1. Youth
Power
Educator
Handbook
1

2. Introduc+on
!
Educa+on
does
not
just
happen
in
a
classroom.
It
is
a
con+nuous
process
of
learning.
Youth
empowerment
is
a
mean
of
con+nuing
this
process.
Youth
Power
Workshop
Series
increase
self-­‐esteem
and
confidence
leading
to
more
success
in
academic
endeavors.
Youth
Power
provides
an
environment
that
fosters
support
and
belonging
where
youth
can
voice
their
opinion
and
have
it
respected.
Youth
Power
focuses
on
intellect
and
work
ethic.
It
exposes
youth
to
posi+ve
role
models
and
teaches
them
how
to
become
one
themselves.
Youth
Power
focuses
on
the
development
of
skills
in
leadership,
decision
making,
and
cri+cal
thinking.
2
Course
Overview
² Youth
Power
is
a
12+
hour
Workshop
Series
catered
for
age
groups:
• 5th-­‐8th
grade
•
9th-­‐11th
grade
² The
Youth
Power
Workshop
Series
is
divided
up
into
6
Units:
• Promo4ng
Self
Esteem
• Dealing
with
Pressure
• Health
and
Fitness
• Becoming
a
Posi4ve
Role
Model
• Planning
for
the
Future
• Closing
Session
² Each
Unit
has
four
components:
• Ice
Breaker
Ø The
icebreakers
will
begin
the
trust
building
process
and
foster
friendship
amongst
the
Youth
Power
group.
• Ac4vity
Ø The
ac+vi+es
are
meant
to
build
the
youth’s
personal
connec+on
to
each
Unit
Theme.
• Discussion
Ø The
discussion
allows
the
group
to
delve
deeper
into
each
Unit
Theme
and
will
enable
them
to
reflect
• Ending
Ritual
Ø The
ending
ritual
is
a
secret
cheer,
saying,
handshake,
etc.
that
is
only
known
by
the
members
of
the
Youth
Power
group
that
create
it.
This
gives
the
members
of
the
group
the
feeling
they
are
part
of
something
special.

3. Course
Curriculum
3

4. Unit
1:
Promo+ng
Self-­‐Esteem
Ice
Breaker
Name Ball
Objec4ve:
To
get
to
know
everyone’s
name
Prepara4on:
1. Gather
3
Balls
(Preferably
soW
for
safety)
2. Gather
everyone
in
a
circle
How
to
Play:
Have
everyone
in
the
circle
go
around
and
say
their
names.
You
will
start
off
with
the
ball
and
say
one
of
the
youth’s
names
and
throw
them
the
ball.
Then
that
youth
must
say
another
person’s
name
and
throw
them
the
ball,
and
con+nue
to
do
so
once
everyone
is
familiar
with
one
another’s
names,
spice
it
up
and
throw
in
a
second
ball
so
there
are
two
names
being
called
at
the
same
+me
and
the
ball
is
going
in
different
direc+ons.
AWer
a
few
rounds
you
can
step
it
up
again
and
add
in
a
third
ball
and
encourage
the
group
to
go
faster.
Interview Game
Objec4ve:
To
learn
about
one
another’s
goals
through
building
trust.
Prepara4on:
1. Print
Interview
Worksheets
for
every
youth
2. Provide
enough
pens/pencils
for
every
youth
How
to
Play:
Split
everyone
into
pairs.
Distribute
the
ques+on
sheets
and
pens
to
each
youth.
The
first
youth
in
the
pair
will
start
by
asking
their
partner
as
many
ques+ons
from
the
sheet
in
5
minutes.
AWer
the
5
minutes
are
up
the
other
partner
in
the
pair
will
go
and
do
the
same
thing.
The
group
will
then
gather
together
and
each
pair
will
take
turns
introducing
each
other
and
share
what
they
learned
about
their
new
friend.
4
Unit
1:
Self-­‐Esteem

5. 5
Rules
Objec4ve:
To
work
together
and
set
standards
for
how
the
group
will
be
run.
Prepara4on:
1. Poster
Board
2. Pen
Instruc4ons:
Work
together
as
a
group
and
create
a
list
of
at
least
five
rules
for
the
Youth
Power
Group.
This
is
a
great
+me
to
discuss
privacy
and
confiden+ality
within
the
group.

6. Interview
Worksheet
1. What
is
your
most
prized
possession?
2. What
is
your
favorite
color?
3. What
is
your
favorite
food?
4. Who
is
your
role
model?
5. If
you
were
an
animal,
which
animal
would
you
be?
6. What
is
your
favorite
sport
to
play?
7. If
you
could
have
a
superpower,
what
would
it
be?
8. If
you
could
visit
anywhere
in
the
world
where
would
it
be?
9. What
do
you
want
to
be
when
you
grow
up?
10. What
is
the
last
book
you
read?
11. What
is
your
favorite
song
at
the
moment?
12. What
is
a
goal
you
want
to
achieve
this
year?
13. Where
did
you
grow
up?
14. Use
one
word
to
describe
yourself
15. What
is
the
strangest
thing
you
have
ever
eaten?
6
Unit
1:
Self-­‐Esteem

7. Ac+vity
Self-Esteem Strength Worksheet
Objec4ve:
To
introduce
your
group
to
the
theme
of
self-­‐esteem
and
have
them
gauge
their
own
self-­‐esteem
Prepara4on:
1. Print
Self-­‐Esteem
Worksheet
2. Pass
out
pencils
to
all
the
youth
Instruc4ons:
Have
the
youth
take
5-­‐10
minutes
to
themselves
to
fill
out
the
Self-­‐Esteem
worksheets.
Come
back
together
as
a
group
and
have
each
person
share
one
of
their
strengths.
7
Unit
1:
Self-­‐Esteem

8. Self-­‐Esteem
Strength
Worksheet
8
Unit
1:
Self-­‐Esteem
What
do
I
like
about
who
I
am?
___________________________________________
___________________________________________
What
am
I
good
at?
What
are
my
skills
and
talents?
___________________________________________
___________________________________________
What
posi+ve
characteris+cs
do
I
have?
___________________________________________
____________________________________________
What
are
the
successes
in
my
life?
____________________________________________
____________________________________________
What
are
some
challenges
I
have
overcome?
____________________________________________
____________________________________________
What
do
others
say
they
like
about
me?
____________________________________________
____________________________________________

