nome). When you give appreciations, you say: When you receive appreciations, you say: (Nome), …….......................................….. …………………………........... I admire you for/ because …………………………........... Thank you, (Nome).
Admirations and appreciations and appreciations Admirations and appreciations Admirations Admirations and appreciations Admirations and appreciations Admirations and appreciations
Disregard it a. Leave the conversa�on/situa�on instead of responding to the s�muli. b. Invite the student to take some �me-off. (Tip: It works be�er as an op�on, rather than a command.) Tip: Teacher should refer the student to the “Self-regulation cards” included in the game and encourage them to pick one or two to do as a calming technique. This might sound like: “You have 1 minute to choose one or more cards with ideas on how to do that.” “Once you’re done with the exercise, we can discuss the problem” I sense you are upset … I would suggest you take some �me off to calm down. First, let’s take a deep breath, then we can take some �me off … and revisit the problem once we’re calmer. How it might sound like:
Self-regulation techniques in the classroom a. Use the stack of cards with Self-regula - �on techniques. They help students to solve problems by themselves or together with the group. The cards help students to calm down and divert their a�en�on to something not related to the problem. b. All of the things as part of the Self-regula�on stack of cards can be led by a teacher. However, once the content is familiar to all students, any student can lead a short self-regula�on ac�vity.
the class assembly time. discuss it during agenda /issue box to in the Class assembly Put the problem 1 Everybody is a winner a. Guide students to brainstorm for ideas on what solu�on will work for everyone involved b. Guide students to choose the solu�on that works best for all concerned. Let’s think of what is an acceptable solu�on for everyone so that all par�es are sa�sfied. Do you have any sugges�ons? What can we think of that would solve the issue? Do you have any ideas? What would you suggest to do so that we con�nue to …… together? Might sound like: Will that work for you? Do you agree with this sugges�on? If not, you need to suggest an alterna�ve that is acceptable to all involved par�es. *if possible, add moderator or introduce voting *If needed, repeat the process a few times.
Ask students to write the issue on a small piece of paper and put it in the “Issue Box”. Then put a stop to the discussion at the moment and leave it for the class assembly �me. During class assembly �me, students, together with the teacher, who will be the moderator of the discussion, will revisit the problem and discuss possible resolu�ons. Tip: Set a time limit to find a solution so that you have time for more issues. Tip 2: Try to solve all issues in a span of a week and start the new week with an empty box. b. Brainstorm with more people to generate more ideas and agree on a resolu�on that will work for everyone involved. a. Consult with each other and learn from the problem. Children share ideas Whoever suggests a solu�on, they need to jus�fy the offered solu�on and then the other should vote to choose. During class assembly: the class assembly time. discuss it during agenda /issue box to in the Class assembly Put the problem 2
a. Teach students how to name and share their feelings and invite everyone to listen to others sharing theirs. Examples of “I” statements that students should use to share their feelings: Tips: Guide students to use the “Feelings deck” to name their emotions. Guide students to use “I” statements when sharing what they are feeling and when they ask for what you want; Encourage them to refrain from only complaining but to think about what they would like to have happened/ to happen from now on, instead. “I feel_______ when ______ and I wish /would like _______instead .” “It bothers me when……… and I wish ……” (you can use “people” to be neutral). b. Teach students how to accept responsibility for their ac�ons that contributed to the issue. Might sound like: Might sound like: “I’m sorry.” “I didn’t know it bothered you.” “Thank you for telling me.” “I’ll think about that,” c. Teach and encorage students to say what they are willing to change. “I’ll do ____ instead.”
