Manage... challenges!

Size: px

Start display at page:

Download "Manage... challenges!"

Sheena Welch
5 years ago
Views:

1 Manage... challenges! Develop and apply coping strategies to manage your emotions. The best way to become comfortable about mental health is to talk about it. Start the conversation today! Need help? Kids Help Phone

2 Mental Health Matters Activity Poster: Manage Level: K-3

3 A Bucket Load of Feelings: Singing and Drawing Emotions (K-1) Alberta Education Health and Life Skills Program of Studies Outcomes: Kindergarten: The student will... R - K.1 R - K.2 demonstrate knowledge of different kinds of feelings and the vocabulary of feeling words; e.g., happiness, excitement explore the relationship between feelings and behaviours; e.g., feelings are okay, but not all behaviours are okay. Grade 1: The student will... R R recognize and demonstrate various ways to express feelings; e.g., verbal and nonverbal identify physiological responses to feelings; e.g., being sad can make you tired. Teacher Background: Learning to manage emotions is as important a skill as walking and talking. Children need to be shown how to identify, express and manage their emotions. This leads to more positive mental health. Objectives: students will understand that people have a variety of emotions. students will identify emotions based on verbal and nonverbal cues. students will identify positive ways to express emotions. Materials: 1. bucket 2. 14cm x 11cm cards (8.5x11 piece of card stock folded into quarters)

4 Get Ready: Ask the students to brainstorm ideas about what each of them do when they are happy, frustrated, sad, excited or scared. Use the student responses to sing a song to the tune of, If You re Happy and You Know It The song may resemble the following: If you re happy and you know it share a smile If you re sad and you know it make a frown If you re frustrated and you know it clench your fists If you re excited and you know it jump around If you re scared and you know it hide your eyes Activity: A Bucket Load of Feelings Pair students. Tell students you will be saying the name of an emotion. When you say the emotion each partner will take turns showing what the emotion looks like on their face. Next, each student will draw their partner s face with the emotion on a 14cm x 11cm card. Limit the emotions to happy, sad, frustrated, excited, and scared. All completed cards are placed in a bucket. Students take turns selecting a card and guessing the emotion based on the card. Discussion: Ask students to think about other ways they know how someone is feeling (e.g., body language, words, noises, and actions). What are some positive ways to deal with negative feelings such as sadness or frustration? Where in your body do you feel emotions; e.g., butterflies in the stomach, accelerated heart rate, sweating.

5 Conclusion: Today, we learned that we can sometimes tell how people are feeling by how they look or what they say or how they act. Everyone has feelings and there are many positive ways to show how we feel. If we are having a hard time with how we are feeling, we can always ask a safe adult for help. Learning how to manage emotions leads to more positive mental health.

6 A Bucket Load of Feelings: Singing and Drawing Emotions (2-3) Alberta Education Health and Life Skills Program of Studies Outcomes: Grade 2: The student will... R R recognize that individuals make choices about how to express feelings; e.g., frustration. become aware that the safe expression of feelings is healthy. Grade 3: The student will... R R recognize the effects of sharing positive feelings on self and others; e.g., express appreciation to self and others demonstrate safe and appropriate ways for sharing and or expressing feelings through words and behaviour; e.g., demonstrate good manners when expressing feelings. Teacher Background: Learning to manage emotions is as important a skill as walking and talking. Children need to be shown how to identify, express and manage their emotions. This leads to more positive mental health. Objectives: students will understand that people have a variety of emotions. students will identify emotions based on verbal and nonverbal cues. students will identify positive ways to express emotions. students will identify the things and activities that elicit certain emotions. students will be able to explain how their reaction to an emotion sounds, looks, and feels.

7 Materials: bucket 14cm x 11cm cards (8.5x11 piece of card stock folded into quarters) chart paper for anchor chart Get Ready: Ask the students to brainstorm ideas about what each of them do when they are happy, frustrated, sad, excited or scared. Use the student responses to sing a song to the tune of, If You re Happy and You Know It The song may resemble the following: If you re happy and you know it share a smile If you re sad and you know it make a frown If you re frustrated and you know it clench your fists If you re excited and you know it jump around If you re scared and you know it hide your eyes Activity: A Bucket Load of Feelings Pair students. Tell students you will be saying the name of an emotion. When you say the emotion each partner will take turns showing what the emotion looks like on their face. Next, each student will draw their partner s face with the emotion on a 14cm x 11cm card. Limit the emotions to happy, sad, frustrated, excited, and scared. All completed cards are placed in a bucket. Students take turns selecting a card and guessing the emotion based on the card. Bring the class back together and show them the emotion anchor chart. For each emotion ask each student what might make someone feel that emotion. Record answers on the anchor chart.