9. 9
Thought Capsule
Objec4ve:
To
become
more
familiar
with
the
topic
of
self-­‐esteem
and
understand
their
own.
.
Prepara4on:
1.
Gather
Supplies-­‐
(4)
1-­‐liter
soda
boele
or
boxes,
magazines,
markers,
glue,
and
scissors
Instruc4ons:
You
will
create
four
self-­‐esteem
thought
capsules.
The
youth
are
split
up
into
three
groups
called,
“
My
Feelings,
My
Shell,
My
Image.”
Give
each
group
a
large
plas+c
drink
boele/box.
Each
group
will
decorate
the
outside
of
their
Thought
Capsule
boele
with
pictures
and
words
from
magazines
that
represent
their
area.
² My
Feelings
could
have
images
of
faces,
tears
and
smiles,
using
words
like
love,
fear,
and
guilt.
² My
Shell
could
show
images
of
lips,
feet,
noses,
hair,
skin,
and
teeth,
with
words
like
smooth,
hairy,
and
healthy.
² My
Image
would
use
pictures
of
famous
people
or
models,
and
words
like
perfect,
smart,
proud,
successful.
etc.
² The
fourth
boele
just
needs
a
simple
label
saying
‘Hope
and
Fears’.
Once
all
the
boeles
(or
boxes)
are
decorated,
join
together
again
as
one
group.
Ask
each
person
to
write
their
thoughts
about
all
or
any
of
the
three
areas
on
slips
of
paper.
The
youth
can
write
anything
to
do
with
either
self-­‐esteem
or
taking
part
in
the
ac+vi+es
What
they
hope
to
find
out
about
themselves,
the
worries
they
have
about
what
the
ac+vi+es
may
be
like,
the
fears
they
have
about
growing
up
or
what
they
are
looking
forward
to.
The
slips
will
be
gathered
up
and
then
looked
at
by
the
youth
at
the
end
of
this
course.
The
wrieen
thoughts
can
be
anonymous
or
the
youth
can
sign
them.
Put
the
slips
of
paper
into
the
‘Hopes
and
Fears’
boele
or
box.
Explain
that
these
boeles
(or
boxes)
represent
self-­‐esteem
as
a
combina+on
of
what
goes
on
both
inside
and
outside
ourselves.
Unit
1:
Self-­‐Esteem

10. Discussion
What is Self-Esteem?
We
all
hear
about
the
value
of
high
self-­‐esteem
and
know
that
people
with
poor
self-­‐esteem
tend
to
experience
problems
in
life,
but
what
exactly
is
self-­‐esteem?
• How
we
value
ourselves
(our
self-­‐worth).
• Our
aktude
to
ourselves
(how
happy
we
are
with
the
type
of
person
we
are).
• Our
ability
to
manage
difficult
situa+ons.
• Our
confidence
in
our
own
abili+es.
• How
we
see
ourselves
in
our
community
and
society
(how
we
compare
ourselves
to
others,
and
connect
with
those
around
us).
High Self-Esteem
High
self-­‐esteem
can
mean
we
are
comfortable
with
who
we
are.
People
with
high
self-­‐esteem
oWen
have
the
confidence
to
influence
decisions,
to
express
their
individuality
and
to
find
success
in
life.
Low Self-Esteem
Low
self-­‐esteem
means
that
we
do
not
value
our
true
worth.
This
can
lead
to
feeling
helpless
and
not
being
in
charge
of
our
lives,
even
feeling
resentment
or
blaming
others.
Those
with
low
self-­‐esteem
are
unlikely
to
reach
their
full
poten+al
in
life.
The Cost of Low-Self Esteem
• With
low
self-­‐esteem,
we
oWen
fail
to
recognize
what
we
do
achieve
and
feel
good
about
it
• Low
self-­‐esteem
can
make
us
feel
excluded
and
disconnected
from
society
• It
can
make
us
want
to
surrender
our
individuality
and
conform
to
stereotypes
• It
can
make
us
feel
we
can’t
handle
life’s
challenges
or
feel
like
a
miserable
failure
•
It
can
lead
to
depression,
destruc+ve
behavior,
self-­‐harming,
ea+ng
disorders
and
alcohol/drug
abuse
Can we develop our self-esteem?
Self-­‐esteem
develops
during
childhood.
However,
throughout
our
lives
we
each
have
the
opportunity
to
improve
our
own
self-­‐esteem.
It
is
core
to
how
we
act
and
react,
make
decisions
and
choose
our
path
through
life.
This
makes
building
self-­‐
esteem
a
fundamental
life
skill.
1. How
did
you
feel
during
the
session’s
ac+vi+es?
2.
What
have
you
learned
about
self-­‐esteem
and
confidence?
3. How
can
you
improve
your
self-­‐esteem
in
this
next
week?
In
one
month?
In
one
year?
10
Unit
1:
Self-­‐Esteem

11. Ending
Ritual
Create an Ending Ritual
As
a
group
come
up
with
an
ending
ritual
for
every
session.
This
ritual
is
only
to
be
used
for
the
Youth
Power
Group.
Get
the
youth
excited
by
telling
them
it
is
a
secret
thing
that
only
whoever
is
part
of
this
group
can
be
a
part
of.
This
could
be
a
secret
handshake,
a
cheer,
etc.
11
Unit
1:
Self-­‐Esteem

12. Unit
2:
Dealing
with
Pressure
Ice
Breaker
Truth or Dare
Objec4ve:
Encourage
the
youth
to
speak
up
with
confidence
and
build
trust.
Prepara4on:
1.
Before
your
group
meets,
write
out
a
selec+on
of
‘truths’
and
‘dares’
on
slips
of
paper
and
put
them
in
separate
labeled
containers.
How
to
Play:
Get
the
group
in
a
circle.
Have
each
person
choose
one
piece
of
paper
and
do
what
it
says!
Here
are
some
sugges+ons:
12
Unit
2:
Dealing
with
Pressure
Truth:
• Tell
three
things
you
like
about
yourself
• Tell
us
what
your
dream
job
would
be
• Give
a
compliment
to
each
member
here
• If
a
genie
gave
you
one
wish
what
would
it
be?
• What
quali+es
make
you
a
good
friend?
• Who
is
your
greatest
hero?
• What
makes
you
a
good
role
model?
• If
you
were
a
superhero
what
would
your
power?
Dare:
• Do
a
crazy
dance
for
two
full
minutes
• Make
up
a
speech
aWer
being
given
an
award
• Crawl
around
like
a
crab
• Pretend
you
are
singing
in
the
shower
• Make
up
a
commercial
for
a
funny
product
• Act
like
an
alien
that
just
landed
on
Earth
and
react
to
what
you
see.
• Snore
like
someone
with
a
bad
cold
Review
Do
a
5
minute
review
of
Unit
#1:
Self-­‐Esteem.
² What
is
self-­‐esteem?
What
does
it
mean
by
high
self-­‐esteem?
Low
self-­‐
esteem?
How
can
we
develop
our
own
self-­‐esteem?.

