Proposal

BEING ME
Facilitators:
Aline Ozcanian 514-885-5441
Ozcanian_a@hotmail.com
Sarah Walker 514-694-7368
sarahh.walkerr@hotmail.com
What is BEING ME?
 An 8 Session (total of 16 hours) broken down into 2 hour/week sessions to
promote social health/ self-esteem amongst grade 5 and 6 girls.
Goal
 The overall goal of this fieldwork program is to strengthen and develop self-
esteem and self-acceptance amongst this group of young females. It is intended to
help them deal with everyday issues while keeping a positive self-image.
Why do YOU need BEING ME?
 Most girls within this age category are more susceptible to:
 Low Self-Esteem
 Negative Body Image
 Obesity
 Pressures From the Media
 Pressures From Peers
 Bullying
 Lack of Motivation for Physical Activity
 Unhealthy Eating Habits
 The program will create a comfortable and open environment in which each
participant will feel comfortable participating in. This will be a safe and
nonjudgmental space, where all of the participants concerns can be expressed. At
the completion of this program we will have provided the necessary tools and
strategies to help them overcoming any social pressures the participants may face
in the future.
8 SessionsTopics
Session1 – Introduction to Social Health/What is Self-Esteem
Session2 – Media Pressures
Session3 – Bullying
Session4 – Creating a Positive Self-Image
Session5 - Building Trust in Relationships
Session6- Health and Fitness
Session7 –Leadership and Positive Role Models
Session 8 – Closure

Session Number
1
Topic
Introduction to Social Health/What is self-esteem
Session Goal
This session will focus on getting to know the participants on a personal level with hopes that by
the end of this session the participants should understand the purpose of BEING ME.
Purpose
The purpose of this session is to help the participants gain a better understanding of what social
health and self-esteem entails.
Theme
Social Health/Self-esteem overview
Learning Outcomes
By the end of this session, the participants will be able to talk about self-esteem and self-
acceptance without feeling uncomfortable and will gain a better understanding on social health.
Materials Needed
Jolly Ranchers,Magazines, Shoeboxes, Glue, Scissors, Paper,Pencils, Markers,Nametags
Physical Setting
Classroom with tables, chairs
Housekeeping (5 min)
 Aline will facilitate
 Make the participants feel comfortable by letting them know that we will be discussing
sensitive subjects, however any disclosing will remain within the group. If for any reason,
a participant feels uncomfortable or if the material is too heavy, we will advise them to
let us know should this be the case. We will let them know that we are looking to create
an open environment where participants can feel safe talking about these topics and
issues.
Introduction ofco-facilitators (5 min)
 Express our excitement and appreciation to be working with this group
 Sarah– brief introduction
 Aline – brief introduction
 Any questions or concerns participants may have before getting started
Ethics (5 min)
 Sarah will facilitate
 Go over the consent forms (signed by parents and brought to first session)
 Explain confidentiality
Inclusion Activity (5 min)
Icebreaker

 State their name, age and something they are excited to learn about in this program
Rationale
Get to know a little about the participants, and co-leaders.
Process Questions (5 min)
 How are you girls feeling coming into this program?
 What interests you the most about this subject?
Detailed plan for rest ofsession (20 min)
 As a group, we will establish the norms, rules and values for BEINGME
 Collaborate through group discussion and write them down on a Bristol board or chalk
board
 Lecturette on what is social health/self-esteem
Activity # 1
Thought Capsules (30min)
 Participants are split into 2-3 groups depending on the number of participants. We will
tell them that this is introductory exercise so that they can become familiar with this
self‐esteem resource. Each group will be given a topic, “My Shell”, “My feelings”, “My
Image”. With these topics each group will also have a shoebox. Each group then
decorates the outside of their Thought Capsules box with pictures and words from
magazines to represent their area.
 My feelings’ could have images of faces, tears and smiles, with words like ‘love’, ‘fear’
and ‘guilt’
 ‘My shell’ could show images of lips, feet, noses, hair, skin, teeth and eyes beside words
like ‘smooth’, ‘hairy’ and ‘healthy’
 ‘My image’ could use pictures of famous people, models and words like ‘perfect’,
‘beauty’ or ‘cosmetic surgery’
 The fourth shoebox will have a simple label saying ‘Hopes and Fears’ stuck to it.
 Once all the boxes are decorated, we will join together again as one group. We will then
ask each girl to write her thoughts about all or any of the three areas on slips of paper.
The girls can write anything to do with either self‐esteem or taking part in the activities:
what they hope to find out about themselves, the worries they have about what the
activities 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 girls, at the end of the
program.
Rationale
 These boxes represent self-esteem and a combination of what goes on both inside
and outside us. By taking part in this activity participants will be able to let go of
their fears about self-esteem and focus on their hopes.

