Enhancing Resilience 2 links to Respect

Making meaning

What do we mean by stress? - page 23

Stress spotters - page 24

Making stressburgers –- metaphors for stress - page 25

Workbook activity - coping with stress - page 26

Visualisation of coping - page 26

Stress (handout) - page 27

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Stressful self-talk

Looking under the surface - pages 28-29

What is self-talk? - pages 29-30

Picture it - draw a picture to express feelings - page 30

Stress under the surface (worksheet) - page 31

Getting into your head - positive and negative self-talk (worksheet) - page 32

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Mope, hope or cope

Identifying coping strategies - pages 33-34

Coping collections - pages 34-35

Bunch of fives - designing useful coping strategies - page 36

Cope cards (templates) - pages 37-45

Bunches of fives (worksheet) - page 46

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Getting help

Getting help - pages 47-48

Support networks - page 48

Help card - page 48

What if? scenarios (handout) - page 49

Support network (worksheet) - page 50

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Getting it said

Role-play explanation - pages 51-52

Persuading a friend to seek help - pages 52-53

Telling someone you need help - pages 53-54

Seeking help for a friend - pages 54-55

Talking heads (worksheet) - page 56

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Is it the same for boys & girls?

Is it the same for boys & girls? - page 57

Sample questions - page 58

Coping styles (handout) - page 59

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

The experts speak

The experts speak - chat show ‘How the modern teenager copes with the stresses of modern life’ - pages 60-61

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Group support

Smarties relay - pages 67-68

Sample questions to discuss support, encouragement and cheating - page 68

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Trust 

Blindfold walk - pages 69-70

Sample questions to discuss trust - page 71

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

Relaxation exercises 

Guided relaxation - page 72

Guided relaxation - pages 73-76

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

Protective layers 

Costume race - pages 77-78

Getting attention, reaching goals, protection from negative thoughts and put-downs, building protective layers around self sample questions - page 78

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Supportive structures 

Five ways to lift a peer - page 79

Designing social support - page 80

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Goal setting 

Hot-air goals - feelings about achieving/not achieving goals - pages 81-83

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Difficult decisions 

SharkMeat role-play - pages 84-85

Processing questions for players - page 85

Sample questions - page 86

SharkMeat cards (templates) - page 87

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.

Conflict maps 

Dealing with conflict - pages 88-90

Sample questions to deal with conflict - page 90

Conflict map (worksheet) - page 91

3.1 Compassion and care:

Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.

3.2 Equality: 

Each person has equal worth and basic rights, regardless of differences in race, gender, age, ability, religious belief, political affiliation, national origin, citizenship, regional location, or economic or household status.

3.3 Respect: 

Each person should respect those of different opinion, temperament or background.

3.4 Open learning environment: 

Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum.

3.5 Individual differences: 

Each person differs in his or her readiness and ability to learn and has the right to be given access to available knowledge at a level appropriate to his or her developmental needs and interests.

3.6 Cooperation/Conflict resolution:

Each person should strive to work cooperatively and to resolve conflict peacefully while respecting differences and valuing the other person.

3.7 Family/home environment: 

Each person should recognise the importance of a secure and caring family/home environment.