13. Ac+vity
Dealing with Pressure
Objec4ve:
To
understand
the
types
of
stress
and
pressure
teens
experience
in
their
lives,
as
well
as
ways
they
can
deal
with
these
pressures.
Prepara4on:
1.Prepare
video:
Teen
Stress/Pressure
Documentary
heps://www.youtube.com/watch?v=EPE5ObuxYSE
Instruc4ons:
Before
playing
the
video,
discuss
the
following
ques+ons
as
a
group:
1.
What
pressures
are
you
under?
2.
Are
all
pressures
bad,
or
can
some
pressures
be
good?
Name
some
good
pressures.
Why
are
those
good?
Name
some
bad
pressures.
Why
are
those
bad
?How
can
you
tell
the
difference
between
good
and
bad
pressures?
3.
In
what
ways
are
the
pressures
on
you
changing
as
you
get
older?
4.
What
are
the
most
serious
pressures
you
are
feeling?
5.
Are
most
of
the
pressures
you
feel
internal
pressures
or
external
pressures?
What's
the
difference?
6.
Can
you
think
of
a
+me
when
you
felt
like
you
were
gekng
a
lot
of
pressure
from
others,
but
it
turned
out
that
you
were
actually
pukng
that
pressure
on
yourself?
7.
Do
you
ever
put
so
much
pressure
on
yourself
that
it
makes
it
hard
to
enjoy
what
you're
doing?
8.
Do
you
ever
put
unfair
pressure
on
yourself
because
you
can't
say
"no"
to
people?
Is
that
good?
How
could
you
change
that?
9.
Do
your
parents
compare
you
with
other
kids?
How
does
that
make
you
feel?
What
are
some
ways
you
can
deal
with
it?
10.
Do
you
ever
put
pressure
on
yourself
by
comparing
yourself
with
others?
Is
that
good?
11.
What's
the
worst
way
you've
ever
dealt
with
a
pressure?
How
could
you
have
handled
it
beeer?
12.
What's
the
best
way
you've
ever
dealt
with
pressure?
What
did
you
learn
from
that?
13.
Do
you
think
pressure
some+mes
affects
the
way
you
make
choices?
In
what
way?
14.
How
do
you
know
when
pressure
is
gekng
to
be
too
much?
15.
When
you're
having
a
big
problem
do
you
always
try
to
work
it
out
on
your
own,
or
do
you
ever
reach
out
for
help?
Why?
When
might
it
be
best
to
reach
out
for
help?
16.
Does
pressure
some+mes
make
you
lose
perspec+ve?
(It
may
help
to
have
a
discussion
here
about
perspec+ve)
How
does
losing
perspec+ve
affect
the
choices
you
make?
Watch
the
3
minute
video
then
answer
the
following
ques+ons:
17.
Did
anybody
in
this
video
say
anything
you
disagree
with?
How
would
you
answer
that
person?
18.
What
was
most
meaningful
to
you
in
this
video?
19.
Do
you
relate
to
the
students
in
the
film?
Why?
13
Unit
2:
Dealing
with
Pressure

14. Discussion
How to Deal with Pressure
Pressures
are
a
normal
part
of
life.
Entering
middle
school,
high
school,
and
becoming
a
teenager
brings
a
whole
batch
of
new
pressures.
What
really
maeers,
though,
is
not
how
much
pressure
you
have,
but
how
well
you
keep
it
all
in
perspec+ve
and
deal
with
it.
Here
are
some
posi+ve
and
healthy
ways
of
dealing
with
pressures.
•
Take
+me
out.
•
Do
something
else
for
a
while
-­‐
exercise,
read,
see
a
movie,
listen
to
music.
•
Talk
to
someone
-­‐
friends,
parents,
a
teacher
or
counselor.
•
Ask
for
help.
•
Take
a
fresh
look;
brainstorm
new
solu+ons.
•
Don't
be
overly
cri+cal
of
yourself;
give
yourself
a
break.
•
Think
of
your
past
accomplishments.
•
Think
about
your
good
quali+es.
•
Learn
your
limits;
don't
take
on
more
than
you
can
handle.
•
Put
things
in
perspec+ve;
pressures
usually
pass.
•
Write
in
a
journal.
Pressure Journal
Have
each
person
write
on
a
piece
of
paper
at
least
three
pressures
in
their
lives.
In
groups,
each
person
will
read
aloud
their
pressures
and
together
the
group
will
find
solu+ons
on
how
to
cope
with
the
pressures.
This
will
allow
to
build
a
more
comfortable
support
system
within
the
Youth
Power
group.
Ending
Ritual
Close
the
session
with
the
ending
ritual.
14
Unit
2:
Dealing
with
Pressure

15. Unit
3:
Health
and
Fitness
Ice
Breaker
Simon Says
Objec4ve:
To
get
the
body
and
mind
moving
and
to
help
students
understand
it
is
okay
to
make
mistakes.
Prepara4on:
Move
the
desks
to
the
back
of
the
classroom
to
clear
a
space
for
moving
How
to
Play:
Choose
who
will
lead
this
exercise.
The
leader
then
carries
out
an
ac+on
and
instructs
the
rest
to
copy.
However
they
only
copy
the
leader
if
they
says
“Simon
says”
before
their
instruc+on.
AWer
the
game
ask
the
group:
1.
How
did
it
feel
to
make
a
mistake?
Is
it
okay
to
make
mistakes?
Feel the Pulse
Objec4ve:
To
have
to
group
unite
as
one
person,
one
spirit,
one
group!
Prepara4on:
Stand
in
a
circle
and
hold
each
other’s
hands.
How
to
Play:
Everyone
stands
in
a
circle
holding
hands.
One
person
starts
the
pulse
by
squeezing
the
hand
of
one
of
their
neighbors.
This
gets
passed
on
around
the
circle.
Then
the
direc+on
can
be
changed
with
a
fast
double
squeeze.
15
Unit
3:
Health
and
Fitness
Review
Do
a
5
minute
review
of
Unit
#2:
Dealing
with
Pressure
² What
are
different
types
of
pressures
youth
face?
What
are
some
ways
we
can
deal
with
pressures?