Discuss it in detail with the involved parties 1 Discuss it in detail with the involved parties 2
Belly Breathing Sit back and relax. Place one hand on your stomach and the other on your chest. Breathe in slowly through your nose, extending your rib cage and pushing your belly out. Feel the expansion of your lungs and stomach with your hands. Empty your lungs as you exhale through your nose, then collapse your belly. Repeat a number of �mes. In front of you, raise one hand. Hold one hand up in front of you. Using a finger from the other hand, begin with your thumb and trace up as you inhale slowly. Trace down the other side of the thumb and exhale. Breath in again as you move the tracing finger up the first finger etc. Finger Breathing Imagine holding a cup of hot chocolate in your hands. Take a deep breath in and imagine the chocolate. Feel the taste of the chocolate. To cool the chocolate, blow slowly. Repeat all the steps several �mes. Hot Chocolate Belly Breathing
Inhale for four counts. Hold for four counts. Hold your breath for four counts before exhaling for four more. Repeat. Use your finger to make a square in the air while you do the breathing. Begin in the lower le� corner start by moving your finger up for the first breath in. Square in the Air Take a slow, deep breath in via your nose. Then out the mouth with a hissing sound, slow and long. You can slow your inner speed by exhaling more slowly. The Hissing Breath Raise both hands above your head, spreading fingers open. With your hands start coun�ng slowly from ten and work your way down, finishing at "one” with your hands at sides. The Ten Countdown Work on holding each of these stretches for up to 20 seconds at a �me and repeat at least 5 �mes. Reach for the sky. Touch your toes. Do arm and neck circles. Put your knee to your chest as you stretch and move your body. Tension Stretch
Do: CHILD’S POSE - Sit on shins. Fold torso over thighs. Rest forehead on the floor or on stacked hands – palms down. Count to 20. CAT POSE - From hands and knees, arch and round back 10 �mes slowly. Like a cat, enjoy stretching extend one leg back at a �me like extending a tail. Then, focus on a point in front of you on the floor. Li� right leg… and then le� arm. Breathe and reach in opposite direc�ons while pulling belly up and keeping other arm straight. Do 5 �mes Yoga Bring self-awareness to your body. Start touching different parts of your body and think about the feeling of each one of them as you move from one to the other. Spend about 10-15 seconds on each. Start by touching your head and feeling your head. Then touch your ears and feel your ears. Then: arms, elbows, hands, fingers, legs. Where are my elbows? Stand up, stretch high, stretch low, and side to sidefor a count to 20. Eyes can be closed if desired and comfortable. Repeat several �mes and concentrate on the coun�ng. Stretch it Out Close your eyes. Think of how a dog shakes when it is wet. Do a body check and no�ce where all of the tension is currently showing in your body. Pretend to glue your feet to the floor. Now, imagine you are feeling so� raindrops all over the body. Now, lets shake like a wet dog shakes and when we do, all the tension is going to leave your bodies. Keep your feet firmly in place while you shake and bounce out the tension. Move your legs first, then shake your arms,hands and then the whole body. Think about a dog shaking off water as you shake away imaginarydroplets of stress. Repeat several �mes with a deep breath in between. Wet Dog Shake
Sit s�ll by yourself in the middle of where you are. Then start listening carefully to all the sounds in the environment around you. Raise your hand very li�le every �me there is a bigger change in the sounds that you hear. Do this for 5-10 minutes. Listen Take a small piece of food (slice of apple, slice of orange, several raisins). Taste and eat slowly. Be aware of taste. Be aware of texture. Be aware of the smell. Be aware of the feeling of their mouth of every bite. Try with different food. Food activity Find a silent spot and sit quietly there for a certain amount of �me – eg. 5mins. Do not think about anything else apart from the silence around you. Stillness Get the Feelings stack of cards. Find your feeling and write down: What you feel physically in your body as a result of this feeling? Where do you feel it physically? How does this feeling make you act? How does the feeling make you think? FEELINGS CHECK-IN