 How did you feel wen decorating these boxes?
 Did you find it was easy to be able to write something about each of these topics? If not
why?
 Did any of you hold back on writing your thoughts? If so how come?
Activity # 2
Self-Esteem Supports (20 min)
 All participants will receive a paper with boxes on it where they will be asked to fill them
out. They will be asked: what makes you feel good about yourself? What people, places,
activities, experiences, emotions help build your self-esteem? Be as specific as possible
and write them in the bricks underneath ‘you’. Add more boxes if you have more ideas.
We will then discuss with the group what the girls put in their boxes, seeing if there are
similar answers thus creating connections amongst the girls.
Rationale
Getting the participants to open up and feel as though they can connect with the facilitators and
their peers. In doing so, have a better understanding of what the girls need in order to feel better
about themselves and if they have support.
 Do you guys understand how prevalent these issues are to all of you?
 Did this make you feeluncomfortable at any point? Why/Why not?
 Did you realize that so many things can have a factor in increasing/decreasing your self-
esteem? Why/why not?
Lecture (5 min)
 Tools to enhance self-esteem
 How to cope with insecurities
 Outside sources and where to go if you are feeling alone
 How to appropriately talk to an older adult/friend about how you are feeling
Closure (10 min)
 Wrap-up
 Outline our main topics for next session
 Give every participant a piece of paper and pencil where they will write down something
about next week’s topic that they would like to know about, or hear more about. This will
give us the opportunity to better understand what the girls are interested in.
 Check-out
 Does anyone have anything they would like to share about today’s activities?
 Does anyone have any thoughts or concerns?

 How is everyone feeling about the program?
 What did you take away from today?
Back-up Activity
Candy Game
 Have each girl in the group pick 3 different colors of candies (Jolly Ranchers). Whatever
colors they choose, they will then have to answer a coded question based on those colors.
The questions are developed in advance with one question per candy color.
Rationale
Have them feel comfortable enough to disclose their issues on self-esteem while getting to know
more about each other at the same time.
Process Questions
 Were there any questions you would’ve felt more comfortable answering then the
question you received? Why?
 Were you able to relate to something that someone else said? What was it?
 How did your question relate to self-esteem?
Session Number
2
Topic
Media Pressures
Objective
By the end of this session, the girls should understand that the media does portray a very
unrealistic image of beauty. This session will have some discussions social media and the
negative/positive effects it may have.
Materials Needed
Flip chart, paper, markers, magazines, glue, scissors, construction paper,video, pencils
Physical Setting
Classroom with tables and chairs
Social Media Favorites
 The participants will sit in a circle with the facilitators and discuss social media platforms
they use, if they use any, what they think about them, why they use them, and how often
they use them.
Rationale:
This activity will open up the discussion of social media. It will allow us to see which girls are
using social media and which forms they are using.
Process Questions: (5 min)