16. Ac+vity
Good Health Factors
Objec4ve:
To
understand
the
importance
of
maintaining
a
healthy
lifestyle
in
order
to
live
a
quality
life.
Prepara4on:
1. Print
out
the
Good
Health
Factor
worksheet
for
every
youth
2. Pass
out
a
pen/pencil
to
everyone
Instruc4ons:
Discuss
with
the
youth
the
importance
of
living
a
healthy,
balanced
life.
Some+mes
school
and
other
obliga+ons
get
in
the
way
of
our
health
and
ul+mately
our
happiness.
Ask
the
youth
if
they
feel
that
they
cover
all
the
categories
below
every
week.
Start
by
covering
the
worksheet
together
as
a
class
and
filling
what
they
find
I
the
most
op+mal
healthy
lifestyle.
Individually
have
the
youth
take
10-­‐15
minutes
filling
out
their
worksheet.
Come
together
and
share
as
a
class
how
each
person
can
improve
on
their
health.
Break
down
the
six
categories
and
discuss
each
one
in
depth.
1. Exercise
Ø Which
type
of
exercise
are
there
and
which
is
each
one
good
for?
• Cardio,
strength
training,
aerobics,
etc.
2. Fresh
Air
Ø Pollu+on
and
the
air
verses
China
and
America
Ø Outdoor
ac+vi+es-­‐
camping,
games,
importance
of
outdoor
to
American
culture
Ø Lifestyle
in
a
city
in
China
verses.
living
in
a
rural
village
3. Sleep
Ø Benefits
of
Sleep
Ø Nega+ve
effects
of
not
gekng
enough
sleep
(not
focused,
may
not
do
well
on
a
test,
etc.)
4. Balanced
Meals
Ø Difference
between
western
and
Chinese
diets
Ø Size
Por+ons,
dairy
verses.
Not
dairy
Ø What
snacks
and
food
do
they
like
to
eat?
Ø Importance
of
fruit
and
vegetables
5. Recrea4on
Ø Solitary
verses.
Group
Play
Ø Different
hobbies,
sports,
culture,
entertainment,
etc.
6. Quiet
Time
Ø How
do
you
like
to
spend
your
alone
+me?
Ø Reading,
wri+ng,
computer
games,
etc.
Ø Is
quiet
+me
important
to
you?
16
Unit
3:
Health
and
Fitness

17. Good
Health
Factors
Worksheet
17
Unit
3:
Health
and
Fitness
Health
Factors
Exercise:
Amount
of
+me
spent
exercising.
Fresh
Air:
Amount
of
+me
spent
outside.
Sleep:
Hours
of
sleep
a
night.
Balanced
Meals:
Did
you
eat
more
fresh
food
or
junk
food
today?
Recrea4on:
Amount
of
+me
spending
on
doing
something
you
enjoy.
Quiet
Time:
Amount
of
+me
spent
alone
to
reflect
and
relax.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday

18. Discussion
Why is Being Healthy Important?
Your
teenage
years
come
with
a
lot
of
pressures,
including
the
pressures
to
fit
in
and
do
well
in
school.
With
school,
sports,
and
ac+vi+es,
finding
the
+me
to
lead
a
healthy
lifestyle
can
be
difficult.
As
a
teen,
it
is
important
to
remember
that
the
healthy
habits
you
adopt
now
will
carry
with
you
throughout
the
rest
of
your
life.
Taking
care
of
your
body
and
mind
is
important
in
maintaining
good
health
for
the
long
term.
What
are
some
things
you
can
do
to
improve
your
health?
Brainstorm
as
a
class
to
see
how
we
can
help
support
each
other
in
maintaining
healthy
lifestyles.
Some
Examples:
• Drink
more
water
• Maintain
a
regular
sleep
paeern
• Eat
breakfast
everyday
• Avoid
junk
food
• Snack
• Exercise
• Keep
good
posture
• Maintain
a
hygiene
regimen
• Believe
in
yourself
Ending
Ritual
Close
the
session
with
the
ending
ritual.
18
Unit
3:
Health
and
Fitness

19. Unit
4
:
Becoming
a
Posi+ve
Role
Model
Ice
Breaker
Girl Verses Boys
Objec4ve:
To
engage
in
a
discussion
about
gender
differences
and
inequali+es.
Prepara4on:
1. Divide
the
white
board
ver+cally
How
to
Play:
As
a
group
write
out
all
the
things
that
they
believe
girls
are
beeer
at
than
boys,
and
things
boys
are
beeer
at
than
girls.
Once
completed
discuss
the
following:
1.
Do
girls/boys
really
have
greater
abili+es
in
these
areas?
2.
Should
girls
and
boys
have
equal
opportuni+es
in
all
aspects
of
life?
Ex.
School,
Work,
Home
Human Knot
Objec4ve:
To
work
together
as
a
team.
Prepara4on:
1.
Move
the
desk
to
the
back
of
the
classroom
to
clear
a
space
in
the
middle.
How
to
Play:
As
a
group
of
10-­‐12
or
smaller
groups
of
5-­‐6
arrange
group
members
in
a
circle,
standing
shoulder
to
shoulder.
Tell
everyone
to
put
their
right
hand
up
in
the
air,
and
then
grab
the
hand
of
someone
across
the
circle
from
them.
Everyone
then
puts
their
leW
hand
up
in
the
air
and
grabs
the
hand
of
a
different
person.
Check
to
make
sure
that
everyone
is
holding
the
hands
of
two
different
people
and
that
they
are
not
holding
hands
with
someone
directly
next
to
them.
Tell
group
members
to
untangle
themselves
to
make
a
circle
without
breaking
the
chain
of
hands.
If
group
members
break
the
chain
they
need
to
start
over.
19
Unit
4:
Becoming
a
Posi+ve
Role
Model
Review
Do
a
5
minute
review
of
Unit
#3:
Health
and
Fitness.
1. What
are
the
good
health
factors?
Why
is
being
healthy
important?
How
can
you
improve
your
healthy
lifestyle?

20. Ac+vity
Identifying Role Models
Objec4ve:
To
be
able
to
ar+culate
the
importance
of
role
models,
especially
those
that
exemplify
posi+ve
characteris+cs
and
know
how
to
become
a
role
model
themselves.
Prepara4on:
1.
Get
Role
Model
Slideshow
set
up
on
the
projector
Instruc4ons:
Discuss
as
a
group:
1. What
quali+es
make
someone
a
role
model?
2. Who
are
your
role
models
and
why?
3. Are
you
a
role
model
for
anyone?
A
younger
brother,
sister,
friend?
• Show
the
Role
Model
slideshow
as
a
group
and
discuss
the
reasons
why
each
person
in
the
photo
is
a
role
model
for
our
society.
As
a
whole
group,
make
a
list
of
the
people
students
iden+fied
as
role
models
using
two
columns
to
group
the
examples.
One
column
for
posi+ve
role
models
and
one
for
nega+ve
role
models.
Students
in
their
groups
discuss
the
two
lists
and
decide
what
the
people
have
in
common
that
make
them
posi+ve
or
nega+ve
role
models.
As
a
whole
group,
chart
the
common
characteris+cs
in
each
category.
Lead
a
whole
class
discussion
and
be
prepared
to
use
their
informa+on
as
you
make
sure
that
students
understand
that:
Ø Role
models
are
powerful
tools
for
finding
our
own
success
in
life
Ø Role
models
can
be
defined
differently
for
each
person
Ø Role
models
can
be
defined
as
a
person
that
has
survived
situa+ons
you
are
struggling
with
Ø They
can
also
be
chosen
because
of
their
overall
view
of
life
and
its
significance
Ø
Some+mes
role
models
are
iden+fied
because
of
a
shared
interest
Ø
Finding
someone
with
a
strong
character
and
posi+ve
values
to
share
can
create
a
bond
that
can
truly
impact
your
life
Ø Discovering
someone
with
these
types
of
quali+es
can
have
a
huge
effect
on
your
outlook
and
your
ac+ons
20
Unit
4:
Becoming
a
Posi+ve
Role
Model