8 Next, ask students what the emotion might sound, look, and feel like. Note to the teacher: If a student provides a negative response to an emotion, for example: frustrated looks like me punching my brother! Ask the class to assist in generating a more positive response and record that one on the anchor chart. Consider posting the anchor charts in the classroom as an ongoing reminder that all feelings are okay, but not all behaviours are okay. Discussion: Ask students to think about other ways they know how someone is feeling (e.g., body language, words, noises, and actions). What are some positive ways to deal with negative feelings such as sadness or frustration? Where in your body do you feel emotions; e.g., butterflies in the stomach, accelerated heart rate, sweating. Conclusion: Today, we learned that we can sometimes tell how people are feeling by how they look or what they say or by how they act. Everyone has feelings and there are many positive ways to show how we feel. If we are having a hard time with how we are feeling we can always ask a safe adult for help. Learning how to manage emotions leads to more positive mental health.

9 Sample Anchor Chart Format Looks like Feels like Sounds like The Feeling Things that make us feel

Outcomes: K 6 Poster Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Manage R K.1 demonstrate knowledge of different kinds of feelings and a vocabulary of feeling words; e.g., happiness, excitement R K.

10 Outcomes: K 6 Poster Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Manage R K.1 demonstrate knowledge of different kinds of feelings and a vocabulary of feeling words; e.g., happiness, excitement R K.2 explore the relationship between feelings and behaviours; e.g., feelings are okay, but not all behaviours are okay R K.3 identify situations where strong feelings could result R 1.1 recognize and demonstrate various ways to express feelings; e.g., verbal and nonverbal R 1.2 identify physiological responses to feelings; e.g., being sad can make you tired R 1.3 identify positive and negative feelings associated with stress/change R 1.4 compare and contrast positive and negative nonverbal communication and associated feelings; e.g., positive and negative touches R 2.1 recognize that individuals make choices about how to express feelings; e.g., frustration R 2.2 become aware that the safe expression of feelings is healthy R 2.3 identify possible psychological and physiological responses to stress R 2.4 develop communication strategies to express needs and seek support; e.g., if touched in a way that makes one feel uncomfortable, who and how to tell R 3.1 recognize the effects of sharing positive feelings on self and others; e.g., express appreciation to self and others R 3.2 demonstrate safe and appropriate ways for sharing and/or expressing feelings through words and behaviour; e.g., demonstrate good manners when expressing feelings R 3.3 develop, with guidance, strategies to deal with stress/ change R 3.4 develop, with guidance, effective communication skills and strategies to express feelings; e.g., appropriate expression of anger R 4.1 recognize that individuals can have a positive and negative influence on the feelings of others R 4.2 identify and use short-term strategies for managing feelings; e.g., dealing with excitement, anger, sadness, jealousy R 4.3 recognize that management of positive/negative stress can affect health R 5.1 recognize that presenting feelings may mask underlying feelings; e.g., anger can mask frustration, hurt R 5.2 identify and use long-term strategies for managing feelings; e.g., dealing with disappointment, discouragement R 5.3 recognize that stressors affect individuals differently, and outline ways individuals respond to stress R 6.1 recognize that individuals can choose their own emotional reactions to events and thoughts R 6.2 establish personal guidelines for expressing feelings; e.g., recognize feelings, choose appropriate time/place for expression, identify preferred ways of expressing feelings, and accept ownership of feelings R 6.3 develop personal strategies for dealing with stress/change; e.g., using humour, relaxation, physical activity L 6.1 expand strategies for effective personal management; e.g., develop and implement a personal budget, assess the power of positive thinking L 6.6 analyze and apply effective age-appropriate strategies to manage change; e.g., predict, plan and prepare for transition to next school level

Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Lesson 7: Lesson 8: Lesson 9: Lesson 10: Lesson 11: Lesson 12: Lesson 13: Lesson 14:

Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Lesson 7: Lesson 8: Lesson 9: Lesson 10: Lesson 11: Lesson 12: Lesson 13: Lesson 14: INTRODUCTION...4 ASSESS TO ASSIST...7 Pre and Post SOCIAL SKILLS ASSESSMENT...8 Section 1: KNOWING MYSELF FIRST...10 Lesson 1: Give Yourself a Hand!...11 Lesson 2: I m In Charge of My Feelings...15 Lesson