 Were you surprised to see how often some of your classmates use social media?
 If it were up to you, would you use social media more often?
Activity # 1
Media Manipulation (45 min)
 The girls will be asked a series of questions before starting the activity. The questions
will be:
o Why is one person beautiful, and another not?
o Are there certain looks that all models have in common?
o Do we all think the same looks are beautiful – or even important?
o Are some people desirable because of the way they are, rather than the way they
look?
o How would you describe a person?
o Do you only describe the way they look?
 Following these questions, the girls will be asked to create their own magazine images.
By flipping through magazines and looking at pictures of women portrayed in ads, they
will be asked to cut out parts of pictures that show what is being told to them as beautiful.
On a piece of construction paper they will use all these images to create the media’s idea
of the perfect woman.
 Once completing the cards we will discuss what each girl chose and why she chose these
parts. We will then go into discussing what each girl thinks makes a person beautiful. We
would encourage the girls to go more in depth and talk about not just their looks but
whether being beautiful means being happy, wealthy, clever, what job they would have,
family size, funny, etc.)
Rationale
The objective of this activity is to gain a better understanding of how media plays a role in the
way we think about beauty. Many images in magazines have been altered to get rid of ‘flaws’ or
even to change the shape of models. We would like to help the girls find out how to look past a
person’s appearance and see how there are many attributes and definitions that make a person
beautiful.
 How did this activity make you feel?
 Did any of these topics we discussed make you think differently about beauty and what
makes someone beautiful? Why/why not?
Lecture (10 min)
 Name different social media platforms and their uses
 Video on social media
Activity # 2
Pros/Cons ofSocial Media (30 min)
 We will come up with pros and cons of social media and discuss them within the group.
We will focus on several platforms of social media and see which ones are used most by
the group.

Rationale
This activity will create awareness around the potential dangers of social media. If used
appropriately, social media can be good.
 Did you girls realize the positive/negative aspects of the media? Were any of these
aspects shocking to you? If so, which one and why?
 Have any of you had a negative experience with the media/social media?
Closure (10 min)
 Wrap-up
 Check-out
 Does anyone have anything they would like to share about today?
Back-up Activity:
Snowball
 Questions about current day media will be asked in order to get the girls to discuss how
they may affect our self-esteem and our day-to-day lives.
Session Number
3
Topic
Bullying
Objective
This session we will be focusing on how bullying is prevalent in our society. We will
provide the girls with coping strategies and explain how ignoring the issue can be
dangerous and show them how they can make a difference.
Materials Needed
Bristol board, markers, paper, index cards, pre-made thermometers, scenarios,pre-made
questions, tape, post-its
Physical Setting
Three Words

 We will ask the group to think of three words/names that they have been called in heir
life. We will give everyone a minute to think. Once we have given them time, we will go
around the room and the girls will say the three words/names they chose and in a few
words describe how it made them feel.
Rationale
 This activity is to show the group members that everyone has experienced bullying in one
way or another. It makes members more aware of how common it is and how it must be
stopped.
Process Questions
 Did this activity make you think differently about bullying? If so, how?
Activity # 1
Bullying: What is it? (20 min)
 The girls will be divided into groups. We will give each team a set of index cards. We
will tell them that they have 10 minutes to come up with as many different ways that
people bully as possible. They will have to write each reason (only one) on each index
card.
 When the 10 minutes is up; we will hand each group one of the “Bullying – What is it”
handouts. We will tell them to divide the ways people bully into the categories on the
handout and have them define each of these categories.
 We will then ask the girls to share their definitions for each type of bullying.
Rationale
Bullying is word that people talk about a lot but don’t always fully understand. This lesson
explores the different types of bullying and helps the participants understand the many different
types of bullying.
 Learn about the different types of bullying.
 Discuss different ways to bully.
 Create a definition for bullying.
 Who can explain some of the differences we learned about bullying?
 Can you think of times in your life when you or someone you know was bullied?
Activity # 2
Greatest Canadian Hero (40 min)
 This activity will work in two parts.
 Part A: In a larger group we will discuss the following questions.
A. What is a bystander?