Think about your problem and what happened to your body when the problem occurred. Write it down. What happened right a�er you faced the problem? Write it down Write every li�le detail of the situa�on down with all its details and observe it from the outside to be able to look at it as a scien�st but not as a player in the situa�on. BE A SCIENTIST AND DISCOVER Take a white piece of paper Start wri�ng down everything that you felt during the problem situa�on that you faced. Once everything is down on a piece of paper and not on your shoulders, you could feel the lightness. FEELING WORDS Draw a person. With markers, pencils or crayons color in the “body” to show what the body feels like when you are flipped. Use different colors. Draw another person. Color it to show what it looks like when you are not flipped. DRAWING FEELINGS Listen to calming music. A good example might be „Brain Music“ on Youtube. Listen to the instruments of the music. Pay a�en�on to the different sounds, bass, background, voices. Quiet music time
Go outside of the room where you are. Close your eyes and listen to all the nature sounds that you could hear. Think of the process of how each sound is produced – eg. How the leaves grow on the tree, and then when there is wind they move and make a sound of their movement Nature sounds Scalp: Use your fingers to massage all around your scalp and upper neck. Neck and shoulders: Drop your shoulders and slowly tuck your chin. Take your fingers and start massaging your neck, then move to your shoulders. If you find a tender point, pause there and apply addi�onal pressure as needed. Try holding your fingers at one spot and rolling your shoulders before moving on to the next point. Massage head, arms and shoulders Start by massaging your thumb and the palm and joints near the thumb. As the tension there starts to release, start to transi�on to the wrist, and then work your way through each of the fingers, massaging and wiggling each finger. Maintain calm breath throughout. Hands Look around you and find a magazine, a book, a textbook. Find something that interests you. Spend 10 minutes to read and remember the new informa�on. Our brains like to gather new interes�ng informa�on and this would definitely support you to calm down and to divert your a�en�on from the problem. Read and learn something new
Play some music and try listening to it without thinking about anything else. Stay s�ll and focus on your breath. Listen to a relaxing music This card can be shown to the teacher when you need to go out and take a break to cool off. Agree with the teacher when you should come back and set a �me. Take a break Find a mirror and spend 5 minutes in front of it. Look at the mirror and smile to yourself. Your body mechanisms will start reac�ng like of a small baby, all our body will start monitoring your smile. Keep your smile and study everything about it – the muscles when you smile, the feeling in your body when you smile. Before moving away from the mirror, tell yourself I love you. Мirror Focus on the posi�ve things that have happened around you for the last week. Think about all your posi�ve moments from throughout the last week. Make a list of the three top posi�ve moments for you during the last week. The three
Ask the teacher for permission and do one of the following things, or both, inside the classroom or alterna�vely you might go outside: -jog in one place coun�ng to 60 -or do 20 jumping jacks Quiet exercise Scribble on a paper whatever comes to your mind or write about what’s bugging you. Write down or scribble everything that comes to your mind and do not think about how it looks, if it is right or wrong, or about any mistakes. Write a letter Go to a wall in the room. Start pushing against it as hard as you can. Hold for 10 and then relax. Do this a few �mes un�l you feel that the tension has gone away. Pushes Look around you and think about all the things that you have and that you are grateful for. Write down the top three things that you are grateful for. Being grateful
Think of something funny or posi�ve that has happened to you recently. Think about all the details about it. Take all your body there to that moment. Finish by smiling/laughing. Smile and Laugh Go and find someone around you who you really like, or enjoy or who calms you down or understands you. Ask them for a hug and ask them to keep you �ght for some �me. You might repeat it again with the same person or change the person. Get three hugs. Get a hug Squeeze your fists together as hard as you can, even so hard that you can feel slight pain and tension in your whole body. Then relax your hands and your body. Do this a several �mes un�l you feel relaxed. Squeezes Lets zoom in on your senses. Say: 5 things you see 4 things you feel 3 things you I hear 2 things you smell 1 thing you taste Senses