21. Aung
San
Suu
Kyi
gained
interna+onal
fame
and
recogni+on
when
she
campaigned
for
democracy
in
Burma.
Suu
Kyi
lead
the
Na+onal
League
for
Democracy
for
many
years
and
gained
huge
global
respect
and
praise
for
her
con+nued
stance,
despite
being
a
poli+cal
prisoner
under
house
arrest
for
over
20
years
before
her
release.
Suu
Kyi
is
planning
to
run
for
President
in
her
na+ve
Burma
in
2015.
21
Unit
4:
Becoming
a
Posi+ve
Role
Model
Role
Model
Slideshow

22. 22
Jeremy
Lin
is
an
American
professional
basketball
player
for
the
Los
Angeles
Lakers.
In
high
school
he
was
able
to
balance
playing
on
his
school’s
basketball
team
with
being
one
of
the
top
students
in
his
class.
Before
being
draWed
to
the
NBA,
Lin
aeended
college
at
Harvard
studying
economics.
Lin
is
one
of
the
few
Asian
Americans
in
NBA
history,
and
the
first
American
of
Chinese
descent
to
play
in
the
league.
He
is
also
not
the
typically
body
type
to
be
a
point
guard,
but
that
did
not
stop
him
to
reach
his
dream,
breaking
stereotypes
along
the
way.
Unit
4:
Becoming
a
Posi+ve
Role
Model

23. Peng
Liyuan
is
not
only
China’s
pop
folk
icon,
she
is
the
wife
of
Current
China
President
Xi
Jinping.
She
comes
in
with
big
hair
and
a
brassy
diva
aktude
which
revolu+onized
the
stereotype
of
women
married
to
men
in
power.
She
helped
the
survivors
of
the
Sichuan
earthquake.
23
Unit
4:
Becoming
a
Posi+ve
Role
Model

24. 24
Ban
Ki
Moon
received
his
bachelor’s
degree
in
Interna+onal
Rela+ons
from
Seoul
Na+onal
University
and
a
Master
of
Public
Administra+on
at
Harvard.
AWer
gradua+ng
he
joined
the
ministry
of
foreign
affairs
which
launched
his
poli+cal
career
as
Foreign
Minister
of
South
Korea.
Ban
is
currently
the
Secretary
of
State
for
the
United
Na+ons.
He
struggled
his
first
months
wit
adjus+ng
to
the
culture
of
the
UN,
but
quickly
found
his
bearings
and
passed
several
reforms
on
peacekeeping
and
unemployment.
Ban
was
name
the
world’s
32nd
most
powerful
person.
Unit
4:
Becoming
a
Posi+ve
Role
Model

25. Malala
Yousifazi
survived
an
aeempt
on
her
life
and
now
an
outspoken
advocate
for
female
rights
and
female
educa+on
in
the
Middle
East.
Since
moving
to
the
United
Kingdom
to
live
and
work,
she
has
bravely
spoken
in
the
United
Na+ons
and
con+nues
to
fight
for
girls
to
get
an
educa+on
in
all
corners
of
the
globe.
25
Unit
4:
Becoming
a
Posi+ve
Role
Model

26. 26
Nelson
Mandela
is
the
former
President
of
South
Africa.
Mandela
fought
against
racial
segrega+on
(Apartheid)
in
South
Africa.
Figh+ng
against
the
government
at
the
+me
led
him
to
be
jailed
and
to
be
known
as
an
enemy.
However
he
con+nued
to
pioneer
social
movements
in
his
country.
Once
he
was
out
of
jail,
he
rose
to
be
a
Democra+c
leader
with
values
such
as
respect,
equality,
tolerance,
peace,
and
friendship.
Unit
4:
Becoming
a
Posi+ve
Role
Model

27. 27
Dr.
Tin
Ka
Ping
is
an
entrepreneur
and
philanthropist
in
Hong
Kong.
He
was
born
in
Guangdong
Province,
China
and
when
he
was
16
his
father
passed
away
so
he
quit
school
and
ran
his
father’s
business.
He
grew
that
business
and
invested
in
many
other
business
ventures.
He
founded
Tin
Ka
Ping
Founda+on
which
is
a
charity
that
advocates
for
educa+on.
He
has
set
up
20
organiza+on
for
elderly,
youth,
and
child
care
serves
and
donated
over
80
million
dollars
to
local
universi+es.
Unit
4:
Becoming
a
Posi+ve
Role
Model

28. Michelle
Obama
is
one
of
the
most
powerful
women
in
the
world
and
is
using
that
power
to
help
change
a
na+on
for
the
beeer
and
focusing
on
programs
and
projects
around
the
world,
such
as
an+-­‐obesity
ini+a+ves
and
women’s
educa+on.
She
is
a
fashion
icon,
a
devoted
mother,
and
an
accomplished
lawyer,
and
writer.
28
Unit
4:
Becoming
a
Posi+ve
Role
Model

29. 29
Bruce
Lee
is
a
childhood
hero,
an
inspira+on
for
how
to
lead
one’s
life.
He
took
tradi+onal
mar+al
and
modernized
it
with
flexible
moves
adaptable
to
real
life
situa+ons.
Despite
his
small
build,
his
athle+cism
and
power
is
legendary.
Unit
4:
Becoming
a
Posi+ve
Role
Model

30. 30
Ka-­‐Shing
Li
is
a
Hong
Kong
business
magnate,
investor,
and
philanthropist.
He
is
the
richest
person
in
Asia
with
a
net
worth
of
$31.9
billion.
In
spite
of
his
wealth,
he
has
reputa+on
for
a
no-­‐
frills
lifestyle.
He
is
also
known
as
one
of
the
most
generous
philanthropists
dona+ng
over
a
billion
dollars
to
charity.
Is
is
referred
to
as
“
Superman”
in
Hong
Kong.
Unit
4:
Becoming
a
Posi+ve
Role
Model