B. Do you think bystanders can be neutral when they see others being bullied?
C. How do you feel when you see others bullied? What do you usually do?
D. What are some things bystanders can do to stop bullying in their schools?
 Part B: After having discussed the questions the girls will split off into groups to draw
“The Greatest Canadian Hero” or someone that can stop bullying. Using the arts and
crafts supplies they will draw an approximately life size person (if someone fits on the
paper they can trace around them) and create their own super hero against bullying. They
will be encouraged to get creative, perhaps even including a tag line or slogan for the
super hero. They will be asked to come up with “stats” for the super hero as to why he or
she is good at standing up to bullying. The girls will discuss their hero and explain.
Rationale
Many people just stand by and watch when someone is bullied. This lesson explores the role of
the bystander in bullying and how you can help prevent bullying. 
 Understand what it means to be a bystander.
 Learn ways to prevent bullying when others experience it.
 If you or someone you know is being bullied what are some things that they can
do for help or to stop the bullying?
 What does it mean to be a bystander? (Watching someone being bullied without
stepping in or getting help.) Why are some people bystanders when it comes to
bullying? How can you go from being a bystander to someone who helps the
situation?
Activity # 3
Bullying Thermometer (20 min)
 Different forms of bullying will be handed out on a piece of paper. Separating the girls
into two groups, we will have them rank the words from least extreme (coolest) to the
most extreme (warmest) forms of bullying.
Rationale
This exercise is to get the participants to understand that even the least extreme forms of bullying
are still hurtful. This exercise is to promote awareness about bullying and prevent it from
happening.
 What aspect of bullying was the most surprising to you?
 How do you think people feelwhen they are being bullied?
Closure (10 min)

 Wrap-up
o Ask girls to bring in a picture of themselves when they were younger and remind
them not to show each other. They will need them for next session.
 Check-out
Back-up Activity
Snowball
 Pre-made questions about bullying will be in a hat. One participant will pick up the
question, answer it and throw it to another person (creating a snowball effect).
Session Number
4
Topic
Creating a Positive Self-Image
Objective
This session will be focused on helping the girls realize that the girls are all unique and
special in their own way. It will also be a chance for them to express their insecurities,
where we will help them to try to overcome them.
Materials needed
Construction paper, scissors, envelopes, ball, pencils, markers,glue
Physical setting
The self-esteem Gauntlet
 The girls will form two lines facing each other. One at a time each girl will walk or skip
in between the two lines and "run" the gauntlet. As each girl walks through the line,
others pat her on the back, give them "high 5" or a hug, share kind words, or smile at her.
We will encourage the girls to go through the gauntlet slowly and to listen to the words
and gestures given to her.
Rationale
Get the girls to have good feelings about themselves, feeling good at giving others compliments,
to increased self-esteem, and group cohesion.

 Did this make you realize that you are valued? Why/ Why not?
 How did this exercise make you feel?
Activity # 1
Special Candy Game (15 min)
 Each girl will be given several candies. We will go around the circle stating facts about
ourselves for example “I can play the piano” or “I have a dog at home”. If the fact applies
to the girl then she does not do anything, however if it the fact does not apply to the girl
she must throw the girl who asked the question one of her candies.
Rationale
This activity helps the group to think about things that are special and unique about themselves -
they also find out things that they might have in common with others in the group
Process Questions (5min)
 Did this exercise have an impact on your mood? Yes or No? Why/Why not?
 Did you find it comforting to know that people share similar facts as you?
Lecture (10 min)
 Aline and Sarah will facilitate
 Providing ideas on how the girls can help develop a more positive self image
Activity # 2
Guess Who? (25 min)
 Each girl will be instructed in the previous session to bring a photo of themself when they
were younger to this session. They will keep their photos hidden to start with and will
give them to us. We will then mix them up and lay them out in front of the group. We
will ask the girls to guess who each one is. Once we have all worked out who is in each
photo, we will ask the girls think about how much they have already grown up. Each girl
will then be asked to say something positive about what they were like around the time
their photo was taken. Next,each girl will write her name on an envelope. On different
slips of paper, the girls will each write at least one positive comment about every other
girl and will fold them up and put them in the relevant person’s envelope. When each girl
takes her photos home, they will be allowed to open their envelope and read the
comments about themselves.
Rationale
This activity is meant to enhance self-esteem by showing appreciation for each and learning that
we are all unique and beautiful in our own way. It is about learning to celebrate our uniqueness
that helps us understand that we are all individuals. As well as learning some really positive
things about us, this activity is a chance to see just how grown‐up the girls have already become.