Think about a place where you feel safe and peaceful. It might be an imaginary place or a real place. Close your eyes and try to describe in your mind all the details about this place – what you see, what you hear, what you feel, what you smell, what you can touch. Peaceful place Take a book or a magazine – whichever you see close to you. Start reading anything that you choose. Concentrate on what you are reading and try to get all the informa�on and details in, so that you can divert your mind from the problem that you are facing. Read a book or magazine Research shows that hugging trees reduces levels of cor�sol measurable in saliva (a marker of stress) and reduces blood pressure and heart rate. Give yourself five minutes of your day to hug a tree. Choose a tree and for five minutes hug it and concentrate on the connec�on with nature. Hug a tree Таке а piece of paper or go in front of a mirror. Start doing kind and compassionate self-talk. You can do it in wri�ng, or you can do it in front of a mirror. Tell yourself about the problem and then start telling yourself how you can solve it, how you can do be�er next �me, tell yourself about the skills and the knowledge that you have. Show yourself that you are grateful for who you are. Talk to me
Spend five minutes by yourself and think about the problem that you faced. Now think about the different things that you could have done that would not have led to the problem. Now think about how you can change the situa�on and try again. Then, try again! You can do it in wri�ng as well. Go back and try again Try to focus on the tomorrow and think how you can deal with the problem tomorrow. Allow yourself not to deal with the situa�on today and choose a �me tomorrow that you will face the problem and will try to find a solu�on. You can write a „Do it tomorrow“ note to yourself that will allow you to leave the problem aside for today. Do it tomorrow Take an empty piece of paper and start drawing whatever you feel. It can be anything – it can be scratches, colours, pictures – whatever you choose. Spend some �me to have the full piece of paper in drawing, so that you can put all your feelings. Draw how I feel Squeeze an object. Choose a spongy item or a stuffed animal. Stay like this as long as you can. Allow yourself to put your feelings on squeezing and then cool down. Allow yourself for this to be a posi�ve �me-out space. Squeeze
Allow yourself to ignore the problem. Think of the five consequences that will come up if you allow yourself to just ignore the problem. You can also write them down. If they are not serious, you can allow yourself to choose to ignore the problem and go forward. Ignore it Choose a friend, a close person or someone who you trust. Approach that person and ask them to just listen to you for 5 minutes – without judgement, advice or interrup�ng you. Start talking about the problem, your feelings and anything that you feel you want to get out of you. When you are done just take a deep breath and let it out. Thank the person who has listened to you. Talk it out Choosing the STOP card allows you to stop doing whatever you are currently doing and for five minute choose to do something that you really enjoy – get a bite of something you like, talk to a friend, take a walk, draw, read, anything that you enjoy. Decide with your teacher a �me when you should be back and concentrate back on what you were doing before. STOP Si�ng in a chair. Place both feet on the floor and gently press into your feet so that you feel the muscles in your legs. No�ce your legs and how they feel. Imagine your legs as the strong trunk of a tree suppor�ng you. Take a few deep breaths. Get Grounded
Close your eyes and slowly start coun�ng from 100 backward to 1, so that your mind can be diverted from he problem that have arouse Count from 100 Choose an affirma�on that represents your goal, such as “I am relaxed” or “I am focused”. Close your eyes and allow all your muscles to relax. Repeat this affirma�on over and over again as you inhale and exhale. Allow this affirma�on to sink deeply into your mind. Change Your Mind Nome: ................................................................ ................................................................ ................................................................ ................................................................ Step 1 Step 2 Step 3 connectication Nome: ................................................................ ................................................................ ................................................................ ................................................................ Step 1 Step 2 Step 3 connectication