31. 31
Survivor
Objec4ve:
To
work
as
an
effec+ve
team
even
with
personality
and
leadership
differences.
Youth
become
aware
of
the
different
roles
in
group
dynamics
and
the
posi+ve
and
nega+ves
to
each
role.
Prepara4on:
1. Prepare
Survivor
Slideshow
2. Print
Survivor
Group
Plan
and
Group
Member
Strength
Worksheet
Instruc4ons:
Get
into
groups
of
four
then
play
the
Survivor
Slideshow.
First
have
the
students
imagine,
imagine
they
are
on
a
plane
going
to
Europe
when
the
plane
has
mechanical
issues
and
is
going
to
crash.
They
all
end
up
on
a
deserted
island
and
are
only
allowed
two
items
each
from
the
supply
list.
Have
each
youth
fill
out
the
Strength
worksheet
to
see
what
skills
they
have
to
bring
to
help
the
group
live
off
the
island
and
ul+mately
escape
it.
As
a
group
they
take
their
supplies
and
create
a
plan
to
live
on
the
island
for
two
days
as
well
as
an
escape
plan.
Make
sure
the
youth
include
how
they
will
use
their
supplies
they
chose.
Come
together
as
a
group
and
share
their
plans.
Unit
4:
Becoming
a
Posi+ve
Role
Model

32. IMAGINE...
Unit
4:
Becoming
a
Posi+ve
Role
Model

33. You
sikng
on
a
plane
going
to
Europe.
You
are
enjoying
the
free
beverages
and
snacks
and
movie
playing
in
your
front
console.
Unit
4:
Becoming
a
Posi+ve
Role
Model

34. When
you
hear
a
thump
and
the
plane
starts
descending
fast.
The
emergency
oxygen
mask
falls
from
above
and
the
Pilot
says
that
they
have
a
problem
and
the
plane
is
going
down……
Unit
4:
Becoming
a
Posi+ve
Role
Model

35. And
then
it’s
pitch
black
Unit
4:
Becoming
a
Posi+ve
Role
Model

36. You
wake
up
on
a
deserted
island……
Unit
4:
Becoming
a
Posi+ve
Role
Model

37. New Pathway SURVIVOR
Unit
4:
Becoming
a
Posi+ve
Role
Model

38. Each
person
gets
to
pick
two
items
from
the
list
of
supplies.
Unit
4:
Becoming
a
Posi+ve
Role
Model

39. Your Strengths as a Team
Member
Your
Name
Your
special
skills
How
can
you
help
your
team?
What
Kind
of
dangers
will
you
face?
How
will
you
face
them?
Unit
4:
Becoming
a
Posi+ve
Role
Model

40. Plan
You
can
pick
2
items
each
Day
1
Day
2
Your
Escape
Plan
Morning:
Morning:
AWernoon:
AWernoon:
Evening:
Evening:
Unit
4:
Becoming
a
Posi+ve
Role
Model

41. Discussion
41
Unit
4:
Becoming
a
Posi+ve
Role
Model
Identifying Role Models
Everyone
has
the
capability
of
becoming
a
role
model.
You
may
already
play
that
role
for
someone
and
not
even
know
it.
You
don’t
have
to
be
beau+ful,
a
famous
celebrity,
a
brilliant
scien+st,
or
a
published
author
to
be
a
role
model
for
other
adults.
Here
are
some
of
the
top
quali+es
a
posi+ve
role
model
should
possess:
• Passion
and
Ability
to
Inspire
Role
models
show
passion
for
their
work
and
have
the
capacity
to
infect
others
with
their
passion.
• Clear
Set
of
Values
Role
models
live
the
values
they
believe
in.
People
admire
those
who
act
in
ways
that
support
their
beliefs.
•
Commitment
to
Community
Role
models
are
other-­‐focused
as
opposed
to
self-­‐focused.
They
are
usually
ac+ve
in
their
communi+es,
freely
giving
of
their
+me
and
talents
to
benefit
people.
•
Selflessness
and
Acceptance
of
Others
Role
models
are
admired
by
people
for
their
selflessness
and
acceptance
of
others
who
are
different
from
them.
• Ability
to
Overcome
Obstacles
Success
is
to
be
measured
not
by
the
posi+on
that
one
has
reached
in
life
but
success
is
measure
by
the
obstacles
which
one
has
overcome.
Role
models
show
others
that
they
have
faced
obstacles
in
their
life,
however
they
have
overcame
and
learned
from
the
obstacle.
Some+mes
failure
can
lead
to
a
reward.
² What
are
some
of
the
characteris+cs
of
a
posi+ve
role
model
you
came
up
with
for
the
Iden+fy
Role
Model
ac+vity?
²
Do
you
currently
have
any
of
these
characteris+cs
?
² If
not,
how
would
you
obtain
these
posi+ve
characteris+cs
so
that
you
can
become
a
posi+ve
role
model?
² Who
is
one
of
your
role
models
and
why?

42. 42
Ending
Ritual
Close
the
session
with
the
ending
ritual.
Unit
4:
Becoming
a
Posi+ve
Role
Model
Group Dynamics
To
be
a
role
model
you
must
have
leadership
skills.
In
order
to
be
a
leader
you
must
be
aware
of
your
own
strengths
and
weaknesses.
When
in
a
group
dynamic,
there
are
different
leadership
roles
an
individual
can
take.
² Ini4ator:
Person
who
always
has
ideas,
likes
to
start
projects,
and
advocates
for
new
ways
of
moving
forward.
It
is
hard
not
to
get
excited
about
whatever
new
project
or
idea
they
have
in
mind.
They
will
come
up
with
new
ideas.
² Blocker:
Opposite
of
the
ini+ator.
They
provide
a
role
for
maintaining
balance
within
a
group.
For
example,
Ini&ator:
“
Let’s
go
to
Disney
land!”
Blocker:
“
No,
too
expensive.”
² Supporter:
When
the
ini+ator
and
blocker
bue
heads,
the
supporter
steps
in,
taking
one
side
or
the
other.
² Observer:
Stays
fairly
neutral
and
tends
to
merely
comment
on
what’s
going
on.
It
is
easy
to
see
why
people
and
organiza+ons
are
naturally
aeracted
to
ini+ators.
They
bring
in
fresh
energy
and
new
ideas,
and
for
them
the
sky
is
the
limit.
It’s
equally
easy
to
see
why
those
same
people
and
organiza+ons
would
want
to
stay
clear
of
blockers.
Blocking
might
not
be
pleasant,
but
it
is
a
necessary
component
of
healthy
group
dynamics.
² What
role
do
you
think
is
the
best?
The
worst?
² What
leadership
role
did
you
take
in
the
Survivor
Group
Ac+vity?
What
role
do
you
normally
take
when
in
a
group?
² Do
you
wish
you
could
take
a
different
leadership
role?