 Do people understand who you are?
 What makes you an individual?
 Is learning to understand each other a good idea?
 What one thing would you like to remember from this activity?
Activity # 2
“I am” Posters (30 min)
 The girls will be asked to draw themselves on a piece of paper, like a self-portrait. Next
they will be asked to write, “I am”,on their papers and then fill in words all over that
describe who they are and what they are. For example a girl may write “I am” brave,
fabulous, inspiring, exciting, determined, etc. They can also write inspiring glue on
inspiring quotes about self esteem which we will have printed out for them. Each girl will
then get a chance to present her self-made poster to the group.
Rationale
For group members to develop a positive self image by recognizing the positive traits that
exist within themselves.
 Did any of you find it hard to write things about yourselves? If so why?
 What was it like sharing your poster with the group? Did it make you feelgood?
Closure (10 min)
 Wrap-up
 Check-out
Back-up Activity
Gift from the Heart
 Each participant will be given a piece of paper where they will draw out a gift they wish
to give to someone in the group. They will then present the person with the gift and say
why they chose that particular gift.
Session Number 4

Topic
Building Trust in Relationships
Objective
Help encourage the participants to step out of their comfort zones and put their trust in
the fellow group members.
Materials Needed
Paper,pencils, ball, box
Physical Setting
The Human Knot
 The girls will be arranged in a circle standing shoulder to shoulder. Each girl must use
her left hand to reach across the circle and take the hand of a teammate on the other side.
The girls must then use their right hand to reach across and take the hand of a member
across the circle. No one should take the hand of a team member next to her in the circle.
The girls must then untangle the knot without any member letting go of another’s hand.
Rationale
This activity gives the girls the opportunity to listen and to trust each other. This builds on the
group’s ability to work together to solve a problem.
Process Questions (5min)
 Did this activity take you out of your comfort zone having to listen to someone else tell
you what to do? Why/Why not
 Did this activity show you that your peers could be trusted and working together creates a
better outcome? Why/Why not
Activity # 1
4 UP (15 min)
 The girls will all sit in a circle.
 We will explain that we are taking them to a strange planet with a very strange
atmosphere. In this atmosphere they cannot speak, as sound does not travel. The planet
also has a very weird gravity system. Only four people can stand up at once. It is also
impossible to stand for more than ten seconds.
 The challenge for survival on this planet is for the girls to keep four people standing up
all of the time, for not more than ten seconds each. The group will need to co- operate
using non-verbal communication.
Rationale
 This activity will have shown the girls that they are able to co-operate with others without
even talking. They have the skills; they just need to put things into action. The activity
also allows the girls to put their trust into each other.