PEWORTHILE SURPRISED SUCCESSFUL CONFIDENT DISCERNING FAITHFUL AWARE PROUD RESPECTED VALUABLE APPRECIATED IMPORTANT SCARED CONFUSED REJECTED HELPLESS SUBMISSIVE INSECURE ANXIOUS BEWILDERED DISCOURAGED INSIGNIFICANT INADEQUATE EMBARRASSED OVERWHELMED JOYFUL EXCITED SENSUOUS ENERHOPEFUL BRAVE FASCINATING STIMULAISTIC SAD TIRED BORED LONELY DEEEPY APATHETIC ISOLATED INFERIOR L PENSIVE RESPONSIVE THANKFUL SERENE SECURE RELAXED LOVING NURTURING TRUSTING INTIMATE THOUGHTFUL CONTENT MADfi HURT HOSTILE ANGRY SELFISH HATEFUL CRITICAL DISTANT SARCASTIC FRUSTRATED JEALOUS IRRITATED SKEPTICAL
OWERFUL WORTHWHILE SURPRISED SUCCESSFUL CONFIDENT DISCERNING FAITHFUL AWARE PROUD RESPECTED VALUABLE APPRECIATED IMPORTANT SCARED CONFUSED REJECTED HELPLESS SUBMISSIVE INSECURE ANXIOUS BEWILDERED DISCOURAGED INSIGNIFICANT INADEQUATE EMBARRASSED OVERWHELMED JOYFUL EXCITED SENSUOUS ENERGETIC CHEERFUL CREATIVE HOPEFUL BRAVE FASCINATING STIMULATING AMUSED PLAYFUL OPTIMISTIC SAD TIRED BORED LONELY DEPRESSED ASHAMED GUILTY SLEEPY APATHETIC ISOLATED INFERIOR STUPID REMORSEFUL PEACEFUL PENSIVE RESPONSIVE THANKFUL SERENE SECURE RELAXED LOVING NURTURING TRUSTING INTIMATE THOUGHTFUL CONTENT MADfi HURT HOSTILE ANGRY SELFISH HATEFUL CRITICAL DISTANT SARCASTIC FRUSTRATED JEALOUS IRRITATED SKEPTICAL
more details. describe your feeling in Choose 3 words to with your feeling. sensation that goes 2-Describe the body of my body I feel… in this part your emotion then. and how you deal with of a similar situation Share an example 2 4 3 1 Choose 3 words to describe your feeling in more details. 2-Describe the body sensation that goes with your feeling. I feel… in this part of my body Share an example of a similar situation and how you deal with your emotion then. 2 4 1 3 Choose 3 words to describe your feeling in more details. 2-Describe the body sensation that goes with your feeling. I feel… in this part of my body Share an example of a similar situation and how you deal with your emotion then. 2 4 1 3
more details. describe your feeling in Choose 3 words to with your feeling. sensation that goes 2-Describe the body of my body I feel… in this part your emotion then. and how you deal with of a similar situation Share an example 2 4 3 1 Choose 3 words to describe your feeling in more details. 2-Describe the body sensation that goes with your feeling. I feel… in this part of my body Share an example of a similar situation and how you deal with your emotion then. 2 4 1 3 Choose 3 words to describe your feeling in more details. 2-Describe the body sensation that goes with your feeling. I feel… in this part of my body Share an example of a similar situation and how you deal with your emotion then. 2 4 1 3
I feel MAD when ………...................……........................ I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am MAD, I feel IRRITATED when ………...................……......... I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am IRRITATED,
I feel SCEPTICAL when ………...................……....... I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am SCEPTICAL, I feel ANGRY when ………...................……................. I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am ANGRY,
I feel ASHAMED when ………...................…….............. I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am ASHAMED, I feel DISTANT when ………...................…….............. I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am DISTANT,
I feel HOPEFUL when ………...................……... I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am HOPEFUL, I feel HELPLESS when ………...................……............ I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am HELPLESS,
I feel PROUD when ………................... I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am PROUD, I feel APPRECIATED when ………............................. I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am APPRECIATED,
I feel CONFIDENT when ………................... I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am CONFIDENT, I feel FAITHFUL when ………...................… I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am FAITHFUL,
I feel AMUSED when ………...................…….. I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am AMUSED, I feel OPTIMISTIC when ………............................. I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am OPTIMISTIC,
I feel EXCITED when ………...................……............ I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am EXCITED, I feel PEACEFUL when ………...................… I need ................................……………...................…….… I wish that the others ……..................................... I can ………….........................…………...........................… I should not ……….........................…....................….… When I am PEACEFUL,