43. Unit
5:
Planning
for
the
Future
Ice
Breaker
43
Unit
5:
Planning
for
the
Future
Magic Word
Objec4ve:
The
group
will
learn
to
focus
and
listen
carefully.
It
will
provide
a
space
for
the
youth
to
step
up
in
front
of
the
group
and
build
confidence
in
speaking.
Prepara4on:
1.
Clear
the
chairs
to
have
enough
space
to
form
a
large
circle
How
to
Play:
The
group
stands
in
a
circle
with
one
person
in
the
center.
Each
person
around
the
circle
hold
their
right
hand
out
open
toward
the
person
on
their
right.
With
their
leW
hand
they
point
their
pointer
finger
down
toward
the
open
palm
of
the
person
on
their
leW.
The
group
gives
the
person
in
the
center
a
magic
word.
It
can
be
anything:
“ice
cream”;
“mood
walk”,
“bubble
gum”,
“happy.”
The
person
in
the
center
then
begins
telling
a
story.
When
he/she
says
the
magic
word,
the
people
around
the
circle
have
to
simultaneously
try
to
grab
the
person
on
their
right’s
finger
while
pulling
their
leW
finger
away
from
the
person
on
their
leW.
The
person
in
the
center
gets
to
con+nue
their
story
un+l
they’ve
said
the
magic
word
three
or
four
+mes.
They
then
pick
a
new
person
for
the
center.
The
new
person
gets
a
new
magic
word.
Review
Do
a
5
minute
review
of
Unit
#4:
Becoming
a
Posi+ve
Role
Model
² What
are
quali+es
of
a
posi+ve
role
model?
What
are
the
four
leadership
roles
in
a
group
dynamic?

44. Ac+vity
44
Unit
5:
Planning
for
the
Future
Crystal Ball
Objec4ve:
To
introduce
the
importance
of
planning
a
future
while
teaching
the
skills
of
strategic
ac+on
planning.
Prepara4on:
1. Crystal
Ball
Worksheets
2.
Pens/Pencils
Instruc4ons:
Give
each
youth
a
Crystal
Ball
Worksheet
and
a
pen/pencil.
Ask
each
youth
to
think
about
themselves
as
they
are
today
and
how
they
want
to
be
in
the
future.
Have
them
write
four
things
on
their
crystal
ball
they
would
like
to
accomplish
(Grades,
School,
Job,
Travel,
etc.)
AWer
each
youth
has
wrieen
four
notes,
gather
the
group
and
say,
“
As
you
look
in
the
crystal
ball,
what
would
you
like
to
see?
Have
each
person
share
their
four
things.
Each
youth
will
narrow
down
to
one
dream
for
the
next
ac+vity.
Dream Action Plan
Objec4ve:
To
have
the
youth
create
an
dream
ac+on
plan
on
how
they
will
achieve
one
of
their
dreams
that
they
can
follow
to
reach
that
dream.
Prepara4on:
1. Dream
Ac+on
Plan
2. Pens/Pencils
Instruc4ons:
Give
each
youth
a
Dream
Ac+on
Plan.
Have
each
youth
fill
out
the
Dream
Ac+on
Plan
with
the
main
dream
they
chose
during
the
Crystal
Ball
ac+vity.
As
a
group
have
each
individual
share
their
Dream
Ac+on
Plan
and
come
up
with
ways
that
the
Youth
Power
group
can
support.

45. 45
Crystal
Ball
Worksheet
Unit
5:
Planning
for
the
Future

46. 46
Dream
Ac4on
Plan
What
is
my
dream?
_______________________________________________________________
_______________________________________________________________
Why
is
this
my
dream?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
When
do
I
want
to
accomplish
this
dream?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What
steps
do
I
need
to
take
to
accomplish
this
dream?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Are
there
any
resources
I
can
use
along
the
way?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What
are
obstacles
I
will
face?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Are
there
any
people/collaborators
who
can
help
me
reach
this
dream?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Unit
5:
Planning
for
the
Future

47. Discussion
Ending
Ritual
Close
the
session
with
the
ending
ritual.
47
Unit
5:
Planning
for
the
Future
The Future
Between
school,
sports
and
friends,
you
have
a
lot
going
on
in
your
life.
It’s
exci+ng
and
new
and
most
of
all,
fun!
And
probably
the
last
thing
you
want
to
do
is
sit
down
and
make
a
plan.
But
here’s
the
deal:
You
need
some
idea
of
how
you
want
your
life
to
unfold.
For
instance,
do
you
want
to
go
to
college?
What
kind
of
career
do
you
want?
It
takes
a
lot
of
work
to
have
a
fulfilled
future,
which
is
why
it
is
important
to
have
a
life
plan.
A
life
plan
can
keep
you
on
track
to
stay
healthy
so
that
you
can
reach
your
goals.
Ask
the
group:
²
Where
do
you
see
yourself
in
two
years?
²
Where
do
you
see
yourself
in
the
next
five
years?
²
Where
do
you
see
yourself
in
the
next
10
years?
• Married?
Single?
In
school?
Working?
• How
much
educa+on
do
you
want?
Where?
When?
•
Do
you
plan
on
having
a
career?
Where
do
you
want
to
work?
There
is
a
world
of
possibili+es
out
there
for
you,
that
you
can
make
it
to
college
and
have
a
fulfilling
career.
You
need
encouragement
and
support,
so
it's
important
for
your
parents
and
friends
to
discuss
your
college,
career,
and
life
goals
early
and
oWen.
Don't
wait
un+l
your
senior
year
to
begin
thinking
about
your
future
plans.
Ins+ll
a
vision
of
going
to
college
and
becoming
successful
can
start
at
any
age
and
concrete
planning
can
begin
as
early
as
middle
school.
Remember
to
set
goals
that
are
challenging,
yet
achievable.
I
also
want
to
encourage
you
to
enjoy
life
by
exploring
hobbies
and
leisure
ac+vi+es,
even
if
it
does
not
overlap
with
your
future.
It
is
good
to
have
an
end
to
journey
toward;
but
it
is
the
journey
that
maeers,
in
the
end.
Enjoy
your
life!
You
only
have
one!

48. Unit
6:
Closing
Session
Ice
Breaker
48
Unit
6:
Closing
Session
Person Bingo
Objec4ve:
Allow
the
Youth
to
learn
similari+es
and
differences
about
each
other.
Prepara4on:
1.
Print
out
Bingo
Cards
How
to
Play:
Give
each
youth
a
bingo
card
and
a
pen.
Ask
each
youth
to
aeempt
to
find
someone
to
sign
each
box
on
their
card.
They
must
approach
other
people
and
see
if
they
can
find
any
statements
that
apply
to
that
person.
If
they
find
one,
the
other
person
signs
their
name
in
that
box.
When
a
youth
has
a
full
card,
they
can
shout
bingo.
AWer
the
game
gather
the
youth
in
a
circle
and
ask
the
following
ques+ons:
1. Did
you
find
this
game
difficult?
Was
it
hard
asking
people
personal
ques+ons?
2. Were
you
surprised
at
someone’s
answer?
Do
you
now
see
a
person(s)
differently?
3. Was
there
anyone
who
you
thought
was
different
but
you
realized
had
some
similari+es
to
you?
Did
you
find
differences
as
well?
Review
Do
a
5
minute
review
of
Unit
#5:
Planning
for
the
Future
² What
are
some
of
the
future
dreams
the
group
shared?
What
are
some
ways
we
can
reach
these
dreams?