 How did it feel to not be able to communicate?
 Did you find it hard to trust the group? Why
 What were some of the most effective ways to communicate within the group?
Lecture (10 min)
 Aline and Sarah will both facilitate
 Strategies on how to build and keep trust and how not to break it.
Activity # 2
Trust Fall (15 min)
 Partners stand, one with her back turned to the others front with her arms extended
sideways, she falls backward and is caught by her partner.
Rationale
This activity will help the girls develop trust amongst one another, by fully letting themselves go
and relying on their partner.
 How did it feel to fall, did you doubt that the other person would catch you?
 How did it feel to catch your partner, did you doubt that you would be able to catch her?
Lecture (10 min)
 Aline and Sarah will facilitate
 Self-disclosing and putting trust in others
Activity # 3
Drawing Twins (15 min)
 The girls will be divided into pairs or triads depending on the number of girls attending
the session.
 One member will be given a picture that must not be shown to their partner.
 The person with the picture must give instructions to their partner so that they can draw
it, but must not say what it is, eg, ‘draw a circle, and draw two more circles inside the
circle about half way up’. The girls will then be asked to compare the drawing with the
original.
 We will then hand out more pictures and ask the girls to swap roles.
Rationale
This should illustrate how hard it is to give clear instructions as well as how hard it is to listen,
and can also show how things are easily misunderstood and misinterpreted. This activity will help
the participants get closer and is an opportunity for all the girls to have their opinions heard which
is important in building a trusting environment.

 Did this exercise make any of you feel uncomfortable? Why/Why not?
 Did this exercise help you to see how communication is a key factor in building trusting
relationships?
Closure (10 min)
 Wrap up
 Outline main topics for next session
Back-up Activity
Ball Tossing
 All of the girls will sit in a circle and throw a blow up ball back and forth, on the ball
there will be multiple questions relating to self-esteem. Wherever the girl’s thumbs land
they have to answer that question.
Session Number
6
Topic
Health and Fitness
Objective
The importance of a healthy lifestyle is often overlooked. Through demonstrating
exercises and nutritional activities, we aim to help the girls to realize its importance
within their daily lives.
Materials Needed
Pictures of food, Bristol board, markers, nutrition labels
Physical Setting
What Makes You Active
 The group will be asked to think of ways they are all active. Each girl will share how she
includes physical activity into her life.

Rationale
This activity will demonstrate different ways that the girls are getting active in their life. They
may end up inspiring each other to take part in certain activities.
 Which activities seemed most appealing to you? Why?
 Is getting physically active important to you? Why or why not?
Activity # 1
Label that Food Group (30 min)
 We will go over Canada’s Food Guide with the girls. We will then play a small game
with them. Each food group name will be on pieces of poster boards, as well as pictures
of the main food groups. As a group, we will collaborate and label the names of the food
groups to their respective categories.
Rationale
This activity is to make sure that the participants understand the different food groups.
 Was anyone surprised with the different food groups? If so, which one?
 Do you feel as though you get the recommended daily amount of food from each food
group? If so, describe your typical day of eating.
Activity #2
Reading Nutrition Labels (25 min)
 As a group we will discuss nutrition labels and we will learn how to read them.
Rationale
It is important to understand what is written on food labels. By helping the girls understand food
labels, we hope to help them make smarter,healthier choices about the foods they eat.
 Did you find it helpful to learn how to read food labels?
 Are you more aware of what may be in the foods you are consuming?
 Did this activity help you to realize that it is important to make healthy food choices?
Lecture (10 min)
 Describing nutrition and its importance
 Healthy alternatives and fun ways to eat a balanced diet
Activity # 3
Let’s Get Moving (15 min)

 We will show the group members easy and simple exercises that they do at home at any
time of day. We will highlight the fact that all of these exercises could be done while
brushing your teeth,getting dressed in the morning, finding an outfit to wear,as a break
from homework etc. For example, simple stretching, yoga poses, etc.
Rationale
This activity will demonstrate the importance of being active and give them exercises that they
can do daily. It will also show them how easy it is to get active without having to go out or using
any equipment.
 Who can say that they get a form of exercise every day? If so, what?
 Does anyone know any daily activities that they partake in that can be considered as
exercise?
Closure (10 min)
 Wrap-up
 Check-out
Back-up Activity
Healthy Recipes
 We will provide the class with easy healthy and fun recipes they can do at home.
Session Number
7
Topic
Leadership and Positive Role Models
Objective
In this session, we will help the girls develop a sense of leadership and understand how to be an
effective leader in a positive way.
Materials Needed
Already made quotes, paper, markers, blindfolds, rope, hula hoop
Physical Setting

Quotes on Walls/What is a leader?
 We will place thoughtful leadership quotes on the walls. We will ask the participants to
walk around the room reading each of the quotes. Then, we will have them stand by one
quote that represents their personal views on what makes a good leader. When all
participants have selected a quote, they must each explain to the group why her chosen
quote is important to them.
Rationale
This activity is to enable the group to understand the qualities and actions it takes to be an
effective leader.
 Has your understanding of leadership changed at all? If so, how?
 Were there any other quotes you thought about picking? If so, which?
Activity # 1
Band Master (20 min)
 One person leaves the room; another person is selected as the “leader”. Participants start
my tapping their feet or clapping their hands and the girl asked to leave the room is asked
to enter back into the center of the circle. The leader discretely changes the motion and
the participants follow. The participants will follow what the leader does while trying to
not make it obvious that it is she who is the leader. The girl at the center of the circle has
to try and guess who the leader is.
Rationale
This activity is a fun way to demonstrate leadership.
 How did this activity demonstrate leadership?
 Was it easy to find out who the band master was? Why/Why not?
Activity # 2
Blindfold Search (30 min)
 The girls will be split into two groups. Half leave the room and are given blindfolds. The
other half will stay in the classroom. When ready, the blindfolded person comes back into
the room.
 The object of the game is for the person in the room to lead the blindfolded person
around the room to identify two items in the room. Both people can only communicate
using touch, not a word is to be spoken between them.
Rationale
This activity will demonstrate leadership and those who feelconfident in their ability to lead.

 Who thought that this was a difficult exercise? Why/Why not?
 Do you think this activity would have been different if you were able to talk? Why?
Lecture (10 min)
 How to be an effective leader
 How to work together
 Benefits of positive role models (class discussion on role models)
Closure (10 min)
 Wrap-up
 Check-out
Back-up Activity
Pass the Hoop
 For this game, everyone stands in a large circle. A hula hoop is placed on one person's
arm and then everyone hold hands. The objective of this game is to pass the hoop all the
way around without letting go of hands.
Session Number
8
Topic
Closure
Objective
This session will provide an opportunity for the participants to let us know what they have
learned from this experience. It will also be a chance to say our proper “good-byes”.
Materials needed
Though capsules, music, snacks,feedback evaluation sheet
Physical setting
Thought Capsules Revisited

 The Thought Capsules that we made in the first session will be opened where we will
read what the girls wrote. As a reminder we will tell them that they were asked to write
anything to do with either self‐esteem or taking part in the activities: what they hope to
find out about themselves, the worries they have about what the activities may be like,
the fears they have about growing up or what they are looking forward to, etc. We will
read what each girl wrote anonymously and see if the girls still feel the same or if these
feelings have changed.
Rationale
This activity will give the girls a chance to see what they have learnt and how the sessions may
have helped them with their self-esteem.
Activity # 1
Closing Party (1 hour)
 Sarah and Aline will facilitate
 Fun activities: put on some music, dancing, any games the girls want to play, etc.
 Little snacks/goodie bags handed out
Rationale:
This activity is intended for everyone to have fun and to enjoy the last session.
Activity # 2
Feedback/Evaluation Discussion (20 min)
 All participants of the group will be given a feedback paper where they will provide us
with any feedback they have for us as well as any other comments they have for us.
Rationale
This activity will allow us to see how we have impacted the girls, and if they enjoyed our
program.
Closure (10 min)
 Wrap-up contents of all 8 sessions
 Check-out
 Open for any questions/comments the girls may have
THE END

Proposal

Recommended

Recommended

More Related Content

What's hot

What's hot (6)

Viewers also liked

Viewers also liked (18)

Similar to Proposal

Similar to Proposal (20)

Proposal