49. 49
Person
Bingo
Speaks
a
second
language
Likes
spicy
food
Favorite
color
is
blue
Does
not
have
a
cell
phone
Owns
a
dog
Plays
on
a
sports
team
Has
traveled
to
America
Likes
to
clean
Is
le_
handed
Is
a
morning
person
Doesn’t
like
ice
cream
Has
read
all
the
Harry
Po`er
Books
Unit
6:
Closing
Session

50. Ac+vity
50
Unit
6:
Closing
Session
Dream Catcher
Objec4ve:
To
obtain
instant
feedback
on
what
the
youth
learned
from
the
workshop,
and
what
they
intend
to
do
differently
as
a
result.
As
well
as
deepen
the
sense
of
connec+on
and
community
and
provide
a
strong
sense
of
closure
to
Youth
Power
Workshop
Series
Prepara4on:
1.
Ball
of
string
2.
Everyone
stand
in
a
closer
circle,
shoulder
to
shoulder
How
to
Play:
When
a
person
has
the
ball
of
string
they
need
to
share
with
the
group.
“One
thing
I
have
learned
is…
And
therefore
I
will…”
You
will
hold
onto
an
end
of
the
string
and
then
throw
the
ball
across
the
circle
to
a
another
person.
This
person
shares
something
they
have
learned
and
what
they
intend
to
do
differently
as
a
result.
Once
they
have
finished
speaking,
they
hold
onto
the
string
and
throw
the
ball
across
the
circle
to
another
person.
This
con+nues
on,
un+l
everyone
goes,
at
which
point
it
comes
back
to
you
(the
teacher)
who
likewise
shares
what
they
have
learned
and
therefore
what
they
will
do.
Then
you
should
restate
some
of
the
key
learning's
and
planned
ac+ons
from
the
group,
and
ask
what
the
shape
of
the
string
suggests.
Youth
will
oWen
say
something
like
“a
spider’s
web”
and
you
can
make
reference
to
the
strength
of
a
web
coming
from
its
structure
and
its
interconnectedness.
An
explicit
link
should
be
made
to
the
connec+on
that
has
formed
in
the
group
over
the
course
of
this
Workshop
Series
and
the
need
for
the
support
and
strength
that
the
group
has
generated
to
con+nue.
You
can
also
share
that
this
shape
references
how
people
have
shared
some
of
their
inner
selves
with
the
group
and
how
they
have
shared
some
personal
dreams
and
ideas
with
it
–
and
how
powerful
this
can
be
if
the
individuals
of
the
group
con+nue
to
support
each
other’s
dreams
in
the
future.

51. 51
Thought Capsule
Objec4ve:
To
reflect
on
the
past
five
sessions
and
see
how
each
youth
has
grown
through
the
Youth
Power
process
Prepara4on:
1. Gather
up
the
four
Thought
Capsule
(Feelings,
Image,
Shell,
Hope
and
Fears)
that
you
did
in
Session
1:
Self-­‐Esteem
2.
Gather
the
group
in
a
circle
Instruc4ons:
In
a
circle
pass
around
each
Thought
Capsule
and
discuss
the
outside
of
each
one.
Ask
the
group:
² Why
did
you
choose
to
put
these
photo
or
draw
this
picture
on
capsule?
² What
does
it
represent?
Do
you
feel
this
is
a
correct
representa+on
of
how
you
feel
now?
² How
have
your
thought
changed,
how
have
they
stayed
the
same?
Together
look
at
the
messages
inside
the
‘Hopes
and
Fears’
capsule.
Read
out
the
comments
and
reflect
how
the
hope
or
fear
has
been
addressed
throughout
the
Youth
Power
Workshop
Series.
Unit
6:
Closing
Session

52. Discussion
52
Unit
6:
Closing
Session
Emeralds and Slugs
Objec4ve:
The
youth
can
provide
feedback
about
the
workshop
in
a
fun
and
engaging
way.
Prepara4on:
1.
Gather
in
a
circle
How
to
Play:
Popcorn
style
(people
can
start
to
speak
whenever
they
feel
comfortable),
youth
are
invited
to
say
emeralds
for
things
they
liked
about
the
workshop
and
slugs
for
things
that
were
challenges.
For
example
“emeralds
for
the
fun
ac+vi+es,”
“slugs
for
the
+mes
I
had
to
speak
up
and
voice
my
opinion
when
I
was
not
comfortable
.”
Allow
the
conversa+on
to
flow
without
interrup+on
and
if
people
offer
things
that
have
really
bothered
them
about
the
workshop,
follow
up
with
a
group
discussion
on
how
these
issues
can
be
improved.
Individual Statues
Objec4ve:
Youth
can
process
their
thoughts
and
feelings
about
the
workshop
using
physical
movement.
Prepara4on:
1.
Clear
the
desk
to
the
side
of
the
classroom.
How
to
Play:
Ask
the
youth
to
walk
around
the
room
slowly.
Ask
them
to
stop
and
take
a
pose
to
represent
something:
u Your
best
moment
of
the
workshop
u Your
most
challenging
moment
u Something
you
learned
AWer
each
pose
ask
them
to
walk
around
the
room
slowly
again
and
then
ask
for
a
different
post
Tip:
You
can
vary
this
by
asking
half
of
the
group
to
walk
around
and
have
a
look
at
the
‘statues’.

53. 53
Ending
Ritual
That’s so True
Objec4ve:
To
prac+ce
accep+ng
compliments,
whether
we
believe
them
or
not.
Our
own
limi+ng
beliefs
can
get
in
the
way
of
an
apprecia+on
or
other
posi+ve
offering.
Prepara4on:
1.
Gather
group
in
a
circle
How
to
Play:
The
first
person
says
their
name,
something
they
appreciate
about
themselves,
and
then
something
they
appreciate
about
the
person
beside
them.
That
person
says,
“thank
you.
That’s
so
true.”
Then
they
say
their
own
name,
something
they
appreciate
about
themselves,
and
then
something
they
appreciate
about
the
person
beside
them
un+l
you
complete
the
circle.
**It’s
very
important
that
the
compliments
be
sincere,
so
don’t
use
this
ac+vity
in
a
highly
charged
moment
of
your
group’s
development,
where
there
is
a
possibility
of
put-­‐downs
or
sarcasm.**
Ending Ritual
Close
the
session
with
the
ending
ritual.
Unit
6:
Closing
Session